Friday, 4 November 2016

4th November

This week in maths we have been learning about numbers to 20. First we practised counting up and down from any number and reading the numerals. We then thought about the numbers and how we exchange ten units for one lots of 10 and this is how we write the number. We used Numicon to help us see the pattern, eg, 15 = 10 +5, 18 = 10 +8 etc. Sometimes it is not clear from how we say the number – for example 11 = 10 + 1 and 12 = 10 + 2. We then drew the numbers with a line to represent the 10 and dots for the ones. Here are some examples.


This is a website you could use at home to practise this. http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html
The Naughty Number Fairy had messed up our number lines so we then had to use our learning about numbers to 20 to put them back in the correct order. We then had to put numbers on our own number line, making sure we used our careful counting as well as our knowledge of place value to put them in the correct places.
To help us master our understanding of numbers to 20 we have been reading numbers and making them with Numicon and dots and lines. Some of us have been adding the number sentence too.
Finally we have been sorting numbers into odd and even numbers. Nuicon helped us see the pattern that odd numbers have a ‘sticky up bit’, or a whole without a partner. This helped us see the pattern that all odd numbers and all even numbers end with particular numbers. Maybe your chils can teach you this rule?!







This week in English we have been learning about poetry.  We began the week by reading two firework poems by the children’s poet Tony Mitton. 

Fire work
Here is a sparkler.
Hold it with care.
Scribble with gold
in the cold night air.

Here are the flames
that flicker and burn.
See how they dance
as they twist and turn.

And here is a rocket
that races up high.
See how it burst
in the brilliant sky.

Wait for the evening,
cool and dark.
wait for the fizzle,
wait for the spark.

Whizz, crackle, bang!
Just watch us go,
golden rain
and sparkling snow.

Whizz, crackly, bang!
in the big, blue night,
making colours
for your delight.

Whizz, crackle, bang!
as we rush up high,
exploding colours
across the sky.

We talked which we liked best and which words and phrases we liked best. Ask your child which word or phrase were their favourite. In both of his poems we noticed that Tony Mitton used words that rhymed and repeated and he used onomatopoeia (words that make the sound as you say them eg whizz, crackle, bang).

On Tuesday we learnt to recite one of Tony Mitton’s firework poems in threes.  We thought of our own actions and after a little practise we then performed our poems to the rest of the class. We had to remember to engage our audience by looking at them, speaking together in a loud and clear voice, and adding actions and expression.

On Thursday we were given a selection of firework pictures and wrote a noun phrases using adjectives to describe the picture. We had to remember to use a capital letter, finger spaces, full stops and use our phoneme fingers to help spell any unfamiliar words and finally re- read our sentence to check it made sense.




On Friday we watched a Powerpoint about ‘firework safety’ and talked about how to keep ourselves and pet safe over the bonfire weekend. Then we had a firework ChIL where we were able to choose forma selection of firework activities including making a firework safety poster, matching rhyming firework words, and revisiting the activities form the week.
We hope many of you will come to the Crabtree Fireworks as the children will be able to use this experience to help them next week when they get to write their own firework poems.


In phonics we have been learning to blend, read and spell words containing the ear and ure sounds. Some examples of the words are: fear, beard, pure and mature. 
In D&T we used our cutting and designing skills to create our own burning timber frame houses from 1666.










Have a great weekend and hopefully we will see you at the fireworks!
The Year One Teachers