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Word Rumble: Spelling Practice

Word Rumble can be a fun way to practice spelling and build fluency in writing. In class, children use a whiteboard and whiteboard pen but they can use any writing materials (and I mean any - get creative!). 

If you're working together, you can facilitate by showing each slide for 5-10 seconds while the children write. At first you might allow longer, eventually you can see how quickly they can write the words. At each slide, the child should say the word, then write the word, saying the word as they write it.

Alternatively, it could be an independent activity. The children move to the next slide when they have finished writing the word.

Below are sets A-E. "Let's get ready to rumble!"


In-class maths: Counting on

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This group has been learning how to count on to solve addition problems. We have been trying to move from using materials (physically counting our fingers, the numbers, etc) to using imaging, where we count and keep track inside our head. 
While we were practicing today, two other great strategies were used: "tidy numbers" and using basic facts. "Tidy numbers" is where the smaller number is split to take the biggest number to the nearest 10. For example, 9+5 could be worked out as 9+1+4. A child might use basic facts in a problem like 12+5 because they know 2+5=7, so 12+5=17. 
When children know the answer to a question, we will always ask "how did you know?", "why do you think that?" or "how did you figure it out?" This builds metacognition (thinking about our own thinking) and benefits others in the group because they can learn from each other. 

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In-class maths: Adding and subtracting to 10

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After an instructional maths group with the teacher, the children are often encouraged to show their learning and practice the skills through an independent task or game. This group has been working on adding and subtracting numbers to 10. These questions are called "change unknown" because they're trying to determine the missing number. They can be tricky to work out!
A word problem we might use to accompany these number problems would be something similar to "Miss Russell had 6 lollipops at the start of the day. Now she only has 5 left. How many did she eat?" :)



Information Reports

In Term 2, we began looking at Information Reports - why we might write an Information Report and what an Information Report consists of. There are four main parts: title, introduction/classification, description and conclusion.

This writing genre fit in perfectly with our focus on farms and farm animals. The children chose a farm animal that interested them the most. In groups with others who liked the same animal, they brainstormed what they knew about the animal, in particular, what it looks like, where it lives, and what it does. Then we set out to write our Reports.

Photos from our day at Ambury Farm

Please click here to view our photos from Ambury Farm.

Ambury Farm Inquiry

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The focus of Term 2 Inquiry was Technology, specifically building and structures. Using the Three Little Pigs story, we discussed animal structures and why we thought it was important for animals to have good houses.
We then visited Ambury Farm. Afterwards, we looked at pictures of the animal houses we saw there. We talked about what animals needed in their houses and what made a good animal house. Here is the Room 4 thinking around this:
Using the children's ideas for what a good animal house needed, we then posed a building challenge:
The children were so creative in building their structures!

All About Adjectives

We have been learning about adjectives and focussing on using them in our writing.

We went out to the school garden to experience our surroundings. We thought about what we could see, hear, feel and smell.

On big posters with photos from the gardens, we recorded adjectives to describe many of the things we saw. Then we worked to use the adjectives in sentences, with a goal to write about three or more things from the garden.

The children write beautiful, descriptive sentences using their adjectives!