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Year 1 Class 6 Miss Yates

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Welcome to Year 1 

 

The class is already in full swing and we have our first full week under our belts. This week we've had  lots of hugs, a few tears (some were mine), gymnastics, polar animals and some fantastic work from the children already. 

 

In Maths, we revised counting in 10s, 2s and 5s and talked about why we need to learn to count backwards as a technique to support subtraction. I also introduced place value and explained that 'tens' are big bullies who push their way to the front of a 2 digit number before the 'ones' (we used to call these units). Hundreds are even bigger bullies of course... 

 

We used ten sticks and ones to build 2 digit numbers. Some of the children were able to add and subtract ten using the apparatus to support them. 

 

Here's a great little place value game to help the children hone their skills: http://www.ictgames.com/sharknumbers.html

Tilly is this week's star writer! 

 

Well done Tilly for a super version of Possum Magic all set in Salford. Yummy food!

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Dragons give writing wings!

 

We made dragons in clay, using lots of mark-making and impressions. Some of our dragons have been battle scarred (a few are even headless). But they were beautiful to make and to look at; and helped inspire some fantastic dragon poetry and stories. 

 

Next, we put the wheels on our cars in DT! And we'll test drive them to find out which is the best material to drive them on. Expect hot wheels to come home anytime soon... 

 

 

Great maths site. 

 

Primary Resources has some great materials to support your child with different areas of maths. 

We have focussed on using arrays to work out division and multiplication number sentences and there are plenty of these to look at on here. Some of the materials are powerpoints for teaching, while others are worksheets for completion.

 

http://www.primaryresources.co.uk/maths/mathsC2.htm

Possum Magic

 

This week we are studying animals in the outback of Australia as a way into our fabulous book, 'Possum Magic'. The children will be writing a magic visibility spell, and using their Geographic knowledge to take the Possum's on a culinary journey across the UK. Possum Magic is such a gorgeous book, if you are looking for a good holiday read for the summer, look no furthe. There are more Australian-based books in her series. If you have been down under on your hols, we'd also love to hear from you or to share some of your snaps with the class. 

 

Miss Yates 

 

 

 

Sophia is our star writer this week! 

 

Well done Sophia for a super write about a dragon surprised by a little creature. Delicious description of foods and some lovely adjectives and verbs. 

 

 

Alicia is our star writer this week.

 

Well done Alicia for a super version of 'Lila and the Secret of Rain'. You wrote beautifully about the drought in a Kenyan village and the rain dancing villagers; using commas, and suffixes 'dis' and 'un' in long words. You also used some excellent joining words (such as because and so)  to make your sentences really flow! 

Marble day on Friday for Miss Yates' children. 

 

Well done everyone for super work and trying hard to follow the golden rules at all times! Our theme is 'animals' and a note about this will be sent out tomorrow (Tuesday). Children can come in an animal themed outfit or top with an animal picture on it, or their own clothes. 

 

Miss Yates 

Time for learning time

 

This last week in maths, we have been getting to grips with quarter past and quarter to the hour, looking at how the big hand is on the three for quarter past and how in an hour the hand rotates a full circle so the hand has covered a 1/4. The children learned that quarter to an o'clock and any other 'minutes to' happen after the big hand has hit the 6. They recapped the basics - 0'clock and half past as well. 

The children are all at different stages with their learning, time is a tricky concept for most of us, let alone Year 1! 

 

Here's a couple of resources to support your child with practising finding and reading o'clocks, half past, quarter past and quarter to.  

 

The fairy clock is cute and you can choose different styles of hands. Some are easier to read than others though. http://www.ictgames.com/fairyClock_v6.html

http://resources.woodlands.kent.sch.uk/maths/measures.htm - lots of resources here to try. 

 

Children confident with telling the time and making different times on a clock can practise using this knowledge to answer 'one step' word problems involving time.

eg). 

If a journey starts at 2 o'clock and lasts an hour and a half, what time would you arrive there? 

If a cake is put in the oven at half past 6 and takes half an hour to cook, what time will it come out? 

If working through a problem with your child, keep the wording quite simple to begin with, so they are getting to grips with the maths concept as their main focus. 

Year 1 on wheels

A wheely good term ahead. 

 

Welcome back everyone!

 

This summer in DT the children will be learning about wheels and axles. Every child will design then make their own mini vehicle to carry an animal (animals is our science topic). The teachers will need a small light box for each child, so we can put it on wheels. Tissue boxes are perfect. See below.

 

Please could the children begin bringing these into class (as many as you have) as soon as possible then we can get motoring. 

 

 

Halves, quarters and place value. 

 

This last week in Maths we have revisited halves and quarters, to see if we could work out half and quarter of an amount in pounds and pence. The children learned that the maths is the same even if we are working in pence, and we practised sharing dots into two circles to work out half of different prices. Try these:

 

1/2 of 24p = 

 

1/2 of 16p = 

 

1/4 of 16p = 

 

1/2 of £1.00 = 

 

Children then moved onto finding half or quarter of pence using place value (tens and ones) to support them. So they worked through calculations such as 1/2 of 26p by drawing out the tens and the ones (2 tens and 6 ones) then splitting them. We also looked at how place value can help us with subtracting and adding too. eg. You can work out 21 - 11 by drawing the tens and the ones for both then taking the one ten, then the one one from 11. 

 

 

Here's a good simple game to remind children of the value of tens and ones in a two digit number. 

https://www.topmarks.co.uk/place-value/place-value-charts

 

 

Finding half by sharing dots

Finding half by sharing dots  1

This shows you what I mean about drawing out tens and ones.

This shows you what I mean about drawing out tens and ones.  1

Missing number resources 

 

I just thought I'd share this great little maths game from the Top Marks site. If you choose the missing numbers questions for addition and subtractions, you can practise some of the skills we have been working on this week. 

 

https://www.topmarks.co.uk/number-facts/number-fact-families

 

The children have been finding missing numbers by 'counting on or back' to a total or an 'altogether' using good old fashioned fingers, a number line or a bar technique.

 

For those of you into your number, the bar method comes from Singapore and is a way of visualising the problem so children can see and get a better understanding of a problem such as 11 - ? = 7 or 

? + 13 = 19. 

 

 

A big thank you! 

 

Thanks so much to all the helpers who came on our school trip to the park! The children enjoyed the visit very much and have already been picking up the magnifying glasses to begin to examine wood and different kinds of leaves - some of the daisies may, however, not survive the bank holiday weekend. Your support and time makes a big difference. And the children are always so proud to see their own grown-ups helping in school!

 

 

 

Light Oaks Park under the magnifying glass

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Growing 

 

This half-term topic is growing. We will be learning about varieties of trees and common plants. The children have already been learning to identify trees by their leaf shape and looking closely at the features of plants and trees. Next week's trip to Light Oaks Park will be great for plant and tree spotting.

Here we are out spotting spring flowers and new leaves in the playground. Do feel free to bring in any leaves and blossoms, twigs and moss you find while out on walks. We'll get out our magnifying glasses and have a good look!

 

Miss Yates  

Multiplying our maths skills

 

This week's maths has been all about multiplying. We have learned that the multiplication sign means 'lots' or 'groups' of. So 2 + 2 + 2 = 6. And this is the same as 2 x 3 = 6. 3 lots of 2 make six. 

If you want to practise at home, try turning these additions into multiplication number sentences. 

 

5 + 5 + 5 = 15, so.............5 x ?  = 15. 

 

2 + 2 + 2 + 2 + 2 = ? so 2 x ? = ? 

 

10 + 10 + 10 + 10 = ? so 4 x ? = ? 

 

5 + 5 + 5 + 5 + 5 = 25 so what's the multiplication number sentence that means the same? 

 

To achieve this Year 1 maths goal, children will need to know how to count in 2s, 5s and 10s. Children who are less confident with  counting in multiples of 2, 5 and 10 will need to practise this before they can begin to access the multiplication. Any help you need with this, please do come and see me. 

 

 

 

 

First week back!

 

Welcome back everyone! Hope you all had a great Easter holiday!

 

This week in phonics we have been revising some of the sounds children find tricky. 

 

Au - as in August and taught. 

Aw - as in saw, paw and awesome

air - as in stairs

ur - as in further

er - as in mother and father

and ue as in glue. 

ure as in sure and pure. 

Please practise these sounds at home to support your child for the Year 1 phonics screening check. 

 

 

What a super writer! mail

 

Ted has written a fantastic recount this week, and worked his socks off to improve his handwriting and punctuation so it matches his super spelling and eye for good detail. He described our Wacky Water Day using plenty of different sentence openers to organize and vary his work. 

 

Well done Ted! 

 

Miss Yates no

Wacky Water Day!

 

On Monday,  Year 1 took on wacky water, offering classes the chance to make watery art work and rain makers, write three group water poems based on the water cycle, and explore the behaviour of water using various different experiments. Here's our class highlights:

 

 

 

 

 

 

 

 

This week's star writer is   Ole   for his beautifully written poem about a shell. Lovely word choices Ole and you remembered all your 'sentence basics!' You worked hard for this! 

 

no Miss Yates 

Child in Miss Yates' Year 1 class: 'Who took away spring time?'

 

Miss Yates: 'I don't know but whoever it is needs to come and tell me. We need it back for the Easter holidays!'

22/3/17

 

Fractions of a number

 

This week in Maths we have covered fractions - in Y1, children are expected to find a half or quarter of a shape or an amount. They learn that 1/2 means one equal part out of the 2 that the shape is split (or amount) is split into. 1/4 means one equal part out of 4. We practise finding half of a shape then move onto looking at 1/2 or a quarter of a number. 

 

The children either recall a half or will draw two big circles and count the number out (2 circles for a half) by drawing dots to share the number. They then count the number of dots in one out of the 2 circles. Beware that they are not doubling or counting the number into both circles - a common misconception. 

 

Try these:

 

Find 1/2 of 12.

Find 1/2 of 6

Find 1/2 of 20

Find 1/2 of 10. 

 

Or have a go at finding quarter of a number in the 'fours' family by drawing it out in the same way. 

 

Can they also tell you what happens if you put the 2 halves or 4 quarters back together again? 

22/3/17

 

Phonics ew, ue and u_e (not forgetting oo). 

 

Children often find this sound one of the trickiest out of the range of sounds they learn for phonics. In the phonics screening, ue (as in glue and ew as in chew) can be a stumbling block. I enclose 2 powerpoints to work through with your child to get them confident at sounding out oo over the Easter break. The u_e is the famous 'split digraph' as in blue tube, June, tune. Can your child spot the sound when the letters are 'split up?'

 

Miss Yates smiley

Week beginning 13.3.17

Miss Mangnall’s Phonics Group

Split Digraphs

  1. (as in shake, came) i_e (as in pipe, shine) o_e (as in hope, bone)

Mrs Blake’s Phonics Group

Alternative Spellings

/ear/ as in beard, here, sneer

/sh/ as in rush, machine, issue,

 

Miss Yates’ Phonics Group

Revising alternative sounds ea as in bread and steal/ ie as in tie and thief.

Applying ly to create adverbs.

Revision of compound words

How to use: there/their/they’re.

Out and about in the spring sun. 

 

This week, we've been out and about looking for signs of Spring and scouring the playground to identify man-made and natural features to support our Geography learning. The children spotted that man-made features are often made out of natural products. 

 

Here we are loving those first little threads of sunlight. 

 

 

Juggling numbers using what we know. 

 

This week we have been puzzling out numbers to work out that if we know one number fact, we may know 3 others. (Buy one get three for free!). 

 

The children are learning that 3 + 4 = 7. So 4 + 3 = 7. We can add the numbers up in any order. If they are the same numbers, they will deliver the same answer. Subtraction is a trickier concept. 

 

If we know 3 + 4 = 7. Then we also know that 7 - 4 = 3 and 7 - 3 = 4. It's easier to show this using pegs or counters. If they take away 4  from 7, they are left with the other number that we add to 4 to make 7 as a total. This is the inverse, the way that subtraction 'undoes' addition. 

 

We have also been practising doubles of numbers up to 12. The children will need to learn these as number facts but they also need to know what a double (and a half) actually means. 

 

A good game for partitioning numbers (finding the tens and ones). 

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

 

A classic teacher's favourite doubling and halving game. 

http://www.topmarks.co.uk/Flash.aspx?f=dartboarddoublesandhalves

A trickier doubling game.

http://www.ictgames.com/rhoodbeyond10.html - this is quite tricky. 

Week beginning 6.3.17

Miss Mangnall’s Phonics Group

  1. (as in when, whale) ew (as in stew, few) oe (as in toe, goes) ey (as in key, trolley) au (as in haunt, launch)

 

Mrs Blake’s Phonics Group

Revision of alternative spellings:

/oi/ as in oysters, soil

/r/ as in wrong, ring, berry

/ar/ as in arm, heart, calm

/s/ as in ice, scent, nose, miss

 

Miss Yates’s Phonics Group

al /all words: When a word sounds like or and has an l at the end it is

Often al – called/ball/tall/fallen.

contractions: don’t, won’t can’t, shouldn’t, mustn’t, hadn’t.

Can the children write the long and short versions?

Do they know where to put in the apostrophe

This week's Star Writer was Dylan! Well done Dylan for a super neat, tidy and well-organised write! 

 

smiley

 

 

Missing numbers. 

 

This week in maths we have looked at missing number sentences. For example, 6 +  ? = 11. How do we work out the answer. The steps we have looked at include 1) noticing that the 'total' we are looking for is 11. 2) noticing that we have 6 out of the 11 already. 3) thinking about how we can find the rest to make 11 altogether. 4) counting up from what we know. 6. Until we reach the total of 11. 5) Put 6 in your head and count on with fingers until we get to 11 (be careful not to count the 6. Only the 1s being added to the 6) 7) Count how many 'jumps' we made - so how many fingers, we have used to reach the total. 

 

We have also looked at the same method on an empty number line. Children draw a long line with the total at one end and the number they know they have already at the other. They add in jumps of 1 until they reach the total. They then count their jumps to find out the missing number. 

This adds another method to their toolbox and gives the children a visual way of understanding what it is they are doing. 

 

6.......................................................11

Ice surprise

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Ice surprise  3
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Nice ice! 

 

In the name of science today, we put ice balls through a 'fair test' to find out the affect of different temperatures on their melt times. In teams, the children chose places to position their ice then we waited....while making our predictions and watching a frozen Russian sea a shoreline.

 

Some incisive questions and some interesting answers...

 

Isabella: 'Ice is a solid type of water,' 

Trey: 'Ice changes to water when the temperature is cold enough.' 

Daniel: 'What temperature makes ice change back to water again?'

Ted: 'Is snow the same as ice? If it is, then why doesn't it look the same?'

Ethan: 'Is water in the tap, the same water as the rain?' 

 

Quick maths fix. 

 

Please practise counting back from any number to 100 with your child. This supports them with subtraction. Let them know that when we count back in 1s we are subtracting by 1 each time. 

 

Miss Yates. 

6/3/16

 

Learning the facts about non-fiction.

 

This week in English, we have been finding out about information texts (non-fiction). The children have learned about the features of information texts and should be able to tell you the purpose of an index, a contents page, headings, subheadings, a glossary and diagrams in a book. Through history we have also looked at the lives of children from the past, their homes and the work they did. The children were intrigued by this picture of a little boy chimney sweep; and imagined themselves in a time machine travelling back in time to ask him some pertinent questions. I'm pleased to report that very few of our children felt that sweeping chimneys was a better option than coming to school... surprise

 

When you take an information text home for reading, why not pause to look together at the features. Can your child find a word in the glossary or select an interesting section to look up from the contents page.   

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Week beginning 27.2.17

Miss Mangnall’s Phonics Group

  1. and oi (as in enjoy and spoil) ir and ur (as in hurt and skirt) ue and oo (as in clue and tooth) aw and or (as in yawn and born)

 

Mrs Blake’s Phonics Group

Alternative spellings

/ar/ as in arm, heart, calm /s/ ice, scent, nose, miss

 

Miss Yates’s Phonics Group

Adding the suffix ‘ly’ to an adjective to make an adverb.

Soft becomes softly, gentle becomes gently (lose the e), swift becomes swiftly.

adding ‘ment’ to a word to make it into a noun. Argue becomes argument, disagree becomes disagreement.

Adding ‘en’ to an adjective to make it into a verb. Red – becomes redden, white becomes whiten.

 

We take the measure of things in Year 1

 

This week in Maths, the children have been introduced to centimeters (cm) as a unit of measurement. They've also been practising their measuring skills by taking their 30cm rulers out to objects in the classroom. The tricky part is remembering to begin at 0; to stop measuring when the object ends (otherwise everything appears to measure 30cm!) and to hold the ruler super steady as you read the number. Why not have a try at home....?

 

Children with grown-ups who work in the building trade were particularly pleased to find out that measuring skills were an important part of grown-up jobs too! So don't forget to mention that they're following in your footsteps! 

 

We've also been busy weighing using grams and kilograms. Take a look at this great little game. 

 

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

We're not giving up fun for Lent!

After PE we stopped the hard work to enjoy Shove Tuesday with a pancake. Half each, in case it spoiled our tea of....probably, more pancakes. Hope everyone has enjoyed happy holidays! smiley

 

 

Week beginning 13.2.17

Miss Mangnall’s Phonics Group

ay (as in stay/play) ou (as in cloud, sound) ie (as in pie, cried) ea (as in scream, tea)

Mrs Blake’s Phonics Group

Alternative spellings:

/oi/ as in oysters, spoil and /r/as in berry, rose, wreck

Miss Yates’ Phonics Group

 

  • Doubling the l before a vowel suffix in a word with more than one sylabel.

travel - travelled, traveller, travelling.

 

  • Revision of nonsense words with split digraphs. a_e as in drame, e_e as in spreme, i_e as in flime,

o-e as in phole.

  • ie words that change their ie to y when they take on the vowel suffix ing.
    tie + ing = tying
    lie +
    ing = lying

This week's star writer is Willow. no

 

Willow turned her writing into a dream to read. Tidy and with absolutely no crossing out, brilliant spelling using phonics knowledge and a funny, short poem using days of the week and alliteration. 

 

On Monday, Mikey munched mangos in Maths. 

On Tuesday Ted tore down tall trees all day...

 

surprise

 

 

Number bonds and the inverse

 

This week in maths, we've been focusing on counting back from numbers up to 100 to zero - this helps the children gain confident with subtraction. 

 

We also learned about the number 'bonds' that help us build numbers up to 20-  'buy one get 3 for free'  The children practised working from number bonds they knew: For example, 6 + 4 = 10 to find 4 + 6 = 10 and then 10 - 4 = 6, 10 - 6 = 4. Then some built on this to work out that 16 + 4 = 20 etc. 

 

This is again one of the trickier Year 1 concepts in maths but can be well illustrated using a coat hanger and pegs! If you clip ten pegs to the middle of a coat hanger and slide 3 to one side, the children can see that what remains is 7. If you put the pegs back together in a ten again, then slide 3 to one side (or take the three off), they will see that 10 - 3 = 7. Subtraction undoes addition. 

 

By the end of Year 1, children need to be able to recall (by memory) the pairs of numbers that add up to a total under 20. 

 

 Can your child tell you the pairs of numbers that add up to   7, 5, 6 and 10 ? Can they work this out using counters and splitting them into two different piles? How will they know if they have all the pairs of numbers possible to make a certain number? 

Here are some resources you may find useful at home: 
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All the materials for a good time in the name of science...

 

This week we all got silly in the name of science. The children looked at different materials - Miss Yates' cardigan, a plastic apron, a towel and a piece of paper and made predictions about which material was likely to be most water proof and why. Willing victims lined up with painting aprons firmly fastened, to face the (dolls') watering can to find out for sure which material provided the best protection against water. The children observed that the water dripped right off the  plastic apron (well chosen Alicia) and made the paper soggy (Trey, you chose that on purpose!)

 

This leads us all to our second Spring term's topic, which will be water - the water cycle, seas and oceans, sea storms, water-based art, rain dances, Grace Darling,  life boats and water safety....phew!

 

 

 

This week's star writer is: James!

 

Well done James and welcome to the star writer board. You try your very best every time you sit down to write - and it really shows in your work. Super sounding out, you're really applying your phonics. And you checked and re-read your work to make it even better.

 

This week we wrote rhyming poems about super heroes and practised using capital letters for names and places by writing post cards. We also learned that words that end in the suffix ss, ch and sh add an es when there is more than one. 

 

hiss - hisses

dog - dogs 

cat - cats

dish - dishes

church - churches 

Divide and conquer

 

In maths this week, the children have been introduced to division. We talk about sharing equally or fairly into groups. We looked at sharing or dividing between two, by counting out an even number of counters then sharing them between two plates. We then moved onto sharing between three, four or five. 

 

The children have met the division sign and most now understand 10 ÷ 2 = 5 means that 10 is shared into 2 groups. In each group you will find 5

 

 

Later in the week, the children tried their hand at applying their division  knowledge to word problems.  These are challenging and we tackled them all by drawing out arrays, dots and groups to help us. 

 

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We looked at this simple array of 12 dots and divided it into 4 groups or 3 groups just by looking across or down and drawing a circle around our 4 or 3 groups.

 

It gets trickier when the dots are jumbled up and the children have to 1) count how many there are 2) organise them into groups themselves. We  practised counting dots out into circles or drawing our own arrays. 

 

Snappy Maths has some division by sharing problems which mirror the way we have looked at division so far.

 

http://www.snappymaths.com/division/earlydiv/interactive/sharing/sharingframe.htm

 

 

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Week beginning 6.2.17

Miss Mangnall’s Phonics Group

ur (as in burn, curl) ure (as in pure, cure) oa (as on float, coat)

We have also been doing some longer blending looking at words such as…..

chicken, starfish, bedroom, crayon, thicker, farmyard.

Mrs Blake’s Phonics Group

Revision

/n/ as in gnome, gnat, knight, knife /ng/ as in stinking, drinking cling,

/ow/ as in /brown, trout /oo/ as in fool, few, stew

Miss Yates’s Phonics Group

We are practising adding the suffixes ly, ful and ment onto base words.

The children have revised the zh sound – as in television, pleasure, treasure, usual.

spelling numbers homework

Learning to write the numbers: one to twenty. 

 

One of the children's Year 1 goals is to write all the numbers to twenty in words. This week I'll send home the numbers one to ten to try at home using a look, say, cover write method. If your child can already spell one to twenty, do feel free to pace on ahead and try your hand at the numbers eleven to twenty. 

 

Miss Yates indecision

Our trip around the block. 

 

Thanks to the parents who gave up their time to join us on our geography field trip. The children loved having you all there. 

 

 

 

 

 

Writer of the Week

 

We hope you've noticed our exclusive 'Writer of the Week' boards outside in the corridor. Each week, we choose a child who has made improvements in their writing to have their name in lights, and a chance to feel very proud of themselves. This week our Writer of the Week was Jessica. Well done Jessica: super handwriting, you used joining words and lots of interesting adjectives and sentence openers for your recount of our marble day antics. 

 

Miss Yates surprise

chalking up the maths experience

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chalking up the maths experience 2
chalking up the maths experience 3

Number day rules okay! 

 

We love number day! The children got physical jumping about to add up the pairs of numbers that make ten, getting into 5s, 10s and 2s 'families,' and finding odd and even partners. We got the maths games out and the balance scales to help us to compare heavy and lighter objects from around the classroom. 

Even our midday supervisor got involved by adding children together. Here's some pictures of the children jumping about in a chilly North-westerly to add together number bonds to ten. smiley

Partitioning to help us to calculate.  

 

We have given numbers a real work out this last week. The children have been working on adding a small 2 digit number to a 2 digit number by breaking (partitioning) the number being added into tens and ones and adding them up separately. 

 

This increases the children's confidence and understanding of what a number is and how we can begin to use what we know to calculate. 

 

So, we work out 23 + 11 = 34 by adding an extra ten first. So the 2 (tens) becomes 3 (tens). Next, we add the ones (what we used to call units) so the 3 (ones) becomes 4 (ones). Why not practise a few at home with your child? Sometimes I ask the children to draw lines for the tens and dots for the ones, then add  extra lines and dots then add these up. Pictures support mathematical thinking; and give children an extra way of seeing what they are doing. So 23 + 11 = // ...   + /. = ////.... = 3 (lines/tens) and 4 (dots).

 

Try keeping the two digit numbers small, as this is all about grasping the ideas:

 

 24 + 11 = 

 

14 + 12 = 

 

23 + 11 = 

 

26 + 12 = 

 

 

Mrs Crookell and James could not be stopped (even during tidy up time).

Mrs Crookell and James could not be stopped (even during tidy up time).  1

Welcome to Kerry Crookell

 

Kerry is a trainee TA 3 who has joined our class for the beginning of each week. Kerry is already well liked by the children and is doing a great job supporting us with our work in Year 1.

 

If you see Kerry in class, do say hello and introduce yourself. She's been working with some of our children on phonics in small groups and will continue to support us in helping the children make progress in Maths and English. 

 

Miss Yates. smiley

 

 

 

 

 

 

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Picture 4

Building bridges with Hansel and Gretel 


Miss Yates' Year 1 class designed and built bridges to cross the pond to escape the witch's house in Hansel and Gretel and discovered that both materials and design can impact on the strength of a bridge. The children found out about famous bridges and their structures (don't be surprised to hear talk of cantilevers and suspension as your child dips into their lego at the weekend!) Then we all had a go at building  with straws and tape and joiny things, recycled boxes, blocks and Lego. 

 

The children learned some team-working skills and every structure was applauded during our 'design awards.' 

 

 

Week beginning 23.1.17

Miss Mangnall’s Phonics Group

This week we have been practising lots of blending with both real and nonsense words. Making sure we segment and then blend and say all the sounds, especially words that have some tricky starts or ends.

Eg – street, string, sprint, spring, three, scream, twirls, clasp, trunk.

 

Mrs Blake’s Phonics Group

Alternative Spellings

/oo/ as in too, snooker, flute, cue, prunes /oo/(y) as in statue, argue, cute, huge, you, stew, nephew and /n/ as in next, dinner, knee, gnome

 

Miss Yates’s Phonics Group

We are working on suffixes: including the rules for adding suffixes for one syllable words – so big becomes bigger or biggest. (the consonant is doubled).

We have also added suffixes to make nouns - work becomes worker and farm becomes farmer. We are also busy recapping on split digraph nonsense words.

 

Hansel and Gretel 

 

So proud of Year 1 this week...Their writing on Hansel and Gretel has really shown me how hard they've worked and how far they've come this year. This week we've acted the story out, written new (and in some cases, somewhat bloodthirsty) endings for the story (girls will be girls)....., descriptions of the wicked witch's candy house and a recount of the story in the children's own words. 

 

The children used their phonics knowledge to sound out words and we're starting to see some super spellings and use of common exception words (see the back of the blue book for the words children will learn to read and spell in Y1). If you'd like to have a quick look at your child's writing in their English book, I'm sure they'd be happy to show it off. 

 

Thanks to parents for so many timely offers of support with our trip around the block! We really appreciate it and will confirm the help we need soon. 

 

Miss Yates frown

100s, tens and ones 

 

This week in maths, the children have been breaking numbers into tens and ones using apparatus and by drawing lines for tens and dots for ones. They've applied this to adding two-digit numbers together by combining tens and ones. We have learned that that a number is organised from  biggest through to the smallest value (123 - the one is worth 100, the 2 is worth two tens. The 3 is worth 3 ones). 

 

Why not practice looking at 3 digit numbers at home? See if your child can tell you what each digit is worth. 

 

Here's a couple of good basic place value games for the pc. 

The shark number game is one we play in class and you can alter the level to suit your child. 

 

http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html

 

Next week, we will be looking at doubling numbers and its relationship to halving - a tricky concept for children, which will require lots of practice. 

 

Miss Yates. 

 

 

Thank you to all the families who donated toys for our Early Years Playground. We have loved playing with them and sharing them with our friends. If you have more we would be happy to receive them.

 

Thank you

Mrs Willett and the Early years team

Week beginning 16.1.17

Miss Mangnall’s Phonics Group

wh (as in wheel, whisk) ew (as in stew, few) oe (as in Joe and toe) au (haunt, launch) ey (key, turkey)

Mrs Blake’s Phonics Group

Alternative Spellings

/oa/ ow crow, throw, mow, oe toe, hoe, doe o-e bone, home, alone, o no, go, so, both

/m/ mb comb, lamb, limb,

 

Miss Yates’s Phonics Group

We have been learning about the W Special spelling rule.

If an an o sound follows a w then it is likely to be spelled with an a. For example what (sounds like whot) but is spelled ‘what.’ Watch (sounds like wotch) but is spelled watch.

Practise writing: want, wallet, watching, wander,

If it follows w and sounds like ‘ur/er’ then it is likely to be spelled with an or. Eg.

Practise writing: work, worth, worship, workbench.

Word problems in Maths.

 

This week in maths, we have applied our skills to word problems.

The children have learned key vocabulary associated with adding and subtracting and have started to apply this to  simple one-step word problems. For instance, the words 'total', 'altogether', 'less' and 'more' - what do they tell us? What are these words asking us to do? 

 

For example, 

 

If Miss Yates had 8 cakes and ate 2 (as if I would...!?) how many would she have left? 

 

The children need to know that by eating cakes,there will be less. And less means that we are subtracting (not adding). So, the correct 'number sentence' will be, 8 - 2 = 10.  

 

Word problems often seem daunting to children who aren't yet used to mixing words and numbers. Top Marks has some good first word problems to work through. It might be helpful to read through these a number of times and talk to your child about the key words in each one. 

 

http://www.topmarks.co.uk/Flash.aspx?f=postsortingwordproblem

 

Nrich also has some rather challenging word problems for very curious mathematicians to work through too. Their site explains that the problems are there to encourage mathsy thinking and number exploration rather than for finding answers and 'getting it right.' 

 

https://nrich.maths.org/1816/note

 

 

 

We have also looked again at time, finding one hour later than a half past or o'clock time by drawing hands big and small hands on clocks. 

problem solving in maths

problem solving in maths  1
problem solving in maths  2
problem solving in maths  3

English in the next few weeks. 

 

This week in English, we have been working on sentence structure by writing recounts of the holidays. The children understand all the basics that make a good sentence and are starting to use a check list for 'super sentences'. 

 

Children who come into school with super sentences written at home, will be rewarded in class!  I have a strip of pictures, which the children use in school to help them structure a good basic sentence. Happy to share this at home if you think it would be useful. 

 

Next week, we will be looking at traditional tales, beginning with Hansel and Gretel. We will be making lolly pop stick puppets, role playing, finding trails of crumbs and stones, fashioning yummy houses,  writing delicious descriptions, penning alternative endings, and describing the characters. This is a great fit with our topic 'houses'. 

 

 

 

Week beginning 9.1.17

Miss Mangnall’s Phonics Group

ee and ea (as in sweet and meat) oa and oe (as in float and toe) ow and ou (as in growl and cloud) ure (as in cure and pure)

 

Mrs Blake’s Phonics Group

Alternative Spellings

/oa/ ow crow, throw, mow, oe toe, hoe, doe o-e bone, home, alone, o no, go, so, both

/m/ mb comb, lamb, limb,

 

Miss Yates’ Phonics Group

We are beginning phase 6. This week we’ve learned to use suffixes (endings to words) using different rules.

  • If a root word ends in y – we get rid of the y and add an i . Eg) try – becomes tried. Cry becomes cried.
  • If a word has one syllable (beat) and ends in a consonant, we double the consonant before adding the suffix – clap becomes clapped, tap becomes tapped.
  • Some are simpler – just add ed. Walk becomes walked in the past tense.

Happy New Year everyone!


Looking forward to a fresh, sparkly new term with all the Year 1 children flying high!

 

heart

 

 

 

 

 

Week beginning 19.12.16

Miss Mangnall’s Phonics Group

Recapping

  1. (see, feet) oo (good, moon) igh (sight) ie (pie) ir (girl) ur (burn) aw (claw) ew (blew)

Mrs Blake’s Phonics Group

Alternative Spellings

/igh/ as in /ie/ pie, /y/ spy and /i-e/ ripe

/f/ as in /ph/ phone, /ff/ cliff and /gh/ cough

 

Miss Yates’s Phonics Group

Alternative Spellings

oo

oa

Week beginning 12.12.16

Miss Mangnall’s Phonics Group

air (as in chair) ear (as in clear) ai (as in train) ay (as in play) ar (as in sharp)       or (as in thorn)  oy (as in enjoy)  oi (as in point)

 

Mrs Blake’s Phonics Group

Alternative Spellings

/ai/  as in: day, pale, weigh, they        /ee/        as in: cream, Pete, chief, smelly, key,

/c/ as in: duck   /ch/        as in: patch     

Miss Yates’s Phonics Group

Alternative Spellings

igh

F (as in ph)

oa

Olaf inspires us to write

Olaf inspires us to write  1

Do you want to build a snowman? 

 

This week's been all about instructions in Year 1. The children have been tried choosing and identifying appropriate 'bossy verbs' and writing simple, clear instructions for 'how to build a snowman', and a step-by-step guide on what Santa needs to do when he leaves the toy workshop to come to Salford on Christmas Eve.

 

'Don't forget to feed Rudolf carrots so he has enough energy,'

'Let the reindeer have a wee before they set off,' 'Put an x-box down my chimney.' 'Hurry up Santa,' etc. 

 

I have introduced 'a checklist' for a super sentence, and children who want to  practice writing a super sentence at home (simple, but including everything in the checklist!) each week, will be rewarded in class. I've got a cute graphic to support this, if you're interested. 

 

Say it (say the whole sentence out loud, finger-tell it by touching a finger for each word). frown

Sound it (use phonics to sound out each word) sad

Finger spaces  surprise

Full stopssmiley

Write on the Linessmiley

Read it back frown

Doubling and halving 

 

This week in Maths, we have been busy finding half of numbers, learning that halving means to split equally or share fairly. The children have used plates to share counters equally, then drawn their own circles to help them to share numbers - 'one for me, one for you'. We moved onto look at word problems involving halving and discussed how 1/2 means the same as one part out of two. 

 

We also compared halving with doubling. And the children began to see that halving 'undoes' doubling. So 2 + 2 =  4 (doubling), half of 4 = 2. 

 

Have a look at these games of quick fire halving and doubling for some more practice at home. 

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

This is a good idea for a dice doubling and halving game at home too. http://nrich.maths.org/10654

 

For a challenge in applying halving to 5s numbers, some children may be interested in this problem on n-rich. http://nrich.maths.org/10588

Week beginning 5.12.16

Miss Mangnall’s Phonics Group

Split Digraphs

a  e (as in make)  e  e (as in theme)   i  e (as in shine)  o  e (as in hope) 

 u  e (as in cube)

Mrs Blake’s Phonics Group

Alternative spellings:

/ee/ feel      /ea/ sea   /ie/ chief   /e/  she

/ch/ chip   /tch/ patch    /ture/ mixture

Miss Yates’s Phonics Group

Revising alternatives to the ea sound: – ee, ea, e_e and ie and e.

Alternatives to the i_e sound: i_e, ie, y, eye and igh and i.

Maths, English and Theatre!

 

This week, we looked at days of the week and months of the year, ordering them, deciding which months belong to which seasons. We considered how to write the date the long way and the short way. 

 

This was our termly opportunity to assess the class' progress in Maths and Reading. The children worked patiently through their papers with some light relief in the form of a lively all-school poetry performance. Our class performed If by Michael Rosen; remembering some very long lines! 

 

The Christmas play is shaping up beautifully -  thanks to all the parents who have been hearing those lines, again, and again and again no doubt! All we need to do is to get those loud 'playground voices' into the hall for the performance. It'll be alright on the night. 

 

 

Week beginning 28.11.16

Miss Mangnall’s Phonics Group

Split Digraphs

 

a_e (as in came, shake)    i_e (as in line, chime)    o_e (as in  hope, stone)

Mrs Blake’s Phonics Group

Alternative spellings:

/ai/ rain    /a/ bacon     /ay/day     /a-e/ date 

/ei/ eight   /e-e/ fete    /ey/ they

 

/c/ cat     /k/ kitten    /ck/ duck    /ch/ chorus    /x/ box

/qu/ queen

Miss Yates’ Phonics Group

Revising alternative spellings:

ai

/ai/ rain    /a/ bacon     /ay/day     /a-e/ date 

/eigh/ eighteen   /e-e/ fete    /ey/ they

/ee/ freezing   /ei / field   /ea/ team  /y/ silly  /e_e / theme ey / donkey

Alternative ways of saying ch

/ch /   church     /ch / chef      /ch/  school. 

Suffixes in English 

 

This week we have been learning that we can change what a word means by adding a suffix (a new ending) to the word. 

 

The children practised writing s onto the end of nouns to turn them into their plural (town, towns) and the rule of getting rid of the y and adding ies to the end of a noun when it ends in y (city, cities, baby, babies)

 

We also wrote stories about a monster teacher, who gradually turns back into a human when a child is kind to her! The less said about her the better. ROAR! GNASH!

The serious business of counting our money before Christmas

The serious business of counting our money before Christmas  1
The serious business of counting our money before Christmas  2

Money, money, money

 

We have had a week of making money (the plastic play variety) in Year 1. The children have been learning that their knowledge of counting in 10s, 2s and 5s is a great way to help them to count a mixed amount of 10ps, 2ps and 5ps. Place value - for example, knowing that 25p is 2 tens and 5 ones  - also proved useful for working out how to find the right coins for different values. 


By the end of Year 1, children will need to be able to recognise and identify coins and notes and be able to solve 'problems' involving money. We used purses, pop up shops (where the prices just keep on going up - sound familiar?), plastic money and some great games on the whiteboard to support the children's learning. 

 

Please practise counting up and down in 5s with your child. We are great on 10s and 2s now and just need to keep refreshing our 5s!

 

Some links to good shopping games. 

http://www.bbc.co.uk/bitesize/ks1/maths/money/play/popup.shtml

http://www.doorwayonline.org.uk/timeandmoney/cashingin/ - finding the right coins to make an amount

http://www.topmarks.co.uk/Flash.aspx?f=Buy2itemsv4 - problem solving involving money, at Y1 level. 

Friday 25th November

In our year 1 phonics groups this week this is what each group has been working on.....

 

Miss Yates' Phonic Group 

 

Different ways of pronouncing ee - as in chief and thief (tricky), ey as is monkey, y as in tricky and ea as in eating. 

 

We have also worked on ch - as in  chief,  stitch (the latter where the sound is created by tch) and picture. 

 

The third sound is ay - as in eight, ay as in delay, ay as in made (split digraph), ay as in rain and the a we can hear in the word bacon. 

 

Tricky words to learn are: said, so, have and like. 

 

 

Mrs Blake's Phonic Group 

Different pronunciations of   a as in hat, bacon, was

 

Different pronunciations of   y as in yell, sky, myth, smelly

 

Different pronunciations of   ch as in church, chalet, chorus

 

Different pronunciations of   ow as in cow, show

 

Different pronunciations of   ou as in loud, soup, boulder, could

 

 

Miss Mangnall's Phonic Group

oe (as in toe)    ey (as in key)   ph (as in dolphin)      au (as in launch)

Picture 1
Picture 2
Picture 3

Toy Workshop. 

 

Children learned some fantastic design and technology skills with our favourite toy makers last week. The classroom was buzzing like Santa's own workshop with children busily making old fashioned wooden toys. From pop up puppets, to dancing clowns, bears and marble games - the children very proudly used tools (with plenty of support), sanders and wood crayons to make a wide  range of unique toys in the classroom. We were also praised for good listening and Don, the toymaker, did not have to wear his earplugs even once!

 

Miss Yates x 

 

Here's a few highlights!

 

 

 

 

Finding half of a ladybird's spots

Finding half of a ladybird's spots  1
Finding half of a ladybird's spots  2

Fractions of numbers, fractions of shapes. 

 

This week's maths has been all about fractions - fractions of pretend cake, pizza, Toblerone and ladybird spots.

 

Understanding that 1/2 is one equal part out of two is a tricky concept at Year 1, but we also learned to apply this to quarters - 1 equal part of 4. Most children could show us what a half looked like; and could certainly let us know if the half of chocolate I cut up was a 'proper' half or not!

 

We moved onto looking at how to find half of an even number by sharing onto two plates. The children will  need more practice but most have now started to find 10 by counting up ten counters and sharing them into two piles. The last stage where they need to identify that half is just one out of the two piles, is the part that everyone finds trickiest. Some children tended to put the 'whole' number back together, some tried to double; for some the idea clicked straight away; for others it took a few more goes. I encouraged the children to tip away one half of the amount (one plate) then count the half that was left so they could only actually see the half in front of them.

 

This is easily something you could practice at home with treats. Raisins or Haribo and two plates? 

 

 

describing the fiendish wolf!

describing the fiendish wolf! 1

Guess who's coming for dinner?

 

I love the story 'Guess who's coming for dinner?' by John Kelly and Cathy Tincknell. A clever wolf with a degree certificate and luxury life-style, falls down on some basic common sense, in his plan to fatten up a stout-minded pig (who looks like Dell Boy) and his wife (!) Glenda the goose.  The children have been re-telling the story, making lists of bossy chores and punishments for the wolf, writing speech bubbles for the characters and organising their writing as well as adding colour to it by using different sentence starters and writing descriptive words for the wolf's character. 

 

Each teacher chooses a star writer every week now; and their work is placed inside our beautiful new star writer boards, outside in the corridor. This week's very deserving star writer was Ibraheem! Well done! 

 

frown

What time is it Ms Wolf?

 

In Maths this week, we have been practicing subtraction again, and telling the time - o'clock and half past - drawing hands on clocks and reading clock faces (not digital yet). This helped us to work out when we needed to take our minute's silence for Remembrance Day too. We learned the seconds in a minute, the hours in a day, the minutes in an  hour and the hours in a day.

 

If only there were more of them! We all agreed that if there was an extra hour in the day, we might choose to spend it eating all the Tombola chocolate. devil

 

I've added some links to help you practice some more time-telling at home - including a very girly clock. no

 

I've also enclosed a link to n-rich (as discussed with some people at parents' evenings). This provides some challenging and thought-provoking maths-based problems, which are pitched at a high level (though the  problems are star rated for difficulty) and give children a chance to use and apply mathematical skills and problem-solving with adult support. Good luck with that (and I am speaking to the grown ups here!)

 

http://www.ictgames.com/time.htm

http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm (fun and with some Welsh thrown in). 

http://nrich.maths.org/primary-lower

Hi all,

 

It was great to meet supportive, interested and engaged parents at our parent consultations this last week. Thanks to you all for coming. I hope you found the experience useful, informative and positive. 

 

Best wishes 

 

Miss Yates 

Thursday 10th  November

In our year 1 phonics groups this week this is what each group has been working on.....

 

Miss Yates' Phonic Group 

Different pronunciations of    ou (as in should compared to loud) ch (as in chef compared to church) y (as in dry and smelly compared to yell)

 

Mrs Blake's Phonic Group 

Different pronunciations of     i (as in blind )  o (as in gold)  c (as in ice)   g (as in giant)       u (as in unit)

 

 

Miss Mangnall's Phonic Group

ir (as in shirt)    ue (as in blue)   aw (as in claw)      

Bring in your recycling and we'll make it sing! 

 

We are collecting cardboard tubes and small boxes (shoe boxes are a good one) so we can make rain instruments in DT and use them to accompany our rain poems in English.

 

I'd be delighted to receive all contributions of wrapping paper tubes, kitchen roll tubes and Pringles tubes especially. We could also use plastic bottles and cartons too. 

 

Miss Yates  

 

 

I'm looking forward to meeting parents and talking through how it's all been going in Year 1 during parent consultations.

 

If you haven't signed up and you would like to, please pop into the office to book a slot. 

 

Miss Yates 

Sounds like fun

 

This week in English, we have been writing spooky onomatopoeia poems - in other words, poems that tell a story through words that are also sounds. The children have used their knowledge of phonics sounds to recreate a trip to a spooky house, from the 'creak, creak' of the front door ' to the the miaows, twit-whoos and a-hoos! of witch's cats, owls and werewolves. While some puff-panted home to hide under the covers. Other poets, took on the ghouls with ker-pows, ouffs, bangs, crashes and wallops. We all loved trying to work out what had happened in each child's poem by listening to the noises. 

 

D & G
by Patrick Winstanley

David was a hot shot
With a slingshot

Swoosh
Whoosh
Thwack
Thud

Goliath was not.

 

 

Finding and noticing number patterns. 

 

In Maths this week, we've been using our knowledge of odd and even numbers. The children should be able to tell you that all even numbers end in the digits:0, 2,4, 6 and 8 and odd numbers finish with digits: 1, 3, 5, 7 and 9. 

 

The children also practiced the basics of adding and subtracting by counting on or back from a given number. So to work out  20-4, we would put 20 in our heads (with an action) and count back 4 on our fingers (or on a  numberline), 19, 18, 17, 16. To work out 18 + 4, we would put 18 in our heads and count on 19, 20, 21, 22 using fingers or a numberline. 

 

We then applied this knowledge to number sequences such as 22, ....26, .......30, 32..... with the children both attempting to count up to find the difference between each number; or applying their knowledge of odd and even numbers. 

 

This is a good game for number sequence practice. Try playing it with your child and asking them to talk through how they will find the missing numbers. 

http://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering

 

 

Thursday 3rd November

In our year 1 phonics groups this week this is what each group has been working on.....

 

Miss Yates' Phonic Group 

Different pronunciations of     i (as in blind )  o (as in gold)  c (as in ice)   (as in giant)       u (as in unit)

 

Mrs Blake's Phonic Group 

Split digraphs  a_e  (as in make) e_e (as in Steve) i_e (as in time) o_e (as in hope)  u_e (as in cube)

 

Miss Mangnall's Phonic Group

ay (as in play)    oy (as on toy)   ou (as in sound)      ea  (as in seat)

Schiaparelli, watch out. We're launching our own martian probes!

 Schiaparelli, watch out. We're launching our own martian probes! 1
 Schiaparelli, watch out. We're launching our own martian probes! 2
 Schiaparelli, watch out. We're launching our own martian probes! 3
 Schiaparelli, watch out. We're launching our own martian probes! 4

We've made our own mission to Mars.

 

Inspired by the probe (currently lost in Space!) that launched its way to Mars this week, we read Eric and the Red Planet and made our own space ships out of junk modelling material. After a good pretend session in the classroom, we turned our hand to writing up the space stories. The children (and this, could well be a first) begged to be allowed to do their writing after lunch. 

 

The result: zooming and crashing at the 'speed of infinity;' meteors zig-zagging; astroids destroying entire galaxies; 'Miss Yates, how do I spell extinct super human race?'; aliens with kind hearts and the ones who ate an entire crew for breakfast!

 

What a lot of boys there are in my class. And the girls are clearly Star Wars fans too. I'm feeling proud of their writing and look forward to showing you how they're coming on at parents evening. 

 

Have a great holiday

 

Miss Yates 

Techniques for adding and subtracting

 

This week in maths the children have been looking at different ways to add and subtract from 2 digit numbers. We have been practicing counting on and counting back, using fingers, number lines and (my favourite resource in Y1) the hundred square to support their understanding of what we are acutally doing when we are asked to add or subtract.

 

We have also looked at 2 digit numbers and how we can add ten easily without counting up when we know our tens and ones (units) well. To practice finding the 'place value' of a number, try the shark pool ICT game and practice finding the 'tens' and 'ones' in any 2-digit numbers you see around you. 

 

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

 

 

Thursday 20th October

In our year 1 phonics groups this week this is what each group has been working on.....

 

Miss Yates' Phonic Group - Different ways of reading ow  - as in snow or bow. Different ways of reading ie  - as in tie or field/shield. Different ways of reading ea as in meat/treat or instead. 

 

Mrs Blake's Phonic Group - wh (as in where), ph (as in phonics), ew (as in stew), ey (as in donkey). 

 

Miss Mangnall's Phonic Group - word endings. practice reading: belt, chimp, stand, lost. Words starting with bl or br and fr and fl:  bloat, bring, frog, flop. 

Wednesday 19th October

Picture 1
Picture 1

Inspired by Autumn 

 

We've been print-making using natural objects. Our clay pendants were imprinted with Autumn leaves, sticks and acorns, trialed with playdough and lavished in leaf shades with coloured inks. I've hung them on a tree in our classroom; but Mums -  what a treat is in store for you when they come home for Christmas. I can just see you all rocking that clay pendant look on the big day!

 

 

Shaping up in Year 1

 

This week, we have taken on 3d and 2d shapes, beginning by shape detecting in our playground (who would have thought that our wooden hut was an octagonal prism?), sorting shapes, guessing the shape in a bag and making a long class picture of a city of shapes. 

 

We've also been counting in 5s to make tally charts of favourite foods and vegetables (no cross-overs there!) 

 

This is a great shape sorting game to try at home. But shape hunting when you're out and about or travelling, is just as much fun.  

 

http://www.iboard.co.uk/iwb/Shape-Sorting-Game-698

May the force be with us all tomorrow

 

...it our Star Wars day be. 

 

The children will partake in a few Star Wars-related learning activities in the afternoon and marshmallow Jedi Knight cupcakes to celebrate acquiring a jar full of marbles for super learning and following our golden rules in school.

 

My Princess Leia wig (dolls' hair buns on a headband) has not arrived from Amazon yet, so I expect you will all still recognise me in the morning. 

 

 

Common Exception Words

 

 

The common exception words are all listed at the back of the blue home reading books that come home with the children each day when handed in. 

 

I am busy reading through common exception (CE) words with all children to check on progress. To reach expectations for Year 1, children will need to read and spell the Year 1 CE words by the end of this academic year. Please keep checking this chart as I am going to be highlighting  'target words' for each child to practice at home. We will also practice these at school.

 

Some ideas:

 

  • Try making flashcards with these words. Choose three at a time to practice.
  • Read through saying the word yourself at first. Then let your child read the word. Build up to your child attempting to read the word on their own. 
  • Consider adding in flashcards of words your child already knows, to help build confidence. 
  • Little and often is the best way to keep everyone interested and raring to go. 
  • Let me know of any progress, so I can flag it up in our records and share rewards and praise at school. This way, your child will learn that there is a positive relationship between reading at school and at home. 

 

Good luck!

 

Miss Yates 

 

P.S I am aware that some of the children in my class know all their CE words. Brilliant news. Can I ask that parents focus in this case on learning to spell the words and on learning to spell the days of the week. 

 

Better Reading 

 

Thanks so much to the parents who have volunteered to support our class through the Better Reading Partnership. The generous offer of your time can make a really big difference to the children's progress. The more on board the better!   smiley

 

 

Blind tasting, lemons really suck, and guessing the missing object.

Blind tasting, lemons really suck, and guessing the missing object.  1
Blind tasting, lemons really suck, and guessing the missing object.  2
Blind tasting, lemons really suck, and guessing the missing object.  3
Blind tasting, lemons really suck, and guessing the missing object.  4

The world of the senses. 

 

We've been learning about the world of the senses in science. Experiments with blind tasting, Kim's game, feely boxes, smelly pots and sounds to guess have helped the children to learn that the senses t send messages to the brain about what we see, touch, smell and taste. 

 

 

Tens and ones 

 

This week's Maths has been one of the biggies for Year 1 learners.

 

We have been finding out how to partition (break up) a number to find the tens and ones (or units as we sometimes still call them). The children have used ten sticks and small cubes to make 2 digit numbers. They've also drawn lines and dots to show that they understand which part of the number is the tens and which is a one. 

 

Try  looking at 23, 14, 26 and 42. Show your child that the 2 in 23 is two tens and the 3 is three ones. Can they draw the right number of sticks to represent tens and dots to represent ones for each number? It can take a while for this concept to embed itself, so lots of exposure for quick 

 

These online games are great for practicing partitioning numbers. Your child can progress through different levels on the second one. 

 

http://www.ictgames.com/sharkNumbers_v2.html

http://www.topmarks.co.uk/Flash.aspx?f=diennesandcoinsv3

 

Also in Maths, we've been counting coins, applying our knowledge of counting in 10s, 2s and 5s. 

 

We've been talking nonsense in phonics.

 

The children go into different groups for our daily phonics lessons, but in our own classroom, we've been practicing some of the trickier phase 4 phonics sounds as a refresher. 

 

At home, if you'd like to follow up, please practice: ure (as in sure and endure). Then ask the children if they can read some nonsense words using the same sound to practice - palure, chure, spure, dure, mendure). The children are being taught (with the use of Zegment - our phonics robot named by Rhys - funny!) to chop the word up into sounds p-a-l-ure using robot arms then putting the sounds back together (blending) when they clap their hands. 

 

For more information have a quick look at this Ruth Miskin you tube video, which explains the process of segmenting and blending to support reading through phonics. 

 

https://www.youtube.com/watch?v=dEzfpod5w_Q

 

 

 

 

 

 

Getting busy with bug sandwiches before the big write

Getting busy with bug sandwiches before the big write  1
Getting busy with bug sandwiches before the big write  2

Year 1 boss about a monster 

 

This week we have made 'real' disgusting Spider Sandwiches and extended our vocabulary of nasty, gloopy, hairy and crunchy adjectives by making ingredient lists then writing 'bossy verb' instructions so that Max will know how to make his own fly-butter and fish eye paste sandwiches. Moving onto giving instructions for how Max needs to behave at lunchtime and when getting ready for bed. This helps the children to understand imperative verbs and learn to sequence events in order when writing - it's all been about patterns this week. 

 

Claire Freedman and Sue Hendra's Spider Sandwiches  is a lovely read and packed with rich language and talking points for children. 

 

 

 

Number bonds to ten, odds and evens and finding links and patterns. 

 

This week in maths, we have been practicing all the number bonds to ten (1 + 9 = 10, 2 + 8 = 10 etc.) and noticing the patterns. Some of our children can relate the number bonds to ten to the ones to 20. (so if 1+9 = 10 then 19 + 1 = 20. If 2 + 8 = 10 then 12 + 8 = 20)

 

We have found odd and even numbers and related these to counting in 2s. I am using the term 'multiple of two' and 'numbers in the twos family' as well as even numbers. Most of the children may be able to tell you that the even numbers end in 0, 2, 4, 6 or 8. Some children can pick out the even and odd numbers up to 100. Super maths work this week Year 1. You are even better than usual, what are the odds? (sorry, it's Friday...).

 

Here are some useful games and fun maths sites to try at home. We use some of these games at school so the children might enjoy showing you how they work. 

 

http://mathszone.co.uk/

http://resources.woodlands-junior.kent.sch.uk/maths/

 

http://mathszone.co.uk/

http://resources.woodlands-junior.kent.sch.uk/maths/

Heads and shoulders knees and toes 

 

Science sees us finding out about the body this term. The children have written labels for Bony the skeleton's body and found out about the function of the  senses. We've had some lovely writing from the children about their favourite smells (oozy chocolate was a favourite), sounds (salty, fresh popcorn), tastes (not a brussel sprout in sight - of course), touches (furry dogs and mummy's cuddles - cute) and sights (fizzing fireworks and sunshine after rain - beautiful). 

 

If any parents with links to the health services can help us with our topic, please do let me know! We will be learning about the functions of the organs over the next few weeks.  Last year we borrowed a rubber heart and a plastic lower intestine  that turned a few tummies in the staff room - though the children were fascinated by it! 

 

Miss Yates 

testing the power of our sense of smell

testing the power of our sense of smell  1

chalking it up

chalking it up  1

What we took away from Maths this week. 

 

This week in Maths most of our class has been practicing subtracting or taking away. The children have been learning to form what we now call a 'number sentence' and used to call a 'sum' for a simple subtraction. 8 - 1 = 7 or for some 18 - 1 = 17. 

 

We have learned that counting back is one of our key strategies for taking away and that the numbers get smaller if we subtract. Any practice you can give your child with counting back from 20 will support them. 

 

Pointing out and talking about 2 digit numbers when you're out and about would also be great. Can your child  child read the numbers on doors, number plates, pages and signs...?

 

Next week, we will be sorting  odd and even numbers and finding out that all 2s numbers end in 0, 2,4,6, 8  and all odd ones end in 1, 3, 5, 7, 9. 

 

 

 

 

Welcome on board Year 1!

 

It was lovely to meet all the children and many parents this week. A busy week and lots of new routines to get used to. I gave the Whole Class a 'well done' certificate this week for adapting well and trying their very best (I include myself in this!) after the long break. 

 

Here's a few pictures to show you what we got up to this week.

 

See you on Monday! 

 

Miss Yates 

Forming letters in chalk

Forming letters in chalk  1 Forming letters in chalk
Forming letters in chalk  2 Building to hone our fine motor skills

print-making using all sorts of objects

print-making using all sorts of objects 1
print-making using all sorts of objects 2
print-making using all sorts of objects 3
print-making using all sorts of objects 4

Building number bonds to ten

Building number bonds to ten  1

Missing numbers 

 

Funky Mummies help unravel mystery numbers 

 

This week in maths we have been practicing missing number sentences. So the children will see an addition number sentence, such as 5 + ? = 7 and they will need to work out what to do next. With addition, we teach the children that the number 7 is made up of 5 and some more. They may count up from the number they know (5)  until they get to the ‘altogether’ (the total) – 7.  

 

The children need to be reminded that when counting up, the answer is the number they count up (2). Not the number they count up to (7).

 

Keep reminding them what they are doing – finding the numbers that make the ‘altogether’. We keep the numbers small when practicing, as the skills is in understanding the calculation that needs to be done, rather than the ‘doing’ of it. Tricky numbers can come later.

 

Subtraction with missing numbers can be a harder concept. 7 - ? = 5. 7 is your ‘altogether’. A mystery number has been subtracted from it,  to  make 5. To work out the missing number, we will need to subtract 5 from 7 to see what we have left or to count back from 7 until you get to 5 to see what the difference is.

 

? – 2 = 5 is trickier. The bigger number comes first in subtraction as a smaller number is taken away from it. So the mystery number is the 'altogether' this time. The ‘altogether’ with 2 taken away from it, makes 5. Therefore, add the 2 back to the 5 to find the ‘altogether.’ These can be tricky ideas that can take a while to embed.

 

We begin missing numbers by looking at multi link bricks and moving them about so the children can see what has happened to the ‘altogether’ each time. We also look at number lines and use number bonds the children know (6+? = 10 etc) to  help them to focus on the calculation rather than the answer.

 

If you want to practice at home and have got the hang of it, try the Funky Mummy game. We dance every time we get these right in our class!

 

Number bonds to 20: http://www.ictgames.com/funkymum20.html

Number bonds to 10 http://www.ictgames.com/funkymum.html

Thanks to all the parents who came to cheer us on for Fun Day. 

 

Most of the children agreed that the best part of the day was when we all got pelted by rain and had to come in in a hurry!  

 

Miss Yates

 

 

Juggling numbers makes us more flexible in maths

 

This week, we have been looking at number bonds and the equals sign, and talking about how the equals sign is a balance so 2 + 3 = 5. Both sides of the ‘number sentences have to be the same to balance and be equal. We found out that 3 + 2 = 5 and began to investigate that if we know two addition number sentences, we can use the same numbers to create two subtractions. 5 – 2 = 3 or 5 – 3 = 2. The children need reminding that we should subtract a smaller number from a bigger number otherwise (3 – 5 won’t work for us – not at this stage in the game…) but everyone is beginning to see how maths works in patterns, so if you know one number sentence, you might also know another.

We have also covered numbers that bond to make ten; and how if we know that 7 + 3 = 10, we can work out that 17+3 = 20. We need an extra 10 to go in because we understand that 20 has one more ten than ten. This is all tricky and will need plenty of reinforcement, but these really are the building blocks for sound mental arithmetic and fluency with number. Have a go at home.

 

See how many number bonds you can make that add up to 10. Now, what would you need to do to make them add up to 20?

 

Jess gave it a go. Hayden wanted to get wet. Charlie's apron made the best umbrella!

Jess gave it a go. Hayden wanted to get wet. Charlie's apron made the best umbrella! 1
Jess gave it a go. Hayden wanted to get wet. Charlie's apron made the best umbrella! 2
Jess gave it a go. Hayden wanted to get wet. Charlie's apron made the best umbrella! 3

Water, water everywhere.

 

We all got wet and silly in the name of science this week. Exploring the best material to use for an umbrella  involved considering the water-proof properties of Miss Yates’ green vintage cardie, an apron with a rubbery finish, a pink paper present bag (suits you Hayden!) and a small stripy hand-towel. The children made various  predictions for which they felt was the most water-proof item; many were torn between the  towel and the apron.  The children then came up with the the best (and most fun) way to test the materials for water-proof qualities – Miss Magnall’s gardening club watering can and four brave children.

After a debate about how to make our test fair, the children agreed that it was best to have the same amount of water in the can. Then the fun began! Have a look. 

Grace has worked out the addition number sentences for an array she has seen. Can you work out how you would draw it?

Grace has worked out the addition number sentences for an array she has seen. Can you work out how  you would draw it?  1

Arrays a laugh

 

This week the children have been learning about arrays. Arrays are a regular pattern of groups of dots or shapes that supports an early understanding of multiplication (and how it relates to dividing).

 

For instance, I might say to the children that I have three bags of pennies. Each bag has five pennies in it. Instead of counting the pennies individually, how can we work out the answer?

 

We can either count the columns - going down - or the rows going across.  We know how to count in 5s best, so we decide to count 5, 10, 15. It’s quicker than counting in 1s!

 

We talk about groups and sets (how many sets of three, how many sets of 5 in this array?) We represent this array by writing 5 + 5 + 5 = 15 or 3 + 3 + 3 + 3 + 3 = 15. Some of us have started learned about the x symbol for multiplication. X means ‘groups of’ so 5 x 3 = 5 groups of 3.

 

Super concentration this week Year 1. Well done!

 

Miss Yates

 

Useful games and websites:

 

http://www.theschoolrun.com/what-are-arrays

http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/08/m3_08_00_x.swf (this uses the multiplication sign and arrays to support first steps with multiplying numbers). 

the first painting from our water tray

the first painting from our water tray  1

Water, water everywhere

 

 

Our topic this term is water.

 

We will be exploring the habits of amphibians and aquatic animals, the water cycle, water shortages across the world, why the sea is so important to life on Earth, the names of oceans, and why our bodies need H2O. There will be water poems, tales of watery adventures and a chance to find out the basics about water safety. We have started our art with some wonderful paintings with a watery wow factor. The children have used a tray of water with oil-based marbelling paints dotted on top to create fantastic patterns that reminded us of different things - islands viewed from an aerial photograph, broccoli on a plate, an animal in camouflage and a plate of sweets - to name a few.

 

We will be experimenting with water's ability to be absorbed by different materials and making a display out of recycling to remind ourselves of the impact of pollution on sea-life.  

 

Creative or scientific parents with ideas about how we can further explore water are welcome to make a splash with us!

 

Miss Yates

 

Having fun finding number patterns!

Having fun finding number patterns!  1

Maths and English in week 1

 

 

 

This week in maths, we have been looking at patterns that help us to work out all the ways we can add two numbers to make the same answer. For example, we have worked out all the ways to make 10 and then 20, first using towers of cubes, then using patterns.

 

0 + 10 = 10

1 + 9 = 10 

2 + 8 = 10

3 + 7 = 10

4 + 6 = 10

And so on.

 

We have learned that if you add one to one side of the number sentence and subtract one from the other, you will get the same answer every time.

 

At home, why not work with your child on learning off by heart, the pairs of numbers that make 10 and 20? Remind your child that the pattern is the same for twenty, but there is an extra ten to involved so it looks like this:

 

0 + 20 = 20

1 + 19 = 20

2 + 18 = 20

3 + 17 = 20

4 + 16 = 20

And so on. If they know their pairs of numbers that make ten, they can also find their pairs that will make twenty.

 

In English, we are learning contractions, which help us to say and write words more easily - don’t is the same as do not (but with an apostrophe where the o would be). Can’t is the same as cannot (but without the extra n and o).

It’s is the same as it is (without the i). etc.

 

I have given the children some contractions homework for the children to try out over the next couple of weeks.

 

Let the Wild Rumpus Start!

Let the Wild Rumpus Start! 1

Our Year 1 wild things learn to write monster recounts

 

This week in English, we have been writing 'recounts,' which involves considering a beginning, middle and end of a piece of writing, sequencing events in order, and opening doors to let the reader into the story by using different 'openings' for sentences.

 

The children acted out the story 'Where the Wild Things are', with lolly stick puppets, then wrote a recount of the entire story. 'Once upon a time,' 'Bit by bit,' 'Although he was afraid,' 'After a year and a day,' 'Before long,' 'Next,' 'At last,' or...the Year 1 favourite, 'Suddenly.'

 

 If you wish to practice writing with your child, encourage them to identify the beginning, middle and end of a story they know, or real-life events. Ask them to think about some useful and exciting 'openers,' and list them, then begin to write, while choosing openers that work, from their list. Remind the children to keep the writing interesting for the person reading it, by using plenty of details and adjectives.

 

Everything by halves (and quarters) in Year 1

 

This week in Maths, the children have been learning to find half of shapes and numbers.

What they need to know:

 

  • Half means one out of two equal parts.

  • This is why we write ½ (one out of two that the number/shape is cut up into).

  • Two halves put back together make a whole one.

  • Whole is not the same as hole.

  • We can find half of even numbers by sharing. If the number is odd we can’t find two equal halves.

 

Some ideas for home.

 

  • Ask your child to count out an even number of bricks, counters or chocolate buttons – start with a number below ten.

     

  • Now ask your child how they would find half (or if your child fee is confident- a quarter) of this number.

     

  • Support the learning, by providing two saucers for them to use to share out the number. We have been saying ‘one for me, one for you,’ when halving.

     

  • Ask your child if they would prefer half or quarter of a bar of chocolate. Tease out their understanding that ½ would be bigger than quarter. Half is the chocolate in two parts – where you only get one. Quarter is the chocolate in four parts – where you only get one.

     

  • Feel free to replace my unhealthy example of halving with halves of apples, broccoli, grapes etc!

     

Miss Yates

We're measuring up in Year 1

 

 

In maths this week, we are learning to measure using a  ruler. This is trickier than you would imagine for the children, who may still struggle with the physical act of holding the ruler straight. At school, at this stage, we use a 30 centimetre ruler without mms or inches - so we can keep the learning focussed on cms.

 

The children have already decided on their  five 'top tips' for measuring using a ruler.

 

1) Hold the ruler steady with two hands.

2) Start at 0 and look down the ruler until you get to the end of the object you are measuring.  

3) Carefully read the number you reach.

4) write it down then write cm so we know we are not measuring in units of elephants!

5) Check again or get a friend to help.

 

We are also learning to tell the time. o'clock and half past. Please practice this when you are out and about or involve the children when you're having a quick glance at the kitchen clock (now just how many minutes it it until bedtime....?)

 

 

 

Spring has sprung - we hope!

Spring has sprung - we hope! 1

Growing fresh skills...

 

In the second half of Spring term, Miss Yates' children will become junior botanists, as our topic is plants and their growth.

 

We will be planting bulbs and sunflower seeds and experimenting on bean plants. Please feel free to bring in some buds, leaves, plants or flowers.  Green-fingered parent/gardeners step forward to offer your services now...

 

 In English we will start out by learning about features of non-fiction texts and making our own information text about plants. In RE we will be learning about new life and Easter. And in Maths, we continue to work on developing the children’s problem solving skills, time telling, understanding of place value;  and methods for approaching more complicated addition,  subtraction, multiplication and division.

 

Developing the children’s phonics confidence, will also a big priority for this term. New, fun, after-school clubs are also springing up everywhere. Busy, busy!

When you are out and about with your child, try to introduce them to the names of common plants, trees and flowers. The children will learn these in school as part of the KS1 science curriculum.

Collaging houses

Collaging houses  1
Collaging houses  2
Collaging houses  3

Our Spring Topics

 

This Spring Term, our topic was houses and the local area. We began by making rain instruments and rain poems and finding out about local flooding. We learned about the foolish man and the wise man’s houses, investigated building materials and wrote letters on behalf of the Big Bad Wolf to apologise for devastating the Little Pig’s homes. In DT, we designed new and stronger houses for the poor pigs. 

 

Our trip around the block to investigate different kinds of housing in the area around our school, was a big hit with the children.  Afterwards, we made some super, detailed maps, drew and labelled houses and made fabric collages with Paul Klee’s squarey paintings as inspiration.

We chose Poland for this year's International Week!

 

We've had a fabulous time learning about Poland during International Week, helped enormously by two Polish boys in our class and their parents.  Thank  you!  Or rather - dziękuję!

 

Michal’s Dad is a chef. He came in to give us a delicious taste of Poland. The children sampled Placki Ziemniaczane (try saying that with your mouth full of delicious hash browns!) as well as a biscuit treat that Polish children enjoy during festivals and holidays.

 

The children learned about Polish buildings and customs from his slide show;  and the boys in particular were amazed to learn that it took 3,000 people to build the high-rise Palace of Culture and Science in Warsaw.

We also found Poland on the map and made tissue paper corn poppies – the traditional flower of Poland.

 

 

.

Michal's Dad joined us for International Week

Michal's Dad joined us for International Week  1
Michal's Dad joined us for International Week  2
Michal's Dad joined us for International Week  3

Rain, rain go away - our rain instruments.

Rain, rain go away - our rain instruments.  1
Rain, rain go away - our rain instruments.  2

Happy New Year everyone!

 

Now don't blame Class 6 for the weather...

 

But this week we have been writing and performing rain poems!  

First, we made our own rain sticks and rain drums from junk and Miss Yates’ jars of lentils and mung beans. Then we played them loudly (mostly) and quietly, writing down verbs for different rain sounds – from ‘pitter, patter’ and ‘drip drop’ to ‘lashing down’.

 

We also learned new ambitious adjectives to describe this extreme weather we’re all experiencing and learned about the floods with the children sharing their  own personal experiences of the impact of high waters in our own region.  

 

 

one hundred square jigsaw puzzle plus an element of competition = lots of lively maths talk....

one hundred square jigsaw puzzle plus an element of competition = lots of lively maths talk.... 1

100 uses for a hundred square…

 

The children in Miss Yates’ class have been busy learning to use the flexible hundred square as a tool for their calculations. We’ve been learning to add ones along the rows and tens when we jump down the columns.

 

This requires a really strong sense of place value. If you’re out and about and see a two digit number, say, 26, why not ask your child, which digit shows you how many tens in the number and which digit tells us how many ones? 2 – tens and 6 – ones (or units).

 

Keep practicing, it can take time for this idea to take root.

 

Confidence and practice with breaking numbers down in this way is great grounding for all that mental arithmetic ahead.

 

You can print off your own Cheeky Monkey hundred square from http://www.christchurchinf.dorset.sch.uk/assets/hundred-square.pdf

or ask Miss Yates to print one for you.

Doctor Hunter caught and served up in pie!

 

Doctor Hunter, a villainous wolf with long claws and cunning plans, has been caught and brought to justice.

The children used a pointy finger and bossy verbs (imperatives)  to give this story-book character  his just deserts. They also wrote letters and helped the Story Police by describing the fluffy barbarian on a Wanted Poster

 

Tidy our felt pens! Put the lids on! Clean the toilets!  Do it now! our Year 1s bossed.

 

'He is a very naughty wolf with not much friends and I'm not surprised about that'. Someone wrote.

 

'He needs to be put in a hot pie', someone else added.

 

Guess Whose Coming For Dinner by John Kelly and Cathy Tincknell is a fabulous, ambitious book for Year 1 children and our favourite text so far.

 

 

 

Rainbow coloured yummy fun - could you get any stickier?

Rainbow coloured yummy fun - could you get any stickier?  1
Rainbow coloured yummy fun - could you get any stickier?  2
Rainbow coloured yummy fun - could you get any stickier?  3

Pyjamas and biscuit decorating

 

 Wearing your PJs all day makes everything feel dreamy...and the biscuits were teeth numbingly sugary once the class had finished some very fancy decorative work - watch out bake off!

 

Children earned their special sunshine afternoon for super behaviour and fantastic learning.  Well done everyone.

 

Love Miss Yates heart

We've had a lovely splashy time print making in Year 1.

 

The children spent the day printing into salt dough pendants, printing with lego and other unusual objects, making leaf rubbings and trying out an early version of lino cut printing using foam, acrylic paint and a roller.

 

Beautiful work! Messy classroom! Apologies to our cleaner.

 

Print making with Miss Yates

Print making with Miss Yates  1
Print making with Miss Yates  2
Print making with Miss Yates  3
Print making with Miss Yates  4

19/10/15

What a busy first term in Year 1!

 

Miss Yates’ class have made the most of their outdoor learning by ‘Going on a Bear Hunt’. Once we’d all rolled about in squishy mud, swishy grass and dark, narrow gloomy caves, we returned to class to tell the tale – with adjectives and varied sentence openers. Parents wondering where those muddy trousers had come from…I think we might just have the answer…

 

Children who want to write at home are encouraged to practice sentences with describing words. What about describing your bedroom at home? Don’t forget those capitals letters and full-stops. Children who write at bit at home  and bring in work, will be given stickers and heaps of praise back in class.

 

In maths, the children have worked super hard on addition and subtraction number sentences (or sums as they used to be known!) We do actions for add/subtract/equals; and calculate using counters, number cards and number lines to jump forwards and backwards.

 

Anyone wanting a number line so they can practice at home is welcome to ask for one.  

 

Our bodies have been the focus for science. All the children have been fascinated by the Big Body Book.  One of our Mums works as a nurse. She’s brought in a fake but rather realistic brain, bowel and heart for us to examine!

 

Miss Yates’ phase five group are blending it like Beckham now in phonics. Thanks to all the grown ups who joined us to watch the children showing off their super split digraphs and growing flexibility with our reading and spelling.

 

  Welcome to our classroom page.

  I hope you enjoy finding out about what we are doing in our class. This will be an area that will celebrate our learning in

  class and will also help you link learning at home to this too.

  Please check this page regularly if you can, as there may be challenges and things for your children to do and investigate.

  Thankyou

  Mrs. Scott

Week beginning 8th June 2015

We have had a brilliant start to the term.smiley

We have started our new topic and also created our own aboriginal art using pastels. Our work isn't finished yet but when it is we will post some pictures.

We did some really tricky maths over three days which involved solving an addition problem then inversing it to create a matching subtraction problem.We then tried it the other way by solving a subtraction problem first and then creating the matching addition. It was challenging but we did it. Look!

   

Picture 1
Picture 2
Picture 3

Week Beginning 18/05/15

Just a quick note to say have a lovely week on holiday and I will see you back at school on Monday 1st June. Our last half term together in Year 1smiley

When we come back our topic will be'Out and about'. We have a special African story to tell you which is about a hen called SiSi and we are going to look at different places in the United Kingdom and also in the world and see how different they are from where we live.

Week beginning 04/05 and 11/05

A couple of weeks have rushed by and we have been thinking about recognising Signs of Spring and growth.

The children have visited Light Oaks Park and saw some lovely signs that we are well into Spring and well done to those children who could recognise both trees and flowers by their names.

 

Picture 1
Picture 2

Next week we are writing our own fantasy story about flying away on a flying carpet. Where would you go?

We are also working hard on some multiplication problems and looking at flat and solid shapes. Which shapes can you name?smiley

Week beginning 20/04/15

Welcome back everyone after a good breaksmiley

We have started our new topic straight away and have begun to look for signs of Spring outside. It has been such lovely weather that we have been outside on the sandhills and the playground.

                   

Everyone went outside to gather ideas and then later on in the week we wrote a spring poem. They were amazing!

  

Next week we are going to be planting a bean and thinking scientifically about what it might need to grow. We are also going to be using information books to find out about the life cycle of a caterpillar, a ladybird and a sunflower.

Our maths work next week is all about tens and units and then using our skills to solve problems. Look at the problem below. Do you know whether you need to use addition, subtraction or both to find the answer? Can you work it out and find the answer? Bring it in to school if you solve it!

The bus had 15 passengers on it. It stopped at the bus stop and 10 more people got on. The bus travelled on to another bus stop and 3 more people got on and 6 got off. How many passengers are now on the bus?!

Write down how you solved it. You might use pictures or numbers.

Week Beginning 16/03/15 and 23/03/15

Over the past two weeks we have been thinking about water safety and the different types of water that we can find in the environment. We have been looking at how artists represent the sea and also learning about a very famous person called Grace Darling who was very brave and saved people from a shipwreck.

 

On our timeline we looked at famous people who lived a long time ago and also famous people who are alive now. People can be famous for lots of different reasons and some of the children in our class decided that when they grow up they want to be a famous scientist!

 

 

 

 

 

We looked at a very famous picture called The Wave by a Japanese artist and used pencil crayons to create our own wave picture.

Grace Darling and her father William saved people from the rocks after a shipwreck. The boat that she rescued them in was really small and she had to row out to save the people who were shipwrecked. She was very brave and risked her life to save others. You can go on her website and see lots of interesting information about her- we have been telling the story in our own words and imagining what it might have been like on the boat that night.

 

Week beginning 09/03/15

 

This week all our work has been about keeping safe on the internet. At the beginning of the week we talked about what we knew already and made a list of what we wanted to find out next.

After that we started to learn about all the things that will keep you safe when online. We found a brilliant website called Thinkuknow where we met Hector and his friends who told us how to keep safe.One of the things he told us was to never give our details to other people on the internet and we made some posters to tell everyone else to be careful too.

 

 

 

Next week we will be thinking about how to keep safe near water and we have a special guest coming on Wednesday to tell us all about it. I won't give the game away today but will take some pictures to show you next week. Our history work is going to be all about a famous person called Grace Darling. Can you find out what she did?

Our English work next week will be all about a story called'The LightHouse Keeper's Lunch'. We will learn the story and then change it slightly to make our own version. We are getting good at this.

 

Our Mathematics work next week will be all about adding and subtracting 10s and 1s from a number when using a number line. You could practise at home so that you just get better and better!

 

 

 

 

 

 

 

 

 

Week beginning 02/03/15

We have had a very busy week finishing off our Houses theme ready for our new one to begin. We had talked about the different materials used in a house and their properties and we then began to discuss the other properties that some materials have. We had discovered that some materials float and others sink so then we used some of these materials to design and make a boat. We are still 'tweaking' our designs but look at this fantastic boat by Nina. Do you think it will float?

 

We have also been looking at objects from the house from a long time ago. Look at these photographs- do you know what these objects are and how they were used? The bottle had a very special stopper instead of a lid.

 

                             

Next week we begin our new theme of 'keeping safe' and we are investigating how to keep safe on the internet. Our literacy will include posters, information text and labelling as well as designing a comic strip to tell others how to keep safe.

Our numeracy next week is all about using blank number lines to help us solve problems. If you are given a number line with a number at the beginning can you fill in the numbers along the number line?

Week beginning 23/02/15

Welcome back everyone after the holidays. Hope you had a good time and I was really pleased to see that lots of children continued their learning into the holidays!

We have continued our work about Houses and Homes and have been investigating the different materials used when building a house. We have also been printing brick patterns- making sure that we make the pattern correctly to create a strong wall. Here is some of our printing.

 

  Can you see the pattern that makes

            the wall strong? 

In mathematics we have been halving and doubling.

Do you know the answer to these doubles without working out the answer?

 

1+1=

2+2=

3+3=

4+4=

5+5=

 

 

What do you notice about the answers? Can you see a pattern?

Can you continue the set right up to 20+20=?

 

Next week we are going to be investigating in science about different materials and also looking at lots of old objects that people used to use in the house a long time ago.Watch out for our blog next week to see some photographs.

Week beginning 09 02 15- Houses and Homes

 

What a busy few weeks we have had. We have been looking at houses and homes and went for a 'walk around the block' to look at the different types of buildings we could see. We saw flats, shops, terraced, semi- detached and detached houses and later posted a letter with the school address on.It only took a day to reach us back at school!

 

 

 

Next week we have our 'sunshine time' on Thursday as we have collected all our marbles. Everyone is going to dress up as a book character if they can and we will let you know in our next blog about all the different things we did in our special time.Gingerbread man anyone?

Our Literacy work next week is all about The Three Billy Goats Gruff. Lots of us know the story but can you change it into another story about a different kind of animal?

 

 

We are also talking a lot about letters and invites. Look at these two pictures. One is an email from Big Billy Goat Gruff to the troll saying sorry for butting him over the bridge.The other is an invitation to everyone to join the goats on their Field Day.Do you know how to write a letter or an invitation. What should you include in it?

 

 

 

Our Mathematics next week is all about tens and units. Finding out how many there are in a number and then adding another number by adding the tens first and then the units.

51     77    36     24    98

 

How many tens are there in each of these numbers and how many units?

We are going to use straws, counters, cubes, beads, Numicon and Deines to show the tens and units in the numbers.We will also play 'The Exchange Game' to swap tens and units. We will take some photographs of what we do and show you next time.

See you then!surprise

Welcome back!

Welcome back to everyone after a very quick Christmas Holiday.

This week is international Week and our class are finding out about Spain. The children have brought in lots of objects and books for us to look at such as fans and Flamenco dresses. We have also had photgraphs, postcards and phrase books from their holidays.

We have been reading a Spanish folk tale called Medio Polito and have looked closely at the work of Gaudi and created our own mosiacs.

 

     

We are moving on next week to following instructions and using verbs and adverbs to make them more clearer. Practise giving instructions to each other to complete a simple task such as making a drink of squash. It isn't as easy as you think!

In Mathematics we are using the number square to add and subtract 10 and it's multiples by jumping down the different columns from a given number.

E.g. 34 +10-put your finger on 34 on the number square and jump down 1 square to add on 10.

       34+20-put your finger on 34 on the number square and jump down 2 squares to add on 20

       34+30-put your finger on 34 on the number square and jump down 3 squares to add on 30   etc.

Keep practising regular and often.

11th December 2014

 

As you know this half term we have been learning all about toys. Last week we had a look at some toys that are very different to the ones that we know and play with!

 

Year 1 Challenge!

Have a look and see if you remember what some of these toys are or how they work. Can you tell what material they are made from?

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We thought about words to describe the old toys. Some of the words we used were ‘old’ and ‘boring’! I think our Year 1s prefer their own modern day toys!

1st December 2014

The'Toy Man ' came to school last week. We have been learning all about old and new toys and he came to show us some more. Don and Kathryn came to help us make some wooden toys too. Everyone made something different and used the tools to drill holes and hammer in pegs.It was a great morning with lots of learning taking place- especially about a force called gravity! 

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We have other old toys in school and the children will be using them and finding out about them as this week goes by. If you have any old toys at home that you don't mind sending in to school for us to look at, please do. We will take good care of them!

Our mathematics this week is all about more than and less than- comparing numbers with tens and units and seeing which one is the biggest or smallest number, ordering numbers on a number line and then using the number line to add or subtract.

Do you know how to use a number line to add or take away? You have to remember which way to jump and whether the number needs to get bigger or smaller.

Can you recognise these symbols- I have included two new ones- find out what they mean.

+  -  =  <  >

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21st November 2014

What an interesting week we have had. This week has been a Christmas International week and we have been learning all about how the people in Germany celebrate Christmas.

Ask your children about St. Nicholas and what he does on the 6th of December and the type of celebration food that is eaten in Germany too.

The children tasted Stollen,Chocolate Gingerbread and chocolate from Germany and made some Christmas decorations from straw by plaiting and folding. They are very popular in Germany. 

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Next week we are using the film 'Frozen' as a theme for our English work, to find out what makes a good story and whether we can write one too. We will be concentrating on making sure that we use sentence punctuation and also be thinking about using adjectives in our work to make it interesting.

 

Our mathematics next week is all about number bonds to 10 and whether we know them really well. You can practise these at home really quickly and regularly as they are important for mental maths and problem solving.

Here are some examples:     7+3=10     5+5=10    8+2=10    etc.

You can then move on to the number bonds to 20:      17+3=20       15+5=20    18+2=20       

Look what we're doing this half term!

Bonfire Night Art

Everyone seems to have had a wonderful time watching fireworks and some even went to the fair too. We used lots of different crayons, pastels and collage to create some brilliant pictures and we also wrote some poems too..

                    

Next week we are continuing our work about measuring and collecting information on tally charts. We are bringing moving toys to school next week too and will be trying to find out what gives our toys the energy to move.

Thankyou to everybody who is practising their counting- especially backwards! Keep it up as lots of the children are getting much better at it!

Thursday 23rd October

Our Sunshine Time was a great success. Everyone enjoyed using the parachute and then had a choice of a smoothie or making a fruit cocktail.

I think we are all looking forward to having a lovely break but please make sure that you keep up the home reading and counting activities as you would be amazed about how much can be forgotten in 10 sleeps. See you on Monday 3rd November.indecision

       

Tuesday 14th October

Number day was a great success. Thankyou to everyone who took part. We ordered,sorted and used our numbers in lots of different ways and looked at the different places that  numbers could be used around us. Mrs. Scott will try to forget the person who asked whether she was wearing 1000 because that was how old she was!

 

 

Monday 13th October 2014

We are naming and remembering the different properties of 2D and 3D shapes this week. We are also looking for shapes that tesselate. Here are some pictures of our activities.

 

     

We also have a quiz for you to try

Can you name this shape?

Tuesday 14th October

Don't forget it is Number Day next week. Come to school wearing your favourite number- we are going to use them for lots of activities during the day.smiley

Counting backwards!

We are practising lots at counting forwards and backwards. We are pretty good at counting forwards but we are finding counting backwards trickier- please practise at home with your child from 20 at first,then 30, then 40 and so on. It really helps for all sorts of number problem solving.

Tuesday 7th October

What a fantastic time we had when Grandma Vera came to visit. She brought lots of different artefacts from the different ages that she had lived through. The World War 2 objects were our favourite and the air raid siren made such a noise! Ask your child about the baby's gas mask too- everyone was fascinated by it.

 

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