Thursday 15th February: Home learning for school closure

Posted by neridakiprotich

Reading

Read one of your home fluency book stories (extra were sent home).

Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is.

Middle – state what is the problem

End – state what the solution was.

Don’t forget to practice your Magic 100 Words EVERYDAY. (One minute challenge-write each word for minute. How many times did you write each word? Which one did you write the most times in a minute? Which one did you write the least times in a minute?)

Writing

See wellbeing below.

Mathematics

Use the links provided to practice skip counting by 10s and 5s.

Count by 10’s

Count by 5’s

Inquiry

Watch the story upload of ‘What the Ladybird Heard’. Video of ‘What the Ladybird Heard’

Create some of the characters of the story. If you can, take a photo and send it to your teacher.

Some ideas might be:

  • Make a puppet
  • Draw or paint a character
  • Use recycled materials, i.e. boxes to create a character

Wellbeing

Write a list of kind acts you can do for your friends and family over Chinese New Year.

 

Wednesday 14th February: Home learning due to school closure

Posted by neridakiprotich

Reading

Read one of your home fluency book stories (extra were sent home).

Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is.

Middle – state what is the problem

End – state what the solution was.

Don’t forget to practice your Magic 100 Words EVERYDAY. (Write each word in 5 different colours and then read them).

Writing

See wellbeing below.

Mathematics

Measurement: At home find three things that are taller than you and three things that are shorter than you. In your workbooks, draw and label these.

Inquiry

Watch the story upload of ‘What the Ladybird Heard’. Video of ‘What the Ladybird Heard’

Create the setting of the story. If you can, take a photo and send it to your teacher.

Some ideas might be:

  • Use lego or blocks to make the setting
  • Draw or paint the setting
  • Use recycled materials, i.e. boxes to create the setting

Wellbeing

Write a positive post/ letter to someone at school starting ‘I like how…’ and put it in your diary pouch ready to bring to school.

 

Tuesday 13th February: Home learning due to school closure

Posted by neridakiprotich

Reading

Read one of your home fluency book stories (extra were sent home).

Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is.

Middle – state what is the problem

End – state what the solution was.

Don’t forget to practice your Magic 100 Words EVERYDAY. (Use the cards you made and pick one up, read it and then see if you can use it in a sentence.)

Writing

Watch the story upload of ‘What the Ladybird Heard’. Video of ‘What the Ladybird Heard’

Use the Story map template provided last Wednesday to create a story map of ‘What the Ladybird Heard’.

Click on the photo below to see the success criteria to make sure you include everything in your story map.

Perhaps some of the examples provide will help you remember what a story map looks like. Click on them to remind yourself of what they can look like.

When your story map is complete, use it to help you tell the story in the correct sequence.

 

 

 

Mathematics

Measuring: Collect a shoe from everyone in your house. Order these from smallest to longest. If you can, take a photo and send it to your teacher.

Inquiry

See writing above.

Wellbeing

Ask the adult at home that has been helping you with your work, how you can help them today.

 

 

Art

Hi Students,

For Art this week, please check out the link for a drawing competition that is being held in Hong Kong as part of the Young Readers Festival. It would be great to have as many entries as possible for Discovery College.

http://www.youngreadersfestival.org.hk/2018-drawing-competition/

The theme is “My Hong Kong” and you can paint, draw, colour, or sketch what you love about Hong Kong.

Drawings and application forms need to be submitted by Friday 23rd February.

I have attached the application form for you to print and send in with your drawing.

I would love to see your entries – please take a photo and email them to me. If you have any questions, please don’t hesitate to email me also.

 

Kind regards,

Ms Saunders

 

Drama

 

Topic: Character Building using Mask ­

Task 1

  • You are to make a mask of your choice using simple materials found at home such as paper plates, egg cartons, cereal boxes etc.
  • Masks can be of animals, people or inanimate objects.
  • Examples of easy to make masks are below. You are welcome to copy these but feel free to use them as ideas to create your own.
  • Feel free to colour and decorate your mask any way you wish.
  • Masks can be worn using elastic or ribbon to attach to your head or on a stick to hold up to your face. You are welcome to use your own methods of attaching the mask.

 

Task 2

  • Once you have finished your mask you must begin to develop a character in order to make the mask come to life.
    • What is it’s name?
    • What kind of voice does it have? How does it speak?
    • What type of personality does it have eg. Happy, sad, angry, friendly etc.?
    • How does the character stand, walk, and behave?
  • Make a list of these characteristics on an A5 sheet of paper so that you can stick them into your Drama books when you return to school.
  • Bring your mask to your next Drama class.

 

Chinese

All Chinese home learning can be found on Ding! under the Chinese subject tab, then Year level and then by clicking the Chinese class teacher individual page. Please go to this page to see the learning expectations, as per normal Chinese homework.

Monday 12th February: Home learning due to school closure

Posted by neridakiprotich

Reading

Read one of your home fluency book stories (extra were sent home).

Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is.

Middle – state what is the problem

End – state what the solution was.

Don’t forget to practice your Magic 100 Words EVERYDAY. (Using the cards you wrote of your words, mix them up and read them out of order).

Writing

After watching the story upload of ‘What the Ladybird Heard’ (see below), identify what the setting was and who the characters were.

Write these in your blue workbook sent home last Wednesday under the headings setting and characters.

Mathematics

100s Chart puzzle piece worksheet:

Complete the other half of the Maths worksheet sent home on Wednesday. Try to remember to use the patterns on the 100s chart:

  • What do you know about the numbers in ‘Ones’ place (the end number) in the columns?
  • What do you know about the numbers in ‘Tens’ place (the first number) in the columns?
  • How many more are each number on the row below?
  • How many less are each number on the row above?

Use the 100s Chart provided if you find it a little tricky. Please stick this sheet inside the blue workbook sent home on Wednesday.

Inquiry

Watch the story upload of ‘What the Ladybird Heard’. Video of ‘What the Ladybird Heard’

Retell orally (no need to write) the story to an adult using the following structure:

First, … How does the story start? State who the characters are and what the setting is

Then, … What happens? State what is the problem

Next, … State what is the problem

Finally/Lastly, … State how the story finishes

Wellbeing

Choose a book at home and choose a character. Decide if the character is in the Blue, Green, Yellow or Red Zone. Draw a picture of the character into your blue workbook (sent home on Wednesday) and label how you know they are in that zone.

 

Thursday 8th, Friday 9th February: Home learning due to school closure

Posted by neridakiprotich

Dear Year 1 Parents

In light of the announced closure of schools until the end of the Chinese New Year Holiday, we will be setting appropriate work for the Year 1 students to complete over the coming days. Your child’s learning will be communicated through this blog over the next week.  Please see a brief overview below and detailed tasks for today and Friday. Next week, please check this blog daily for the tasks your child can complete as part of their home learning.

The tasks we set are ones that can be meaningfully carried out in the home environment and will include Mathematics, Language, Unit of Inquiry along with work from some specialist teachers.

These Home Learning activities are intended to maintain your child’s learning during this unexpected break.  We will be in work as normal should you need to email us for any additional information.

Overview Monday – Thursday next week

Reading – Focus on retelling your home fluency book using the Story Trains

Writing – Opportunity to support Magic 100 Word practice and Unit of Inquiry learning about the elements of stories (characters, settings, problems and solutions)

Mathematics – Focus on 100s charts, identifying and applying patterns in the 100s chart

Unit of Inquiry – Focus on understanding the elements of stories (characters, settings, problems and solutions)

Wellbeing – Focus on kindness

THURSDAY HOME LEARNING

Reading

Read one of your home fluency book stories (extra were sent home). Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is

Middle – state what is the problem

End – state what the solution was

Don’t forget to practice your Magic 100 Words EVERYDAY. (practice them out of order too!)

Click on this link for ideas for learning Magic Words.

Inquiry

Create the setting from your home fluency book story using items from home. If you can, take a photo and send it to your teacher.

Some ideas might be:

  • Use lego or blocks to make the setting
  • Draw or paint the setting
  • Use recycled materials, i.e. boxes to create the setting

Wellbeing

Have you filled a bucket today? Do something to help someone at home. You can listen to the story being read here;

Have you filled a bucket today?

 

 

FRIDAY HOME LEARNING

Reading

Read one of your home fluency book stories (extra were sent home).

Retell the story in your own words using the story trains.

Remember:

Beginning – state who the characters are and what the setting is

Middle – state what is the problem

End – state what the solution was

Don’t forget to practice your Magic 100 Words EVERYDAY. (practice them out of order too!)

Writing

Write your Magic 100 words that you are learning onto cards (you can cut squares from a piece of paper). If you write them two times, you can play memory match!

Mathematics

100s Chart puzzle piece worksheet:

Complete one half of the Maths worksheet sent home on Wednesday. Try to remember to use the patterns on the 100s chart:

  • What do you know about the numbers in ‘Ones’ place (the end number) in the columns?
  • What do you know about the numbers in ‘Tens’ place (the first number) in the columns?
  • How many more are each number on the row below?
  • How many less are each number on the row above?

Use the 100s Chart provided if you find it a little tricky.

Save the other worksheet for Monday.

Please stick this sheet inside the blue workbook sent home on Wednesday.

Inquiry

Using a book you have read in class or a favourite story from home write about the problem and solution.

Write this in your blue workbook. Perhaps you can use the following sentence starters to help you:

Title:

The problem in the story was …

The solution in the story was …

Wellbeing

Write a positive post/ letter to someone at home starting with ‘Thank you for….’

Year 1 PE

In our current unit on Invasion Games, we have been focusing on Netball.

At home please try and do the following things:

  1. Using a suitable ball, find an appropriate outdoor space to practise doing chest passes and catches. (You can do this with a partner or against a wall. Watch the following YouTube clip to remind you of how to throw and catch correctly).

Chest Pass and Catch

2.)      Keep yourself fit. Try to do 10 minutes of fitness each day. Do 30 seconds of one exercise and then rest for 30 seconds. Think of all the types of exercise you can include. For example, Start Jumps, Planks, Shuttle Runs, Step Ups, and Jogging on the spot.

Year 1 Music

In our current unit on Stories we have been focusing on the role of music and sound in creating stories.
 
At home please try and do the following:
Practice singing Because I love You with me Mr McLeay. Once returning from the Chinese New Year break we will begin to work on acting out the song. Please find the lyrics and the video attached below.

Year 1 Drama

Please click here to access learning activities for the coming week.

Parent Workshops

Posted by jasonboon

Thank you to all the Year 1 parents who joined us for the second in our series of New Parent Workshops. Please see a copy of the slides below:

Parent Reading Workshop 2

The next workshops will focus on:

Supporting your child with Early Mathematics: Thursday 16th November 8:30 – 10am

Supporting Early Reading a workshop for DOMESTIC WORKERS: Thursday 30th November 8:30 – 10am

Buddies

Posted by neridakiprotich

Each Year 1 class is fortunate to have a buddy Year 6 class. Learning with our Year 6 buddies strengthens our school community, helping the year 1 learners to feel safe, cared for and supported in a variety of learning experiences.

The two classes meet regularly to work together, share ideas, learn and play. Interactions with older students have the benefits of developing language and social skills. Each class attends their buddy class assembly. Buddy classes have recently helped the Year 1 children record their ideas on reading in preparation for our current inquiry into our learning community.

Digital and Information Literacy in Year 1

Posted by neridakiprotich

 

The use of technology is carefully considered and purposefully planned for in our Year 1 classrooms. We receive in class support from the Digital Literacy Coordinator and assistants, as well as for Information Literacy from our PYP Teacher Librarian.  We follow the Scope and Sequence guidelines for ESF to determine what is appropriate for the year level. Digital and Information Literacy is planned and taught through learning areas such as literacy as well as our Units of Inquiry. It is used to expose children to skills through multiple modes.

In the first 8 weeks of school, children have used Ipads to;

  • record and share their understanding in inquiry through Seesaw,
  • ‘Listen to reading’ as an important aspect of literacy,
  • Practice handwriting in an alternative mode,
  • Complete independent research through Pebble Go.

 

Becoming fluent with digital technology is vital in preparing students to work, live and contribute towards communities and society as a whole. Digital and Information literacies enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.

Below you will find some of the goals of Digital and Information Literacy for Year 1.

 

Through Communicating, learners:

  • communicate information and ideas to audiences using a prescribed variety of media and formats.

Through Managing and Operating, learners:

  • are introduced to developmentally appropriate and accurate terminology., icons and symbols.
  • describe the uses of a variety of age­ appropriate digital tools and select tools or resources from those available to effectively accomplish a variety of tasks.
  • begin to perform basic hardware and software operations.
  • begin to demonstrate the ability to navigate in electronic environments
  • identify common problems that occur during everyday use.  

Through Digital Citizenship, learners:

  • follow the school’s LT responsible use agreements.
  • collaboratively develop simple essential agreements for the care and maintenance of digital tools and environments
  • appreciate that technology helps with learning at school and in the wider world.

Through Investigating, learners:

  • understand that digital tools are available for locating and recording information.
  • with the teacher’s help, find and organise information with technology, learners then share it with others
  • locate specific information using prescribed resources.

Through Creating, learners:

  • identify features of simple programs such as drawing and text editing and make connections with skills and tools they have experienced before.
  • follow simple instructions and use basic tools to create products as a means of personal or group expression, following a given set of instructions.
  • reflect on the ways they have used ICT as a learning tool.

Zones of Regulation

Posted by neridakiprotich

 

The Zones of Regulation framework provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.  

Your child may have come home mentioning the ‘Green zone’ which is being calm and ready for learning. This is a focus in all classes for children to develop an awareness of what they need to do and feel to be ready for learning. We have worked through an understanding that if you feel excited, upset, sad, tired, then you can not be ready for learning. At this stage of the school year, the classes have;

  • identified the various emotions in each zone,
  • have begun to come to the understanding that no zone is ‘bad’ or ‘wrong’.
  • all zones and emotions are ok (there are no wrong feelings) but the Green zone is where you want to be most of the time.
  • begun to explore strategies to return to the green zone. For example getting some exercise or completing an energetic activity if you feel your body is running slow in the Blue zone, or joining in some relaxation or breathing exercises if you are excited or silly in the Yellow Zone..

Over the year the children will begin to identify what causes them to end up in any particular zone, and what tools and strategies you can use to return to the Green zone.

 

 

Routines at school and home support

Posted by neridakiprotich

In this edition of the blog you will find new information under Updates, English and Flourishing Learners.

Routines in Year 1

After 9 weeks of school, the children have made some impressive leaps in their independence and ability to follow routines at school. We aim for children at school to be independent in all aspects of their school day. For children to be successfully independent at school requires help and support from all adults and older siblings at home.

School bags

For children to unpack, pack and organise their belongings at the start and end of the school day, they need to do this at home so they recognise how everything can fit inside their bag, especially now as the reading folder is an additional item in their bags.

Lunch and Snack

Eating times are also a key time of independence at school. Children need to be able to recognise what is to eat at snack and the same for lunch and be able to open their containers. We encourage positive interactions at lunchtime between children so there is opportunity for them to sit with friends and chat as they enjoy lunch. For this reason there is no use of the interactive whiteboards to listen to or watch. We encourage acceptable table manners such as keeping our eating area tidy, eating carefully and cleaning up our mess as best we can. Support from all adults at home for mealtimes by restricting screen time to engage in conversation, ensuring children are not fed by an adult, and allowing them to assist with cleaning up the table afterward would be greatly appreciated.

Toileting

Children at school are independent when using the bathrooms. Children are able to go from the classroom unaccompanied to the Lower Ground toilets should they need to go during class time provided they have told the teacher. There are also many opportunities during the school day where the whole class might also go to the bathroom area together, especially when children are transitioning to another class such as Specialists.

Uniforms in cooler weather

Now that the mornings are starting to cool down, children are beginning to wear long sleeves as part of their uniform. Our classrooms are kept at a comfortable temperature during the colder months and children still remain very active during PE and playtimes and the days are still very warm.  A school jacket such as the PE jacket (light weight zip up jacket) is recommended to be worn to school should you feel your child needs an extra layer. As children need to be independent with taking on and off clothes, it is much easier for them to take off a jacket than to try and take off underneath layers of clothes. Please be reminded that extra layers do need to be the school uniform purchased through the PTA and not other clothing.