![](https://static.wixstatic.com/media/41d000_9bace29101c0110bf92b86118c5802c4.png/v1/fill/w_1280,h_726,al_c,q_90,enc_auto/41d000_9bace29101c0110bf92b86118c5802c4.png)
kindergarten
Kindergarten
![Maternelle pédagogie](https://static.wixstatic.com/media/72cfa3d1a6f151932271047041b56e8e.png/v1/fill/w_96,h_128,al_c,q_85,usm_0.66_1.00_0.01,enc_auto/72cfa3d1a6f151932271047041b56e8e.png)
P1 - Album 1 - Mandarine, the little mouse
![Mandarine la petite souris](https://static.wixstatic.com/media/feed63_fd33e97466af48f2a0ca1e348e4453d6.jpg/v1/fill/w_278,h_227,al_c,q_80,usm_0.66_1.00_0.01,enc_auto/feed63_fd33e97466af48f2a0ca1e348e4453d6.jpg)
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
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Whose story is this? Who is the hero (the heroine)?
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Where is the story taking place ?
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Who are the other characters in the story?
wall referents and student file for the elf:
Tangerine - mouse - bear - fish - snake - turtle - mom
Workshops
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coloring of areas without exceeding
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cut/paste reconstitute the name in the 3 writings
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replenish directory words with removable mailbox
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graphics: drawing the tail of the mouse (different models)
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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
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emphasize the words that are the learning objective
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suggest equivalent ways of saying
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question the meaning
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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
Vocabulary in production
use the vocabulary to produce sentences, to describe characters.
correct, improve, work on the language.
Language production scenario
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from the illustrations
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rearranging the images - reconstructing the stages of the story, telling
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characterize a character
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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
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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_
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_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
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write the title of the book in capital letters
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graphics: decorate the fish with scales then draw the waves
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graphic exercises: the bridge- the wave - the cut
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graphics: the shell of the turtle
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algorithm: 1/1 color rhythm - adhesive stickers to decorate the snake
![graphisme poisson](https://static.wixstatic.com/media/feed63_82e49b3c5bcd42e68db62151983d614b~mv2.jpeg/v1/fill/w_140,h_102,al_c,q_80,usm_0.66_1.00_0.01,enc_auto/feed63_82e49b3c5bcd42e68db62151983d614b~mv2.jpeg)
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
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MLPS Discovery Reading 1 (Easy)
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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
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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
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About the discovery reading text
Preliminary work with giant labels
Sheet 9: cutting/pasting: reconstructing the reference text
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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
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make red, blue, green and yellow fish (crayons + ink)- laminate them
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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](https://static.wixstatic.com/media/feed63_fdb0e2e257f848eabfeb82413a7c139d.jpg/v1/fill/w_332,h_249,al_c,q_80,usm_0.66_1.00_0.01,enc_auto/feed63_fdb0e2e257f848eabfeb82413a7c139d.jpg)
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.
Painting workshop
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
The documentary book
identify different types of writing
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The snake
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The turtle
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the bear
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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
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Compare the 3 texts, identify what is the same, what changes.
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Identify known words, repeating elements: onomatopoeias with the exclamation point, "I am", small/small, the/the
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Decoding: the names of the characters, the cries
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Anticipation: the cry//the animal
Poetry
identify different types of writing
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
Instructions: color the mice respecting the name of the colors