Last Friday saw the end of our journey through topic work, letters and numbers. All we have left to do now is complete some workbook pages that were missed due to absence from school, to have some year end closure activities … and to have fun!
Over the past two weeks we continued to work our way through the topic of people who help us and we spoke about doctors and nurses and pilots and other airline crew and, as you know, we visited the dentist ourselves.
The children learn about what a visit to the doctor entails and what the doctor will be doing when they listen with the stethoscopes. They also saw what happens when someone needs an x ray after an injury. Once again they could use their stethoscopes and an x ray machine made out of a box to play doctors and nurses.
When talking about pilots, we had a look at supersonic planes which, when they reach a certain speed (faster than the speed of sound), emit a loud bang and then a zzzzzoooom.
To conclude the topic, we had a session in which we tried to remember all the people who help that we spoke about during the last weeks – the children managed to remember them all!! We then practised asking questions that we would need to ask them should we be in need of help e.g. Reporting a lost mobile to the police – Could you please help me find my mobile? More importantly we thought about what people could ask them in an emergency so that they could see whether they knew the answers. These are the main examples:
- What is your name?
- Where do your live?
- What is your mum/dad’s phone number? (Safety tip: If your child finds it difficult to remember the number, you can write the number on the inside of their shoes. Should they get lost, they will be able to ask for help and indicate where the phone number could be found.)
- What is your mum/dad’s name? (Safety tip: Should the children get separated from their parents in a crowded place, or e.g. in a supermarket, the best thing would be for them to shout out their parent’s name rather than just mum or dad. It is easier for an adult to tune out the sound of mum/dad and not respond immediately but he/she will immediately respond if he/she hear his/her own name).
Our literacy links to these topics were x for x ray, z for zzzoom and q for question and with q were completed our letter writing journey for Pre-Junior. We also linked the number 19 to the topic of doctors and stuck 19 windows on a hospital building and the number 20 to a plane and stuck 20 windows on it too.
Stories and clips relating to these topics can be found here: Topic work e learning site
I am in the process of sending back all workbooks and crafts completed during term 2 and 3. Before sending them home, I am trying to ensure that most of the pages missed our on due to sickness or other absence from school are completed. In the case of letter and number writing pages, I am not asking the children to complete all pages but only to practise until I think that they have grasped the formation to the best of their abilities. So, if a child would have missed out on all three letter writing pages for a particular letter, if the child completes the first page and writes the letter well using the correct letter formation, then I am not asking him/her to complete the other 2 pages.
You will also note certain terminology written or stamped on the pages. Starting off in the writing books I sent home and then more consistently in later booklets, the second and third letter/number writing pages were marked as either “learning objective achieved”; “working towards your learning objective” and 2 stars and a wish.
If the work was stamped as “learning objective achieved” it meant that the letter/number was written neatly using the correct formation. I used the “working towards your learning objective”, stamp for those children who used the correct formation when writing letters/numbers but whose fine motor skills need to develop a bit more in order to enable their writing to be smooth. The last stamp is the two stars and a wish stamp that I used when there was something specific to improved eg. remember to start from the dot or not to write outside the box. This last stamp proved to be very effective and I would read the wish to the child at the beginning of the next writing session to remind them what was expected of them and most times, they rose to the occasion and adjusted their writing accordingly.
Please remember that your children are in Pre-Junior and do not expect all your child’s work to be marked as “objective achieved”. What is most important at the moment is that they learn and remember the correct formation. Also, please remember where your children started off from. I have been looking through all the workbooks one more time before sending them home and I am very happy with the progress of each and every child.
Last week, we talked about wardens and their roles in the community. We saw how wardens enforce laws by ensuring that everyone is driving safely, parking properly and seeing that towns and cities are kept clean. They manage traffic when the roads are busy, or when there is something blocking the road e.g. a big cranes. They are called out when two cars bump into each other.
We listened to a story about Officer Buckle which can be found on the e learning site (https://stcathsprejuniortopicwork.wikispaces.com/People+who+help+us). For the purpose of our lesson, we called we changed the officer’s name to Warden Buckle. The story was good to illustrate that the rules enforced by wardens are there for our own safety and therefore we must obey them at all times, not only not to get a fine but in order to keep ourselves safe. We concentrated mainly on the rules that affect the children’s lives at the moment – using appropriate car seats and seat belts in cars and the fact that children should never sit in the front passenger seat in a car. I hope that this topic may help you ensure your children’s compliance in obeying these safety rules.
The last session of this topic, I asked the children to imagine that they were wardens and to suggest a few rules that we should observe for our own safety. This is what they came up with:
- Do not hit, punch, pinch or fight with others
- Obey your mummy
- Always wear a seat belt
- Be careful when walking near a road
- Don’t stand on a swivel chair (this came out of the story); don’t jump on sofas or beds
- Play gently
- Look left and before crossing a road and cross at traffic lights if possible
- Don’t drive fast
The literacy link for this topic was letter w for warden. We also counted up to 18 – we added 18 musical notes to a picture of a warden who had to whistle 18 times because he had seen 18 situations where safety rules were not observed.
These past two weeks we have been working on the topic of People who Help in the community. So far, we have spoken about policemen, train drivers, lifeguards and vets. We have red a variety of books about these topics which served both to increase the children’s knowledge of the subjects as well as to enhance their vocabulary. These books are displayed below:
The children are finding this topic very interesting and their imagination is working hard as they start to imagine themselves as adults in the various jobs. I am trying, as much as possible, to insert information that is relevant to their lives as we discuss each community worker. So far, they have learnt that a policeman is a trusted adult who they can trust to ask for help (as opposed to someone they should be afraid of) and how to dial 112 in case of an emergency. They also learnt how to keep safe at the beach and how to know whether a beach is safe to swim in by looking at the colour of the flags put up by the lifeguards. It would be great if you could help them look out for these flags in summer when going to a beach that is supervised by lifeguards.
We linked a letter to each community worker or the vehicle they use- we had j for jeeps that can be driven by policemen; y for yachts used by lifeguards; u for underground trains drivers and v for vets and their vans.
We also worked our way through the numbers 15 to 17. Each time I emphasise that the number is made up of a ten and another number eg. 15 is 10 and 5. When the children count up to the number, they then check themselves by dividing the objects counted into 10 and the other number. As soon as we reached the number 16, counting objects became more difficult because it takes a lot of concentration for the children to accurately count up to such a high number. Also, quite a few children miss out either the number 15 and 16. These counting skills will be further refined in Junior 1 but in the meantime, I encourage you to count up to 20 with your children whenever the opportunity presents itself to you in your every day life – e.g. when going up stairs.
Resources used in class relating to the topic may be found here – http://stcathsprejuniortopicwork.wikispaces.com/People+who+help+us
Songs about numbers in their teens, not all of which were used in class but many of which are fun to watch, may be found here http://numeracywikispace.wikispaces.com/Numbers+11-20
The last bit of our journey through the topic of Holland had us discussing canals. We first used google maps to take a walk through a street of Amsterdam besides a canal, crossing a bridge and seeing a boat house parked by the side of the canal. You can access the place we walked in by following this link. You can click the arrows that appear to walk around.
We then explored the topic of locks and how they are used. I explained how sometimes when canals meet each other, they can be on different levels and, if this is the case, locks are needed to allow the boat to go from one level to another (since boats it can neither jump nor fly!). I used the clip below to show the children how locks work.
Tomorrow (weather permitting) we should have the opportunity for a hands on session about how canal locks work as I happen to have a toy canal with a functioning lock which I have taken in to school for the children to play with.
We then moved on to the concept of boat houses using the story, Cosmo the Boat Cat written by Sherry Sweet Tewell which can be seen below:
We saw how in reality boat houses can be very glamorous and had a sneak peak inside some of them.
We linked the number we were learning about, number 14, to the topic by putting 14 flowers on a boathouse to make it look pretty. As the numbers we are counting up to are getting bigger, I am asking the children to first count the number of objects – 14 flowers in this case. I then ask them to check their counting by dividing the 14 flowers they have counted out into two groups – one of 10 and one of 4. If they have counted incorrectly, they are able to identify and correct their mistake. I will continue doing this as we work our way through the teens.
The literacy links to this topic were l for locks and b for boathouses.
As part of our topic work about Holland, we looked at a particular type of farm goat found in Holland. The key story for this sub topic was the story of the Billy Goats Gruff.
The literacy link for this topic was letter g for goat and in our numeracy work, we built a gate around the field that the Billy Goats Gruff lived in to keep them safe from the troll. To do this we used 13 bits of “wood”. The children learnt some fun facts about goats. They were really amused by the fact that goats are good climbers and that some goats actually climb trees!
This term, we began working on numbers in the teens and have completed our work on the numbers 11 and 12. As we work through the teens, I will be reminding the children of two things. The first is that numbers in the teens are made up of a ten and another numbers. So 11 is a ten and a 1 and 12 is a ten and a two. I keep on showing them this visually using Numicon shapes as can be seen in the pictures below.
When the children counted up to 11 or 12 either when counting out objects or when drawing circles, they could choose to to count all the way up to 11 or 12 or count out 10 and a 1 or 10 and a 2.
When learning about the number 12, the children also learnt about what clocks look like. We concluded that clocks are made up of a shape (often a circle) with the numbers 1 to 12 on it and two arrows that are called hands. We only dealt with o’clock times. The children know that the big hand would be on the 12 and the small hand shows the time. Songs relating to this topic may be found here ….http://numeracywikispace.wikispaces.com/clock
We also made clocks by placing numbers on the floor and using the children as hands – they loved it!! Here are some photos.
This week, we brought our “In the Garden” topic to a close with something that we enjoy doing in the garden – kite flying. “Kite Flying” by Grace Lin was used to introduce the children to the topic. This book showed a family putting a kite together. The children learnt about different traditions around the world relating to kites. They also made and decorated their own little kites which they then flew outdoors in the playground. They loved running around with the kite behind them. Some of the children managed to get the kite off the ground and fly quite well despite the fact that we had to keep the strings short.
Our literacy link to kites was letter k for kite. This is usually one of the most complicated letters to write but seeing that they were learning to write it directly after learning to write the letter h, they handled it very well. By the second writing session they were off and away writing it correctly and confidently. So a big well done to all!
Once again we used a garden scene with children flying kites in it to read some simple words.
To complete our addition in daily life sessions I asked the children to imagine they were farmers. What would you need to count and add? This is what they came up with.
We have started working on additions where the children are given two numbers and they have to find the totals without having any accompanying pictures. We talked about how to work out the total in these situations. We concluded that you can use your fingers, use blocks, buttons or other objects to count with or to draw circles on a piece of paper depicting the individual numbers. We have been using the last two of these methods in class and tried to apply them to interesting situations as well as to their workbooks.
Last Friday, the children played bowling in small groups in class. They had two turns each and then had to count how many bowling pins they dropped in total. Today we played a board game in which some children were called out to spin two spinners. They added the numbers on the spinners to see how many paces they could move forward. I suggest that if you play any board games with your children during the Easter holidays, you can encourage them to add up the totals themselves. Below is the scoresheet we used for the bowling game. You can use as a scoresheet for any game in which the children need to add two numbers together.
Here is how we use it. You would need to put in the two numbers you want to add in the boxes underneath the ovals. Then:
Last week, as part of our exploration of things found in the garden, we learnt about hedgehogs. The first book that we read about this topic was “Harold the Hedgehog” by Jack Connolly and Rhianna Lewis. Harold envies other animals because he would like to be colourful like a snake, have a good memory like an elephant, jump like a kangaroo etc until an animal makes him realise that other animals would like to have spikes like he does. The following days the children learnt how and why hedgehogs are endangered. I asked the children to look out for hedgehog signs such as these when driving through the countryside:
We also read another book about hedgehogs. This time it was a book with facts about hedgehogs written by Jan Marie Muller.
The children love learning new facts about animals each time we speak about a new animals. They particularly enjoy seeing the babies of each animal. Both books can be found on the e learning site – https://stcathsprejuniortopicwork.wikispaces.com/In+the+garden
Our literacy link to the topic of hedgehogs is letter h for hedgehog. H is a one armed robot letter. When writing it, the children need to remember that they only need to bounce half way up the line before making the tunnel. Otherwise, it will look like a n.
In their numeracy work, the children worked out additions by counting hedgehogs and food the hedgehogs eat.