Monday week 5

This morning the children welcomed each other and shared reading with one another.

The children shared exciting things that they had done on the weekend and we extended this as a class.

The children are becoming very confident in their understandings of what a recount is and how to add detail to it.

 

Who?

Ajoh – my dad and my little sister

Oliver : my dad

Suk: my whole family

Avleen: my dad and my dad’s friend

 

What?

Phuc : at my cousins home I played Xbox one

Ajoh: I went on the swing and the big slide at St Kilda park

Javeria: What I did is went to Saara house and played with her, we played with her toys and her wing.

 

Where?

Tino: My friends house

Eline:

Kevin: I went to my mums nail shop I helped pay with there customer

 

When?

Saturday or Sunday?

Morning or afternoon?

 

How did you fell?

Alphonsa: I felt good learning about Jesus

Joydeep: I felt exhausted because my mum and dad went running around the park

Nina: I feel happy because I have a baby brother

 

So today they were provided with a seperate piece of lined paper to independently record their weekend recount. We encouraged the children to find a quiet spot by themselves so that they could apply focus and display all the learning they have been doing around sounds, grammar and recounts. This gives the children the opportunity to apply what they can do independently and for the teacher to better understand their literacy abilities.

A lot of children wanted more time to complete this. Therefore any children that wanted to where given more time after lunch during mindfulness time.

 

We had a whole school Mass practice in the hall… for our upcoming Mission Day Mass which is this Friday.

 

After recess Maths provocations were set out including aspects that we have been learning about.

We also had 1:1 learning conversations with each student around the days of the week and months of the year. Learning conversations are so valuable as they provide a space where the child has 1:1 time with the teacher to verbally explain their thinking, ideas and show any relative skills or work. They can explain their thinking or reasoning behind their records and be challenged by questioning or suggested extension ideas.

After lunch we looked at a new Aboriginal Dreaming story :

Dumbi the owl

The children used their 100 languages to explore their understanding of this story. Some children used the blocks, other used artistic aspects, others acted out parts, others used ICT to represent or research

Suk: Im going to use people and blocks to act out story

Blake: I want to make a grass things they stuck in the owl

Eline: I want to draw a picture from the story

Tomorrow we are lucky enough to have a special guest: Kaisha’s grandma Susan who is from the Kaurna area is coming in to share a dreaming story from her area and also facilitate an artistic representation of this. Looking forward to this

Our Assembly

What an amazing job we did for our assembly we are super, super proud of all the students!

Suk: I had fun on the stage because I saw everyone and saw my dad came and saw all my friends and because of my speak I didn’t do it wrong.

Ajoh: I liked the bit about assembly I saw my friends, and my cousins and I saw my Mum in the corner and I liked what I did especially Taba Naba and the rainbow song.

Ella: I liked it because I had a reading part and I enjoyed it.

Van: I was proud about the assembly because I didn’t do anything wrong and I saw my parents and I saw myself on the screen.

Avleen: I love the Taba Naba and the rainbow song.

Joydeep: I like my speaking part.

Meklet: I like the assembly because the assembly was really fun and I like my speaking part because of the rainbow song.

Ruby: I like the assembly because I done my speaking part good and I saw my Mum.

Rowena: I liked everything because it was so cool.

Alyssa: I liked my reading part and the rainbow song.

Olivia: I like Taba Naba and the actions of it.

Jakob: I like the assembly because we did the actions on the music.

Oliver: I like assembly because I saw my Dad and saw Dee and I had lots of treats here and My Daddy came here.

Mia: I like the rainbow song.

 

Thursday

This morning, we began the day with ‘Come read with me’. It is great to see the progress students are making in reading – recognising more high frequency words, using their knowledge of letter sound relationships to have a go at new words, using initial sounds, re-reading and reading on. If you would like some ideas on how best to support your child’s reading at home, please feel free to make a time to meet with their class teacher.

Over the last week, we have had some casualties in our fish tank. We took the opportunity this morning to talk about water conditions and why this might have happened. Mrs Adams did some water testing yesterday and we talked through the results and have added a plant to help the system run better. We currently have some lovely peacock cichlids from Lake Malawi in Africa and two little catfish from the Amazon. Joydeep made an excellent suggestion that perhaps the fish didn’t like the food they were being fed so today we compared two types of food to see which they preferred. He was right! The new food we have was definitely the favourite and we will use that from now on.

We split into two large learning groups today for Literacy, one working with Mrs Nicosia and one working with Mrs Adams. Each group had a different focus based on the needs we have identified for the students. One group is working on letter sounds and practicing hearing sounds in words when reading and spelling and the other group is focusing on high frequency words that we come across in our reading and use regularly in our writing. The group practiced spelling these so they can use them for activities such as Writer’s Workshop.

In Numeracy, we continued our work on addition. Students worked with dice and counters to practice their own addition problems using a range of strategies to help them. Some students are using counting on with fingers, some are using counters or objects to help, some are confident with number lines and others are able to solve these problems in their heads. Khushi shared a fantastic strategy with us that she uses at home when she adds larger numbers that go beyond ten. She uses the creases on the inside of her fingers, counting three for each finger so she is able to calculate more complex problems. She also uses this trick to help with counting by 3s. It was great to learn something new!

 

After lunch, we had our final assembly practice. The students have done an amazing job and all know their parts so well. We are excited to share our learning with you tomorrow morning and to share morning tea afterwards.

A couple of reminders for tomorrow:

Assembly starts at 9am in the hall. Students will need to arrive at school on time in order to head over and get set up straight away. The classroom will be opened on the first bell and students will be able to come in and unpack their things before heading to the hall. Assembly will run from approximately 9am-9.40am and will be followed by a shared morning tea in the classroom if you would like to join us. Students are welcome to wear a top in either yellow, red or black but are also able to wear their school uniform if they prefer. We look forward to seeing all of our families and showing them the amazing work we have been doing this year.

Wednesday

 

Today we read the book “How the birds go their Colours?” We then spoke about the message of the story.

The students have been loving exploring the Indiegnous dreaming time story and will continue to share these with the class and reflecting on them.

First we read the book and then we watched the video.

The students then got in small groups to reflect on their ideas and then we shared them as a class.

Caroline: the bird got hurt on the big sharp stick.

Monika: The birds got their colour by the big beak.

Avleen: all of the birds black first and then they got their colours, from the other bird.

Naomi: The birds got their colours because on bird bleeding, it bled out colours.

Alyssa: the crow didn’t get the colours because he is black and was away from them.

Monika: Crow are dangerous.

Ajoh: I saw when the birds got blood on them he then got all colours then some got dots and then some got colours blue, brown and red.

Joydeep: the birds were all black before in Aborignal time then when he got the blood and his friends helped him and the beak splashed and made everyone colourful.

 

This morning the students did writers workshop, working on their own books.

“Just as students learn to read best by reading, writers learn best by writing. To make the most progress, kids need ownership of their own writing, guidance from an adult writer, and the support of a community of fellow learners. Writing workshop gives kids the time to write and work and develop on their own literacy skills.” 

We had some sharing time:

Oliver: Mine was about stick block the first one was about him being in the water and he went to his home and have pets.

Joydeep: I was writing about when I went to the beach.

Olivia: I was writing about my best friend Ruby.

Ruby: I wrote about kitty kat

Ajoh: My book is about me and Ella playing on the playground. The problem got stuck in the tree, I solved problem by climbing up the tree to get her.

Meklet: My book was about the best teacher in the class.

After Recess

We went Over and practise for our assembly we are so excited to share our assembly with you on Friday.

Dear Families,

We would like you to please attend our assembly on Friday the 25th of May at 9am in the hall.

Some of the students have speaking parts we ask that they please practise these at home and try and learn them off by heart.

We invite the students to wear black, red or yellow casuals for our assembly they can then stay in these for the rest of the day.

After assembly we invite you all to join us in the classroom for a morning tea to celebrate the great job the students did.

We ask that you please bring a plate of morning tea to share.

 

Tuesday Week 4

This morning Vi and Rowena share their time book with us that they worked on the laptop.

For my tittle I wrote quarter to and quarter past and then I took a photo of it on active inspire.

I did quarter two 2 and then I found a picture of it I tired to think what it would look like in digital- and wrote it.

It is great to see the girls extending their learning and having a go at something harder.

Literacy

Blend sounds- who can remember a blend sound, seeing what the students can recall from the week before

Joydeep: a blend tow sounds that work together to make a different sound.

Khushi: Bl – blend

Kimaaya: Gr- green

Ella: gr- grass

Monika; gl- glass.

Olivia R: Cr- creative

Rojun; bl- blue

Oliver- ap- apple

Olivia R; gl- glasses

Caroline; Dr- draw

My: Gl- glue

Alyssa; pl- plant

Naomi: fr- frog

Thuy: gr- – ground

Caroline- bl blind

Tino- br- bread.

Eline: gl- glove

Avleen; pl- plum

Diljoit- dr- draw

India: class.

The students then had a challenge to come up with as many words as they could it was great to see so many of the students come up with different blend sounds, extending themselves to come up with their own. Others used their initial sound wheels to come up with words. We were very impressed and hope to see they apply this new learning knowledge to their reading and writing!!

C  CK-

The c,k and Ck sounds can be very tricky so today we explored these further going over what we knew sharing our ideas with each other and brainstorming how we use these different sounds.

We spoke about using the ck sound at the end of the words, the students explored in pairs and individually. We hope to see this understanding applied throughout their work.

Music and Spanish.

After lunch

After staff meeting last night we thought we would open dialogue with the children about the learning spots we use in the classroom. 

Why do you think we have learning spots?

Caroline: To help us listen,

Suk: it is because you won’t distract your friends so they can listen, and you can listen, if you don’t like your spot you can still see your friends but listen.

Blake: If I am not in my learning spot Ill talk to my friends and make silly choices.

Khushi: You have spot so you don’t get distracted and you don’t talk if Kimaaya was next to me I would talk to her and distract her,

Aveleen: learning spots are good for listening.

Alyssa: You need a learning spot so each time I sit I know where to sit.

Oliver: my learning spot because I am next to other people and maybe they be my friends and be silly with me and I don’t learn that is why my learning spot is really good.

Vi: You need learning spot you might talk to other people its good to sit in the same spot.

Javeiria: I use to get upset when I couldn’t sit at the front and I couldn’t see now I have learning spot I always sit at the front and can see.

Phuc: My learning spot is good so I can go on my knees on the back if I was at the front people could.

Ruby: I like it because I can see and I am next to my friend. Sometimes I move from learning spot to sit next to Olivia who are my friends and this is okay as long as they are learning. I can choose.

Put up your hand if you don’t like your learning spot and share why?

A few children shared why and we made changes and said they could move if these problems were happening.

Meklet: shared that sometimes she can’t see because she as she is on the edge.

Vi: Blank sometimes plays with my hair.

Kimaaya: Because sometimes BLANK talks to me.

Joseph: because blank touches my back.

This was a great reminder to the students to keep safe hands and we noticed a lot of the issues stem from other children distracting them.

Do you have a name for these spots?

Vi: intelligent spot because we are smart.

Peace spot because we are the peace team.

God spots because they are good and God is good?

It was interesting for the students and us teachers to reflect and check in on this and hear the children’s voice on why they first ever asked for learning spots.

This afternoon we practised our assembly parts and continued with our own inquires.

Some students choose to:

  • Explore the Indigenous Australian culture through their 100 languages,
  • Students wrote books by hand and on the laptops
  • Children choose to build in the block area, using sand making a track
  • Exploring patterns
  • Making envelopes
  • Aboriginal Flag making
  • Spooky book making 
  • Researching on the laptop

 

 

 

Monday week 4

The children started the day welcoming each other and sharing time with their friends reading.

 

We then came together as a class to build on our understanding and creations of recounts

Kushi : we are learning What? Who? Where? How?

Phuc: and when?

Suk: Who is who you went with, who was there.

Ruby: Where is where you go like going to the park?

Monika: how we get there, how we do it.

Meklet: when did it happen?

Van: What actually happen? What did you do?

The last few weeks the children have been recording the detail about their weekend in a plan form. Today they were encouraged to transfer this understanding into sentence form.

We did an example as a class. Van was very excited about getting her ears pieced on the weekend and was able to provide us with all the detail as we worked together to put the information into sentence.

We all had a go at doing this with an event from our own weekend.

Lots of children still used the scaffolding of when, what, where, who and how headings and others reflected on each aspect and then put this into sentence form.

The children are doing such an amazing job at having a go at any aspect that is introduced. They have built up lots of strategies to write independently  and all have such a positive mindset to have a go.

 

 

Following on from last weeks Quarter inquiry … we recapped what we had learnt and tried to apply this to our time understanding.

What are Quarters?

Avleen : we have 4 quarters

Monika:  quarter are the same shape

Yatin: they need to have the same amount

Phuc : 4 parts

 

We explored that when you divid a clock into quarters, it helps us to read the times of

QUARTER PAST and QUARTER TO…. this is an extension of the curriculum but the children have really enjoyed learning about time that we wanted to provide them with the opportunity to extend this.

The children had an extra challenge of working collaboratively with a peer selected by the teacher. This provided them with the opportunity to share their expertise, practise taking turns, negitionating, listening and problem solving. They could use whatever material they wanted to explore the concept of quarters on a clock and telling time to Quarter past and Quarter to.

 

After lunch we had our first Assembly practise – The children should be very proud of themselves and the learning that they are showing the school.

 

 

 

HABITAT MAKING IN PROGRESS

We have been planning our habitats for a long time it is finally the day that we get to make them. The children have been working hard in small groups to make their habitats. Making sure they have all the things they need for their animals to survive.

We have been very busy using our creativity and we can’t wait to share what we have done at our assembly. We want them to be a surprise so no photos here!!

Thursday

Today we continued with our rainbow pictures, some of us finished off our art work and then we got to do our paint and scrapping. We can’t wait to show you our amazing work at our assembly.

We spoke about the promises we can make….

After we had finished our Art we started our writers workshop. Usually we do writers during our literacy rotations but with our busy week preparing for our assembly we decided to have a big block of writers.

This is an opportunity for the students to practise their writing, literacy and grammar skills.

We reminded the students about using full stops, capital letters, blends and to focus on writing a narrative story that had a beginning, middle and end.

Some of the students shared with the class what they were writing about.

Kevin: My books is about turtle.

Ajoh: My book is about school and all the things I do at school.

Ella: Mine is about me and my puppy the promblem is that my dog got stick in a tree.

Meklet: My school is about the happy car the purple car is too little to drive.

Caroline: My is about candy house, the problem is that the house no beds.

Joydeep: MY book is about how to make rainbow.

Javeiria: My book is about the pink girl

Ruby: My story is about Suk and me going on Holidays, Suk got lost an aeroplane he is going to Sydney.

Nina: My story is about the forest was shinning.

SuK: My book is about racing my problem is that the black car the engine broke and stopped.d

Olivia R: My book is about King and Queen and they lost their crown.

After lunch 

We got in groups to work on number problem solving skills, adding groups of numbers together.

If I had 4 apples and 3 pears how many do you have?

If you 3 marbles and 2 dice how many do you have in total

If you had 8 milk cartoons and 9 juice cartoons how many would you have altogether?

Wednesday

After looking at our blend sounds yesterday we wanted to see how well the students could then apply this learning and remember. the students were great at recalling and applying this knowledge.

Many of them wanted to share their ideas:

Olivia R: brown

Ajoh: brim

Monika: bridge

Javeiria: Break

Ella: Bring

Thuy: bracelets

Oliver: blue

Kimaaya: Block

Alyssa: bleed

Oliver: Blink

Avleen: Plum

Olivia: Grace

Monkia: class

Khushi: Brick

India: blend

Thuy: grass

Eline: play

Caroline: glass

My: blind

Rojun: bread

Oliver: blind

Alyssa: stairs

Ajoh; skip

Khushi: flip

RAINBOW

For art and religion today we are looking at the story Noah’s Ark story – we wanted the students to reflect on their own life and promises they can make to ensure they always make good choices. It is okay to make mistakes and be sorry but it what we are going to do next time….We spoke about the rainbow representing a promise we can make to God.

We can’t wait to show you the end product for our assembly!

The rainbow that I have put in the sky will be my sign to you and to every living creature on earth. It will remind you that I will keep this promise forever.  When I send clouds over the earth, and a rainbow appears in the sky, I will remember my promise to you and to all other living creatures. Never again will I let floodwaters destroy all life. When I see the rainbow in the sky, I will always remember the promise that I have made to every living creature.  The rainbow will be the sign of that solemn promise.