Home Learning Plan
Mme LeBleu, Mme Krawchenko-Chaput, Mme Sara Grade 1 - 2 French Immersion Team
Dear Families,
We have come together as a grade 1-2 French Immersion team to develop a package to help
ease the transition when moving your child’s learning to your home environment. Included in
this package you will find various activities that you can choose to use with your child to
encourage exploration and continue their academic growth throughout this time. There is also
a community discovery project where you and your child can explore your immediate
community.
Routine is very important to children. In order to help make this transition as smooth as
possible for both you and your child, we have created a sample routine that you could base
your days on. Maintaining consistency during these uncertain times could help ease any
uncertainty you and your child are feeling. We have based the schedule on what we do within
our classrooms throughout the day. We encourage each family to do what works best for them
and their own situations.
We are not asking for any of the provided activities back for assessment; students are
not expected to return anything when classes resume. The provided project and activities are
given to help with exploration which can enhance discussions and our continued learning when
we return. If you would like to share any pictures by e-mail of your child doing any of the
activities, reading, or exploring during the break, please send them by email (or Seesaw if your
child’s teacher uses it).
If you have any questions or want to share learning with your child’s teacher, please contact her
at the following email:
Mme Sara: [email protected]
Mme Lebleu: [email protected]
Mme Krawchenko-Chaput: [email protected]
Thank you and take care,
Mme LeBleu, Mme Krawchenko-Chaput, Mme Sara
Sample Schedule :
Before 8:30 am Wake Up Eat breakfast, make your bed,
get dressed.
8:30 – 9:00 am Fresh Air Activity Take a walk/Exercise
9:00 - 10:15 am Academic Time - Numeracy Focus
on provided schoolwork
10:15 - 10:30 am Movement Break Go Noodle, yoga, dance
10:30 - 11:15 am Cooperative/ Collaborative Time Board Games, puzzles, baking
11:15 am - 12:15 pm Lunch and Free Time/Movement
12:15 - 12:45 pm Quiet Time Read, rest your mind and
body
12:45 - 1:30 pm Academic Time- Literacy Focus on provided
schoolwork
1:30 - 2:00 pm Fresh Air Activity Take a walk/Exercise
2:00 - 3:00 pm Creative Time Arts, Crafts, Legos, Minecraft
8:00 pm Bedtime
DISCOVERING OUR COMMUNITY – PROJECT We have come up with a community project to allow your child to explore and discover more
about their community. This project will help practice and continue developing the skills they
have been using at school. Below are various activities your child can do to continue their
learning throughout the school suspension.
Beginning thought-provoking questions:
What is a community?
Who is in a community?
What are parts of communities?
Do all communities look the same? How do you know?
Can you be part of more than one community?
Is a family a community? Why or why not?
Who are the people that work and help in your community? Come up with a list of 5 to 10
examples.
Looking at community helpers and their jobs within our community- draw a picture of a person
(ie: firefighter) and label them (ie: uniform, safety helmet, boots, oxygen tank)
Compare any two community helpers from your above list and create Venn diagram to see
what they have in common and what is different about their jobs.
Where do the community helpers work? Imagine what the buildings look like? Can you see any
around your house? Have you been in any of these buildings (ex. Library, fire hall, police station
etc.)? Draw what you think it would look like and if you have been, draw what you remember
seeing.
Invent questions you’d want to know about a community helper and then ask your parents
those questions and record their responses.
Write a letter to a community helper. Ask them some questions, share gratitude, ask them
about their favourite part of their job.
Mapping communities – Go for a nature walk around your block and make a map of your
street/block marking the important buildings/landmarks.
Brainstorm what living things and non-living things you might see in your community. Draw out
the different ideas on a sheet of paper. Take this with you on a walk around the community and
check off the ideas you saw as you went. When you return, sort the things into non-living and
living and create a graph to show the amounts found. Discuss which had the most, the least,
and why you think you did or didn’t see some of your ideas.
Brainstorm what types of materials you might see within your home. Draw out the different
ideas on a sheet of paper. Take this with you on your walk about the house and check off the
materials you saw as you went. When you return, sort the materials into groups and create a
graph to show the amounts found. Have a discussion about which had the most, the least and
why you think you did or didn’t see some of your ideas.
Using the grocery store flyers, make a grocery list using the four food groups for a dinner this
week. While looking through the flyers, write down the prices (using whole numbers ignoring
the cents) to find out how much your fruits and vegetables cost. How much your meat and
substitutes cost? How much did your milk products cost?
Recycling bins and garbages – sort own recycling based on materials – create tally chart, or
graph to show materials used in home – most, least, equal
Use recyclable materials to create mini community. Use your imagination to create as
many community buildings that you can think of.
Measure distances in your community using non-standard units. Ex: How many steps does it
take to get to the kitchen from your bedroom? How many steps does it take to get from the
bathroom to the laundry room? How many steps does it take to get to your neighbour’s house?
How many steps does it take to walk to the stop sign at the end of your street? Once you know
the number of steps, play with that number. (What is the number that comes before or after it?
Count to it by 1’s. 2’s, 5’s and 10’s. Count backwards from that number. Is it an even number or
uneven number?)
Monitor the weather in your community. Brainstorm examples of the type of weather you see
in late winter early spring. Monitor the weather for 5 days and graph your findings. Compare
which day had the most changes and which had the least. Tell a family member what you saw.
Go outside and fill a cup with snow. Watch the snow over the course of the day. Write about
and draw illustrations of the changes you see. Beginning of the day, middle of the day and end
of the day answer/illustrate the answers to these questions: What colour is it? What does it
smell like? Can you see through it? How does it feel? Stir the liquid, is it thick or runny? Choose
another matter (oil, glue, playdoh) – hypothesize about what you think would happen if you
added cold or heat to the matter of your choice.
Compare a city to another city in Canada- Identify common features of Canadian communities
(transportation, education, helpers, landscape) What are some things that are the same?
(schools, hospital, parks, etc) What are some things that are different? (no streetlights, short
summers, unpaved roads, etc).
Compare and contrast any city (perhaps one another family member lives in) to ours
(Winnipeg). Call, write or Facetime a family member to see what their city is like. Ex: what is
your landscape like (mountains, flat, lots of lakes), do you have 4 seasons? If not, which
season(s) is longest/shortest? What kind of community helpers do you have? What languages
are on your street signs? What is the most popular form of transportation in your community?
(cars, public transport, snowmobiles) What kind of housing is in your community
(houses, apartments)?
Listen to music from other parts of world; try a dance from another culture. Do a show for
your family.
Draw a family tree. Family trees are a fun way to see that you are part of something bigger. It’s
also a neat way to see that you are part of a chain, a link to a family and time in history. Ask for
names of your family and extended family members: aunts, uncles, grandparents. You could
also ask your parents about certain traits you have (ex: dark eyes, light hair, etc) and make
predictions about where you inherited this trait (mom’s side or dad’s?).
Sketch out the window. What do you see? Get different perspective of the same object from
another window. Compare perspectives.
Go outside and look at the clouds on a partly cloudy day. Use your imagination. What do you
see? Draw them and write about it. Tell a story about what is happening in the sky.
ADDITIONAL SUBJECT-RELATED LEARNING ACTIVITIES (PAGE 6-9)
ENGLISH/LITERACY
Writing: Write about your weekend, day or evening. Write lists (what you see, stuffed animal names, items in the fridge, etc.) Write using some of the following writing prompts:
o What is Mme doing right now? o All about my favourite _______. o If I had a pet unicorn... o If I was an Avenger (or any superhero)… o If I could choose what I ate for a whole day, I would have... o Anything creative, that your child is interested in.
Reading:
o Listen to a story – online, from a family member, etc. o Read a story to a family member, pet, stuffed animal, yourself, over a video chat to a
friend/family member. o Make predictions when reading of what you think will happen in the story. o After finishing a book, imagine a different ending, what would happen? Write or orally
share ideas. o Read flyers from stores being mailed home. o This is a website (https://www.storylineonline.net/) with high quality storybooks with
excellent illustrations that will support a student's understanding of meaning as a foundation of reading. These are engaging, real stories that can be a springboard for child to draw, write and re-read their own stories and books. This site offers a free trial period.
MATH
o Practicing skip counting objects around the house (ex: counting how many shoes in the house – recognizing can count by 2s for individual shoes).
o Asking math questions like: How many forks will we need for dinner? What if we had 4 more people here, then how many? (getting them to explain their reasoning)
o How many socks do you have? How many pairs of socks (counting by twos)? o Practicing counting backwards o Making patterns with our bodies. (example
from GoNoodle - https://www.youtube.com/watch?v=BQ9q4U2P3ig )
FRENCH
o Visit www.uniteforliteracy.com (you can change the narration of the stories to French) o Explore French songs on YouTube: look for songs by Alain le lait, Charlotte Diamond,
Matt Maxwell, Jaquot, or playlists by Sylvia Duckworth o Look for the TFO channel on your television or visit the TFO website to watch shows in
French. MiniTFO has many videos posted online with age and level appropriate content for Grade One French immersion.
SCIENCE
o Recording their observations and ideas on paper and labelling what they drew. They can write about their observations as well
o Making predictions o Sharing their curiosity orally or written o Did March come in (and will it go out) like a lion or a lamb? Explain your thinking
SOCIAL STUDIES
o Continuing to sing the national anthem in French or English at home o Relate city to other parts of world – do museum virtual tours
(https://www.simplemost.com/museums-visit-online-virtual-tours/): See what kind of art pieces are on display. Can you recreate it? What does it make you feel? Do you like it? Why or why not? Are works of art the same from city to city? What are their similarities and differences?
ART
o Sketch a family member or pet o Art hub drawings – youtube link o Lunch Doodles with Mo Willems: https://www.kennedy-center.org/education/mo-
willems/ o Home art lessons from a fellow
teacher: https://www.artfulteachingjoyfullearning.com/Learn-at-Home-the-FUN-way
Literacy can always be incorporated with these art activities. For example, your child can write the steps they took to create their art piece, they can write about the process they used or tell a story about the thing they have created (ex: a robot. What is its name? What does it do? Etc.)
HEALTH
o Recognizing the importance of dental health. How can we keep our teeth and mouths healthy? Go over proper tooth brushing practices, track teeth brushing routine using a chart. Celebrate when we brush everyday 2-3 times a day for a whole week.
o Create a Fire plan/emergency plan with your family. Go over what exits should be used in different scenarios and where your family should meet if you were separated in an evacuation.
o Use the Zones of Regulation to explain how you are feeling at home. This can be done multiple times as a check in. Reference: Blue Zone (sad, tired, sick, bored), Green Zone (calm, ready to learn, happy, joyful). Yellow Zone (nervous, frustrated, excited, silly), Red Zone (angry, elated, out of control). Parents can share their feelings to using this vocabulary. We discuss in class that all emotions are okay and that we will feel them all at different times in our days and lives.
o Cosmic Kids Yoga – meditation and yoga – on this website, you can Watch Episodes and click based on the activity level, the time limit or goal of the activity. Then click which episode you want to watch. These are great for movement breaks, listening to stories, or calm down times.
Additional Educational Activities:
Scholastic Learn at home (stories and activities): https://classroommagazines.scholastic.com/support/learnathome.html?ck_subscriber_id=172480633 French resources: Reading :https://www.readinga-z.com/worldlanguages/french/leveled-books/
https://www.lalilo.com/
*** And of course, daily reading and mental math are always recommended and beneficial. ***
Free resources for families online, see the following link: https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/ Dear Families:
Your child will be missed in the music room! The following is a list of suggested activities to keep the music humming in your home!
Grade 1’s and 2’s!
I hope you keep using your very special singing voice at home and make music when you can. Try some of the following ideas at home. If you can, write down or draw what you do and show it to me when you come back or send me an e-mail at [email protected]. I would love to hear what you have done. Here are some things I would like you to try.
1) Sing everyday-sing songs you know or songs from music class
-sing Happy Birthday TWICE while you are washing your hands! Can you make up some new words to this tune? Like “Happy Birthday dear water…” or something even better?
-sing some songs from musicplayonline.com. Ask whoever is reading this to you to help you find some your favorites like Apples and Bananas or Goin’’ on a Bear Hunt. You can also try to sing any song from the Grade 1 or 2 list.
Musicplayonline.com has been designed by a music educator who is giving access to students at home during this time. Go to www.musicplayonline.com. Log in using the word snow. The password is 2020. Go to Grade 1 or Grade 2 songs or the rhythm practice section once logged in. (You will only be able to access it starting next week)
2) Practice and sing the pitches so, mi and la!
Can you make your own melody using so, mi and la? If you are in Grade 2 Can you make your own melody using mi re do?
Which one is your favorite? Practice it and either write it down or record it and send it to me at [email protected]
3) Play Musical Statues!
This Photo by Unknown Author is licensed under CC BY-SA-NC
How to play: 1. Play age appropriate music and ask your child to move to the music without moving their feet! It’s always more fun if the adult joins in! 2. When the music stops, the children should freeze like statues. Encourage them to make statues of different shapes and of different levels (high, middle, and low statues)3. The kids must stand like that for ten seconds and so, and try not to move, giggle, or even wobble. 4. When the music is back on, they continue dancing. Ask them to move different body
parts while dancing, such as fingers and elbows, head, arms and knees. Near the middle of the game ask them to move with their feet also! Repeat.
4) Grade 1 and 2 students Clap the rhythms on the following sheet. Can you use something that you can find in your house to tap these rhythms? Grade 2 students: Make up your own song using the patterns on the next sheet. Optional: Try to record your song and e-mail it to me: [email protected] Or you can try to write it down.
Early Years Physical Education activity suggestions
Hi Everyone,
As we enter these next few weeks, I hope that you will try to stay active when you get the chance. Mr. Zajac and I have spent some time getting a few activities set up for you as basic suggestions, but we know that your creativity will shine. We are very aware that you will want to change equipment or equipment set up to make the activity more challenging. THAT IS GREAT…GO FOR IT!!!
As mentioned in phys ed classes this week, we do not want to break anything in the house while participating in any of the suggested movements, so we did try a few alternative equipment choices. For example, if you are supposed to use a ball for an activity, you can always make it safer by rolling up a sock or using a plastic bag and scrunching it up like a snowball. For the juggling activities, if you do not have official juggling scarves, you could use socks, Kleenex, or plastic bags.
If a game requires cones or pylons, you can always use water bottles, cups as the markers.
Please use your imagination to make the game yours. I would love to hear how you may have changed the game to make it more challenging.
For ALL students, our phys ed curriculum was bringing us into the rhythmic outcomes. The Folk Dance festival is in May, so part of our grade 1,2,3 classes would have included music and movement. The older students (grade 3-5) were developing their skipping skills, which also require rhythmic work. Before school was let out, ALL STUDENTS were working on a warm up routine called FOLLOW THE LEADER from the Soca Boys. I wonder if your child still remembers the moves? If yes, perhaps they could teach it to you. Another routine we were developing was to the song COUNTRY THUNDER, by the Washboard Union. Again, I wonder how much of that they could show you. Please feel free to dance at home.
Another outcome that we would have been developing was the eye-hand coordination piece. With ALL students, we had started to use racquets and birdies. We had used plastic racquets, ping pong racquets, even our hands as racquets. You could make your own racquet simply by cutting out a hand shape out of cardboard. This could then be held by your child to use as a striking object.
Please find several different pages that hopefully will give you many INDOOR IDEAS for the next few days. I will attempt to update these with new ideas for the second week (April 6-10).
Of course, if the weather is cooperative, getting outside for a walk or an adventure at one of the nearby parks is always a great way to spend time together.
I wish you many happy moments together and look forward to seeing your child in the next little while.
Madame Gagnon and Mr. Zajac
BINGO AT
ECOLE SALISBURY MORSE PLACE SCHOOL
Feel free to try to complete one line a day. This would be a great FAMILY CHALLENGE…GOOD LUCK!!
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