There was great engagement in phonics and maths today. In phonics, some children played a game where they had to collect the sounds I said and then blend the sounds together to read the word. This was fabulous as we were in the woods with lots of places to hide the sounds. Inside, children worked together in pairs to order numbers from 1 to 20. This is quite tricky but by encouraging one another and taking turns they managed to complete the task. Well done everyone.
1. How does the description of the weather make you feel?
2. Could you create an equally effective description of today’s weather?
3. What do we learn about the character of Amanda in this section?
4. What could Rudger do instead of just hoping for an apology? Write him some advise.
Have a listen to Ms Fawcett reading the next part of your class reader. Think about what has already happened and what you predicted might come next. While reading you might want to create a story map or notes about the plot. Remember you can always pause and listen again.
Here is a reading project you can undertake as a whole family, no matter how old everybody is, you can all join in together.
We are going to listen to a story about a giraffe named Gerald, who gets teased because he is clumsy and unable to dance like the other animals. However, Gerald meets a special friend who helps him.
Talk with those around you or write down your ideas. When you have found something different and how have others have helped. How did you feel? How did someone else help? How did you feel once you had learned how to do something?
Listen to the story and as you listen, create a story map/journey recording what is happening. You might need to pause and listen a couple of times. Retell the story using your map.
What did Gerald have to do in order to become a dancer? How did he do this?
Is it important that everyone is able to do the same thing well? Why / why not?
Why do you think the author wrote this story?
Adjectives – create a mind map of all the words used to describe Gerald’s appearance and the way he moves. If you want to revise what adjectives are you can do that here. Compare the two types of adjectives and descriptive phrases.
Alliteration – listen to the story again and create a list of all the examples of alliteration you hear. You can revise what alliteration is here
Rhyming words – Listen to the story again and write the sets of rhyming words.
It was wonderful to welcome many parents, grandparents and other family members to end our world book day celebrations. Each class nominated a representative who performed a reading. The focus was on volume, intonation, expression and fluency.
It was incredible to see the confidence and passion from all of our readers in front of a packed hall. We also announced the winners of the book mark competition; welcome done to Lois (Yr6), Amelia (Yr1) and Aaron (Rec). The assembly ended with a fantastic performance of ‘Los tres cerditos’ (The Three Little Pigs in Spanish) from Year 4, 5 & 6.
This afternoon, the new class reader for Year 5 was revealed. The children were allowed to explore the front and back cover and the blurb. From this, they were asked to observe closely and comment on the things they noticed. We then tried to work out which fiction genre it could be. I was blown away by the depth of discussion that occurred and how closely and carefully they observed.
“The boy is hanging on the branch while the girl is hanging on a snake-like branch. This could mean that the girl creates the boy from her imagination as she is hanging onto something that can’t be there.”
“The girl on the back is see through. You can just about see the man through her. She must need him to exist. The cloud of smoke above them could be the energy she requires to be imagined.”
“The images on his shirt and shorts are reversed. Perhaps he isn’t what he seems.”
“The boy is running. I wonder if he is running from something or to something.”
Year 5 have spent the week exploring the title and images from their new books. They have been encouraged to think more deeply about what the images could tell them about the text and to use this learning to imagine what they think the front cover should look like. Look how similar their front covers are to the real thing!