‘Oi Frog’ Literacy Learning- Willow Class-23.9.21
This week in Willow Class, we have been learning our ‘Oi Frog’ story. The children have been using actions to learn the story.
We have learnt about the new vocabulary in the story. We played a pairs game with our Communication and Print words. When we found a pair we had to discuss what the new vocabulary meant. We all really enjoyed this game.
We have been looking at how to write sentences. We have focused on writing rhyming sentences. Look at the children’s amazing work!
Today, Cherry class learnt their new CiP words for their new writing unit. We are going to be writing leaflets about our favourite predator. There were words we already knew and some we had to spend time learning.
First, we were timed to see how many CiP words we could match with their definitions. It was challenging as some words were synonyms and their definitions were similar. Then, we played BINGO! We love playing CIP word bingo. Can you remember any of the words from today’s lesson?
Today, Year 3 were using an online thesaurus to find synonyms for words to describe different feelings. We had to make sure that we made appropriate choices to match the context we wanted. For example, when we looked at the word ‘tired’ we decided that ‘fatigued’ would be suitable but ‘tatty’ would not in the context that we were exploring.
As a pair, we then had to order these words from weakest to strongest. If we didn’t agree we had to say phrases such as, ‘Can you justify your opinion?’, ‘ Can you explain why?’ or ‘ I don’t agree because..’.
Here are some of our thoughts:
We have been working really hard to challenge ourselves in Foundation. We learnt the story of Goldilocks and the Three Bears and created our own story map. We then decided to uplevel our story map by adding adjectives and adverbs from our vocabulary wall! We thought about all the different adjectives we could use to describe the bears and chose to order them according to how effective they were.
Today the class immersed themselves in the vocabulary for an autobiography. The children familiarised themselves with the words and were able to put them into sentences. Can you write any sentences with these words in?
This morning in literacy, we have been working hard on building our vocabulary bank in preparation for our Big Write next week. We’ve played a game of pairs, whilst also trying to use the words within a contextual sentence.
Following that, we have been looking at personifying a storm and liking it to an animal…
What do you think of some of our efforts?
“Stalking it’s prey, the vicious Storm-Cat pestered the boat ruthlessly as if it was in play.” Luke Boulton
“The ferocious Storm-Cat clawed and pounced at the harbour wall hoping to get it’s delicious meal early.” Isaac Rodgers
We found the definitions for our topic vocabulary and then created glossaries.
Palm Class were vocabulary detectives in our literacy session…
We collaborated together to find all the technical vocabulary in an explanation text about the life cycle of a butterfly.
There were lots of new words for us to discuss and define the meaning of.
We all discovered plenty of exciting vocabulary we hope to use in our own explanation about the butterfly life cycle. Which words will you magpie for your Big Write?
Here is a short list of just some of the technical words we found:
Pick 4 of these words to explain to someone at home.
Can you think of a way to remember how to spell them for your Big Write?
Monkey Puzzle have been extending their vocabulary, ready for their Big Write on Friday. They have ping-ponged the words and also played games to become familiar with them and knowing what they mean.
Do you know what these words mean?
unyielding / aghast / unassuming
Have a go at using them in a sentence!!
The children started today’s lesson with a vocabulary warm up.
Using the vocabulary for this topic, the children played games like snap and pairs to further their understanding of the words required to make their persuasive letters successful.
Today, we learnt about different features of a diary and began to write a diary entry as an animal in the zoo (orangutan). We wrote in the first person and included:
- commas to mark clauses
- apostrophe for contraction
- exclamation marks
- capitalisation for emphasis
Check out our fantastic writing below: