we are moving fast now!

We had a little bump in the road but I think it was two things. But a lot went very well.
1) these grade 4's haven't been confidently introduced to the Canada map yet. Some kids who knew and could point out their and other provinces learned from their parents. So the map set them off a bit.What I did to assist that was put up a large map, write provinces on them to read in French then they gained more confidence in that many names were cognates.


I also added name flashcards and names of communautes so they could stand up if Animated clip 1b said the name  that the student held then they would repeat it. Tomorrow they will stand up when La Classe de Mme Belhumeur Jour 1 audio clip 5 will play names and communautés.
I see a stronger link and connection for them to read and see the words in front of them to facilitate connections. Maybe it's because I spent Sept to Dec with a lot of phonemic awareness and they are gaining skill and confidence in reading words then correcting pronunciation with direct assisstance from our phonemes. Ex they would read a word in pure English like valentin ( sound English then I would remind in makes sound in lapin then they correct)
We pinned names on map on spots of their communities and this was it...then the thinking went FAST. Oh, they pointed out missing names. I was a bug and held back L..... T...... so they would have more excitement in the epiphany!
Tomorrow we work more on the alphabet activities, review in circle within a circle and review the autobus game. Thursday they get pages 19 (Lesson 6 Case 1)  and will track names by Thursday the mystery will be solved and on paper.
To share what I thought was remarkable was the Detective X- alphabet then où est "A" voici A , je suis Alamina! They learned this so fast....but they really needed alphabet on board to make sound visual connections.
Here is small video of their enthusium, confidence, and they are singing after the second time!!


The only other thing that comes to mind is this: I would love all the anthologies scanned on a memory stick for the purpose of more class interaction, pointing to the people explaining for example: "Je peux utiliser les indices" it helps us discuss and see together as a class. When I put them in books...they curiously flipped ahead, didn't follow along ( two per book) and IEP students turned off entirely. Having the book scanned is more inclusive. It allows me to direct all students and let them have a role in the activity to enrich or adjust.

I also think of teachers on carts who could not carry all the books for each grade, they could have all on a memory stick. It would give us quick, carriable meterial.