Friday, 7 July 2017

Friday 7th July 2017

This week in English we have been continuing our learning about ‘The Sea Monster’ by Chris Wormell ‘Storyteller Style’. On Monday we listened to our teacher telling the story and then we created our own story maps of the story. We used our story maps to remind us of the story as we told the story to our partners. This is an example of a story map. Ask your child to tell you the story using the story map.



The next day we ‘stepped’ the story. This is when we tell a simplified version of the story by only saying a verb and a noun for each part. As we say the verb we take a step. Here is the first part of the ‘stepping’ story. You could ask your child to step the story for you at home and maybe they could continue to the end.

Sea Monster lived
Barnacles and limpets clung
Eyes shone
Watching boats

Swim to shore
Sit among rocks



















The next day we used our story maps and worked in pairs to tell the story together. We used a story stick to remind us when it was our turn to talk and our turn to listen.








On Friday we created a ‘Mood Map’ of the story to show how the Sea Monster’s mood changed during the story. Here is an example.



You could ask your child to draw a mood map from the perspective of the little boy and see how the feelings of the two main characters differ during the story. Then we did a 'phone home' activity. One of us pretended to be the boy from the story and the other pretended to to be their mum or dad who was asking questions about their day. 






Next week we will be writing our own version of this story and we will try and include lots of interesting adjectives, verbs and story language, just like a real author!
PS Ask your child why I have decided to write the English section of the blog in green this week!

This week in maths we have continued our multiplication and division learning. On Monday we reminded ourselves of the division sign.  Which symbol is it  
+ -  x  ÷
We then looked at a selection of numbers and thought about whether they could be shared equally.  Here are some examples.
Which of these numbers can be shared equally between 2 children?

4               10                    9

Which of these numbers can be share equally between 10 children?

10                 9                  30

Which of these numbers can be shared equally between 5 children?

11              10                 25

If they could be shared equally we had to show how we knew either by counting in that number of by dividing by that number.  If it couldn’t be divided by that number we had to prove why not.

On Tuesday we looked at the following word problem
Jasmine has 10 biscuits. She wants to divide them into equal groups.
How many different ways could Jasmine divide her biscuits?

What is the smallest number of equal groups she can make?
What is the largest number of equal groups she can make?

Later in the week we did a mix of multiplication and division problem solving. We had to work out which problem was multiplication and which was division. We had to  read the question carefully and then look at the words in the problem
·         share equally = division and  the biggest number is always at the start in division  
·         how many altogether = multiplication  and the biggest number is always the total in multiplication
·         multiplication and division are the inverse of each other
Here are some examples, some are one step problems and others are two step problems
4 goats have twins.
How many goats are born?

Harry has 2 friends. Each friend gives him 10 sweets. How many sweets does he have altogether?

Ravi has 30 flowers to share between 10 vases equally. How many flowers can be put in each vase?

How many multiplication and division facts can you make from using 15 cubes?

Write your own number sentences for    4 x 2 = 8       and        8 ÷ 2 = 4


You may like to try some problems like these at home.

In art we continued developing our colour mixing skills. We used one of Monet's 

water lily paintings to inspire us to create our own waterlily paintings. We mixed

watercolours to create the same colours Monet used. Look at our fantastic 

paintings. 

Can you tell which is painting is painted by Claude Monet!



In history we have been learning about seaside holidays in the past. First we talked about what we do and wear at the seaside now and then we watched some clips of ‘Magic Grandad’ at the seaside. Here are links to the clips if you would like to watch them at home.

We then looked at pictures and sorted them into now and in the past and explained our reasons for our decisions. Finally we discussed if we would prefer to visit the seaside now or in the past justified our decisions using evidence from the pictures. 










Have a good weekend. Hope you enjoyed reading your child's report.
The Year One Teachers