Trouve-le! (Find It!)

In math, we often play games to consolidate mathematical thinking. Students are practicing a new game, courtesy of math teacher and consultant Carole Fullerton, called “Trouve-le!” (or “Find It!”).

In this game, students take turns rolling a dice, identifying its value, searching for its corresponding value on the grid, and placing a token on the appropriate spot. In order to win, there needs to be the right mix of chance and strategy. The first student who has three tokens in a row wins!

Through this game, we’re recognizing the multiple ways a number can be represented as well as practicing our one-to-one correspondence.

Les bijoux de bonheur

We’ve launched a new social-emotional project called les bijoux de bonheur (happiness jewels). For every positive action, such as helping with clean-up or including a classmate in play, a jewel gets added to the happiness jar. Once it’s full, the class will receive their prize. Students voted for the class prize to be Pyjama Day. Our happiness jar is getting fuller by the day!

In contrast, we’re also keeping a sadness jar to keep track of challenging situations. We’re developing common language such as “dipping a bucket” to describe the impact of negative behaviours on oneself and others. This language is being drawn from the children’s picture book, Have You Filled a Bucket Today? Thankfully, there are more happiness than sadness jewels being collected by the day. 🙂



La chasse aux mots (Word Hunt)

Students practice the first step of the chasse aux mots (word hunt) by collecting samples. Here, they focused on words with the letter ‘s’.

Every week, students have been focusing on a letter. We practice sounding it out, printing it, and looking for it in text around the room. Students have been ‘word detectives’, looking for samples in books, labels, and signs in the classroom. They then copy down the word on post-it notes as part of their word work.

We then sort through the words, conserving French words that may be useful for an anchor chart. We discuss the meaning for some of the words and practice chunking them as we work towards early independent reading. Finally, we remark on the placement of the letter in the word and whether its sound changes as a result.

We’ll be repeating this same process every week for every new letter (and sound) we’ll study.