Read in French with Ratus the Green Rat -- Kindergarten/Readiness Unit 2

+This is a class for students starting in French Immersion and learning to read in French. This is the second session starting from zero so we are still working on basics. Much will be repeated from Unit 1 in a spiral. We will work on vocabulary, pronunciation, the alphabet, and French sounds and spellings. As time permits we will learn some simple French songs.
We will look at and name pictures, perform simple actions, and practice writing letters (lower case only to start) and relating letters to sounds, then building simple words. 
This is a highly interactive class; students speak more than the teacher. Students will be asked to repeat words spoken by the teacher and then to say words by themselves. We will work on questions and answers like "Is this a ____?" "Yes it is a ____" / "No it is not a ____", "What is your name?" "My name is ____" and instructions like "Show me the ____" or "Stand up; Sit down; Turn around; Raise your hand; Touch your head" etc.
Students need a camera and microphone and must leave them on during class in order to interact in French.
We will work on the alphabet  letter by letter. We will learn the name of the letter, the sound it represents, how to write the lower case form with correct directionality, and some words starting with that sound. We will do exercises locating a sound in the beginning, middle, or end of the word. We will build simple syllables and words with the sounds and letters we have learned.  On average most students will learn most of the alphabet in two six week sessions (24 classes at about one letter a day).  Speed may vary highly depending on each child's previous knowledge.
As far as possible, the class will be taught in French. Everything will be explained, with pictures or examples or pantomimes; children should not be worried about understanding but should just join in.
This is a highly structured teacher led class. There is a steady progression of material taught. Students need to be able to focus for thirty minutes and remain with the screen (although we do move as we show things.)

Planned weekly progression -- may always be adapted to meet student needs. A major skill to learn is blending sounds to make words. Students will spend more or less time on this as needed. Once blending is achieved we can move through the other reading and writing skills and develop vocabulary.

Week 1: Ways of spelling the eh and ay sounds
Practice blending short words. Identify words and pictures.
Say your name
"Repeat ____"
Names of classroom items (paper, pencil, pen, board, marker, table, chair, desk, book, notebook, picture, backpack)
"Show me _____" "Here is_____"
"Is it a ____" Yes or no.
Tracing directionality exercises from Ratus and others.

Week 2: Letters r and t
Blend words and match with pictures.
Names of food items. (banana, apple, sandwich etc.) Names of people (boy, girl, mom, dad, teacher etc)
"Write" "Read" "Look"
Tracing practices and letters

Week 3: Letter p and ou as in soup
Practice blending short words.
Names of animals (cat, dog, horse, cow, bird, fish lion, donkey, etc.)
Big and small.
"Please" "Stand up" "Sit down." "Come here" "Raise your hand" 
Tracing practices and letters.

Week 4: Letters b and d (note direction in writing; d always circle first)
Read short words in J'apprends a Lire. Identify words and match pictures.
Colours and shapes.
"Is"
Questions "Is the horse big?" "Yes the horse is big"
Tracing practices and letters.

Week 5: Nasal sounds un, an not used in English
Practice reading short words in J'apprends a Lire
Meet Mina from Ratus series. Practice reading and writing name. 
"I am___" "He is ____" "She is_____"
"I have____" "He has _____" "She has ______"
Practice conversation as introduced above. Talk about Mina.

Week 6: Review of sounds and spellings
Count one to ten. First and last.
Practice conversation as introduced above. Talk about self (I am a teacher. My name is Victoria. I am a woman. I am big. I have a pink shirt. I have books etc.)