Week 4 - 7

Reading

Fractured Fairytales

Over the past few weeks, we have continued to unpack and explore a range of fractured fairytales. We compared and contrasted the original tales with their fractured versions, paying particular attention to the characters and settings. We also learned how to identify the main idea in a text and locate the supporting details.

In addition, students learned how to write a summary of a text using the Somebody, Wanted, But, So, Then framework or a story pyramid. We also spent time developing the reading strategy of inferring. We practised making inferences about what characters might be thinking and feeling by closely examining their actions and the language used in the story.

Writing

In writing, we have been working in our writer’s notebooks, exploring different writing seeds. For example, students used their five senses to vividly describe a setting and responded to picture prompts to generate ideas. From these seeds, they also developed several passion pieces based on topics that interested them.

A large portion of our time has been spent focusing on the writing process—planning, drafting, revising, and editing our own version of a fractured fairytale. During this process, we experimented with ways to make our stories more engaging, such as creating sizzling starts to capture the reader’s attention. We structured our narratives using a story mountain, ensuring our writing included an introduction (sizzling start), rising action, climax, falling action, and a resolution with an exciting ending. We also explored how to include dialogue and direct speech to make the stories more lively and engaging, while using synonyms to add variety and interest to their vocabulary.

Maths

Subtraction, Addition, Fractions & Angles

In Maths we learnt to apply count on, count back and the jump strategy to solve addition and subtraction problems on a numberine.

We explored fractions halves, thirds, quarters, fifths, sixths, eighths, tenths and twelfths. We practised ordering fractions from smallest to largest and vice versa on a number line and learnt to use a fraction wall to help us determine equivalent fractions.

We have also developed an understanding of the different types of angles - right, acute, obtuse, straight, reflex and full. We went on a walk around the school and identified fractions in the real world and then discovered how many angles we can find in our own names.

We have also been developing our number fluency through playing games in like needs groups.

CBL

Australia

In CBL we have learnt that Australia is made up of 6 states and 2 territories. We have investigated man made and natural landmarks located around Australia for example the Sydney Opera House is a man-made landmark in New South Wales while the Great Barrier Reef is a natural landmark located in Queenland. We identified Australia's climates, vegetation and population distribution. We were given a list of places from around Australia and chose one to further investigate. We have started our personal inquiry and in small groups learning all about a chosen a state or territory.

Personal and Social/ RRRR

Bully Prevention

Throughout this term we have explored how to use the Stop, Walk, Talk strategy to help us solve issues that arise during the school day. We have made posters demostrating this understanding in paricular for gossiping and inappropriate remarks.

We have all individually created our own wellbeing plan listing strategies we can use to help us be ready to learn and identifed 5 people/adults at school we feel safe to apporach to talk about problems we might be encountering.

Buddies

Our buddy classes are Year 1 this year. We have already met with our buddies on two occasions, this week will be our third. During the first meeting we completed a getting to know each other task. For example 1D and 4D create a flower. In each petal we had to list something we feel that we are good at or we like and if our buddy had the same interest they also wrote it on their flower in the same colour.

Our second meeting we all completed a piece of a jigsaw. We traced around the piece in our house colour and then inside the jigsaw piece we listed and drew pictures of what teamwork is. The jigsaw was then put together to show that it takes all sorts of people and teamwork to make thing work and fit together.

The buddy classes this year are:

4A - 1B

4B - 1D

4C - 1E

4D - 1C

4E - 1F

4F - 1A

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