Sight words resource

Free-Printable-Sight-Word-Cards-1gee37f

Please click on the above link to access the sight word cards that Michelle and I wear on our key chain each week. You can print, cut and laminate to use in many different ways to extend the children’s knowledge of sight words.

If you want some inspiration of activities you can do at home with these cards write in sight word activities in the website pinterest.

Thank you

Math Investigations

Today we read a book about patterns. The children then used their 100 languages to explore and show us what they know about patterns.

 

 

Safety Plans

Safety Plans 

Today we explored safety plans as an extension of our exploration about feelings. Michelle and I learnt about safety plans when doing some PD with Berry Street. A safety plan will assist the children to become present, centred and grounded. For our year level the children will first acknowledge the feelings where their behaviour might escalate. This can be angry, sad, frustrated, worried, mad, silly, etc. They will then think of 4 things they can do that will help them to de-escalate themself.

 

The outcome of the safety plan is- children are able to articulate their own strategies for when they are feeling angry/ frustrated/ anxious etc. 

3 Steps we can do as adults to help children to De-Escalate are 

  1. Proactively create a calm, routine and predictable environment
  2. Consistently monitor and identify aroused stressed states
  3. Implement interventions to maintain optimal states

Today the children recognised the feelings when they might be escalated and when they might need to implement their own safety plan, then their own personal strategies to de-escalate.

If you would like to see their safety plans they will in the children’s folders in the classroom.

Literacy Rotations

Today we swapped our literacy rotations from yesterday.

Our letters for this week are: Cc, Kk, Ee

Our words are: I, went, to

Our sentences are: I went to the shop. I went to the beach. I went to the school. I went to the doctor.

1MR

  • Letter knowledge and formations with teacher
  • Magic letters with crayon and paint
  • Laptop- looking for this weeks letters and writing them in a word document and writing words that start with that letters
  • Puppet making for oral language the children were encouraged to make their puppets and then use them to talk to each other

1JM

  • Guided sentences with teacher
  • Story writing
  • Sight words in a circle
  • Laptops- writing out this weeks sight words on the laptop

Feelings- Angry

Today we continued our learning about feelings. We explored the feeling of

angry

To start we read the book: When Sophie gets angry, really really angry.

“A young girl is upset and doesn’t know how to manage her anger but takes the time to cool off and regain her composure” 

We opened dialogue about what angry might look, feel and sound like.

Mrs Rodgers: Is it ok to feel angry?

Class: NO

Mrs Rodgers: Have a think again

Josh: Yes because you can just calm your self down by doing something fun

Mrs Rodgers: Amber is it ok to be angry

Amber: Yes because it gets all your anger out and it reminds you to be calm

Kayden: When I feel angry I calm my self down by playing with my brothers

TJ: Sometimes it can always calm you down

Mrs Rodgers: What makes you angry

TJ: When people don’t listen or when people argue. Steam comes out of my ears and I yell when I am angry.

Matthew: When I am angry I feel destructive.

Olivia – When I am angry I get red cheeks.

Dion – When I get angry I squeeze my hands.

Talyn: When I am angry I feel like I am super villain

Kaleb: When I am mad I feel like I am destroying the world

Saj: When I am mad I feel like I am fighting a zombie apocalypse

Ishaan: When I feel angry I feel like I am going to burst

Angus: When I feel angry I start to fight my sister.

Anna – When I am angry sometimes I fight with my brother.

Yianni – When I get angry I fight with my friends.

Ezekiel – When I get angry I feel like I am going to destroy the house.

Jayden M – When I get angry I be a super villain and ge so red.

Linda: When I am angry I start to feel very sad

Hannah: When I am angry I feel like I am going to explode

Amelia: When I get angry I cry very loud

Carter: When I am angry I fight my brother

Johnny: When I feel angry I kick my mum

Cooper: If I feel angry I feel like I am going to explode

Kimzar – When I am angry I was thinking about fire. Head is red.

Kayden – When I get angry I cry.

Thaison – When I am angry I fight.

Josh R – When I get angry I feel like kicking my brother and throwing him.

Chris – When I feel mad I feel like putting people in a pile and making fire around them.

Jasroz – When I get angry feels like ears getting fire and my whole body is fire and my face is getting red.

Henry: When I am angry my face is red and my hands and toes curl up like balls and I feel scared and cuddle my body up like this and scream out loud and my head feels like it is going to explode and my brain is going to come out

The children reflected about angry in their black books:

We wanted to explore the feeling of angry so that the children would recognise the feeling first, how it makes them feel, what it does to their body and so on before we explore making a safety plan. A safety plan is a visual that gives the children options of positive choices they can use when they are feeling angry/ sad/ upset.

Investigations

Today for investigations we put out some new provocations:

  • Maps- exploring if the children can make a map of our classroom.
  • Book making- looking at simple sentences and repetition to make a book. The children were encouraged to think of something of interest to them and add it to their books.
  • Paper folding- adding to last weeks paper plane making we added a laptop to research other paper folding activities. We encouraged the children to be inventors and creators and add to their paper plane creations from last week.

We will continue to add to provocations this week as we go as we observe and see what the children are doing with the base materials in our room.

 

Today Chris and Talyn were in flow as they used the whole investigations period in the loose parts area to build a zoo. They showed great determination to create many different areas for all the different animals and as they asked for different things I was able to give them different objects and fabrics for them to use in their own ways.

 

Literacy Rotations

Week 4 Literacy Rotations Monday

Our letters for this week are: Cc, Kk, Ee

Our words are: I, went, to

Our sentences are: I went to the shop. I went to the beach. I went to the school. I went to the doctor.

1JM

  • Letter knowledge and formations with teacher
  • Magic letters with crayon and paint
  • Laptop- looking for this weeks letters and writing them in a word document and writing words that start with that letters
  • Puppet making for oral language the children were encouraged to make their puppets and then use them to talk to each other

1MR

  • Guided sentences with teacher
  • Story writing
  • Sight words in a circle
  • Laptops- writing out this weeks sight words on the laptop

1JM

1MR

 

Super Strength – Empathy

 

Empathy – To understand how someone else feels.

Empathy is, at its simplest, awareness of the feelings and emotions of other people. It is a key element of Emotional Intelligence, the link between self and others, because it is how we as individuals understand what others are experiencing as if we were feeling it ourselves.

Quote from Dr. Michele Borda – Empathy is “seeing with the eyes of another, listening with the ears of another, and feeling with the heart of another.”

Empathy boosts resilience. It is the key to forming the healthy relationships and it enables people to connect with others.

After watching the you tube clip we talk about some other scenarios to explore empathy.

1JM-

Ishaan- When I get hurt my mum helps me

Henry- Sometimes when I run too fast I fall over and scrap my knee and my mum and dad help me

Yianni-When  my mum needs help I help her

Angus- I can show empathy when I don’t break things that people are making

Saj- When my fall down on the swing my family helps me

Dion- When somebody gets a sore leg I can help them

Deng- When someone slips I can help them

Hannah- I can ask my friends how they are feeling

Henry- When someone is really mean to my friend I say stop she doesn’t like it

Talyn- If my mum burns her hand when she touches the oven by accident I can help her

Josh- If some is playing with the blocks and someone else is going to smash it down tell them not too, because the other person will feel sad

Shirley- If someone pushes someone over I will help them and tell the teacher

Krish- If someone is saying a mean name I can say stop and help the other person

Angus- If someone is not letting someone play I will tell the teacher and tell him to let them play

Cooper- If someone is being bossy I can tell them to stop and tell the teacher

Johnny- If someone says that they don’t like someone else shoes you can make them feel better by saying they are cool shoes

Kayden – So when someone gets hurt you take them to somewhere to get fixed up because they are hurt.

Sarah – When someone gets hurt I will help them

Tristian – When you are scared you run away because it is scary.

Anna – When people can not find their class other people can help them to find their class.

Matthew – when someone feels sad I help them feel better because they got bullied.

Josh – When someone punches them they can go away and tell the teacher. You tell the teacher because the teachers will calm them down.

Tyson – When someone has no friends you can be their friends because they are lonely.

Thaison – I help my brother when he feels sad.

Jayden – I help my sister because I love her.

Ayda – When hurt themselves I calm them down.

Olivia – When they are hurt I get them a wet cloth as it helps them a lot.

Herman – When I run pass the line they feel sad.

Crista – If people have one friends they can be other friends  because the other people will feel sad.

Carter – When someone trips someone over you need to tell the teacher because they are hurt.

Jayden B – When someone gets hurt take them somewhere safe because they don’t want to get hurt again.

Anh – When someone hits the other people someone tells the teacher because they were hurt.

Kaleb  – when someone trips over I will help them and take them to get a wet a cloth because they got hurt.

Ezekiel – when someone gets hurt I will take them to get a bandaid because they are feeling.

The children talked about different scenarios and their feelings and then we asked WHY  – why would they choose the actions after they identified the feeling. e.g. why would you help someone find they class if they were lost – because they were sad.