Year 5 – CiP Fun 13.09.19
Year 5 had an exciting Literacy lesson developing their dictionary skills and learning the definitions of complex words such as coronation and imprisonment.
In literacy, Year 3 have been writing stories based on the traditional tale of The Little Red Hen. We listened to the story and then wrote our own versions. Today we shared our stories with Year 1 – they enjoyed our stories!
Having finished their writing unit on Explanation Text before half term, Oak Class have been working with their Writing Buddies today to identify their successes in their writing and correct any errors they may have made. They then looked back at their first piece of work (Elicitation Task) and compared it to their Big Write (end task) and thought about what they had improved upon. They (and Mrs Cooke!) were very pleased with what they found!
In Fir and Redwood class, we have started thinking about the letter we are writing to a Chinese school. We have learnt a lot about Chinese schools and we used this to create some questions we would like to ask them:
Do you like your uniform?
Do you like dinosaurs, if so would you like to be a paleontologist?
Do you have a school uniform you have to wear?
Do you know the English alphabet?
What do you do in mathematics?
When do you stop for summer holidays?
What is your lucky number?
How hard is it to work with 50 people in your class?
How long is your normal school day?
What is your favourite subject?
Do you find using chop-sticks easy or hard?
How old are you?
This morning, Year 6 became immersed in their new Literacy unit – the Roman times. Over the new few weeks, we will be working towards writing an authentic tale of mystery and intrigue so we needed to research this exciting period in history.
Today, in literacy, Redwood Class have been exploring the features of a non-chronological report. Mrs Cooke cut up some pages from a book and we had to decide how to put them back together. Do you think we did a good job?
Year 3 have had lots of fun today learning actions to help them retell the story of Goldilocks and the 3 Bears.
Following the arrival of their special parcel yesterday, Team 2 have been exploring the features of a Traditional Tale – Goldilocks and the Three Bears. We have found adjectives, third person, past tense, time adverbials and lots of ISPACE!
At the start of their new topic, Holes, year 6 have received a letter from Mr Minoia asking for their help to persuade the Public Health, Sanitation and Consumer Products Safety Group that the conditions at Camp Green Lake are unsatisfactory. Today, we have read our exemplar text and highlighted key features of a persuasive letter.
Year 3 have been working hard on using metaphors to describe parts of a penguin. Today, we have collaborated in groups to describe the tummy, flippers and feet using metaphors.
Can you remember what a metaphor is?
This morning we peer marked our Big Writes! We collaborated in pairs to mark our learning and responded to our marking with our purple pens to make progress.
Year 1 spent some time looking at what makes our writing successful. We then worked together to find examples in our writing.
What successes did you find?
In literacy today, year 3 have collaborated to mark their chronological reports. They have looked at what they have done well and what they could improve on next time. They also looked at their writeria to see what they need to make sure they include in their next piece of writing.
In preparation for our year 3 residential, we have been learning about the StoneAge, Iron Age and Bronze Age. We have been researching lots over the last few weeks and have also been using our home learning to help us write a chronological report about these three eras. Today, we have written our final chronological reports.
After enjoying the snow yesterday, Year 3 came back to school ready for their big writes today. We wrote a play script based on our favourite Greek myth. Miss Souter and I can’t wait to read them all later!
Today, in Literacy, Fir Class have been using their word and sentence skills to up-level their writing. What do you think of their efforts?
‘It was Ariadne.’
‘Behind the enormous rock was the daughter of the despicable King Minos, the kind but plain Princess Ariadne.’
Today we have begun exploring our favourite Greek myths in greater detail, ready to write our own plays!
Year 3 are continuing to immerse themselves in four Greek Myths. They have chosen their favourite one and are now working in groups to act out part of the story. They have then recorded the speech and will transfer this onto speech bubbles tomorrow.
In year 3 today, we have started our new literacy unit – play scripts. We will be working towards writing our own play script based on a Greek myth. We have started by being Feature Detectives and hunting for all all the features of a playscript. From this, we created our own success criteria.
Today, year 3 have been writing their non-chronological reports about the lightbulb. We have learnt about Thomas Edison, how a lightbulb works in a circuit and how light bulbs have changed people’s lives.
We had a great morning in literacy today being interviewers and characters from our stories. We asked questions about how we feel and what we want more than anything else in the world and our characters answered really well.
We had an evil king who wanted a castle to live in, a princess who was lost in the woods and a fairy who was lonely.
What other characters do you think should be in a fairytale?
We learnt that a noun is a person, place or thing and usually we can touch a noun. We labelled nouns we found around our classroom!
This week Year 4 have been concentrating on expanding their vocabulary. They have been playing games like ‘Swap Shop’ and ‘Pairs’ and matching words to their definitions.
This morning, Apple Class became feature detectives and searched for our new topic words within our letter example. They worked incredibly hard and collaborated with one another to be successful.
It was noticed that the words that were frequently present within the letter were: “tidy” and “litter”. The children decided they would be the words they must include in their own writing.
Do you know what all our vocabulary words mean?
Can you come up with a definition for each of them?
This afternoon Redwood Class re-enacted the story of The Little Red Hen.
Today the children enjoyed the nice weather by going outside to do literacy. We are looking at the book ‘Little Red Hen’ and the children had to re-enact the story using a story map.
Apple Class headed outside today to hunt for questions, commas in lists and apostrophes in a piece of text. It’s the start of their new literacy topic on the life cycle of a plant.
Redwood Class have been finding out wether or not they can follow instructions. The results were interesting!
We made our very own setting and puppets of characters from The 3 Billy Goats Gruff story. They helped us re tell the story in our own words. Great fun!
Apple and Palm class had a terrifying visitor today. We got to ask them lots of questions and discovered how the wolf felt during different parts of the story. Did you feel sorry for him? Why did he trick Little Red Riding Hood?
Ebony class worked hard this morning to up level boring, simple sentences. Some used colourful semantics to support them, others used ISPACE and many used our new verb tense help guide to try and include the passive voice.
We started our performances of our myths this morning and so far the standard is brilliant!
They have shown great collaborative skills as well as showing a great understanding of performance skills and how to turn a text into their own words. What has impressed me particularly is their ability to give honest and constructive feedback to one another and how they accept it also.
Well done guys!
This morning, Ebony class have been working in groups to reinact some cultural myths regarding animals. They have had to discuss and problem solve which bits they deem to be the most important to act out, consider their language choices alongside work effectively in the group.
I have been impressed with their enthusiasm and diplomacy skills as well as their focus and engagement.
Do you know any African myths about animals?
This morning in Literacy some children shared their poems that they found for their homework. We all listened and discussed what it was about and what we liked about it.
We then explored different poems in a carousel of activities and wrote on post it notes what we noticed about each poem. Some poems didn’t have titles so we thought about what we might call them and why. We recognised rhyming words and wrote down our favourite ones that we found in each poem.
This morning in Literacy we were very practical with our sentences! We thought of simple sentences and then expanded them with the help of our colourful semantic cards. We focused on moving the order of words in our sentences to check if it would make sense in different ways.
Today in Literacy, we have been ‘feature detectives.’
Using a model example, we highlighted the key features and interesting language techniques used in a scientific write up.
Can you remember the important features?
Today we used “colourful semantics” cards to help us learn about different word types. We then had our first go at improving a boring sentence using our new knowledge.
To help prepare the children to write their balanced arguments, Holly class participated in a formal debate about whether the local railway line should be redirected.
They came up with many convincing reasons to support the points they were making and had to speak confidently, in a professional manner.
Year 3 and 4 have created freeze frames based on ‘The Great Race.’ Then we added thought bubbles and speech bubbles to show what the characters were thinking and feeling.
This morning Ebony class have been supporting one another to edit, improve, re-draft and up level their sentences and arguments with regards to re-routing the rail route.
We have seen great collaboration skills as well as everybody showing a great growth mindset!
Keep up the excellent work guys!
1st December 2016
Willow children worked in their teams to help reassemble poor little Jim’s torn up letter to Father Christmas.
They learnt about the structure and format of a letter, and labelled it using he new words they had learnt. Can you spot the heading, the greeting, the body, the closing and the signature of the letter below?
Yesterday in our literacy learning we collaborated together to consider the most effective and interesting adjectives to describe the main characters in the Rama and Sita story.
We were all keen to make our adjectives more spicy and up levelled our describing words to create the best descriptions.
Today, we applied our knowledge of amazing adjectives to form our own descriptive sentences about the story characters. Using our colourful semantic cards, we matched the correct colour card to our sentence words.
In particular, we used the adjective and conjunction cards. Which adjectives did you select to describe Rama or Sita? Explain why you chose them to someone at home.
Which conjunctions did you pick to extend your sentences and include more detail? Were there any other conjunctions you could have picked? How could you find this out?
Using images to inspire us, we have used the 5 senses to gather descriptive ideas in order to plan a setting description.
Tomorrow, these ideas will be put into the context of a paragraph when the children write independently. Check the blog tomorrow for some examples..
We have been bringing our story, ‘How to be a Viking’, to life by creating freeze frames. We thought carefully about how to use facial expressions, hand gestures and body language to show the characters’ emotions – can you tell what emotions we were trying to show?
It was our favourite literacy lesson ever!
Today, we have explored the key vocabulary we will be using throughout our Literacy sequence. Using the images to help, we have matched words to the definitions and then have used them in the context of descriptive sentences.
What incredible story tellers we have in Maple Class!
Our challenge today began by collaborating in pairs to sequence different parts of the Rama and Sita story to create our own mini story boards. We had to look very closely at the pictures and identify who the characters were and what was happening.
How did you know where to stick each picture? Did you always agree? Explain how the story begins to someone at home and what happens at the end and in the middle!
Once we were satisfied the pictures were sequenced in the correct order, we took turns to retell and act out the story using actions and story language. We challenged ourselves further by using spicy story vocabulary, to improve the quality of our retelling.
Tell someone at home how you would make these sentences more spicy:
Ravana took Sita away.
Rama and Sita were sent to the forest.
Using the iPads, we took turns to capture our amazing actions for each section of our story board. We then used these images to create our own PicCollage story boards for the Rama and Sita story!
By learning this new story vocabulary in such a fun and practical way, it helps us to retain it and apply it more confidently and competently when we come to do our writing.
I am so proud of everyone’s enthusiasm about this story so far and if the level of story vocabulary today was anything to go by, then our next Big Write is set to be something quite amazing!
Keep it up Maple Class – you super stars!
In our Literacy lesson today, we used actions and role play to act out different scenes from the Diwali story, Rama and Sita.
First we sequenced the story in the correct order to create a storyboard.
Next, we came up with some actions to represent the different characters and events. We worked in pairs so one of us could take pictures on the iPad.
Using actions helps us to remember important parts of a story.
Maple Class went fishing today…fishing for vocabulary!
Armed with our whiteboards and pens as fishing nets, we listened carefully to the story of Rama and Sita. We ‘caught’ lots of story words in our nets, by writing them down on our whiteboards.
We then worked in pairs, to think of an action or movement to go with the vocabulary we’d found. Explain to someone at home the reason why you chose your action.
Look at our brilliant actions. Can you guess which vocabulary we found? How did you guess?
Year 3 have worked really well collaboratively to peer mark their Big Writes. They have identified all the fantastic bits in their bear non-chronological reports and have made some changes to make them even better!