This is the last week to try to complete and hand in the worksheets on Spring as next week we will start our theme on transportation. Please, just do what you can, no stress.
Other: * Practise question words * Formulate your own questions about p. 22 C'est le printemps and/or about any of the stories in the reader or any topic covered in Social Studies
May 11, 2020
p.22 + ? + work for the week (sent in an email)
p.22 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words * try to ask questions about the story C'est le printemps
Other: * review word wall words * practise reading the stories * talk about what they read * practise retelling a story using the Shape Go Map * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website * listen to the song 'C'est le printemps' found in Songs on this website
May 3, 2020
p.22 + ? + work for the week (sent in an email)
p.22 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words * try to ask questions about the story C'est le printemps
Other: * review word wall words * practise reading the stories * talk about what they read * practise retelling a story using the Shape Go Map * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website * listen to the song 'C'est le printemps' found in Songs on this website
April 28, 2020
p.22 + ? + work for the week (sent in an email)
p.22 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions about the story C'est le printemps
Other: * review word wall words * practise reading the stories * talk about what they read * practise retelling a story using the Shape Go Map * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website
April 12, 2020
Continue to work on the following and completing the worksheets on traditions that I will send tomorrow. Please email me a picture of the work by Friday April 17 so that I can see how your child is doing.
Social Studies: * identify special family traditions * identify celebrations * identify special traditions in different countries * identify the difference between celebrations and traditions * discuss how family traditions may change over time * identify the reasons why traditions may change * Practise reading the sentences on my family and the sentences you wrote
If worksheets are completed, you may choose to practise the following:
French: * review question words * review word wall words * practise reading the stories * talk about what they read * practise retelling a story using the Shape Go Map as outlined on Monday * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website
April 6, 2020
Continue to work on the following and completing the worksheets on traditions sent on March 29. When all or some of the worksheets are completed, depending on the ability of the child, please email me a picture of the work so that I can see how your child is doing.
Social Studies: * identify special family traditions * identify celebrations * identify special traditions in different countries * identify the difference between celebrations and traditions * discuss how family traditions may change over time * identify the reasons why traditions may change
If worksheets are completed, you may choose to practise the following:
French: * review question words * review word wall words * practise reading the stories * talk about what they read, retell the story in their own words * practise retelling a story using the Shape Go Map as outlined on Monday * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website
March 30, 2020
Continue to work the suggestions listed below as well as on the activities provided in the email. Continue to work on the following + see email. We will continue to work on the ideas listed in both the website and email for a few weeks. Please choose what your child can do each day for a short period of time. The suggestions are not mandatory but would be beneficial.
French: * review question words * review word wall words * practise reading the stories * talk about what they read, retell the story in their own words * practise retelling a story using the Shape Go Map as outlined on Monday * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website Social Studies: * identify special family traditions * identify celebrations * identify special traditions in different countries * identify the difference between celebrations and traditions * discuss how family traditions may change over time * identify the reasons why traditions may change
March 22, 2020
I hope you are all doing well in these uncertain times. Here are things your child could do to practise their French.
French: * review question words * review word wall words * practise reading the stories * talk about what they read, retell the story in their own words * practise retelling a story using the Shape Go Map as outlined on Monday * write questions about any of the stories we have read (They will be used for Bridge when we return.) * watch French television * check Websites and Resources on this website Social Studies: * identify special family traditions * identify celebrations * identify special traditions in different countries * identify the difference between celebrations and traditions * discuss how family traditions may change over time * identify the reasons why traditions may change
I hope this gives you and idea of what you could do. I realize the list is long. Choose what you want to focus on. It would be helpful if your child could practise 10-25 daily not necessarily in one sitting.
Hand in there and be safe, Mme Gauthier
March 13, 2020
Here are things your child could practise over the next three weeks:
* review question words * review word wall words * practise reading the stories * talk about what they read * practise retelling a story using the Shape Go Map as outlined on Monday * write questions about any of the stories we have read (They will be used for Bridge when we return.) * identify special family traditions * identify celebrations * identify special traditions in different countries * identify the difference between celebrations and traditions
March 9, 2020
? + retell
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
March 2, 2020
? + retell + sign presentation
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
February 24, 2020
? + p. 16 + presentation on Thursday Feb 27 + Quiz on p. 16 March 3 ? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
presentation Feb 27 = practice their sentences on space = must know the sentences by heart * complete their support material - must reflect the sentences in the presentation * must be brought in on Thursday
Quiz March 3 = section one: complete the sentence, fill in the blank = section two: answer questions in a complete sentence
FEBRUARY 20, 2020
YET ANOTHER CHANGE:
DUE TO PANCAKES BEING MOVED TO MONDAY, PRESENTATIONS WILL BE THURSDAY FEBRUARY 27.
FEBRUARY 18, 2020
PLEASE NOTE: THE SPACE PRESENTATION HAS BEEN CHANGED TO FEBRUARY 24.
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
February 18, 2020 ? + p. 16 + presentation
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
presentation = practice their sentences on space = must know the sentences by heart * work on their support material - must reflect the sentences in the presentation
February 10, 2020
? + p. 16 ? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
February 3, 2020
? + p. 16 ? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Quelle aventure!)
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
January 20, 2020
? + Igloolik, Iquitos, Meru oral evaluation continued + sign test
January 13, 2020
? + Soc. St.: Igloolik, Iquitos, Meru + test on the communities Jan 17
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est près du pôle nord. (It is cold in Igloolik because Igloolik is in near the north pole.) *students must use the terminology and structures taught to relay information about the communities
***Oral Assessment Continued
January 6, 2020
? + Soc. St.: Igloolik, Iquitos, Meru
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est près du pôle nord. (It is cold in Igloolik because Igloolik is in near the north pole.) *students must use the terminology and structures taught to relay information about the communities
***There will be a test on the communities on Friday January 17. Test = Section A: fill in the blanks - where the communities are situated (options on test in box) Section B: fill in the blanks - what the climate is like (options on test in box) Section C: associate picture with word - clothing, transportation, food, house (options on test in box) Section D: associate fact with communitiy - choose a) Igloolik b) Iquitos c) Meru
***Oral Assessment = * will start on Wednesday January 15. ***Please read newsletter
Dec 2, 2019 ?, p.7 + quiz on p.7 on Tuesday Dec 3
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Quiz = section one: complete the sentence, fill in the blank = section two: answer questions in a complete sentence
Nov 25, 2019
?, p.7 + quiz on p.7 on Monday Dec 2 + sign presentation
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Quiz = section one: complete the sentence, fill in the blank = section two: answer questions in a complete sentence
Nov 11, 2019
Nov www + ? + p.7 + oral presentation
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Oral Presentation = practise the presentation on a pet (already inserted in your child's reader) * time will be given in class to practise in small groups but practise should be done at home as well = presentation is on Friday November 22 = must be memorized
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well. Nov 21, 2018
Nov 4, 2019
Nov www + ? + p.7
? + p.7 + Sign quiz + presentation on a pet once inserted in reader
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Oct 28, 2019 Oct www ?, p. 3 & 4 + quiz on p.3 on Friday Nov 1
Oct www = practise the www = identify the www in the sentences = if Oct www have already been assessed, practise the Nov www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = apply them to the stories they read p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise asking questions about the story = talk about what they have read
Quiz p.3 = A - fill in the blank to complete the sentence B - answer questions in full sentences C - read and illustrate the sentences ex: L'oiseau est au nord-est de l'arbre.
Oct 21, 2019 Oct www ?, p. 3 & 4
Oct www = practise the www = identify the www in the sentences = if Oct www have already been assessed, practise the Sept www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise asking questions about the story = talk about what they have read
Oct 15, 2019 Sept www + ?, p. 3 & 4
Sept www = practise the www = identify the www in the sentences = if Sept www have already been assessed, practise the Oct www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise asking questions about the story = talk about what they have read
Oct 7, 2019
? + info globe + Quiz on globe Oct 8
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne)
info globe: = practise the information on the globe to relay the info = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences NSEO = review directions = practise application Ex. Le parc est au nord de la rivière.
Carte = identify parts of a map (in their social studies)
* Starting on October 7, students will be asked to relay the information on the globe using the proper terminology. This will be done orally.
* Quiz on Oct 8: A- Fill in the blanks B- Identify parts of the globe and the directions C- use the directions to say where a place is
Sept 23, 2019
? + Gr1 www + sign Quiz + info globe
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
sign quiz: = Please sign the quiz that was inserted at the back of your child's reader
info globe: = practise the information on Le globe in the Social Studies duo-tang (yellow duo-tang) = students should know parts of a globe and the terminology = students should be able to describe the globe in details (will be assessed later)
Sept 16, 2019
? + Gr1 www + p.1 + Quiz on p.1 on Sept 20
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
P.1 = practise reading the story on p. 1 (blue section of reader) = use sounds they know to decode words = apply the skit we have been practising to help with reading = retell the story
Quiz: about the story Où est mon sac? * part 1: fill in the blanks = sentences with a missing word (options in a box at the top of the sheet) * part 2: circle the correct answer to questions 'qui, où, combien and est-ce que'
Sept 9, 2019
? + Gr1 www + p.1
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi)
Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
P.1 = practise reading the story on p. 1 (blue section of reader) = use sounds they know to decode words = apply the skit we have been practising to help with reading = retell the story
Sept 3, 2019
Gr1 www
Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.25 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
May 20, 2019
? + p. 22 + quiz on p. 22 on May 21
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.22 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Quiz = A - fill in the blanks B- answer questions in complete sentences
May 13, 2019
? + p. 22 + quiz on p. 22 on May 21
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.22 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Quiz = A - fill in the blanks B- answer questions in complete sentences
May 6, 2019
? + retell
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = using the Shape Go Map in their reader (yellow sheet), retell one of the stories in their reader
April 22, 2019
PRESENTATION ON WEDNESDAY APRIL 24
* BRING SUPPORT MATERIAL TO DESCRIBE YOUR TRADITION * BRING FAMILY PHOTO AND PICTURE OF YOUR TRADITION TO PUT ON YOUR FAMILY TREE * MUST BE MEMORIZED AS STATED IN THE RUBRIC
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
***If you would like to share a special tradition in your country of origin with the Gr2 classes the week of April 22, please write a note in your child's agenda. Thank You!
P.S. No volunteers so far!
April 15, 2019
? + practise presentation on family and tradition + bring family picture and tradition picture
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
practise presentation = PRESENTATION IS ON APRIL 24 = presentation is in their yellow duo-tang = must memorize the sentences = must bring their support material for their tradition
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
***If you would like to share a special tradition in your country of origin with the Gr2 classes the week of April 22, please write a note in your child's agenda. Thank You!
April 8, 2019
? + complete rough copy of family tree + choose a family traditions
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
family tree = parents please check the spelling of the names on the rough copy of the family tree = add any missing names (no spouses)
family tradition = please help your child choose one family tradition to describe for their oral presentation
retell = using the Shape Go Map in their reader, retell one of the stories in their reader
April 1, 2019
? + retell + identify and discuss family traditions
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = using the Shape Go Map in their reader, retell one of the stories in their reader
March 25, 2019
? + retell
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = using the Shape Go Map in their reader, retell one of the stories in their reader
March 18, 2019
? ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
February 25, 2019
? + p. 16 + Sign oral presentation
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Quiz on p.16 on Monday March 4
February 19, 2019
? + p. 16 + ORAL PRESENTATION FRIDAY FEB 22
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Presentation = must have support material
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
February 11, 2019
? + p. 16
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
***Please note that the space presentation will be moved from February 20 to February 22.
February 4, 2019
? + p. 16
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
January 28, 2019
? + p. 16
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p.16 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = relay info about the climat, shelter, food, clothing and transportation in each communtiy and say where they are located = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est dans la région polaire. (It is cold in Igloolik because Igloolik is in the polar region.) *students must use the terminology and structures taught to relay information about the communities
January 14, 2019
? + Soc. St.: Igloolik, Iquitos, Meru + test Jan 18
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est dans la région polaire. (It is cold in Igloolik because Igloolik is in the polar region.)
Test = Section A: fill in the blanks - where the communities are situated (options on test in box) Section B: fill in the blanks - what the climate is like (options on test in box) Section C: associate picture with word - clothing, transportation, food, house (options on test in box) Section D: associate fact with communitiy - choose a) Igloolik b) Iquitos c) Meru
January 7, 2019
? + Soc. St.: Igloolik, Iquitos, Meru
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est dans la région polaire. (It is cold in Igloolik because Igloolik is in the polar region.)
***There will be a test on the communities on Friday January 18.
***Please read newsletter
Dec 17, 2018 ? + quiz on continents and oceans Dec 18 + info on Igloolik, Iquitos, Meru
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?) = review the questions asked on the quiz
continents and oceans = students should know the name of the continents and oceans = students should know where they are located on a map
Quiz: - Part 1: - associate the names of the continents and oceans to the proper location Part 2: - use the cardinal directions to say where continents are
info on Igloolik, Iquitos and Meru: - read the information about the communities - familiarize themselves with the terminology and information - practise describing the communities
Dec 10, 2018
Bravo again Mrs Rae and Mrs Townend! Job well done! Cute Christmas trees! 2/39
? + continents and oceans + info on Igloolik, Iquitos, Meru + quiz on continents and oceans Dec 18
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?) = review the questions asked on the quiz
continents and oceans = students should know the name of the continents and oceans = students should know where they are located on a map
info on Igloolik, Iquitos and Meru: - read the information about the communities - familiarize themselves with the terminology and information - practise describing the communities
Dec 3, 2018
? + continents and oceans + info on Igloolik, Iquitos, Meru
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?) = review the questions asked on the quiz
continents and oceans = students should know the name of the continents and oceans = students should know where they are located on a map
sign 'I can' assessment = discuss the assessment with your child = set goals on how to improve (EX: work on listening, practise reading at home . . .)
Nov 26, 2018
? + p.7 + sign presentation + quiz on p.7 Nov 28
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences) * Quiz November 28 (A- Fill in the blank, B- Answer questions in full sentences)
Nov 19, 2018
? + p.7 + presentation on NOVEMBER 21
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences) * Quiz November 28 (A- Fill in the blank, B- Answer questions in full sentences)
presentation = practise the presentation on a pet (already inserted in your child's reader) * time will be given in class to practise in small groups but practise should be done at home as well = presentation is on Wednesday November 21 = must be memorized
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well. Nov 21, 2018
Nov 12, 2018
? + p.7 + presentation
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
presentation = practise the presentation on a pet (already inserted in your child's reader) * time will be given in class to practise in small groups but practise should be done at home as well = presentation is on Wednesday November 21 = must be memorized
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
Nov 6, 2018
Bravo Mrs Rae and Mrs Townend! Job well done! Cute pumpkins!
? + p.7 + Sign quiz + presentation on a pet once inserted in reader
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = work on all question words = try to ask questions (Qui va à l'animalerie?)
p.7 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read = retell the story in their own words (complete sentences)
Oct 29, 2018
? + p.3 + p.4 + quiz p.3 Nov 2
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise reading with proper fluency, expression and intonation = practise asking questions about the story = talk about what they have read
Quiz p.3 = A - fill in the blank to complete the sentence B - answer questions
Oct 22, 2018
Oops! p. 4 was not in the reader. It has been added today.
Oct www, ?, p. 3 & 4
Oct www = practise the www = identify the www in the sentences = if Oct www have already been assessed, practise the Nov www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words = practise asking questions about the story = talk about what they have read
Oct 15, 2018 Oct www, ?, p. 3 & 4, info globe
Oct www = practise the www = identify the www in the sentences = if Oct www have already been assessed, practise the Nov www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
p. 3 & p. 4 = practise reading the stories using the sounds they know = identify 'mots amis', familiar words, word wall words and thematic words
globe = practise the information on the globe to relay the info if the oral assessment has not yet been done = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences
Oct 9, 2018 Oct www, ?, info globe + NSEO + quiz on globe Oct 10
Oct www = practise the www = identify the www in the sentences = if Sept www have already been assessed, practise the Oct www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
globe = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences
NSEO = review directions = practise application Ex. Le parc est au nord de la rivière.
Carte = identify parts of a map (in their social studies)
* Starting on October 9, students will be asked to relay the information on the globe using the proper terminology. This will be done orally.
* Quiz on Oct 10: A- Fill in the blanks B- Identify parts of the globe and the directions C- use the directions to say where a place is
* Students are asked to find out their family's country of origin, their nationality. We will identify the countries on a map.
Oct 1, 2018 Sept www, ?, info globe
Sept www = practise the www = identify the www in the sentences = if Sept www have already been assessed, practise the Oct www
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
globe = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences
NSEO = review directions = practise application Ex. Le parc est au nord de la rivière.
Carte = identify parts of a map (in their social studies)
* Starting on October 9, students will be asked to relay the information on the globe using the proper terminology. This will be done orally.
* Quiz on Oct 10: A- Fill in the blanks B- Identify parts of the globe and the directions C- use the directions to say where a place is
* Students are asked to find out their family's country of origin, their nationality. We will identify the countries on a map.
Sept 24, 2018 Sept www, ?, info on globe, sign quiz
Sept www = practise the www = identify the www in the sentences
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
info globe = read and practise the information on a globe found in their Social Studies duo-tang * students should learn and know the information in order to relay it to the teacher in a one on one situation (date to be announced)
Sign quiz = Please sign the quiz and return it to school. Remember that students are all at different levels. = Three weeks of learning went into preparing for this quiz and students have seen it twice and we completed it as a class both time.
Sept 17, 2018
Gr1 www + ? + p. 1 + Quiz on p. 1 on Friday Sept 21
Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi) = add other question words if these are mastered
P.1 = practise reading the story on p. 1 (blue section of reader) = use sounds they know to decode words = apply the skit we have been practising to help with reading = retell the story
Quiz: about the story Où est mon sac? * part 1: fill in the blanks = sentences with a missing word (options in a box at the top of the sheet) * part 2: circle the correct answer to questions 'qui, où, combien and est-ce que'
Sept 10, 2018
Gr1 www + p. 1 + ?
NOTE: The homework is written in the agenda on Mondays. It is what your child should be practising over the course of the week. Choose one thing to practise at a time 3 to 4 times a week for 10-15 minutes.
Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
P.1 = practise reading the story on p. 1 (blue section of reader) = use sounds they know to decode words = apply the skit we have been practising to help with reading = retell the story
? = review the question words (on reverse of first page) = ex: qui = who (je cherche une personne) = focus on questions 1, 2, 3, 4, 6 (qui, où, combien, est-ce que, pourquoi)
Sept 4, 2018
Gr1 www,
Gr1 www =review the Gr1 word wall words in your child's reader. The words are on a pink sheet. = students should know how to read the words = students should know what the words mean
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.25= practise reading the story on p. 25(blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui va en voyage?
May 28, 2018
? + retell + p. 25
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.25= practise reading the story on p. 25(blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui va en voyage?
May 21, 2018
? + retell + p. 22
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.22 = practise reading the story on p.22 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui joue au parc?
May 14, 2018
? + p.22 + retell + quiz on p.22 on Wednesday May 16
? + retell + p. 22
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.22 = practise reading the story on p.22 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui joue au parc?
Quiz May 16 on p.22 = part 1 - fill in the blank part 2 - answer questions in a complete sentence
*****This story has been the homework for several weeks. We have been practising the question words in class. We have read and discussed the story. We have practised asking and answering questions in full sentences. We have played 'Bridge' with the story. Extra practise at home is also needed.
May 7, 2018
? + p.22 + retell
? + retell + p. 22
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.22 = practise reading the story on p.22 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui joue au parc?
April 30, 2018
? + retell + p. 22
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
p.22 = practise reading the story on p.22 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui joue au parc?
April 23, 2018
? + presentation on family and tradition on April 25
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Presentation on family and tradition on Wednesday April 25 = the completed sentences for the presentation was inserted in your child's yellow social duo-tang on Friday the 13. = students need to memorize their sentences = students must bring their support material for the 'tradition' portion of their oral presentation
April 16, 2018
? + presentation on family and tradition
? = ? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Presentation = the completed sentences for the presentation was inserted in your child's yellow social duo-tang on Friday the 13. = students need to memorize their sentences = students need to figure out what they will bring as their support material for the 'tradition' portion of their oral presentation = the presentation is on April 25
Last Chance: If you would like to come in on April 23 to share a special tradition in your country of origin, please let me know in writing by tomorrow April 17.
April 9, 2018
? + complete rough copy of family tree + choose a family tradition
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
***Please check the rough copy of your child's family tree in their yellow social studies duo-tang. Please ensure that the family tree is complete and that the names are spelled correctly.
***Students must know which family tradition they will describe by tomorrow.
April 2, 2018
? + retell + discuss family traditions
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
Discuss family traditions: For every celebration, families have different traditions. There may me things that we all have in common but there are things that are done differently. Ex: Birthday - cake and presents in common - some choose the restaurant they go to and some eat at grandma's or have balloons attached to their bed
March 26, 2018
? + retell
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
March 18, 2018
? + retell
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
retell = practise retelling a story using the Shape Go Map (in their reader) = they can read a story in their reader (p.1, p.4, p.7) = they must identify: - Les personnages sont . . . - Le lieu est . . . - Le temps est . . . - Le problème est que . . .
D'abord . . . Ensuite . . . Après . . . Finalement . . .
À la fin . . .
*** This has been practised in class.
March 5, 2018
? + sign quiz
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
sign quiz: - space quiz is in the reader - please sign quiz - discuss with your child what they need to work on to improve
February 26, 2018
? + p. 16 + quiz March 1 on p.16 + sign presentation
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p. 16 = practise reading the story on p.16 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui se prépare pour une aventure? François se prépare pour une aventure.
Quiz p. 16: - part 1: fill in the blanks - part 2: answer questions in a full sentence
February 19, 2018
? + p. 16 + PRESENTATION ON WEDNESDAY FEB 21
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p. 16 = practise reading the story on p.16 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui se prépare pour une aventure? François se prépare pour une aventure.
PRESENTATION ON WEDNESDAY FEBRUARY 21: * must memorize their sentences * must have their support material : - must reflect sentences written in their presentation - sentences must be memorized and can't be written on the support material
February 12, 2018
? + p. 16 + PRESENTATION
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p. 16 = practise reading the story on p.16 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui se prépare pour une aventure? François se prépare pour une aventure.
PRESENTATION: * has been placed in their reader * must memorize their sentences * Due Wednesday February 21
Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
February 5, 2018
? + p. 16
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p. 16 = practise reading the story on p.16 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui se prépare pour une aventure? François se prépare pour une aventure.
January 29, 2018
? + p. 16
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
p. 16 = practise reading the story on p.16 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words * practice asking questions about the story and then answer them - questions could be written down ex.: Qui se prépare pour une aventure? François se prépare pour une aventure.
January 22, 2018
? + sign test
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
sign test
January 15, 2018
? + ? + Soc. St.: Igloolik, Iquitos, Meru + test on Jan 19
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est dans la région polaire.
Test: Section A: fill in the blanks - where the communities are situated (options on test in box) Section B: fill in the blanks - what the climate is like (options on test in box) Section C: associate picture with word - clothing, transportation, food, house (options on test in box) Section D: associate fact with communitiy - choose a) Igloolik b) Iquitos c) Meru
January 8, 2018
? + Soc. St.: Igloolik, Iquitos, Meru
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered
Soc. St.: Igloolik, Iquitos, Meru = practise info to learn about the climat, shelter, food, clothing and transportation in each communtiy = give a reason why things are a certain way ex: Il fait froid à Igloolik parce qu'Igloolik est dans la région polaire. (It is cold in Igloolik because Igloolik is in the polar region.)
***There will be a test on the communities on Friday January 19.
***Please read newsletter
THERE WILL BE NO HOMEWORK ON THIS LAST WEEK OF SCHOOL THIS YEAR! MERRY CHRISTMAS!!!
December 18, 2017
? + Quiz on continents and oceans + NSEO on Tuesday Dec 19
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered ex: Qui choisit un hamster? Quiz: - Part 1: - associate the names of the continents and oceans to the proper location Part 2: - use the cardinal directions to say where continents are
** Could you please let your child know what your country of origin is (nationality) as we are going to indicate all the countries on a map. You may have to go back a few generations.
December 11, 2017
? + continents and oceans + communauté
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered ex: Qui choisit un hamster?
continents and oceans = know the continents and oceans - name them = know where they are located = use the cardinal directions to say where they are
December 4, 2017
? + continents and oceans
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories covered ex: Qui choisit un hamster? Students are expected to know the question words and to be able to ask and respond to questions. This has been part of their homework since the beginning of September.
continents and oceans = know the continents and oceans - name them = know where they are located = use the cardinal directions to say where they are
November 27, 2017
? + p. 7 + quiz on p. 7 on December 1
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 7 ex: Qui choisit un hamster?
p. 7 = = practise reading the story on p.7 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words
Quiz of p.7: - part A: fill in the blanks - part B: answer questions with qui, ou, combien, est-ce que, qu'est-ce que, pourquoi * Students have seen the quiz and we completed it as a class today.
*** Tomorrow the presentation evaluation will go home to be signed.
November 20, 2017
? + p.7 + PRESENTATION ON THEIR ANIMAL NOVEMBER 22
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 7 ex: Qui choisit un hamster?
p. 7 = = practise reading the story on p.7 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words
practise presentation: due November 22 Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
***** If you have read this information, please draw a banana in your child's agenda.
November 16, 2017
Please note that yours truly set the date for the oral presentation on a PD Day, November 24. The presentation will be changed to NOVEMBER 22.
Thank You!
November 12, 2017
? + p. 7 + presentation
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 7 ex: Qui choisit un hamster?
p. 7 = = practise reading the story on p.7 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words
présentation= practise presentation (November 24) Below is the assessment rubric followed by a description of what is needed to achieve a level 3.
Oral Part Presentation
1. good use of structures ____ 5. memorized ____ 2. clear pronunciation ____ 6. good eye contact ____ 3. expression ____ 7. good use of support material ____ 4. fluency ____ 8. maintains interest of audience ____
1 = Student has accurate sentences and uses the structures well. 2 = Student's pronunciation is accurate, clear and loud. 3 = Student uses appropriate expression which demonstrates a clear understanding of the sentences and makes the presentation interesting to the listener. 4 = Student's presentation flows well, with no hesitation and is not too fast. 5 = The student knows their sentences by heart and does not need to look at the written sentences. 6 = The student looks at and makes good eye contact with the audience therefore including them in the presentation. 7 = The student points at the correct picture as he or she says their sentences and uses appropriate actions. 8 = The student maintains the interest of the audience by doing 1-7 well.
***** If you have read this information, please draw an apple in your child's agenda.
November 6, 2017
? + p. 7 + sign quiz
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 7 ex: Qui choisit un hamster?
*** It is important that your child practise the question words and be able to answer and ask questions. This has been part of their homework since the beginning of September and therefore it should only be a review at this time.
p. 7 = = practise reading the story on p.7 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * identity: 'mots amis' - words that look and/or sound like the English word familiar words and thematic words
October 30, 2017
? + quiz on p. 4 on Nov 3
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 3-4 ex: Qui cherche des glands?
Quiz of p.4: - part A: fill in the blanks - part B: answer questions with qui, ou, combien, est-ce que, pourquoi * Students have seen the quiz and we completed it as a class today.
Reminder: We would like to know your country of origin (where your ancestors came from) so we can mark the countries on our map.
October 23, 2017
? + p. 3 + p. 4
? + p. 3 + p. 4
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 3-4 ex: Qui arrive chez Gaston et Manon?
p. 3 and p. 4 = practise reading the story on p. 3 & 4 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * talk about what they see, hear, smell, touch when they read the stories ex: Je vois des pistes sur le gazon. Je sens l'air froid.
October 16, 2017
? + p. 3 + p. 4
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * students should ask questions about the stories p. 3-4 ex: Qui arrive chez Gaston et Manon?
p. 3 and p. 4 = practise reading the story on p. 3 & 4 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words * talk about what they see, hear, smell, touch when they read the stories ex: Je vois des pistes sur le gazon. Je sens l'air froid.
October 10, 2017
? + sign quiz + globe + p. 3 + p. 4
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean
globe = ORAL EVALUATION ON THE GLOBE CONTINUES = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences
quiz: = sign the quiz on the globe and NSEO found in the Social Studies duo-tang
p. 3 and p. 4 = practise reading the story on p. 3 & 4 (blue section of the reader) * read words using their decoding skills, sounds they know * retell the story in their own words
October 2, 2017
? + globe + NSEO + Quiz on globe and NSEO Oct 5
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean
globe = review the information provided on the globe in their Social Studies duo-tang. = familiarize themselves with the terminology = name the different parts of a globe = relay information in full sentences
NSEO = review directions = practise application Ex. Le parc est au nord de la rivière.
Carte = identify parts of a map (in their social studies)
* Starting on October 4, students will be asked to relay the information on the globe using the proper terminology. This will be done orally.
* Quiz on Oct 5: A- Fill in the blanks B- Identify parts of the globe and the directions C- use the directions to say where a place is
* Students are asked to find out their family's country of origin, their nationality. We will identify the countries on a map.
September 25, 2017
Gr1 www, ?, info globe
Gr1 www = review the Gr1 word wall words in your child's reader. The words are on a pink sheet.
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean * try to ask questions about p. 1 - ex: Qui a le sac?
info globe = read and practise the information on a globe found in their Social Studies duo-tang * students should learn and know the information in order to relay it to the teacher in a one on one situation (date to be announced)
*** Please remind your child that he/she has to take ownership for his/her learning. Look, listen and try to remember. Drink the milk and climb the stairs!
September 18, 2017
? + p.1 + quiz Sept 21 on p.1
? = review the question words: Qui = Je cherche une personne.
p. 1 = practise reading the story on p. 1 (blue section of the reader) Où est mon sac? * read words using their decoding skills, sounds they know * retell the story in their own words
Quiz = about the story Où est mon sac? * part 1: fill in the blanks = sentences with a missing word (options in a box at the top of the sheet) * part 2: circle the correct answer to questions 'qui, où, combien and est-ce que'
September 11, 2017
Gr1 www, ? + p. 1
Gr1 www = review the Gr1 word wall words in your child's reader. The words are on a pink sheet.
? = review the question words: Qui = Je cherche une personne.
p. 1 = practise reading the story on p. 1 (blue section of the reader) Où est mon sac? * read words using their decoding skills, sounds they know * retell the story in their own words
June 12, 2017
? + p. 25
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean
p.25 = practise reading the stories on p.25 (blue section of the reader) * read words using their decoding skills, sounds they know * identify mots amis (words that look like the English words) * identify thematic words * retell the story in their own words * ask questions
June 4, 2017
? + p. 25
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean?
p.25 = practise reading the stories on p.25 (blue section of the reader) * read words using their decoding skills, sounds they know * identify mots amis (words that look like the English words) * identify thematic words * retell the story in their own words * ask questions
May 29, 2017
?
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean
May 22, 2017
? + review stories
? = review the question words on the white sheet (qui = personne, où = place ...) * students should know what the question words mean
review stories = read a story of your choice in the reader = retell the story in your own words = practise making full sentences with key words and making sure to add extra details describing words %