Homework Information Grade 1 French Immersion According to the

Homework Information
Grade 1 French Immersion
According to the Nova Scotia Department of
Education, these are the homework guidelines
for young students:
In primary to grade 3, formal homework is not
required. Teachers can and often do provide
families with regular access to books that
may be read with young students. This
practice supports the cultivation of a love of
learning and sharing and is encouraged.
Teachers may also offer activities to
complete at home, such as math games.
However, such activities should not be
regarded as a requirement. Teachers should
communicate with parents/guardians about
how learning can be supported at home
without the formal demand for homework.
http://www.ednet.ns.ca/pdfdocs/curriculum/Ho
mework_Booklet_for_Teachers-4-6.pdf
Homework Summary
High frequency words - 4 words per week
Write in the journal - 1-2 times a week
Read every day –fluency and comprehension
Math – 2-3 times a week (ideas from the bi-weekly newsletters,
mental math or math websites found on the class website under
“enfants” then “jeux de mathématiques”)
1. Word Study
Overview
Our class started word study 3 weeks ago using the same
material sent home today (the purple word study flashcards
and the white booklet titled “L’étude des mots fréquents”). The
word study done at home is therefore a review of work already
done at school. There is nothing to send back to school. These
materials are for you to work on at home.
Please study 4 words per week (see the schedule below)
Word study flash cards
Cut 4 flashcards per week. Your child must be able to read
them. If your child has no problem reading the words, work on
spelling without looking. The next week, review the first 4 words,
and then study the new 4 words.
L’étude des mots frequents (white booklet)
The first 4 flashcard words correspond to the first page on the
white booklet. Students know what to do for this quick review
activity as we have already done it in class.
Assessment
After 20 words (5 weeks), I will assess students
individually. I will have the list of words and ask the
student to read the word list. I will send the results home
to keep you informed.
2. Journal writing
Student should practice writing in French. The goal for
writing at the end of the year is to be able to write a
short story using more complex grammar. At the
beginning of the year, we are working on one well
written sentence that includes upper/lower case and
punctuation. Students should be able to write on a
variety of topics. It is ok to start with “J’aime maman et
papa.”, but students cannot always write the same
thing. In class, we have made a list of topics of interest.
You may want to do the same thing at home. That will
avoid the “I don’t know what to write about” problem.
The high frequency words studied should always be
spelled correctly.
Students should have the opportunity to add an
illustration to their writing. Would a Robert Munsch story
be as great without the illustrations?
There is a list of French sentence starters below.
3. Reading
I do a guided reading lesson with 6 different groups.
During a guided reading lesson, I read with a small
group of students who are reading at approximately
the same level. I teach new vocabulary, work on
reading strategies, practice reading with fluency and
discuss the book. Since there are 6 groups, I will see
each group once every six school days. Therefore, the
books will not go home every Monday or every
Wednesday. They will go home the day of your child’s
guided reading lesson. The book we will have read
together should be an easy read at home because we
have read and re-read it in the guided reading group.
The two other books will be books that your child has
chosen. Your child should also be able to read those
books as they will already have read them at school.
Reading is not only about being able to decode words.
A good reader also reads with fluency, comprehends
the story, is able to talk about the story and make
connections. When students are assessed in reading, it
is based on accuracy, fluency and comprehension.
Fluency criteria
Non-fluent reading sounds like this: mainly word-byword; little or no expression or intonation; rate generally
too slow or too fast; sounds choppy.
Fluent reading sounds like this: expressive; aware of
punctuation; reading sounds smooth “just like talking”
with appropriate stress and rate; pauses after periods
and commas; changes expression for exclamation
marks.
Comprehension criteria
Opinion
A student is able to say whether he/she likes the story.
More importantly, the student is able to say why.
The goal is to be able to give an opinion with reference
to a specific part of the story (I didn’t like it when he
lied. I liked it when he started to run after the boy.)
Connection
The student is able to make a personal connection
AND information from the story are used to enhance
support for opinions i.e. …I didn’t like it when Petit
Chaton jumped on Gros Minet’s tail because my cat
once jumped on me and it hurt.
Math
I will regularly include math updates in the bi-weekly
newsletters. I will include what we have studied and a
few tips on what you could be working on at home. I
will post a list on mental math strategies in the
homework section of the class website.
And finally…
I apologize for the length of this newsletter, but I want
to make sure that you are well informed. Please get in
contact if you have any questions or if anything is
unclear.
Thank you for your support,
Miguelle
Word study schedule and sentence starters are below.
Word Study Schedule
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
voici
sa
la
ma
aime
j’ai
de
dit
ma
maman
papa
un
te
est
dans
c’est
va
une
et
il
TEST WORDS 1-20
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
aller
ami
jaime
je
joue
on
il y a
ta
ses
des
les
mes
bon
son
mon
ton
pour
jour
qui
que
TEST WORDS 21-40
words 1-4
Oct. 10
words 5 – 8 Oct. 17
words 9 – 12 Oct. 24
words 13 – 16 Oct.31
words 17-20 Nov 7
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
donne
ce
toi
moi
elle
nous
veut
vite
vois
quand
petit
petite
mange
au
beau
beaucoup
é
er
ez
words 41-44 Jan. 16
words 45 – 48 Jan. 23
words 49- 52 Jan 30th
words 53-56 Feb 6th
sounds 57- 59 Feb 13th
week of November 14th
words 21-24 Nov. 21
words 25 – 28 Nov. 28
words 29-32 Dec. 5
words 33 -36 Dec 12
TEST WORDS 41-59
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
regarde
regarder
regardons
regardez
aussi
belle
bien
ces
fait
marche
avec
suis
Week of Feb. 20th
words 60- 63 Feb 27th
words 64- 67 Mar. 5th
words 68-71 March. 12th
TEST WORDS 61-71 Week of March 19th
words 37 – 40 Jan 3
week of Jan 9th
Sentence Starters and Key Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
J’ai (I have)
Je n’ai pas (I don’t have)
J’aime
Je n’aime pas
Je suis (I am)
Je ne suis pas (I am not)
C’est (It is)
Ce n’est pas (It isn’t)
Est-ce que ( question starter that different meanings –Estce que je peux aller…or Est-ce que tu veux….Est-ce qu’il
neige?...)
10.
Il y a (there is)
11.
Il avait (there was)
12.
Il était une fois (Once upon a time)
13.
Parce que (because – this is a useful word because it
helps make the sentence more meaningful and complex.
J’aime manger de la crème-glacée parce qu’il fait très
chaud. I like eating ice cream because it’s very hot.
14.
Je peux ( I can)
15.
Je ne peux pas (I can’t)
16.
Aujourd’hui (today)
17.
Dehors (outside)
18.
Beaucoup ( a lot)
19.
Quand (when- this is also a good word to make
longer more complex sentences – J’aime quand grandpapa vient a ma maison)
20.
Je suis allé (I went)
21.
Je vais aller ( I will go)
22.
Je veux aller ( I want to go)