Term 3

Class Learning Updates

Please see this page for updates on the latest learning that has been happening in our Year 1 classrooms!

Excursion: Quantum

The Quantum Excursion was a hit!

The students had a great time learning about game design using iPads. They got to make their own video games by building paths and adding obstacles. It was great to see students test their own and each others games.

R U OK? Day

Last week, our school community took part in R U Ok? Day. It was lovely to see our Year 1 students wearing yellow to support the day.

We discussed the importance of asking others,"Are you okay?" if we think someone may feel sad or upset. The students took part in an activity where they completed a Y chart, where they explained:

What is looks like
What it sounds like
What it feels like

...when someone might not be okay.

It was a positive day, and the Year 1 teachers are really proud of how respectful and kind the students were.

Weeks 8 & 9: Reading

Author Study

In Week 8, students listened to and viewed the picture book "After the Fall" which is another version to the classic Humpty Dumpty rhyme.

As we read, we discussed how Humpty's feelings changed throughout the story. The students thought about how he felt at the beginning, middle and end. They used clues from the story and illustrations to explain their thinking.

The students completed an activity where they drew a timeline and wrote about Humpty's feelings at different points in the story. This activity helped them better understand Humpty Dumpty and how he grew and changed.

This week, a strategy we focused on was sounding out the beginning, middle and end sounds in words because this helps us blend sounds together to read unfamiliar words. Also, we have been encouraging students to use their finger to follow each word as they read because this helps them concentrate and track the text.

The Year 1 teachers modelled these strategies during our shared reading of the fractured fairytale "Goldilocks and Just One Bear." Therefore, students saw firsthand how blending strategies and finger-tracking can help when reading texts. Students are gaining more confidence in reading each day.

Weeks 8 & 9: Writing

Students completed another writing cycle where they planned, drafted and published their very one fractured fairy tales!

First, they chose a fairy tale they enjoy and changed one element of the story- such as the character, setting or ending- to make it their own. Then, they planned out the beginning, middle and end of their new version. Next, they moved on to drafting their stories. Once they finished their drafts, they created a final published copy.

The students had so much fun writing their stories and proudly shared them with their peers.

Weeks 8 & 9: Numeracy

3D Objects

Our students have been continuing to explore 3D objects and their features.

They had the opportunity to look at and feel 3D objects such as cubes, cones, spheres, cylinders and pyramids.

Students investigated:

How many faces each 3D object has.
How many vertices (corners) each 3D object has.
Whether the 3D object had edges (curved or straight lines) or no edges. Then, sorted them into groups.

It is fantastic to see students spotting 3D objects in the classroom- like balls, cans and tissue boxes.

Addition

This week, the students have been learning to solve addition problems.

We have been focusing on the "count on" strategy where we count on from the biggest number to make adding easier. For example, if the problem is 10 + 5, students learn to start at 10 and count on: 11, 12, 13, 14, 15.

In one activity, students listened to or read a word problem and then followed these steps to solve it:

Count on from the biggest number
Draw a picture to visualise it
Write a number sentence to show your work

They are slowly building their confidence in their problem-solving skills.

Weeks 8 & 9: CBL

This week, students presented their toys they made to the class as part of our CBL unit on forces.

They had the chance to show their toy to the class and explain how it moves. Students can use the language they learned to reflect on the type of force their toy uses like:

push
pull
stretch
bend
roll
slide

It was a pleasure to hear students discuss their toy designs and the forces at work.

Weeks 6 & 7: Phonics

In Year 1, students are building foundations in reading and spelling. They are learning that letters represent sounds and these sounds work together to form words.

Each week, we focus on a new sound. for example, students in 1E recently learned about the digraph 'ch' which appears in words like cherry and beach. As they learn these sounds, students participate in activities to help them read and spell. The weekly activities include:

Reading Cards
Workbooks
Games such as Roll & Read Racetrack
Sight words practice sheets

Also, each student participates in weekly reading groups. During the reading groups, they read decodable books that match their current level. When students come across new words, we encourage them to decode them.

Our goal is for our students to become fluent readers. It is wonderful to see how they are building their confidence in reading.

Weeks 6 & 7: Reading

Author Study

In week 6, students practiced making text-to-self connections because this helps them understand what they read.

We read Little Red and the Very Hungry Lion by Alex T. Smith, which is a twist on the classic fairytale Little Red Riding Hood. As we listened to the story throughout the week, we paused to think about how the characters felt. Then, we thought about how those feelings connected to our own lives.

For example, at the beginning of the story, Auntie was sick with spots and needed Little Red to help. We asked the students: "How would you feel if someone you loved was sick like Auntie?" They drew pictures and wrote sentences about a time when a loved one was sick.

This week, students explored the strategy of making inferences. They learned how to use clues from the story and their own thinking to understand how a character might feel.

We read Ninja Red Riding Hood by Corey Rosen Schwartz, which is another twist on the Little Red Riding Hood fairytale. As we listened to the story throughout the week, we thought about how the characters feel even when it was not said directly in the text.

During one lesson, we discussed when Ninja Red Riding Hood sees the wolf in the woods. We asked: "How do you think Ninja Red Riding Hood felt in that moment?" Also, we asked students to imagine how they would feel if they were walking in the woods and saw a wolf looking at them! Students did a wonderful job sharing their ideas and writing sentences about how they would feel and why.

Weeks 6 & 7: Writing

Author Study

In week 6, students began drafting their own fairytales! Using their story maps as a guide, they wrote the beginning, middle and end of their stories.

Students are learning to organise their ideas clearly and write neatly so their work is easy to read. They worked hard to leave finger spaces between each word, use capital letters at the beginning of each sentence and end each sentence with a full stop.

Students are keen to share these stories with you soon.

Throughout the term, we have explored a range of fractured fairytales. Some of students favourites include:

Little Red and the Very Hungry Lion by Alex T. Smith
Ninja Red Riding Hood by Rosen Schwartz
The True Story of the 3 Little Pigs by Jon Scieszka
Seriously, Cinderella is So Annoying! by Trisha Shaskan

Therefore, this week, students have started planning their own versions of classic fairytales. They chose a well-known fairytale, explained the main character, and then gave the character a fun new twist. For example, turning the Three Little Pigs into robots!

Students have begun drafting their stories, and cannot wait to edit and revise them soon.

Weeks 6 & 7: Numeracy

Grouping and Sharing

Over the past couple of weeks, students have been learning how to share objects equally, and that there is more than one way to do it.

In one lesson, they had to share teddies into equal groups. The students worked through problems such as: "How can you share 12 teddies between 2 mats?"

They placed one teddy at a time on each mat. Students checked to make sure the mats had the same amount, by counting to identify how many teddies were on each mat.

In another lesson, they had to imagine that they needed to share cookies between friends. The students worked through problems like:

How can we share 12 cookies between 2 friends?
How can we share 12 cookies between 3 friends?

They placed one counter or drew one cookie at a time on each persons mat. Students checked to make sure everyone got the same amount, by using tally marks to record how many cookies each person got.

3D Objects

This week, students have been learning about 3D objects. They explored different 3D objects such as:

Cubes
Spheres
Cones
Cylinders
Pyramids

The students completed a hands-on activity where they touched, drew and named 3D objects.

Weeks 6 & 7: CBL

This term, students became toy designers! Using recycled materials such as fabric, elastic bands, strings and cardboard they created their moving toys. The students successfully built a toy that shows either a push or pull force to make it move. It was wonderful to see students create toys that either rolled, slid or spun.

Week 4: Life Saving Victoria Incursion

The Year 1 cohort participated in the Lifesaving Victoria incursion. It was delivered on-site at the gymnasium. The students participated in activities to learn about:

How to stay safe at the beach
How to use a lifejacket
Why you should swim between the red and yellow flags
Who is a lifeguard
How to stay SunSmart outdoors (importance of wearing a hat, sunnies and sunscreen)

It was great to see students engaging in the games, demonstrations, role-plays and questions and answers.

Week 4: Bullying. No Way!

As part of our commitment to create a safe school environment, the school took part in a Bullying. No Way! day. The focus was on learning what to do if:

You are being bullied
You see someone else being bullied

The students explored what bullying is and how it can make others feel. We discussed why it is important to tell an adult and look out for our peers.

The students reviewed the "Stop, Walk, Talk" strategy.

Stop: Tell the person to stop
Walk: Move away from the person
Talk: Tell an adult (teacher/parent)

Each student reflected on what they can do if they are being bullied or how to help others if they are being bullied. They wrote their ideas on paper strips and we created a paper chain.

Week 5: Book Week

The Year 1 classes has had a wonderful week celebrating Book Week!

The students enjoyed visiting the library to explore the books available to purchase. It was a great opportunity to discover new books and authors.

The highlight of the week was the Book Character Dress-Up Day and Parade. The students looked incredible in their costumes. Shout-out to all the parents and carers who helped their child get prepared.

Weeks 4 & 5: Reading

Over the past couple of weeks, students have been exploring two fractured fairy tales.

The True Story of the 3 Little Pigs by Jon Scieszka
Seriously, Cinderella is so Annoying! by Trisha Speed Shaskan

They have been learning to make predictions to understand the stories they read. The students thought about what might happen next and why. They could draw what they think will happen and write a sentence.

Also, students have been learning to make connections between different versions of the same story. For example, they compared:

The Three Little Pigs with The True Story of the 3 Little Pigs
Cinderella with Seriously, Cinderella is so Annoying!

Students could use Venn diagrams to explore how the characters and events were similar or different in each version.

Weeks 4 & 5: Writing

In Week 4, students have been learning how to create interesting characters for their stories. They have been exploring outside and inside traits. For example:

Outside traits: A characters appearance
Inside traits- A characters personality

Students have used a graphic organiser to describe both the outside and inside traits of their character. This will help them plan and write their own stories.

In Week 5, students have been developing the setting, problem and solution of their stories. For example, they drew their fairy tale setting and described it using their five senses. Students were very creative and could explain what they could see, hear, smell, feel and taste in their setting.

Weeks 4 & 5: Numeracy

Representing, Comparing and Discussing Data

Students have been learning how to collect and display data. They used sticky notes to gather information and make simple graphs. The students answered 2 questions:

What is your favourite playground equipment?
What is your favourite ice cream flavour?

Each student wrote their answer on a sticky note and placed it on a class chart. Then, we counted the sticky notes to see which was the most popular option.

After collecting the data, students used the results to create their own pictographs in their books. They did a great job with recording the data, using faces to represent numbers and describing what the data shows.

Number Sequence & Skip Counting

Students have been learning to recognise and continue skip counting patterns using 2s, 5s and 10s. They used number lines and number charts to count forwards and backwards. The students have been doing the following:

Looking at the number pattern
Saying the rule (e.g. counting by 10s)
Using the pattern to keep counting forward or backward

It is wonderful to see the students becoming more and more confident with spotting number patterns.

Weeks 4 & 5: CBL

Last week, students explored toys from the past and present. As a class, we viewed photos of toys and discussed how they looked and how they were used. Then, students completed a cut-and-paste activity where they sorted the toys into categories. They are developing an understanding of how toys have changed over the time.

Also, students have explored recycled materials such as fabric, string, rubber bands and card board. We explored materials by touching them and describing how they feel. The students thought about how they may use the different materials to make parts of a toy.

This week, students have planned and designed their own toys. First, they thought about what toy they would like to make, what materials it would need and how it would move. Then they have started bringing their ideas to life using a variety of recycled materials.

Weeks 2 & 3: Reading

In week 2, students listened to the book Hairy Maclary From Donaldson's Dairy by Lynley Dodd. Prior to reading the book, they made predictions about what might happen. After enjoying the story, we shifted our focus to exploring the verbs, nouns and adjectives in the text.

In week 3, students listened to their favourite nursery rhymes such as:

Humpy Dumpty
Twinkle Twinkle Little Star
Miss Polly Had a Dolly
Jack and Jill

As they listened to the poems, they practiced the skill of identifying rhyming words. Then, students went on a "rhyme hunt" where they read through poems and circled all the rhyming words.

Weeks 2 & 3: Writing

In week 2, students used graphic organisers to write verbs, nouns, adjectives and rhyming words about a fun topic-dogs! They sorted verbs (like run or jump), nouns (dog or puppy), adjectives (fluffy or furry) and rhyming words related to dogs. Students did a wonderful brainstorming and writing words in the different categories.

In week 3, students created poems about animals they love-dogs, cats and frogs. Each student chose their favourite animal and wrote a poem. First, they drafted their ideas on paper. Then, they used a writing checklist to edit their work. Next, they published their poems and shared it with the class through a class book.

Weeks 2 & 3: Numeracy

Number Sequence & Skip Counting

Students have been exploring patterns in dominoes. They were given a sequence of dominoes in a clear pattern. Students had to figure out the rule, use that rule to fill in the missing domino and explain the rule they used. For example, some patterns increased by ones. It was great to hear students explain their answers.

In another activity, students were asked to create their own patterns using Australian dollars and coins. They were successful with creating their own patterns using the Australian dollars and coins. Students could skip count to count the money. They could record their patterns in their math books by drawing or writing about them.

Weeks 2 & 3: CBL

In week 2, our students explored how different recycled materials move. They went to each station and tested whether materials can roll, bend, stretch or slide. Students were able to record what materials they may use when they start building their own toys later in the term. It was wonderful to see them show teamwork by sharing the resources in their groups.

In week 3, students explored how force can make things move, go fast or slow and change the shape of things. They went to each station and explored what happens when they pushed, pulled, squished or stretched something. Students were able to record how the force affected how things move. For example, pushing a toy car gently makes it go slow versus pushing it strongly makes it go fast.

Reading

In Reading, students listened to The Very Cranky Bear by Nick Bland. Over the week, they engaged in activities to build their reading and language skills. For example, the students made predictions about the story, practiced summarising what happened and learned new vocabulary such as the words cranky, furry and golden.

In one activity, students chose an adjective from the story- such as the word furry- and used it in their own sentence. You can see examples of this in the photos below. It was great to see students practice using adjectives and applying new vocabulary in their writing.

Writing

In Writing, students identified nouns, verbs, adjectives and rhyming words from The Very Cranky Bear. Over the week, they completed a template where they filled in one box at a time. For example, the students identified nouns on Monday, verbs on Tuesday, adjectives on Wednesday and rhyming words on Thursday.

On Friday, they used the rhyming words they found to create their own poems. You can see examples of this in the photos below. It was lovely to see students use rhyming words to make their writing more interesting.

Numeracy

Capacity

In numeracy, students learned about capacity and words to describe how much a container can hold. In one activity, the students poured water into containers to match the vocabulary cards. The vocabulary cards had words such as:

full
nearly full
half full
nearly empty
empty

They also did an investigation comparing how much different containers hold using the same measuring cup/spoon. First, they made predictions about which container would hold the most or the least. Then, the students used a cup or spoon to fill each container with water and counted how many cups or spoons it took to fill to the top. Last, they recorded their results on a worksheet.

CBL

In CBL, students are learning about forces by exploring and playing with different objects. They discovered how they can make objects move by pushing and pulling them. Through play, they learned that pushing or pulling an object it moves closer to them or further away from them.

Page updated

Report abuse