Thursday 7th June

After Come Read With Me this morning, we shared class prayer. We thought about things we were grateful for in our lives and shared prayers of thanks.

Thank you for….

Joydeep: Dear God, thank you for my parents because I love them so much.

Rowena: Dear God, thank you for the peace garden because I can go there to rest with you.

Naomi: Dear God, thank you for being kind to me and I like you because you make us alive.

Eline: Dear God, thank you for the world and looking after everyone.

Zarii: Dear God, thank you for my Mum and Dad because they make me soup.

Thuy: Dear God, thank you for the plants and the love.

Javeiria: Dear God, thank you for my parents because I love them so much because they look after me.

Phuc: Dear God, thank you for looking after our school because our classroom is special.

Avleen: Dear God, thank you my Dad because he always helps me.

Alyssa: Dear God, thank you my parents because they care for me.

Tino: Dear God, thank you for the food we eat.

Vi: Dear God, thank you for my brother for helping me speak Japanese.

Gurnoor: Dear God, I love God because he helps me.

Kevin: Dear God thank you for my Mummy and Daddy.

Ajoh: Dear God, thank you for making Jesus so he can look after us and thank you for making me a lovely girl.

Gideon: Dear God, thank you for my Mum.

We then continued with our Literacy rotations. This week our sensory activity is writing words in sandboxes. Sensory activities are a great way for children to learn words because the physical manipulation involved helps with retention.

Our Numeracy rotations were great fun this week and the children have enjoyed the hands on nature of the activities.

 

After lunch we worked on investigations and Mrs Nicosia and Mrs Adams worked one on one with some students on different activities.

Wednesday Week 6

Today we got our bodies moving with a Go Noodle!

Ajoh: go noodles makes us have more energy and more thinking and more stuff so you can run around and skip.

Avleen: Go Noodle helps us get ready for our learning.

Rojun: Go noodles helps us exercise and it helps us concentrate and listen.

Javieiria: it makes you strong with good energy.

Thuy: Go noodle makes your body already.

Ella: Go noodle is good for you because it makes all you sillies come out.

Tino: Go noodle is exercise makes us listen.

SIGHT WORD HUNT!

Today we got readers from the library and we went on a word hunt for sight words that we could see in our readers, once we found them we recorded them down.

This is something you might like to do at home. Go on a word hunt and see how many sight words you can find and how many you know.

We have attached a list of the first 100 that you might want to practise and search for at home.

 

the

that

page1image4832

not

page1image6376

look

page1image7440

put

and

with

page1image11448

then

page1image12696

page1image13488

don’t

page1image14416

page1image14888

could

page1image15816

a

all

were

come

house

to

we

page1image22064

go

page1image23608

will

page1image24672

old

said

can

little

into

too

in

are

page1image33376

as

page1image34920

back

page1image35984

by

he

up

page1image39032

no

page1image40576

from

page1image41640

day

I

had

page1image45704

mum

page1image46632

children

page1image48352

made

page1image49752

of

my

one

him

time

it

her

page1image56000

them

page1image57544

Mr

page1image58608

I’m

was

what

page1image61656

do

page1image63200

get

page1image64264

if

you

there

page1image67312

me

page1image68856

just

page1image69920

help

they

out

page1image73288

down

now

Mrs

on

this

page1image79640

dad

page1image80888

came

called

she

have

big

oh

here

page1image88128

is

went

when

about

off

for

be

page1image95592

it’s

page1image97136

got

page1image98200

asked

page1image99440

at

like

see

their

saw

page1image105120

his

some

looked

people

make

but

so

very

your

an

page1image8248page1image8408page1image8568page1image8728page1image8888page1image9048page1image9208page1image9368page1image9528page1image9688page1image9848page1image10008page1image10168page1image10328page1image10488page1image10648page1image10808page1image10968page1image11128page1image11288page1image11448page1image11608page1image11768page1image11928page1image12088page1image12248page1image12408page1image12568page1image12728page1image12888page1image13048page1image13208page1image13368page1image13528page1image13688page1image13848page1image14008page1image14168page1image14328page1image14488page1image14648page1image14808page1image14968page1image15128page1image15288page1image15448page1image15608page1image15768page1image15928page1image16088page1image16248page1image16408page1image16568page1image16728page1image16888page1image17048page1image17208page1image17368

page1image18328page1image18488page1image18648page1image18808page1image18968page1image19128page1image19288page1image19448page1image19608page1image19768page1image19928page1image20088page1image20248page1image20408page1image20568page1image20728page1image20888page1image21048page1image21208page1image21368

 Our Fish

Today as class we noticed one of our fish died, so we thought it was a very good to do a water check to make sure our water is all okay.

Javeiria: If you feed the fish too much they also might die.

We read the instructions as a class to test the water. Mrs Adams talked to us about how everything needs to be exact.

We counted the drops making sure we only got six drops!

It is like a science experiment we need to do exactly what they say.

We have to leave it for five minutes- it is 10 o’clock so it will be 10:05.

We tested

Olivia S: I Liked seeing the drops go in.

Isaac: You have to mix the chemicals.

Ella: I liked to see the colours changing.

Ruby: I liked doing the drops and see it change colour.

Rowena: I liked watching and learnt how to test the water.

Joydeep: I know what react means when you put a chemical in to it the colour changes.

Indi: Why did the fish fight?

Zari:

We spoke about how often fish will fight to prove that they are stronger.

Literacy Rotations.

Maths Rotations

  1.  Catalogues looking for numbers, ordering numbers, writing numbers that are bigger and small.
  2. Number Patterns- we are practising making number towers each time we are adding on one number seeing how far we can go up too and then recording our investigation in our books.
  3. Laptops: ABCYA
  4. Race to 30.- practising adding numbers together, counting on and comparing numbers that are bigger and smaller, how much more do we need to get to 30? Who has more? If I have 14 and add four how many do I have now?
  • The students worked hard with these rotating through whilst us teacher worked 1:1 with the students to check in on their skip counting by 2s, 5s, and 10s.
  • ordering numbers 1-100, recognising numbers that become before and after
  • Simple addition problems 

We finished the day with library and Music!

Tuesday

Days of the week we have been getting better and better recognising them.

Asking the questions,

What is the day today?

What was the day yesterday?

What day is it tomorrow?

Grammar and literacy

Today for our grammar we focused on verbs:

What is a verb?

Khushi: A verb is an action.

What are some verbs that we know?

Caroline: drink is a verb.

Jakob: watch Tv.

Oliver: playing games.

Avleen: Playing is a verb because it an action,

Alyssa: A verb is writing.

Monika: verb is jumping

Thuy: A verb is drinking.

Tino: dancing is a verb.

My: writing is a verb.

Javeiria: reading

Joydeep: a verb is something that you do, like if you writing.

Ajoh: dancing and eating and playing on the playground are all verbs.

Eline: cooking.

Diljoit: clicking

Ella: Singing

Jakob: mixing

Carline: hitting the ball.

Naomi: sitting

Kimaaya: Baking

Khushi: cutting

India: helping.

Kevin: buidling

Felix: sitting

Yatin: A verb running.

Ruby: kicking

Meklet: sleeping

Phuc: building

Vanessa:jumping

Alphonsa: a verb is something you actually like gardening.

Mia: a verb is playing.

Nina: Verb is like running or jumping.

Gurnoor: Skipping

Indi: Running

Suk: doing homework- writing and reading and focusing. Eating lunch and dinner, going to school.

Saara: A verb is going shopping.

Joseph: a verb is like cutting.

Vi: thinking

Rowena: running and jumping and reading.

Van: a verb is an action like right now we are sitting and soon we will be writing.

Zari: running.

Blake: playing

Gideon:  cooking

Isaac: reading

We then had a go at writing our own sentences making sure each sentence had a verb underlying and recognising the verb we were using.

 

Sound Study – y

 

 

y

“yellow”

“yoghurt”

“yes”

“you”

 

Children chose to record the words suitable for them and tried to come up with their own . Some children focussed on the y words and others extended themselves to come up with the words that end with an ‘ee’ sound and therefore is written as a ‘y’

y(ee sound )the main way of writing the ee sound is ee. However, when the ee sound comes at the end of a word with more than one syllable, it is usually written with a y

“party”

“lolly”

“story”

“jolly”

  

 

Today is World Environment Day

How do we look after our environment?

Ella: help the flowers by watering them

Ruby: You can plant some plants

How does plants help us?????

Avleen : they clean the air (my mum told me)

Joydeep: plants if you put the wrong things, don’t read the instructions they might die

Blake: if you leave the tap running, you will have no water left

Ella: you can help animals by feeding them

 

We then looked closer to home…. how we can care for spaces in our school.

Oval?

Playground?

Classroom?

 

The children were really enjoying exploring about our school environment and how to care for it…. we will continue this Inquiry next week.

 

 

 

DAYS OF THE WEEK

practise -practise- practise.

We used our bodies to dance and sing to learn the days of the week. Learning things through song allows us to make connections and get our bodies moving.

Why do we have brainfood?

Ajoh: Because brain food makes you healthy and fit it even makes you more good at reading and writing, you don’t want to eat too much sweet and get stronger.

Oliver: Brainstorm helps your brain goes smarter and smarter that’s why it is called “Brain food”

Jakob: Brain food I healthy for you because it is healthy and makes you stronger and makes you more fit.

Alyssa: If you have brain food you”ll be healthy if you don’t have it you won’t be.

Ruby: Brianfood is healthy for you because it makes you stronger and helps you listen to the teachers and good learning.

Rowena: because it gives you lots of energy.

Suk: brain food helps you like your brain is jogging and then it becomes more powerful and then when you want to spell something if you have brain food it gives you more power to write and gets your brain more powerful and powerful.

Yatin: brain food helps you to write it can help you write and know how to write and gives you more things to write.

Aveleen: brainfood helps you to read.

Vi: Brain food makes you intelligent

Van: it makes you healthy and be good students and learn.

Phuc: if you eat brain food you get healthy and not get sick.

The very Hungry caterpillar- we choose this book to share with the children this week because it connects to the days of the week. Also the students have been interested in animal habitats and we will soon be moving into lifecycle.

We read the story the hungry caterpillar…

We then recounted what happened in the order, retelling the events that happened and organising our comprehension  of the story.

Ella: He got stomach ache because he ate too much food.

Ajoh: On Sunday there was a little egg on the leaf.

Suk: the egg cracked and a caterpillar came out and the caterpillar ate two apples.

Rowena: Then he ate lots of others things.

Jakob: like cupcakes, hot dog.

Avleen: he ate three pears.

Meklet: five oranges.

Kushi: four strawberries.

Felix: Three plums.

Joesph: He felt sick so he ate one big green leaf, he then felt better.

My: he got some himself into a cocoon.

Meklet: he turned into a butterfly.

The students then had a go at re telling and recounting the events that happened.

 

After recess:

The students were given the provocation

“Can you make 30 legs at the zoo?”

We have been working very hard on counting on and practising our adding skills. The students will use these skills to answer this question coming up with their own answer to the problem.

Some of the students then extended themselves and had a go at doing it on the laptop.

In the afternoon the students finished off their writing and then used their 100 languages to explore the story and share their comprehension.

The goal for the students is to explore and recount what happened and show their understanding of the story by analysing and evaluating the story, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in their own inquires.

At the end of the day we practise our mass songs for our mass next week more details to follow.

MISSION DAY

Khushi: I liked that I got lots of treats from the game because I even got a fruit stick.

Ajoh: I liked about the Mission Day because I got slime from my buddy and even got a milkshake.

Olivia: I liked helping Mrs Nicosia and Mrs Adams selling cards.

Caroline: I liked getting ice-cream, the strawberry one.

Suk: I watched the movie and I got sword made of paper and I got a stress ball, and I had fun watching the movie and eating the pop corn.

Van: I liked mission day because I bought a lot of things and played games.

Joydeep; I like buying the car which I got from the shop and Mrs Nicosia card.

Phuc: I like mission day because I went to the mini golf game and when I was done I got a stress ball,

Avleen: I like mission day because I buy so many things.

Alyssa: I like buying lots of stuff and the pencil because it has a feather on it.

Meklet: I like mission day because you get lots of things with the orange paper.

Jakob; I like mission day because I scored the ball in the goal and me and my sister walked around and bought lots of stuff and we also got a drink.

Ruby: I like mission day because I got to to watch a movie.

Joseph:  I like mission day because there was too much to choose from.

 

 

Mission Day reminders

Just a few reminders for Mission Day tomorrow, Friday 1st June:

-Casual clothes for a gold coin donation or students can wear their school uniform if they prefer. Please make sure footwear is enclosed, no thongs.

-For Mission Day, each class makes items to sell. Children can buy tokens in the morning from their class teacher and then use these to purchase items in the afternoon when classes are selling what they have made. All money raised goes to charity and your donations are greatly appreciated.

-The canteen will not be open for lunch orders or general sales tomorrow as they will be busy making the pasta lunch which many families have ordered. Please ensure your child has recess and lunch if you have not ordered pasta for them.

-Mission Day Mass begins at 11am in the hall, parents are welcome to attend.

-Mission day sales and activities begin at 1pm.

If you have any questions, please see your child’s class teacher or contact the office in the morning.

Thursday Week 5

This morning we spent some extra time on ‘Come read with me’ so we could hear a few more children reading. It’s great to see the development of new strategies and an increase in confidence and fluency. We know life is busy but please try to make time to read with your child every night. A book introduction is a really great way to start with your child when they are reading a book for the first time. Look at the cover and read the title to them. Ask them what they think it might be about and look through the book with them introducing some of the vocabulary they may come across. If there are tricky words you can point them out and model sounding them out to help them be more independent when they read through the book on their own. If they continue to get stuck on the same words, write them down and practise them during the week. You can make games like snap with them, use magnetic letters, make them out of playdough, finger paint them or draw them in the sand. Google has some great ideas for sensory activities that help with early literacy development.

Our Literacy rotations are continuing to work really well. The students are really benefiting from the one on one support in Writer’s Workshop and are using their knowledge of letter sound relationships to sound out words they don’t know how to spell.

We have continued to develop number sense through our Literacy rotations this week and all groups have worked really well on their activities. We used photos of objects to support the students with addition and this was a real benefit for them. Any number work you can do at home will help to develop their number sense and will benefit them as they move through school. Real life problems are fantastic for developing a strong understanding of number concepts so ask them questions as you do things, encouraging them to count, add and subtract. For example, when you are shopping you could ask them to get 5 oranges for you or say to them, ‘I need 7 oranges, I already have 3. How many more do I need?’.

This afternoon we created some beautiful cards to sell tomorrow for Mission Day using autumn leaves from the trees in the courtyard. They used the leaves as body parts for animals and then added details using sharpies. Each child made one and they are all amazing!

Before we began making, we talked about what Mission Day is:

What is Mission Day?

Caroline: you get money.

Van: Mission Day is where you buy new stuff and you can eat the vegetarian of the pasta.

Javeiria: Mission Day is what clothes you have to wear.

Avleen: Mission Day is when you wear casual clothes.

Rowena: lots of fun stuff happens on Mission Day.

Sukh: we have assembly in the morning and you can bring food and you have shared lunch and it’s gonna be really fun and it’s gonna be like the best day of your entire life.

Ruby: Mission Day is about you have a little stand and you buy stuff from a little stand and when you get stuff they cross it. I know everything about Mission Day.

Ajoh: Mission Day is about having pasta and sharing our stuff with people and wearing different clothes and doing different stuff and playing different games.

Olivia R: your parents get to come.

Khushi: you get to wear casual and you get to bring money and you get to bring food.

Alphonsa: Mission Day is a time when you hang out with your friends and you have a good time.

Ruby: yeah I didn’t say that, good job.

 

Wednesday

Days of the week?

What do you do on different days of the week?

Olivia: On Saturday I got to swimming class and my sister goes to fairy ballet.

Caroline: On Wednesday after school I go to swimming.

Ella: On Monday I go to swimming.

Khushi: On Saturday I go to gymnastics and I do a good job.

Avleen: On Thursday I go to maths class after school to learn maths.

Javeiria: On Monday, Tuesday, Wednesday, Thursday and Friday I go to school.

India: Tuesday after school I go to netball.

Jacob: On Monday I go to basketball practise.

Naomi: On Friday after school I go to swimming.

Ajoh: Every Monday, Tuesday, Wednesday and Thursday I go to my cousins.

Diljoit: We have music on Wednesday.

Eline: on Tuesday we go to sport.

We ordered the days of the week as a class, starting with Monday through to Sunday.

We answered the questions:

What is the day today?

What is the day tomorrow?

What was day yesterday?

The students are focusing on learning the days of the week whilst also connecting what they do on these days. This is helping the students make meaning and connections to help them remember them.

We read the story Diary of a wombat, reflecting on the days of the week and what day becomes before or after.

While 1SA was at Spanish  1EN wrote a list of the days of the book to take home and practise, practise practise!

Literacy Rotations 

We have been very busy lately with assembly so we are very excited to get back into our literacy rotations this week.

Students often will vary greatly in their literacy needs and ability levels. As teachers we want  to provide multiple opportunities for students to read, write, participate in meaningful experiences, and collaborate with others so that they can develop their ability to read and comprehend text.

Our literacy rotations promote explicit and ongoing routines whilst promoting student collaboration, facilitating student motivations and interests, and providing targeted practice for our students.

Maths Rotations

  1. Adding numbers with concrete materials, number lines and counting on strategies
  2. Laptops ABCYA
  3. Counting by 10s.
  4. Missing numbers to 100.

 

 

 

Tuesday

After reflecting on yesterday with the students yesterday on the days of the week we noticed lots of the students were getting them a little muddled up.

So everyday we will practise the days of the week.

Really focusing on

What is the day today?

What is the day tomorrow?

What day was yesterday?

Then we practise ordering the days of the week. We want the students to connect days of the week to actvities they do.

Dunbi the Owl

Today we are looking at the students comprehension skills of the dream time story “Dunbi the Owl.” After exploring the book yesterday through our 100 languages today we are exploring the message and meaning of the story. The students provocation was to re-write and re tell the story from their own understanding.

This book is based on a story told by Daisy Utemorrah of the Worora tribe to Aboriginal children living in Derby, Western Australia. This story from the Dreamtime tells a creation myth in which the children tease and torment the first owl, and are punished by a flood caused by Wanalirri.

The students practised using full stops and capital letters and writing detailed sentences on what happened and practising their recall skills.

Students came up with a list of words to help them with their writing:

Dunbi the Owl

  • Woman
  • Man
  • Kangaroo
  • children
  • first
  • Tribe
  • Wandjina
  • feathers

SPANISH AND MUSIC

After lunch

We got to have reading with our buddies, a great time for us to read and spend some time with our buddies.

Investigations-  the students continued with their Indigenous Australian provocations….

We love seeing the students use their creativity to explore and inquire. The students are learning to research and further extend their provocations by trying new things, using different “languages” (such as drawing, writing, making, building, researching, acting)and sharing their learning with their peers.

Kevin: I making the Aboriginal black flag for my house

Sara: I am making the Dumbi the Owl book on the laptop.

Javeira: I am making the Aboriginal, yellow sun, black and red.

Tino: I am making the Aboriginal  flag.

Issac: I am the Aboriginal land with Suk with the blocks.

Ella: We are acting the story of the Dumbi and the owl, I am the children is me and Sochetta and Olivia R is the owl.

India: I making a Kaurna Video and song, I looked it up on Youtube

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