Suggested daily activities for the week of Monday, May 25^th 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 25^th (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

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

Suggested daily activities for the week of Monday, May 4^th 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 20^th 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 13^th 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

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