Preparing for our Class assembly
We are now in the Invention phase of our writing. The children are very familiar with the structure and characters in Jack and The Beanstalk and have thought very carefully about the adaptations they would like to make. As you can imagine though, to write a whole story as this young age can be daunting. To help the children we have structured their ideas into a Story S. In a Story S visual prompts are used to tell a story which can then be retold or even acted out quite easily. First we introduced the children to a Story S of Jack and the Beanstalk, then we encouraged the children to tell their own story using the same structure. The results were quite amazing.
Our next step is to choose a section of this story to write in detail. As we are only writing a small section of the story we can now expect more detail and flavour in the children’s writing. We can also expect that the children will write in full sentences remembering to use capital letters and full stops. As we have also been discussing nouns and adjectives, we can encourage the children to use adjectives to create an evocative word picture of their characters and setting.
The children have been working very hard and I am sure that the final writing will reflect all their effort.
We will be sharing this writing journey and excerpts from all these stages in our Learning Assembly which will be held on March 21st at 9.30 am in the Primary Hall. We hope that you can join us.
After some consolidation work on tens and units, in mathematics this week we have been discussing positional language. This week we has been our introductory week and next week we will extend this learning through use of our electronic Bee Bots and learning activities focusing on co-ordinates.
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Innovating Jack and the Beanstalk
This week we are in the “Innovation” stage of the writing process. This involves the children changing some parts of a story they know well, in this case “Jack and the Beanstalk”. We have asked the children to think of a new character for their story, describing them with adjectives so we know what they look like, their personality and their likes and dislikes. Then, using the same beginning as “Jack and the Beanstalk”, the children used their imaginations to think about what the magic beans could grow into, instead of the beanstalk.
Once they had these details, they drew pictures of each stage of the story to help them structure their ideas and to help them retell their story into a voice recorder. This is a good way to help the writing process, even though the children have not had to write the story down, as they are challenged to think about describing words, sentence openers and extending their sentences using connectives.
Listen to some of the results below…
Our Spellathon today
Today the children really enjoyed their opportunity to demonstrate their spelling skills in the Year One Spellathon. All the children went to the Black Box in the Arts Centre and got together with all the children from the same Letters and Sounds group. We then tried all 20 of each group’s words, before some brave children tried the “Super Spellers” and others tried to make words using the letters of “Spellathon”. I have marked their spellings and put them in each child’s Red Book to let you know the official results. Could you please start to collect any sponsorship money over the weekend and send into school as soon as you have it – many thanks to the families that have already sent in their donations!
Today all the children from Year 1 participated in Sports Day on the back field. All the children paraded to the field, before starting a rotation of different sporting activities. At the end of an extremely energetic and fun-filled morning, we all enjoyed a well-deserved ice lolly!
Many thanks to all the PE staff and other teachers who helped make this morning so much fun.
Once upon a time!
Welcome back to 1M after the short mid-term break – the children have been telling us all about their break this morning.
We had some special visitors in school this morning, all from the book “The Jolly Postman” by Allan and Janet Ahlberg. This story takes us on an adventure through Fairy-tale Land, meeting many of the characters from famous stories like ‘Cinderella’, ‘Goldilocks and the Three Bears’ and ‘The Three Little Pigs’. One by one, the children met the characters from the story, as the Jolly Postman delivered letters throughout the land.
For the next seven weeks, the children will be learning all about the features of a Fairy-tale, using our Storytelling technique of Imitate, Innovate and Invent.
We will explore a variety of Fairy Tales and work through six distinct phases of learning:
Read and tell a selection of familiar and less familiar traditional tales. Identify basic story elements and summarise the plot using 'beginning-middle-end'.
Compare stories and draw out typical features: beginnings and endings, story language, characters and plots. Re-enact using pictures, puppets or props. Individuals retell stories for the group using story language and organising events in sequence.
Focus on particular characters from stories read. Identify information in text about appearance, behaviour, goals and characteristics. Explore motives and behaviour using hotseating and role-play. Write character profiles using pictures, words and captions, based on evidence from text and additional information from role-play.
Select a story with versions in written text, audio tape or video and playscript. Read the story and identify basic elements. Listen to the audio or video version and make comparisons. Comment on how interest and excitement are created.
Read the same story as a playscript. Make comparisons with the written version, for example regarding the role of the narrator. Reread with children joining in, using features of the playscript and adapting voices for different characters. Explore the way that characters are presented. Children retell the story using puppets.
Retell the story orally using pictures as prompts. Demonstrate how to plan making brief notes of main events and organising into 'beginning-middle-end'. Demonstrate how to write the story in your own words, referring to the plan and asking children to contribute ideas. Children plan and write their own version of another traditional tale, sequencing events, using complete sentences.
The whole unit takes place over seven weeks and hopefully the children will also explore the following five key questions:
What makes a good story?
What is your favourite Fairytale or Traditional story? Why?
Where do Fairytales come from?
How else can we tell stories?
How have Fairytales changed?
Try this link to see Allan reading his story...
Chinese New Year
Today the children celebrated Chinese New Year with an excellent assembly, involving lots of different dances and acts from China. Our favourite was undoubtedly the Chinese dragon that came so close to us!
Have a great break and see you all on Monday 17th February.
Our Little People parachutes
Today, we tested the parachutes that the children have been making for the Little People in Connected Learning. We found out that ‘Bob’, one of the Little People, had been in a real-life adventure whilst flying his stunt plane. He had forgotten to check his fuel and had to jump out of the plane in mid-air! This week the children have been writing what happened next, using lots of descriptive language and, of course, capital letters and full-stops.
For the testing, we made sure that the test was fair by dropping each parachute from the same height, with the same Little People attached to each one. We then timed how long it took for each parachute to land on the ground. Miss Michelle is going to reveal the results on Monday, using a bar chart to display the times.
Which parachute do you think was the best, and why?
Our Writing Morning
This morning Year 1 opened its doors to all the parents for our “Writing Morning” so that they could see some of the strategies and activities we use to help the children improve their writing. We started with our usual twenty minutes of Letters and Sounds, where the children are grouped depending on their phonic ability, followed by a forty minute writing session, split into three main groups. The arrival of ‘The Little People’ has created the context for lots of questions from the children and therefore meaningful writing. The children were engaged in three main writing activities:
1. Can I recognise and use the features of a letter?
Writing to the Little People to ask them questions
2. Can I sequence remembered events about the Little People?
Writing captions for the events in the Little People story
3. Can I think and write about where the Little People came from?
Writing using their imagination and descriptive words
We hope the parents gained a valuable insight into some of the ways the children learn about how to improve their writing and demonstrate their skills.
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The Little People
What an exciting but strange day we’ve had in 1M! This morning, as we all arrived at school, we found that the classrooms had all been closed and we were not allowed in! The security guards had found some mysterious things happening and wanted to check the security videos to see what had been happening. So we had to go straight to our Thai lesson without coming inside. When we came back from Thai, we were finally allowed to come back into the class and watch the security report that the guards had sent us…
…and we found out that a group of ‘Little People’ had using our classroom and the traps as playgrounds the whole weekend!
They had been eating all the cookies we left for them, drank the water and climbed all over the traps. They even had the cheek to send us a letter asking for us to make playground games the right size for them. This afternoon we all made a small roundabout for them and tomorrow we might make a slide.
Where do you think they go at night?
Mysterious happenings in Year 1
This week has been very exciting, with lots of new learning all about Toys and Handling Data (collecting information and making graphs etc). And then…
…on Thursday some strange things started to happen. Mr madden left a biscuit on his desk to eat later and when he got back, someone (or something) had taken a large bite out of it. Later in the day, his bottle of coke was opened and a straw put in it. This morning, a Gingerbread man that Seungyeon had baked for Mr Madden was opened and had another bite taken out of it – what was going on?
The final straw was when Miss Michelle’s whiteboard was moved and a message saying “Hello” spelt on it in magnetic letters. We all got together and decided that we had to find out who or what was doing all these strange things. We decided to ask the security guards to set up hidden cameras and make safe traps to try and catch the mysterious thing.
The children designed and made safe traps, using cookies as bait to lure the thing into nets, boxes and other ingenious places. We cannot wait to Monday to see what happens over the weekend.