Friday 1st February

This week in maths we have been continuing our learning bout addition and subtraction. We started the week solving word problems. Here are some examples:

We decided how we would calculate the answer. We used our number facts, counting backwards, number lines, Numicon, tens frames, bead strings or drew pictures. Please think of some word problems that you could ask your child.

On Tuesday we used our understanding of addition and subtraction and related number fact. We tried to make as many calculations as we could using a set of numbers and the +, - and = symbols. We made addition and subtraction calculations and we challenged ourselves to create two-step calculations (eg 8 -6 = 4 – 2) . These are the numbers we used:

You could try this at home with these numbers or other, related, numbers, such as 5, 10, 15, 10. See how many your child can make!

We have also been comparing numbers and deciding if they are more than, less than or equal to each other. We used the mathematical symbols >, < = and some of us calculated the difference between the numbers.

Knowing number facts has really helped this week! Please continue to practise addition and subtraction facts within numbers to 20, and counting forwards and backwards from any number between 0 and 50. Here are some links to some games to play:

http://www.ictgames.com/spacejumps.html

https://www.topmarks.co.uk/maths-games/hit-the-button

This week in English we continued our learning using the ‘Naughty Bus’ story.

On Monday we re-enacted the story. Everyone took turns to act in the middle of the circle. When the teacher said ‘Whoosh!’ you went back to your place and listened as the story continued with new actors.

After we talked about our favourite part of the story using the sentence starter I liked it when…… Ask your child what their favourite part is and why?  We then wrote our own sentences using the same sentence starter. We thought about what a good sentence looks like.

·         Get your sentence in your head ready to write.

·         Capital letter for start of sentence and names

·         Phoneme finger for spelling

·         Finger spaces between words

·         Full stops at end of sentence

·         Correct letter formation – neat handwriting so others can read it

·         Re-read to check it makes sense

On Tuesday we went on a virtual bus ride on the Naughty Bus ! We stopped the video-clip at key moments and had to say to the passsenger next to us what we thought about the journey and how we felt.  

After the bus ride we wrote our favourite sentences from the journey in a speech bubble.  Before writing we thought about what a good speech bubble sentence would look like. All the ideas in red from the day before applied and we added

·         Use a !

 Follow the link to go on the bus ride again  https://www.youtube.com/watch?v=Bi5G5YzPRB4.

On Wednesday we read the actual story ‘Naughty Bus’ by Jan Oke. We talked about how it was different to our version.  After reading the story we used the last sentence Did I tell you ? Sometimes I’m a night bus! to draw a picture of what we thought Naughty Bus may get up to at night !
Follow the link to read the story again https://www.youtube.com/watch?v=sqQ1BAEj1oE

On Friday we had a Naughty Bus ChIL which involved more activities to embed the story. In one of the activities we went off around school in our groups to find a spot the bus could journey to and then we wrote our own sentences to go along side.

This week in phonics we have been learning about the digraphs ‘oe’ and ‘ow’.

Can your child show you how they use their phoneme fingers to segment the words Joe, toe, oboe and then blend them back together again?

Can they do the same with these words? Bungalow, elbow, window, snow

Can they spot the digraph in the following words – Joe, toe, oboe, shadow, throw and arrow. Is there only one digraph in these words or do some have more than one?

Can they read these alien words quoe, stroe, brunow, kowms, thandow.

Spelling ideas.

Perhaps you could get your child to think of a sentence using the sentence starter The children play …..to practise the common exception words.

In history we have been learning about George Stephenson and the impact he had on the development of the railways. We learnt about the changes that happened because of railways and how they changed people’s lives.

Ask your child what they can remember about his life and if they would have enjoyed travelling on an early steam train. People. Here is a link where you can find out more about him and you might like to take the quiz too!

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/george_stephenson/teachers_resources.shtml

In D&T we finished our vehicles using paint, collage or computer graphics.  Next week we will be assembling the axles and wheels to the chassis and then the body to the chassis.

We hope you enjoyed the snow day!
Year One team

Friday 25th January

This week in maths we have been adding and subtracting. First we started adding on a number line. We practised ‘bridging through 10’, using our number facts to help us. Here is an example: If we are adding 8 + 4 we know that 8 + 2 = 10, so first we jump to land on 10. We need to add 4 and we have only added 2 so far. We know 4 – 2 = 2, so we know we need to add 2 more. Using our number facts, we know 10 + 2 = 12, so we can jump straight to 12. Here is another example using 6 + 7. Ask your child to tell you how we can bridge through 10 to calculate the answer. A game to practise bridging through 10 is: http://www.ictgames.com/spacejumps.html The next day we moved on to subtraction. Ask your child to tell you all the different words we use for subtraction. We started with questions such as:  First there were____. Then ___ were taken away. Now there are ____ left. We practised this using counters and tens frames, and also counting back in ones on a number line. We then used our number facts to ‘bridge through 10’ and jump back on a number line. Here is an example: Ask your child to explain how we calculate 14  -9 using this method. Please keep practising number facts with your child. You can see that knowing the facts really helps with their understanding as we apply this knowledge with new strategies. This week in English we have been using ideas from the story The Naughty Bus by Jan Oke.  We started by telling the children our own version of the story.  After listening to the story we all drew our own story maps.  We had to draw a simple picture that helped us remember each key moment. Please look at the example below and ask your child to tell you the story. The following day we worked with a partner using our story map to help us ‘step’ the story.  When we step we only use short phrases as we are trying to learn the sequence of the story. Here is an example of part of the stepping script: Busy roads. Busy traffic. Down the road Bus stop ‘Come back!’ Down the road Traffic lights  ‘Stop!’ Down road. River, bridge. Travelling faster. SPLASH!  Sinking Can’t swim. Rescue. Phew! Never Naughty again! On Wednesday we used our story map again to tell the story.   We used story words and told the story in more detail.  On Friday we created a ‘mood map’ of the story.  We thought about how the passengers on the ‘Naughty Bus’ felt at different times in the story. Please try this at home with stories you read with your child as it helps them understand how characters are feeling and why they act as they do. After we did the activity ‘Phone Home’. In pairs we pretended it was the next day and one of us had been a passenger on the bus and we phoned home to tell a grown up about the bus ride. The partner who is phoning home tells the grown up what happened and the partner who is the grown up, has to ask questions from what they have heard. We have to take it in turns to listen and speak to each other.  This week in phonics we have been learning about the digraphs ‘or’ and ‘aw’. Can your child show you how they use their phoneme fingers to segment the words  storm, short, torch and then blend them back together again? Can they do the same with the words squawk, drawn and shawl? Can they spot the digraph in the following words – prawn, squawk, claw, drawn, shawl, storm, short, torch, cord Is there only one digraph in these words or do some have more than one? Can they read these alien word strawp, quort, blawm, frorg Spelling ideas. Perhaps you could get your child to think of a sentence or sentences using  words using this weeks digraphs and the sentence starter  They saw…..to practise the common exception words. In D&T this week we began using our plans to paint the base coat of our vehicles.  Next week we will be adding the finishing touches to the bodies of our vehicles.  This week in science we were scientists and designed a boat to carry Vikings (marbles).We had to think about what shape would be best. Then we tested it in water to see if it would float and how many Vikings it would carry.  We recorded our observations and explained our findings, just like real scientists.  Have a great weekend. The Year One Team