Singular and Plurals

Today we explored singular and plurals.

The children were asked “what is the word Singular or Plural mean?”

Krish: One and then more than one.

How can we change the word so it makes sense in a sentence?

We listened very carefully to the sentence to hear that is doesn’t make sense if we don’t add a ‘s’ to the word.

The children changed a list of singular words into plurals and then transferred their knowledge to construct a sentence.

e.g.   cat          cats

I have one cat at my house.

There are three cats at my Grandma’s house.




Literacy Rotations

This weeks sounds are: short and long oo, q, u, j

This weeks words are: after, weekend, go


  • Guided letters with the teacher
  • Short and long oo jolly phonics sound sheet
  • Laptops- typing oo words
  • List writing- q, u, j words


  • Guided sentences with the teacher
  • Labelling the picture- what words can you write?
  • Sight word challenge- how many sight words can you put on the page- working with a team
  • Laptops- typing sight words



1 MR & 4AE

Today between recess and lunch we enjoyed time with our buddies.

We followed up on some of the interests from last time – paper folding, lego, drawing, painting, istop motion. Great Collaboration everyone.



This week in investigations the children have explored: Look at our curious learners leading their learning.

Math Focus- Fractions

Within our math focus lesson today we used real life situations to explore how we can split food to represent halves and quarters. We did this with wholemeal Salada biscuits. The children had to first explore the whole, then split into even 2 halves, and then split again to make 4 quarters. The children then represented this in pictorial and written form in their math books. They then got to enjoy the biscuit.

ACARA: Fractions and decimals- Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)



1MR and 1JM Mass

Today we had our Mass.  A special thank you to Amos (Shirley’s Dad) for doing a reading and being part of our Mass today. Here are some photos.




Today we explored what the children know about mapping. We opened dialogue to see what they already know as well as what they would like to know about mapping. We prompted the children with questions…

What do you know about maps? Where have you seen maps before? Have you used a map before? What is on a map? and so on…

1JM Discussion

Cooper: There trails on the maps

Shirley: Maps lead you to a place

Talyn: Pirates use a map

Hayley: There are different kinds of maps. It takes you to different places.

Janpreet: If you get to the end of the map you dig down and get a pot of gold.

Saj: Maps are for if you are lost.

Angus: You can use maps to lead you to places and they can help you get back to places you need to get too.

Amelia: Maps take you anywhere.

Deng: Maps tell you which directions to go.

Mia: There is treasure maps.

Dion: Maps makes you go to islands.

Johnny: Maps take you home if you are lost.

Linda: Some maps take you where you want to go.

Henry: Well x marks the spots for pirate spots but another kind of map is in a car.

What type of map is in a car?

Henry: It’s called a GPS

Krish: A map guides you to treasure

Hannah: Maps can make you go to a place where you want to camp.

Ishaan: Maps you lead you where ever you want.

Josroz: You can go places and maps can help you to go home.

Ekam: Maps can help you to find treasure.

Josh: Maps are locations.

Chris: Maps sometimes can take you home or to a park.

Yianni: Maps can lead you to treasure.

Lists of maps we know:

Janpreet: Human maps and pirate maps

Shirley: Treasure maps

Ishaan: Golden maps and money maps

Amelia: Normal map

What’s on a normal map?

Ishaan: A normal map is something you can find that’s normal

Krish: Navigation maps

Jasroz: Island maps

Johnny: Soccer maps

Hayley: Animal maps

Ekam: Pirate maps

Josh: Footy maps

Mia: Gem maps

1MR Discussion

Tyson: A map is for travelling somewhere. Compass tells you a direction you have to go.

TJ: A map tells you where ever you want to go.

Sarah: A map tells you where to go.

Portia: A map gives you some ideas where you go. I bring a map with me and then I go wherever I want.

Kimzar: On map you can see things.

Anna:  A map is where you go, like to go somewhere else.

Anh – A map is a thing when you are lost you use it.

Jayden M: You might find a treasure map.

Kaleb: A map tells you where to go and you can see different places.

Matthew: A map is something, like if you go somewhere and you get lost and you have a map with you and you don’t know where you are going and if you have a map a map will tell you where to go.

Kayden: A map is when you get lost you can find stuff and a map can tell you all the different places to get home.

Olivia:  When you are lost in the bush you have a map with you.

Ayda: A map is when you get lost you have a map with you and you can find your way home.

Crista: A map is so you know which way to go.

Jayden B: There is a map in your car.

Ezekiel : A map is when you get lost.

Thaison: Maps help you find places.

Carter: Maps shows you the direction to places.


The children were then given an A3 piece of paper and were given the task of mapping the school. We shared photos on the screen of the school taken recently from a place. This gave the children a birds eye view.


Humanities and Social Sciences- INQUIRY AND SKILLS

Researching- Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003, ACHASSI020, ACHASSI036)

Analysing- Interpret data and information displayed in pictures and texts and on maps (ACHASSI007, ACHASSI024, ACHASSI040)

Evaluating and reflecting- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008, ACHASSI025, ACHASSI041)

Here are the children’s maps of the school:


Math Rotations- Fractions

This morning we set up 4 math rotations on either side of the room for the children to explore.

These included:

  • Guided fraction writing with teacher. Looking at the different equal parts that can be made from a whole- specifically with halves and quarters and how to represent this.
  • Folding paper evenly and then cutting to represent halves and quarters, the children then had then had the opportunity to stick this and then write in written form what they were representing.
  • Manipulating different materials to show ‘how many’ when representing a whole and then splitting evenly to create halves and quarters. For example with unified cubes, lego etc.
  • Fraction puzzle sort- Sorting fraction cards into their correct positions with an example in pictorial form, written form and number form.

The children worked in their learning groups and rotated around the groups manipulating the different materials to explore halves and quarters.

ACARA: Fractions and decimals- Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

Here is a link to a video that clearly explains the terms of whole, halves and quarters as well as age appropriate examples.




This week during investigations we have put out some provocations to spark some curiosity for the children. Some of these have included:

  • Science materials to look at states of matter and these changing. For example bicarb soda and making cloud dough.
  • Aboriginal dreaming stories and the Aboriginal flag
  • Making signage and tags for our Mission Day stall

Literacy Rotations

This weeks letter sounds are: ng, l, f, b

This weeks words are: time, for, her


  • Guided sentences
  • Make you own sight word cards- with all the sight words we have covered so far
  • Australian Animals small world play- oral language
  • Laptops- writing out sight words


  • Guided letter sound: ng
  • Laptops- writing out ng words within active inspire or word
  • Ng jolly phonics sound sheet
  • Roll and write- l, f, b dice and 3 letter word building


No photos today as I was doing letter assessments with the children as they came to me for guided reading.