Mr. Godin Notes

Mr Daniel's Grade 2 French Immersion Teacher Page

Notes

Suggested daily activities for the week of Monday, June 1st 2020 (Week 9)

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words / Sound of the week (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Speaking, Writing, and Reading: Follow the instructions in the document “Emotions”.

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as before:

“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”

 

New sound of the week: New sound of the week, same instructions as before:

 

“Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.”

 

Mathematics:

-          For this week, play math games on the math website “takatamuser”. There is a link to the site in the “emotions” document, located inside the “red thought bubble”.

You can also do activities in the Zorbit math website, if you wish: https://www.zorbitsmath.com/

 

-          Optional STEAM activities: - Go to district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ), and complete this week’s activities in the document for the week of June 1st (You may have to open the English document in order to access the K-2 page.)

 

 

That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

As always, stay safe and have a good week!

Mr Daniel Godin

Suggested daily activities for the week of Monday, May 25th 2020 (Week 8)

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words / Sound of the week (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Speaking, Writing, and Reading: Follow the instructions in the document “Alimentation”.

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as before:

“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”

 

New sound of the week: New sound of the week, same instructions as before:

 

“Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.”

 

Mathematics:

-          Review, as needed, all previous counting circles:

  • Count from 0 to 100, forwards and backwards, in jumps of 2, 5 and 10;
  • Count up to 100, in jumps of 10, forwards only, starting on a number between 1 and 9;
  • Count from 1 to 99, forwards only, in jumps of 2.

 

-          Compare and order numbers up to 100 (in ascending and descending order)

a) Print and cut out the numbers out of the hundred chart (image section of the website), or write down numbers (0 to 100) on a sheet of paper and then cut them out. Then, select around 10 of these numbers and ask your child to place them in ascending order (lowest to highest). Repeat and ask them to place them in descending order (highest to lowest).

b) Write down a list of numbers (or use the numbers from above) between 0 and 100 (around 10 of them) in ascending (or descending) order, placing a mistake(s) on purpose. Ask your child to find and correct the mistake(s) by placing the number(s) in the proper position(s).

 

-          STEAM activities: - Go to district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ), and complete the “Rude Goldberg” activity (other activities are optional) in the document for the week of May 25th (You may have to open the English document this time. As of Sunday evening, the French document did not yet contain the K-2 page.)

 

 

That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

As always, stay safe and have a good week!

Mr Daniel Godin

Suggested daily activities for the week of Monday, May 11th 2020 (Week 6)

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words / Sound of the week (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

Speaking and writing:

(2nd week) - Help your child find the answers to the following questions, then have them practice saying and writing the questions and answers. You can easily practice each sentence for 2 days, or even more, before moving on to the next one to help learn and remember how to say these sentences:

-          Quelle est ta date de naissance? (What is your birth date?)

Je suis né(e) le ___________________.  (I was born on the ______________.)

 

-          À quel âge as-tu eu ta première dent? (At what age did you get your first tooth?)

J’ai eu ma première dent à l’âge de _____ans/mois. (I got my first tooth at the age of ________.)

-          À quel âge as-tu perdu ta première dent? (At what age did you lose your first tooth?)

J’ai perdu ma première dent à l’âge de ______ ans. (I lost my first tooth at the age of ________.)

Je n’ai pas encore perdu de dent. (I have not yet lost a tooth.)

-          À quel âge as-tu dit ton premier mot? (At what age did you say your first word?)

J’ai dit mon premier mot à l’âge de ______ ans/mois. (I said my first word at the age of ______.)

-          À quel âge as-tu commencé à marcher? (At what age did you start to walk?)

J’ai commencé à marcher à l’âge de ______ ans/mois. (I started to walk at the age of _______.)

-          À quel âge as-tu commencé à manger seul? (At what age did you start eating on your own?)

J’ai commencé à manger seul à l’âge de _____ ans/mois. (I started to eat on my own at the age of ________.)

 

*If you are not comfortable speaking in French with your child and you do not have a public library card, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

 

Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as before:

“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”

 

New sound of the week: New sound of the week, same instructions as before:

 

“Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.”

Mathematics:

1. Review, as needed, all previous counting circles:

  • Count from 0 to 100, forwards and backwards, in jumps of 2, 5 and 10;
  • Count up to 100, in jumps of 10, forwards only, starting on a number between 1 and 9;
  • Count from 1 to 99, forwards only, in jumps of 2.

 2. Continue practicing additions and subtractions up to 100

*If necessary, practice additions and subtractions up to 18 before moving on to this.

 

I am giving an extra week to practice this as some student often need a bit of time to grasp this concept. Go at a pace that is appropriate for your child. You can also consider approaching this in different ways when you child is ready. For example:

a)       Do additions and subtractions with the help of objects or images to help count;

b)      Create a mathematical sentence and a written problem for a given solution. (In other words, you give the answer, they make up the problem.);

c)       Instead of having a math. problem where you need to find the answer, instead have them find a missing number in the equation (Ex: ___ +  46 = 68) This week, please practice additions and subtractions with number no greater than 100.

 

Continue to refer to the videos for addition and subtraction strategies when necessary.

 

*At the start, I advise you to check your child’s work after each number. For now, I would advise against doing a large number of additions and correcting all of them at the end, as this may result in “practicing mistakes”.

 3. Optional STEAM activities: If you wish, feel free to do any of the “STEAM” activities that are on the district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ). You just need to open the document for the week of your choice, choose the document intended for the French Immersion students (instructions are in English), find the K-2 section, and complete the assigned task(s).

 

That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

As always, stay safe and have a good week!

Mr Daniel Godin

Posted: May 9, 2020

Hello everyone,

 

ASD-N has launched their home learning page, a district website on which they have begun placing  a variety of ressources: 

Home Learning Page - The ASD-N at Home Learning Page has been launched. The purpose of this page will be to provide parents, caregivers, and educators with the resources to support wellness and At Home Learning. Our goal is to provide a central location of quality resources that will support learners during this time. There is an ASD-N at Home Learning button link on the front page of our ASD-N website: 

 

http://asd-n.nbed.nb.ca/

Direct link to the learning page: http://asd-n.nbed.nb.ca/ahl

Posted: May 4, 2020

Here is a math website, along with a short description, that was suggested by the district that may be useful. You need to create a "parent login" to have access:

 

"Zorbit's Math has put together a K-3 home-learning kit that is filled with teacher-created and classroom-tested digital and offline math tools and ideas that will keep kids engaged, learning, and having tons of fun for as long as their school remains closed.

 

https://go.zorbitsmath.com/free-parent-access

 

On that page when you enter your district and school your curriculum will be set to New Brunswick. You will also have an opportunity to select the language you wish to play the game in. After that, you're off to the races."

 

Have fun exploring this new website everyone!

 

Suggested daily activities for the week of Monday, May 4th 2020

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words / Sound of the week (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

Speaking and writing:

Help your child find the answers to the following questions, then have them practice saying and writing the questions and answers. You can easily practice each sentence for 2 days, or even more, before moving on to the next one to help learn and remember how to say these sentences:

-          Quelle est ta date de naissance? (What is your birth date?)

Je suis né(e) le ___________________.  (I was born on the ______________.)

 

-          À quel âge as-tu eu ta première dent? (At what age did you get your first tooth?)

J’ai eu ma première dent à l’âge de _____ans/mois. (I got my first tooth at the age of ________.)

-          À quel âge as-tu perdu ta première dent? (At what age did you lose your first tooth?)

J’ai perdu ma première dent à l’âge de ______ ans. (I lost my first tooth at the age of ________.)

Je n’ai pas encore perdu de dent. (I have not yet lost a tooth.)

-          À quel âge as-tu dit ton premier mot? (At what age did you say your first word?)

J’ai dit mon premier mot à l’âge de ______ ans/mois. (I said my first word at the age of ______.)

-          À quel âge as-tu commencé à marcher? (At what age did you start to walk?)

J’ai commencé à marcher à l’âge de ______ ans/mois. (I started to walk at the age of _______.)

-          À quel âge as-tu commencé à manger seul? (At what age did you start eating on your own?)

J’ai commencé à manger seul à l’âge de _____ ans/mois. (I started to eat on my own at the age of ________.)

 

*If you are not comfortable speaking in French with your child and you do not have a public library card, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

 

Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as before:

“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”

 

New sound of the week: New sound of the week, same instructions as before:

 

“Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.”

Mathematics:

1. Counting Circle: Count from 1 to 99 in jumps of 2, forwards only. That means this time you’re counting the odd numbers (1, 3, 5, etc…) rather than the even numbers.

 

2. Additions and subtractions up to 100:

*If necessary, practice additions and subtractions up to 18 before moving on to this.

 

This week, please practice additions and subtractions with number no greater than 100.

This week, I’m adding the “subtraction strategies” to the website, along with a video, which demonstrates the method(s) currently used in school to practice subtractions.

Afterwards, write down a few additions and subtractions for your child to solve.

*At the start, I advise you to check your child’s work after each number. For now, I would advise against doing a large number of additions and correcting all of them at the end, as this may result in “practicing mistakes”.

 3. Optional STEAM activities: If you wish, feel free to do any of the “STEAM” activities that are on the district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ). You just need to open the document for the week of your choice, choose the document intended for the French Immersion students (instructions are in English), find the K-2 section, and complete the assigned task(s).

 

 

That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

As always, stay safe and have a good week!

Mr Daniel Godin

Recommended daily activities for the week of Monday, April 27th 2020

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words / Sound of the week (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as usual: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

 

Speaking/Listening:

-          Continue speaking in French with your child. You may continue discussing topics mentioned in last week’s notes if you wish. Or, move on to other subjects of discussion.

-          (Extra activity) - Read-Alouds: If you have a public library card, you can access French read-aloud books that are read to your child by the site. To access these books, go to the kids section of the NB Public Libraries website (https://www2.gnb.ca/content/gnb/fr/ministeres/bpnb/enfants.html) , scroll down a bit and click on “Biblioenfants (TumbleBooks)”. You will then be asked to enter your public library card #. Once you’ve done this, you can click on the book you want to read, then click on the “play button” (Regarder en ligne) on the left of the screen.

On a side note, this site also gives you access to other resources, such as puzzles and informative videos. You may use these as well if you wish.

After having listened to the book, you can have a discussion with your child about the book. You can ask questions such as “What was your favorite part of the book?” “Which part did you like the least?” If you wish, you can also extend the activity by having your child make a drawing of their favorite part (or another part), and then have them explain their drawing to you in French.

*If you are not comfortable speaking in French with your child and you do not have a public library card, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

 

Writing: I am aware that most of you have likely not finished last week’s “Time capsule” assignment, as that document is 19 pages long. It now becomes an optional assignment – you may finish it if you want, and at your own pace.

This week’s suggested writing assignment also doubles as a French speaking activity: Play “Qui suis-je”? (“Who/What am I?” Guessing game) Have your child choose a subject or something that has to be guessed by other people. Then, ask your child to make cards or write down hints (in French) that will help other people guess what they’re thinking of. They’ve done this with animals in class before, and you can expand the game to include other subjects.

Frequent words: I will be posting a new “frequent words” video to present 3 new words this week. Instructions are the same as last week:

“This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)”

 

New sound of the week: Listen to the video presenting the new sound. From there, in class we usually try to integrate the practice of this sound into our other practices. To do this at home, you can, for example, show your child the list of frequent words and ask your child to find which words have the new sound in them. You can also look for this sound in a book after you have finished reading. The idea is to focus on this sound (how it is written and how it sounds) so your child can become familiar with it.

Mathematics:

  1. Counting Circle: For this week, practice, if necessary, the counting circles that we have done so far this year. This includes:

-          counting from 0 to 100, forwards and backwards, in jumps of 2, 5 and 10. You can start and stop on any multiple of these. (For example, if counting in jumps of 5, you could ask you child to count from 55 to 95, but not from 52 to 92.)

-          counting in jumps of 10, up to 100, forwards only, and starting on a number between 1 and 9. (For example: 4, 14, 24, 34, […] 84, 94.)

Note: There is only one more “count” to add to the counting circle this year. I’m saving that one for next week.

 

  1. Additions up to 100

*If necessary, practice additions and subtractions up to 18 before moving on to this.

 

This week, please practice additions with a sum no greater than 100. The mental additions that you’ve practiced the past 2 weeks will be useful here (Bridging through 10, Doubles, etc.)

Start by looking at the “Addition strategies” document and the related “How to” video, which demonstrates the method(s) currently used in school to practice additions (and subtractions).

Afterwards, write down a few additions for your child to solve.

*At the start, I advise you to check your child’s work after each number. For now, I would advise against doing a large number of additions and correcting all of them at the end, as this may result in “practicing mistakes”.

 

  1. Optional STEAM activities: If you wish, feel free to do any of the “STEAM” activities that are on the district’s “STEAM” website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire ). You just need to open the document for the week of your choice, choose the document intended for the French Immersion students (instructions are in English), find the K-2 section, and complete the assigned task(s).

 

That is all for this week. As always, if you would like feedback on the work you have done, send me a picture or a video of your work by e-mail and I will be happy to provide feedback. I am also available to offer help or to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

As always, stay safe and have a good week!

Mr Daniel Godin

Recommended daily activities for the week of Monday, April 20th 2020

-          Reading in French (15 minutes);

-          Speaking or listening in French (10 minutes);

-          Frequent Words (10 minutes);

-          Writing in French (10 minutes);

-          Mathematics (15 minutes).

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

Continue reading in the same fashion as last week: That is, once your child has finished reading their book, you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Afterwards, as an optional activity, you may ask comprehension questions, such as the ones provided in the “Kidsa-z” website.

 

Speaking: Continue speaking in French with your child. You may continue discussing topics mentioned in last week’s notes or use this time to discuss in French (and work on) this week’s writing assignment. (See below)

*If you are not comfortable speaking in French with your child, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

 

Writing: For this week, I have added a “Time capsule” project as the writing assignment. This document contains many activities, so do not feel obligated to complete the entire document. Have a look through the pages: do the activities you wish to do, and skip those you would rather not do. Keep in mind that writing assignments should only take around 10 minutes per day for this week. However, you are free to work on this for more than 10 minutes per day if you choose to do so.

 

Frequent words: I will be posting a video on my page which presents 3 “frequent words” for this week. Please listen to it. This video will present these words in the same manner that I usually present my frequent words in class: I will present the word (and translate for parents), use it in a sentence, and then say the word by sounds and then by syllable. For this week, take a few minutes per day to practice these words with your child. You can, for example, ask your child to read the word and use it in a sentence, or you can play games with these words (like “hangman”). The goal is for your child to use and familiarize him/herself with these words. (Also, when playing games, feel free to add the other frequent words which we have practiced over the year. They’re the words we wrote in the agenda each week.)

I will also be posting this year’s list of frequent words in case parents want to use the document.

 

Mathematics:

  1. Counting Circle (another video demonstration will be posted on the site): Count in jumps of 10, up to 100, forwards only, and starting on a number between 1 and 9. (For example: 4, 14, 24, 34, […] 84, 94.)

 

  1. Monday, Wednesday, Friday:

 

Note: For this part, it is best to use additions with sums (answers) that are no more than 20.

 

 

  1. Practice transforming additions into subtractions (ex: 8+4=12 -> 12-4=8) and vice-versa. You can practice this by simply writing down an addition and ask you child to write the matching subtraction. (They’ve practiced this a bit in class before.) Another way to practice would be to play a matching game: write down a few additions (around 5) and their matching subtractions. Have your child “match” each addition with the proper subtraction.
  2. Once the above strategy has been practiced, use it to solve equations. For example, you could ask “9+ ? = 15”. To find the missing number (?), your child should write down and solve the matching subtraction (15-9=?):

 

9+?=15

 

15-9=?

15-9=6    ->   9+6=15

 

  1. Tuesday and Thursday: There is a district “STEAM Team” which prepares STEAM (Science, Technology, Engineering, Arts, Mathematics) activities for the district’s teachers and students. I encourage you to go on their website ( http://stemnorth.nbed.nb.ca/home-learning-resources/page/asd-n-weekly-steam-asd-n-stiam-hebdomadaire )and see what kind of activities they have available for you. Open the document for the week of April 13th for the French Immersion students (instructions are in English), find the K-2 section, and complete the task under “Numeracy”. All other activities are extras.

 

That is all for this week. As always, I am available to offer feedback and to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

Stay safe and have a good week!

Mr Daniel Godin

Hello Parkwood families! I know that our current situation can be difficult, and that home learning may cause extra stress. Please know that your school family is thinking about all of you and want to help however we can. Your teachers and staff at Parkwood are still here to support you if you need help. If you are looking for information or support, please feel free to contact me through e-mail. If we don’t have the means to help, we will direct you to organizations in our community that can. Please remember to take care of yourselves and your family!

Daniel Doucet: danielf.doucet@nbed.nb.ca

506-547-5245

Recommended daily activities for the week of Tuesday, April 14th 2020

-          Reading in French (15 minutes);

-          Speaking or listening in French (15 minutes);

-          Writing in French (15 minutes);

-          Mathematics (15 minutes).

Reading: Continue to read daily in French at home, using either books at home or other sources, such as Kidsa-z.com.

For this week you can start asking your child to retell the story they have just read, in French if possible. The goal here is to have the student retell as much of the story (and details) as possible by simply asking them to tell you what they’ve read. Additional questions (for example: And then what happened? Who are the characters in this story?) should only be asked when necessary. Once your child can properly retell a story, then he will be ready to answer comprehension questions about the books. (Such as the ones provided in the “Kidsa-z” website.)

 

Speaking: Continue speaking in French with your child. For your convenience, I am repeating last week’s notes below:

You can talk about routine things like the weather, how their day went, or how they are feeling. As a guide, here is a list of sentenced structures (Questions and answers) that we practiced throughout the school year so far. Obviously, we do not expect you to go over all of these with your child. These are merely a variety of suggestions *If you are not comfortable communicating with your child in French at home, feel free to skip below, to a list of alternate activities.

  • [What do you eat to stay healthy ? / To stay healthy, I eat (examples : a banana, chicken…)] :

Qu’est-ce que tu manges pour être en bonne santé? / Pour être en bonne santé, je mange… (p. ex., une banane et du poulet…) ;

 

  • [What do you do to stay healthy? / To stay healthy, I (examples: dance and I play soccer)] : Qu’est-ce que tu fais pour rester en bonne santé? / Pour rester en bonne santé, je…. (p. ex., danse et je joue au soccer) ;

 

  • [What do you do to take care of your body? / To take care of my body, I… (brush my teeth twice per day…)] :

Qu’est-ce que tu fais pour prendre soin de ton corps? / Pour prendre soin de mon corps, je…. (p. ex., me brosse les dents deux fois par jour…) ;

 

  • [What does a good friend do? / A good friend… (examples: shares his toys, plays with me, consoles me when I am feeling sad.)]:

Que fais un bon ami? / Un bon ami est… (p.ex., quelqu’un qui partage ses jouets, quelqu’un qui joue avec moi, quelqu’un qui me console quand je suis triste) ;

 

  • [What do you do to keep your friends? / To keep my friends, I (am nice with them every day…)] :

Qu’est-ce que tu fais pour garder tes amis? / Pour garder mes amis, je (p. ex., suis gentil(le) à tous les jours …)

 

  • [How do you feel? / I feel (happy, sad, angry…)] :

Comment te sens‑tu? / Je me sens (content, triste, fâché…).

  • [What do you do when you are (happy, sad, angry)? / When I am (happy, sad, angry…) I __________.] :

Qu’est‑ce que tu fais quand tu es (content, triste, fâché(e)…)? / Quand je suis (content, triste, fâché(e)…), je ___________.

After these specific structures, we had followed up with a more “open ended” dialogue, where students where encouraged to talk about and ask questions about animals, the life cycles of the frog, plants, and butterflies, as well as the different states of matter (gas, liquid, and solid, or “gaz, liquide et solide” in French) for water (steam, water, and ice, or “vapeur, eau et glace” in French.  Therefore, these are all potential topics that you could discuss with your child in French.

 

*If you are not comfortable speaking in French with your child, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

Read-Aloud: https://www.youtube.com/watch?v=in_a-pr9EWc

Here are two examples of a TV episode available on YouTube: https://www.youtube.com/watch?v=aBvTQ9ppbJ0  (Paw Patrol)

https://www.youtube.com/watch?v=GKfv2OuePQU  (Princess Sophia)

*Also, feel free to watch other videos from these series

Writing: This week, ask your child to write a story based on an image that is given to them. This was our current (and unfinished) writing assignment before schools were closed. They’re free to choose the same image they had chosen at school or to choose a different image. (Look in “documents” to find the pictures.) They are simply asked to choose a picture, and then make up a story and write it down, using the image as inspiration to help them start things off.

Note: Please keep in mind that your child does not need to write the entire text in one sitting. This would likely take much more than 15 minutes. In class, students often require multiple writing periods spread over a few days to finish a writing assignment.

 

Mathematics:

  1. Counting Circle (another video demonstration will be posted on the site): Count in jumps of 2 from 0 to 100, forwards and backwards.
  2. Once “Doubles” and “Friends of 10” have been properly learned (review last week’s assignment if necessary), you can move on to the following (again, I recommend practicing one for two days, and then the other for 2 days):
    1. From “Doubles”, we move on to “Doubles +/- 1 or 2”: Students need to use their knowledge of doubles to quickly solve additions that are close to doubles. These additions should be no more than 2 higher or lower than a double. (For example, 6+8 would be 2 more than the double 6+6=12, while 6+4 would be 2 less.)

 

Here is an example of a “doubles +1” to show you how this should go:

-          Parent or teacher: “What’s 6+7?”

-          Student: “Well, I know that 6+6=12… Since 6+7 is only 1 more than 6+6, then 6+7=13.”

 

*Also, the student can just as easily answer with: “Well, I know that 7+7=14… Since 6+7 is only 1 less than 7+7, then 6+7=13.”

 

  1. From “Friends of 10”, we move on to “Bridging through 10”. When bridging, not only do you make 10 like you did last week, but you’ll also go past 10 by adding whatever is left afterwards.

 

Example: If we ask a student to solve “What’s 8+6?” The student knows that to make 10, he needs to take 2 from the 6 and add it to his 8. So, he/she’ll start off by saying or writing that 8+2=10. From there, finish solving the equation by adding what’s left:

 

8+6=?

8+2=10 ; 10+4=14.

 

8+6=14

 

*See video for a more thorough explanation, as well as how to use a 10-frame to help practice the “Bridging through 10” technique.

 

As always, I am available to offer feedback and to answer questions. You can contact me by e-mail at Daniel.godin@nbed.nb.ca, or message me through ClassDojo.

 

Stay safe and have a good week!

Mr Daniel Godin

Recommended daily activities for the week of Monday, April 6th 2020

-          Reading in French (15 minutes);

-          Speaking or listening in French (15 minutes);

-          Writing in French (15 minutes);

-          Mathematics (15 minutes).

 

Reading: I suggest that students read daily in French. In order to make more French books available at home, I have signed up the entire class for a free 90-day trial to the website “Kidsa-z.com”, which contains a library of leveled French reading books. I will be posting a video tutorial on my Teacher Page about how to log in and navigate the site.

For this week you can concentrate on just reading, and we will start asking questions about what they read later.

 

Speaking: As with any language, it helps to practice speaking a language to learn it. If possible, talk with your child, in French, daily. You can talk about routine things like the weather, how their day went, or how they are feeling. As a guide, here is a list of sentenced structures (Questions and answers) that we practiced throughout the school year so far. Obviously, we do not expect you to go over all of these with your child. These are merely a variety of suggestions *If you are not comfortable communicating with your child in French at home, feel free to skip below, to a list of alternate activities.

  • [What do you eat to stay healthy ? / To stay healthy, I eat (examples : a banana, chicken…)] :

Qu’est-ce que tu manges pour être en bonne santé? / Pour être en bonne santé, je mange… (p. ex., une banane et du poulet…) ;

 

  • [What do you do to stay healthy? / To stay healthy, I (examples: dance and I play soccer)] : Qu’est-ce que tu fais pour rester en bonne santé? / Pour rester en bonne santé, je…. (p. ex., danse et je joue au soccer) ;

 

  • [What do you do to take care of your body? / To take care of my body, I… (brush my teeth twice per day…)] :

Qu’est-ce que tu fais pour prendre soin de ton corps? / Pour prendre soin de mon corps, je…. (p. ex., me brosse les dents deux fois par jour…) ;

 

  • [What does a good friend do? / A good friend… (examples: shares his toys, plays with me, consoles me when I am feeling sad.)]:

Que fais un bon ami? / Un bon ami est… (p.ex., quelqu’un qui partage ses jouets, quelqu’un qui joue avec moi, quelqu’un qui me console quand je suis triste) ;

 

  • [What do you do to keep your friends? / To keep my friends, I (am nice with them every day…)] :

Qu’est-ce que tu fais pour garder tes amis? / Pour garder mes amis, je (p. ex., suis gentil(le) à tous les jours …)

 

  • [How do you feel? / I feel (happy, sad, angry…)] :

Comment te sens‑tu? / Je me sens (content, triste, fâché…).

  • [What do you do when you are (happy, sad, angry)? / When I am (happy, sad, angry…) I __________.] :

Qu’est‑ce que tu fais quand tu es (content, triste, fâché(e)…)? / Quand je suis (content, triste, fâché(e)…), je ___________.

After these specific structures, we had followed up with a more “open ended” dialogue, where students where encouraged to talk about and ask questions about animals, the life cycles of the frog, plants, and butterflies, as well as the different states of matter (gas, liquid, and solid, or “gaz, liquide et solide” in French) for water (steam, water, and ice, or “vapeur, eau et glace” in French.  Therefore, these are all potential topics that you could discuss with your child in French.

 

*If you are not comfortable speaking in French with your child, you can instead have your child listen to a French show on TV, YouTube, or on an online streaming platform such as Netflix or Disney Jr, or watch a YouTube video of someone reading a French children’s book aloud.

Read-Aloud: https://www.youtube.com/watch?v=in_a-pr9EWc

Here are two examples of a TV episode available on YouTube: https://www.youtube.com/watch?v=aBvTQ9ppbJ0  (Paw Patrol)

https://www.youtube.com/watch?v=GKfv2OuePQU  (Princess Sophia)

Writing: Take some time to do some personal writing in French this week. You child can write about what they did recently, or something that happened recently, and how they felt about it. If, for example, you went walking in a trail nearby, what did your child see during that walk? Was the weather sunny or cloudy? Did they enjoy the walk? How did it make them feel?

Note: Please keep in mind that your child does not need to write the entire text in one sitting. This would likely take much more than 15 minutes. In class, students often require multiple writing periods spread over a few days to finish a writing assignment.

 

Mathematics:

  1. Counting Circle (I will post a video demonstration of a counting circle on the site): Count in jumps of 5 from 0 to 100, forwards and backwards.
  2. Practice learning “Doubles” by heart for two days, and “Friends of 10” by heart for two days. To do this, you can:

(1)    read the table of doubles and “Friends of 10” (Under the “Documents” tab of the site)

(2)    quiz your child (ex.: what’s 6+6? [Que fait 6+6?] or;

(3)    play the memory games which I will add to the “documents” section of the site. (You will need to print it or make your own cards using paper. If the paper is too thin, use glue to stick a 2nd layer of paper on the back of your cards.) It is a basic memory game, but instead of matching identical cards, you want to match the equation with the answer. For example, if the first card is “12”, and the second card is “6+6”, you have found a match (6+6=12).

 

Posted: April 6, 2020

Hello everyone,

Thank you for checking in, and welcome to our new “Teacher Page” for the Grade 2 French Immersion Class! During these new steps into “Home Learning”, I will be posting literacy and math activities at the beginning of every week to help with learning at home. Please note that these activities are only suggestions and your child may complete all of them, some of them or none of them. Whatever work you do does not have to be sent back to me. However, if you wish, I will be happy to review any work that you would like feedback on, and I will be available to answer any questions or concerns you may have.

Your child's physical and mental health is of the upmost importance during these challenging times. Please let them know that I think of them often and look forward to seeing them in the future. In the meantime, they are welcome to send me an email if they wish to do so. I will do my best to reply to their email within a day or two. 

Thank you for helping your child with these learning opportunities and remember to take care of yourselves! 

Sincerely,

Mr Daniel Godin