Excited to be at school in our pyjamas.
Having our bear's bandaged.
The end result
The teddies sat on the picnic rug watching us do our work.
Class photo of 1B in our pyjamas!
Eating our lunch and Tiny Teddies at our class picnic.
Saturday, 29 March 2014
Bandage Bear and Pyjama Day
The children were so excited to wear their pyjamas to school for Bandage Bear Day. They made many comments about how much fun it was bringing in their teddies and having them bandaged by the Year 6 students, and about the novelty factor of being out of uniform and in pyjamas at school! It was a wonderful way to raise money to assist the sick children at Westmead Children's Hospital.
Wednesday, 26 March 2014
Maths in Week 9
We have done lots of practical, hands on maths activities this week. We started with 'rocket maths'. Mostly working in pairs, the students needed to find the answer the addition problem by adding the number on the body of the rocket with a number on the tip of the rocket, and then finding the answer.
We also played a Lego game that involved rolling a die to move forward and collect Lego pieces. The children were asked to work out the difference between their own stack of Lego pieces and that of their partners, during and at the end of the game.
1B spent time adding numbers on pegs and writing the answers, adding dominoes, and hiding counters under a plate and working out how many there were.
We also played a Lego game that involved rolling a die to move forward and collect Lego pieces. The children were asked to work out the difference between their own stack of Lego pieces and that of their partners, during and at the end of the game.
Tuesday, 25 March 2014
Literacy skills
I thought you might be interested to know what happens in class when we are doing literacy skills in the morning. We look at our THRASS chart everyday. Lately, we have been learning the THRASS rap for the letter names, consonant sounds and vowel sounds. After this activity we THRASS out our words. We begin with how many sounds are in each word, what the vowel sounds and consonant sound are. We look for any diagraphs or trigraphs, and finally how many syllables are in the word. We are also looking for other connections to the THRASS chart that can be found. After this we move onto other literacy activities that consolidate further skill development in Phonological awareness, Phonics, Vocabulary, Comprehension and fluency. (Known as the Five Pillars of Literacy).
These activities are organized in rotations, where the skills match the needs of the students. These range from rhyming games , onset and rime activities, comprehension exercises, compound words and reading stories in a minute.
Students also listen to each other read and give peer feedback. Skills we are working on are the pace of the story, pausing at commas, and taking a breath at full stops. We are also encouraging each other to use expression when reading to make the story interesting. We often frame this feedback through the model of 'two stars and a wish'. (two good skills, and one skill that still needs to be worked on for improvement). Below are some pictures of the skills you will find us developing in the mornings.
These activities are organized in rotations, where the skills match the needs of the students. These range from rhyming games , onset and rime activities, comprehension exercises, compound words and reading stories in a minute.
Students also listen to each other read and give peer feedback. Skills we are working on are the pace of the story, pausing at commas, and taking a breath at full stops. We are also encouraging each other to use expression when reading to make the story interesting. We often frame this feedback through the model of 'two stars and a wish'. (two good skills, and one skill that still needs to be worked on for improvement). Below are some pictures of the skills you will find us developing in the mornings.
Monday, 24 March 2014
Wednesday, 19 March 2014
Visit from an expert
Henry's Granddad, Mr Moffatt popped in to see us today to show us the replica of the HMS Endeavour ship that he made. It took Mr Moffatt eight years to build! That is older than the children in 1B! He said he used to would work on it at night time.
Mr Moffatt knew a lot of information about the British Royal Navy boat and about Captain James Cook, who was sailing this boat when he discovered Australia.
We found this really interesting as we have been looking at Sydney in the Past and Present in HSIE. We have been discovering what happened to the Aborigines when the British arrived on the boats and the impact this had on them.
As you can see we had lots of questions to ask. Thanks for coming to visit us Mr Moffatt!
the impact this had on them.
Mr Moffatt knew a lot of information about the British Royal Navy boat and about Captain James Cook, who was sailing this boat when he discovered Australia.
We found this really interesting as we have been looking at Sydney in the Past and Present in HSIE. We have been discovering what happened to the Aborigines when the British arrived on the boats and the impact this had on them.
As you can see we had lots of questions to ask. Thanks for coming to visit us Mr Moffatt!
the impact this had on them.
Positional language in literature
The goal of todays Math's lesson was to see and understand the positional language used in the books 'Going on a Bear Hunt' by Michael Rosen and 'Bears in the Night' by Jan and Stan Berenstain.
I found two YouTube clips for 'Going on a Bear Hunt.' You can find Going on a Bear Hunt as a cartoon here and I'm going on a bear hunt with real life pictures here. I showed both clips to the students and had a scribe list the positional language for both the songs. Finally I asked the class to make a comparison of which version they liked best. The results are below.
I found two YouTube clips for 'Going on a Bear Hunt.' You can find Going on a Bear Hunt as a cartoon here and I'm going on a bear hunt with real life pictures here. I showed both clips to the students and had a scribe list the positional language for both the songs. Finally I asked the class to make a comparison of which version they liked best. The results are below.
IB loved watching the story
With the comparisons made I read one of my favourite books from childhood "Bears in the Night" by Jan and Stan Berenstain.
Again we listed the positional language. The students then drew a map of the story.
Finally, with the iPads, we used the app skitch, and had a go at annotating the positional language of the story.
This was the first time we had tried adding text, so with further practice, we will become experts!
Monday, 17 March 2014
Position in Maths
This week we are learning about positional language in Maths. We began the lesson by looking at the UK website Topmarks for a great interactive activity about Positional language.
We then moved onto a new activity that required the students to demonstrate their understanding of positional language by telling their partner where to place a coloured cube. Each student had six different coloured cubes The difficulty was that the partners were sitting back to back. The language I was looking for was "place the red cube on top of the blue cube. or place the yellow cube behind the purple cube, put the green cube to the left of the red cube etc. The students had a great time!
We then moved onto a new activity that required the students to demonstrate their understanding of positional language by telling their partner where to place a coloured cube. Each student had six different coloured cubes The difficulty was that the partners were sitting back to back. The language I was looking for was "place the red cube on top of the blue cube. or place the yellow cube behind the purple cube, put the green cube to the left of the red cube etc. The students had a great time!
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