Today, Year 5, along with some children from Year 3 and 4 have been using their plan from last week to start writing letters as if they were being an evacuee from WW1. We created a success criteria so we know exactly how to be successful in our learning and to also know what to include in our letter. Children have stopped and reflected on their learning and have already made changes which shows that writing can always get better and better. I’ve also been amazed to see that they have applied specific learning from guided reading to their letter writing.
Today Year 5 and some year 3 and 4 children have been learning about what happened to children who were evacuated during the war. They were surprised to learn that if they had lived in a busy city during the war, they would have been sent away to live with either relatives or a host family in the countryside where it was safer, leaving their grown up’s behind!
Next week they will be writing as an evacuee from their plans, see examples below, a letter home to their families telling them all about their experiences from leaving their grown ups at the train station to travelling to the countryside and meeting their new host families and joining a new school. Please ask your children to share what they have learnt so far!
To support our Literacy writing, Year 6 explored what it would be like to not have the sense of sight, like the main character in our text, The Silver Donkey. The children relied on their other senses to imagine what it would be like for the soldier who was in the woods and they are going to use there ideas to support their writing of the soldiers journey.
Year 4 are about to embark on writing descriptive sentences about the rainforest. That’s pretty hard, if you’ve never been to one! So, in addition to our experience at Kew Gardens and our class learning so far, we went outside and used our school trees for inspiration. We talked about how they towered, stretched and reached above us. Can anyone remember what you call it when you attach persoon-like verbs to an inanimate object?
Year 3 are already taking on learning challenges in Literacy.
Today, we ordered sentences linked to our new topic, Rainforests. As a team, we had to work out the different word types, match appropriate vocabulary, create our own word actions and add our own sentence ideas.
Come and ask us about our favourite sentence ideas!
This week Year 1 became authors. They finished writing their own version of the story ‘Monkey see, Monkey do’. Today Year one had the chance to become story tellers, sharing their stories with nursery and teaching them the actions to the story. Nursery had a great time listening and Year 1 loved sharing their learning
This week I have been working with Year 1 to develop their writing. They have learnt a story using a story map and retold it many times. They have innovated it with extra details and changed some aspects using drama techniques.
We have focussed on ADJECTIVES, ADJECTIVES, ADJECTIVES! We have used adjectives to describe shape, colour and texture.
On Wednesday we started writing the story in full and this continued on Thursday afternoon. I have been fortunate to work with different groups of children to challenge them on specific focuses for their learning . . . . . ensure all writing sits on the line, write descenders under the line (q,y,p and g), join handwriting and don’t forget full stops and capital letters.
The children have shown great focus and concentration to write for over twenty five minutes at a time. Ask them to read you their stories.
Year 5 started a new Literacy topic this morning: they are going to write their own funny version of a well known traditional tale. We started by using clues to discuss what we knew about traditional tales. We were looking for similarities and found that many traditional tales had things in common. This meant that it took a while to work out exactly which story the clues were about. We are also going to learn one story by heart. Can you work out what story it is using the story map?
Every Thursday the children in EYFS prepare a healthy snack for others. Today’s snack was toasted crumpets with a choice of toppings.
- Menus written to include all the topping options (yogurt, cream cheese, cucumber, tomatoes, raspberries and strawberries)
- The children prepared all the toppings
3. An orderly queue is formed!
4. Each child counts 5 pennies to pay for their snack
5. Crumpets are toasted (by the children)
6. Children add their toppings of choice
7. The crumpets are enjoyed in the sunshine
Two children in Reception decided to create a sign to advertise the snack shack and detail todays offerings and costs.
In Nursery the children work daily to develop their gross (shoulders and core), mid (elbows) and fine (fingers and hands) muscles. This builds the core strength needed for writing.
This is having a significant impact on learning as all children have secured a good pencil grip and can draw fine details and shapes. They are starting to learn phonemes (sounds) and how to write these with the corresponding letter.