Thursday, April 11, 2019

Our Learning Goals this April

It has been a while since I have made a good post about our learning in both grade one and two. My apologies!!! We have been working super hard and I am very proud of all of their progress.

In grade two: We have been worked hard on our rules of masculine and féminin. Students have worked through the rules and are more able to apply these rules independently when writing.

In grade one: Students learned also about masculine and féminin, in terms of gender. They know that Il=boy and Elle = girl. We also know that many words that start with 'la' ou 'une' are féminin.

All classes are more cognisant of using these rules when writing. We have done some writing about winter. We have also been doing some writing about Spring. Please check your child's French folder on google drive and you can see some of their work!


We have also started our Social Studies unit. These are our goals in Social Studies.

In grade one: We are talking a lot about our community. We have discussed different types of community ( rural, small communities, big towns). We have discussed what elements of our community are either natural or not man made. We have been really working hard on identifying our cardinal points (North, South, East or West) and connecting that to our Indigenous Medicine Wheel. We have been identifying on maps of what things in community are in what direction. Practice at home will be appreciated. We are also practicing learning how to read a 'legend' and symbols on a map. We will be applying our knowledge in the next week with creating a community and also a map. We are also learning about important people in our community and what they do.

In grade two:     We have been discussing our family and our traditions. We have discussed the types of family we can have. We discussed that we all come from a family of immigrants. We have discussed that we might come from a family of one parent, or two, or of a different culture than Canadian. We have discussed the Chinese, East Indian, Polish and Italian cultures in terms of their food, clothing, and place in the world. We are now extending our learning to discuss the meaning of celebrations in a culture and their significance. We will be working on a project in the next little bit about their culture and applying their knowledge to it.

More details on the final projects of Social Studies will be coming soon!

Wednesday, February 13, 2019

Grade One: Son D

We continue to work with our phonemic awareness. Please review the following words with the son "D".

Practice with the translation of these words would be greatly appreciated.

- dix ( 10)
- un dé ( a dice)
- le diable ( the devil)
- une salade ( a salad)
- le crocodile ( a crocodile)
- je dors ( I sleep)
- un dos ( a back)
- un radis ( A radish)

Sounds- Grade Two

We continue to work on our phonemic awareness using combined sounds.

Grade Two : We are working on the sound "AN"  and "AM". ( please read the sound in French)  Please ask your child to practice reading these combined sounds and their translation.

AN
Ban       
Can
Dan
Fan
Gan
Jan
Lan

AM
Mam
Nam
Pam
Ram
Sam
Tam
Vam


SON AN: 
Un panda (panda)
Un fantôme (fantome)
Un triangle
Un manteau ( a coat)
On danse ( we dance)
Un ange ( an angel)
On chante ( we sing)
Un banc ( a bench)
Un gant ( a glove)
pantalons (pants)
quand ( when?)
la tante (aunt)
le ruban (tape)
la viande (meat)
je demande ( I ask)
un enfant ( a child)
un volcan ( a volcano)
dimanche (sunday)
une branche ( a branch)
les pantoufles (slippers)
avant (before)
grand (big)
le sang (blood)


Son AM:
un tambour (a drum)
un diamont ( a diamond)
méchant ( mean)
un champion ( a champion)
le jambon ( ham)
une chambre ( a bedroom)
un toboggan ( a sled)
une maman

Winter Update- Our Learning in Grade One and Two

We have been working hard in grade one and two. We have been focusing on some winter writing describing our winter clothes ( grade one) and describing winter (activities, clothes, weather) using rehearsed sentence structures.

My apologies for NOT REALIZING that our winter vocabulary words have not been posted. Please see below.

Grade One: Here are the sentence structures that we have been rehearsing.

Il (garçon)/ Elle ( fille)  porte _________________(vêtement) + __________________(couleur).

EX: Elle porte une tuque rouge. Elle porte un manteau bleu. Elle porte des bottes noires. 
  
The goal was for the grade one students to write four sentences using different clothes that they wear. 

Please practice these sentence structures at home!

The students wrote their sentences in their journal. They are now trying to use google docs to write their good copy!


Grade Two:  The grade two's have been working on a descriptive text to describe winter. They had to write about seven sentences using practiced vocabulary and sentence structures. They had to add some descriptive words where they could to their text.

Here are some samples:

Je bois:
J'aime :
Je fais :
J'aime aller:
J'aime faire :
C'est
Il y a
Je vois


C'est l'hiver. Il fait froid. J'aime aller patiner sur la glace. Je fais des grosses boules de neige. J'aime faire du ski. Je bois du chocolat chaud.

The grade two's have been writing their good copies on google slides and google docs.


In both groups, we have talked about "L'accord du masculin et féminin."

--------------------------------------------------------------------------------------------------------------------------

                                                               MASCULIN et FÉMININ

In grade One & Two: We have discussed that words that have :UNE/ LA in front of them are féminin and that we add an E to the ending of our colour word. We have only discussed this in the context of winter clothing.

EX: UNE tuque noire     F
        LA MITAINE ROSE F
      

We have talked about words starting with : UN/ Le is masculin. We talked that when it's masculin, we do not add anything to our endings.

EX: Un foulard vert  M


We have discussed also what the meaning of singulier versus pluriel. We are learning that if our French words begin with "Des/Les" that the word is now pluriel and we need to add an S.

We will be continuing to focus on this as we do more writing tasks.

Please perhaps ask your child when you are reading to point out if the word is masculin, féminin ou pluriel. 


What we are Working Towards Grade Two: 

** Masculin et féminin:
                           1) Recognizing if Il ou Elle with the following names
                                Feminin & Elle:  La fille, Ma soeur, Ma Maman, Mon amie, Marie, Melisa, Lucie
                                 Masculin & Il:  Le garçon, le frère, le père, mon ami, Henri,  etc. 

                        2) Recognizing that Ta/ Ma/  (Yours & Mine) are Féminin & Mon/Ton are                                             Masculin

                        3) Usually if a word ends with an "E" it is feminin and we put la ou une in front                                of the word. 

















Wednesday, January 16, 2019

Our Learning in Grade One and Two

Happy New Year! We have been busily working hard in grade one and two. We have come back rested and ready to learn more!

- In French class we have been busy finishing up our Social Studies units.

In Grade One:  We have been looking at how our roles and responsibilities have changed over time. For instance, your child has created a timeline and drew and wrote about how they have changed to turn into the great grade one students that they are.  We have been looking at how our responsibilities are different in our roles. For example: what does "Maman fait"... what does " Papa fait". Both people have different responsibilities at home and at work.


In Grade Two: We have been working on finishing up our unit on Global Communities. We have looked at comparing different global communities such as Kenya and Nunavut. We are busy making graphic organizers to compare the communities in terms of clothing, food, housing, transportation, climate, continent, etc.


Both in grade one and two we are practicing how to communicate our learning in Social Studies. The grade ones are practicing how to describe their family and a responsibility that they have. Here is their exemplar.

Je m'appelle ___________________ ( Mme. McCann)
J'ai __________ # membres dans ma famille.

J'ai __________ (un mama)
J'ai _____________ ( un papa)
J'ai __________________ un chien
J'ai (un/deux) __________________ frères ou soeurs.

Je suis responsable pour ______________________________________ ( faire mon lit, écouter, ramasser mes jouets).


Practice at home would be appreciated.

In Grade Two: Here is our exemplar. The grade two's now have to explain orally where they live in connection to their communities.


Je m'appelle ___________________
Mon école s'appelle St. Isabel.
Mon quartier s'appelle Kanata
Ma ville s'appelle Ottawa.
Mon pays s'appelle le Canada.
Ma province est l'Ontario.

I have asked them to create on their own two sentences about Kenya or Nunavut.
For example: Nunavut est un pays froid. Kenya est un pays chaud. Nunavut est au Canada. Kenya est à l'Afrique. Il y a des éléphants à Kenya.

We are also talking about Winter. Review with the words below as well as the sentences would be appreciated.


Thank you again for all the help you do and the support you give in helping your child to learn a second language.




Sunday, December 2, 2018

Social Studies Goals Grade Two

In grade two, we are working on map and globe skills. We are working on the following:

- To identify on a globe the following elements:
          1) l'équateur
          2) Le pôle sud
          3) Le pôle nord
          4) L'hémisphère sud
           5) L'hémisphère nord

2) Identifying Canada, Ontario and Ottawa on a map of North America. Understanding the following sentences.
     - Mon pays est: Le Canada
     - Ma province est: L'Ontario
    - Ma ville est: Ottawa

3) Identifying the oceans surrounding North America
- Océan Atlantique, Océan Pacifique, Océan Arctique

4) Identifying all 7 continents

5) Identifying cardinal points ( nord, sud, est, ouest) and understanding directionality.

6) Identifying symbols and a legend on a map and eventually transferring that knowledge in the creation of their own. 

I will be sending home a review package this upcoming week to practice these skills so we can later apply it to our final project.

Please review the following vocabulary and sentences for reading.



         

Social Studies Goals Gr.1

Please review vocabulary associated with our Social Studies Unit-- Roles and Responsibilities. 

We have been discussing the meaning of what is a role and a responsibility.

Une rôle: La position de quelqu'un 

Exemples:  enseignante, élève, maman, papa, frère, soeur, grand-papa, grand-maman


Une responsabilité:    C'est notre travail et nos devoirs dans un role. 

We are practicing the vocabulary of our responsibilities at home and at school.


Mes responsabilités à l'école:

- J'écoute ma professeure Image result for listen to your teacher

- J'attends mon tour Image result for wait your turn
- Je partage Image result for sharing clipart
- Je couvre ma bouche Image result for covering mouth clipart
- Je lève ma main Image result for raising my hand
- Je nettoie mes jouets Image result for cleaning my toys clipart
- Je fais mon travail Image result for doing homework clipart
- J'aide mes amis Image result for helping others clipart


Mes responsabilités à la maison

( moi, papa ou maman).


- I will be sending home in your child's agenda two sheets. One sheet will be on their family and the other one will be about their responsabilities at home.