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P1 - Album 1 - Mandarine, the little mouse

 

 

Mandarine la petite souris

Noelle and David A. Carter

 

Touch album

 

Short text, written in simple language with repetitive structure in the form of a dialogue

Discovery session

 

Story read completely

Let the kids express themselves - Display wall referents as you go.

 

Oral comprehension questions

 

  • Whose story is this? Who is the hero (the heroine)?

  • Where is the story taking place ?

  • Who are the other characters in the story?

 

wall referents and student file for the elf:

Tangerine - mouse - bear - fish - snake - turtle - mom

 

Workshops

 

  • coloring of areas without exceeding

  • cut/paste reconstitute the name in the 3 writings

  • replenish directory words with removable mailbox

  • graphics: drawing the tail of the mouse (different models)

  • circle the word Tangerine hidden in a set of words

Vocabulary session

 

arouse curiosity about the language, understand and learn new vocabulary

 

First attempts at restitution

 

leaf through the book, page by page, ask for suggestions from the children - favor the words of the most fragile, have others reformulate, clarify.

 

Vocabulary in reception

 

end with a rereading of the story with an emphasis on the lexical dimension

  • emphasize the words that are the learning objective

  • suggest equivalent ways of saying

  • question the meaning

  • become aware of the sound, syllabic form, see graph in GS

 

Words from the album:coat, fur, cave, body, shell, bump, multicolored, pink/grey/brown, shiny, nice, quiet, soft, small/big, long, curvy, slow

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Vocabulary in production

 

use the vocabulary to produce  sentences, to describe characters.

correct, improve, work on the language.

 

Language production scenario

  • from the illustrations

  • rearranging the images - reconstructing the stages of the story, telling

  • characterize a character

  • work on recurrent structure as a starting point for sentence production

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_  play the dialogues (with or without puppets)

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_  propose animals (with image support or puppet or figurine) find the name, the cry, build a sentence

 

Book Hunt in BCD

 

compare, classify, categorize, sort, exchange, justify, give your point of view

 

  • trier, classer des albums à partir :  du thème   _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_ _cc78 1905-5cde-3194-bb3b-136bad5cf58d_     _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d__cc781905-5cde-3194-bb3b -136bad5cf58d_      _cc781905 -5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde -3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194 -bb3b-136bad5cf58d_   of the central character

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d__cc781905-5cde-3194-bb3b -136bad5cf58d_      _cc781905 -5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde -3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194 -bb3b-136bad5cf58d_  

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d__cc781905-5cde-3194-bb3b -136bad5cf58d_      _cc781905 -5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde -3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194 -bb3b-136bad5cf58d_   illustrations

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d__cc781905-5cde-3194-bb3b -136bad5cf58d_      _cc781905 -5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde -3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194 -bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b -136bad5cf58d__cc781905-5cde-3194-bb3b-136bad5cf58 d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d__cc781905-5cde-3194-bb 3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_      _cc781905- 5cde-3194-bb3b-136bad5cf58d_   then games from the corpus of chosen books

Workshops

 

  • write the title of the book in capital letters

  • graphics: decorate the fish with scales then draw the waves

  • graphic exercises: the bridge- the wave - the cut

  • graphics: the shell of the turtle

  • algorithm: 1/1 color rhythm - adhesive stickers to decorate the snake

graphisme poisson
New !

Chronology

 

time structuring - sequential images-find the chronological sequence of the story

 

See production vocabulary - in small groups

 

With the collective material, reorganization of the images to find the narrative framework - reconstruct the stages of the story, tell

check with a feedback on the album

 

Individual sheet: cutting/gluing

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     ranger les animaux dans l'ordre où ils apparaissent dans l' album

Discovery reading

 

develop reader behavior - spot clues, hypothesize, verify.

 

Reference text 1

  • MLPS Discovery Reading 1 (Easy)

  • MLPS Discovery Reading 1 Level 2 (more difficult)

 

Device :

in half class - the other group is independent

then oral assessment at the end of the session in a large group

 

Reference text discovery time

 

Students formulate hypotheses about the meaning, origin and function of the text.

Where is he from ? Who wrote this ? What is he talking about ?

 

Global recognition of known words (verification with the repository)

Recognition of a letter, a syllable, ... everything is good to involve the most hesitant

Decoding of certain syllables, simple words (refer to meaning, oral knowledge of the story)

 

The students explain their findings, their reading strategies (it starts like... it's the same as... I know that...)

 

Proofreading games

 

  •  Around the front cover

 

In large group:

With giant tags, reorder the word tags to en  to write the titleTangerine the little mouse

 

sheet 8: cutting/gluing: replacing the different elements of the cover

  • About the discovery reading text

 

Preliminary work with giant labels

Sheet 9:  cutting/pasting: reconstructing the reference text

  • About the names of the characters

 

Memory game  - character drawing cards (for discovering the principle of the game)

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_     _cc781905-5cde- 3194-bb3b-136bad5cf58d_     _cc781905-5cde-3194- bb3b-136bad5cf58d_     _cc781905-5cde-3194-bb3b- 136bad5cf58d_ _cc781905-5c de-3194-bb3b-136bad5cf58d_   

 

Sheet 7: cutting/gluing: sticking each name tag under the correct character

 

 

 

 

 

Crosswords (in a directed workshop)

Identify name the letters of the alphabet - understand the principle of crosswords

Structuring of space

 

know the notions of right, left, top, bottom

 

Game: small fish

  • make red, blue, green and yellow fish (crayons + ink)- laminate them

  • the children hold the fish by the tail, we play to make them swim up, down, to the right or to the left

 

 

 

 

structuration espace - poissons

The double-entry table

Grid marking - color and direction criteria

 

Draw le grid on the board - Reuse 16 small fish made for the previous game (4R, 4B, 4V,_cc781905-5cde-3194-bb3b-136bad45cf5)

Each child places their fish in one of the squares of the double-entry table, respecting the color and the direction indicated by the arrows.

MLPS espace

Painting workshop

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Manufacture of fish for the space structuring activity

crayons + ink

The pupils draw the scales, the eye, etc... using crayons of different colors then they cover the fish with ink of a single color (red yellow blue green).

The teacher makes sure that there are enough fish of each color for the spatial identification activity

MLPS eau

The documentary book

identify different types of writing

 

  • The snake

  • The turtle

  • the bear

  • Fish

Discovery Reading 2

Develop reader behavior - Take clues and look for meaning, anticipate - Look for analogies, differences.

 

3 texts to write on 3 posters in a different colored frame

 

 

Squeak! Squeak! Squeak!

 

I am Mandarin

 

the small mouse.

Grr ! Grr! Grr!

 

I am Nono

 

the little bear.

Meow ! Meow!

 

I am Mimi

 

the little cat.

Ps: use easy to decode character names

 

  • Compare the 3 texts, identify what is the same, what changes.

  • Identify known words, repeating elements: onomatopoeias with the exclamation point, "I am", small/small, the/the

  • Decoding: the names of the characters, the cries

  • Anticipation: the cry//the animal

 

Poetry

identify different types of writing

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​​

Cute white mouse

Like a snowflake

Fallen on a beautiful Sunday

From a light branch,

nice silver flake

With a muzzle so clever,

Why are you so afraid

That I feel, in my hand,

Beat your little heart ?

 

Maurice Lent

Reading

read the names of the colors

take clues from a repository

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Instructions: color the mice respecting the name of the colors

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Structuration de l'espace : Ma classe, Mon école...

​

Découvrir un nouvel espace, la classe

(l'école, la salle de jeux, les couloirs, la cour pour les nouveaux arrivants)

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