My Preps recently recited The Gruffalo at our school assembly. They explained to the audience that they were learning expression and to make their reading sound like talking. We had read the story many times, discussed the problem, used our perspective lens to think about each creature’s feelings and enjoyed pattern and pace.
The children have been talking about and drawing the beginning, middle and end of a story. My students are learning to write their own simple narratives and deconstructing narratives helps children understand how to construct their own. Reading a story many times enables the children to develop a deep understanding of the text.
The first term has finished for this wonderful group of eager, and engaged young learners. I still can’t believe how quickly this time has gone. The Australian school year has four terms, with approximately ten weeks in each term. It was lovely to hear a number of my students say they didn’t want holidays, and were disappointed there was no school next week.
Starting school for these very young people is ‘huge’, and I need to remind myself of this. Dealing with new situations is taxing for all, add this to establishing new routines, familiarizing themselves in a new environment, being independent and mixing with many new children, and adults. Add learning into this mix, and we can all see why they actually do need ‘time out’ for a break.
This post displays a range of writing from my grade. I’m very proud of their achievements, and will spend some time mapping ‘where to next’.
To my Australian colleagues, I hope you enjoy your holidays.
Cheers Nina :)0I0=; What do you think of my new tag?
Having an authentic need to write each day is important, and verbalizing this to my students is critical. I want my students not only to love writing, but to realise that writing is a way we can record events, our learning and express ourselves. We spend a lot of time discussing why a book was written and the author’s intent / purpose.
This week the children have written a journal recount in their personal diaries, a congratulations letter to a family in our grade, factual statements / information as part of our inquiry and a Learner Profile statement. Having varied reasons to write means that my student’s writing diet has variety and purpose.
A journal recount is important, but it’s ‘thinker’s writing’ that I’m looking closely at. ‘Thinker’s writing’ is when my students use all that they have learnt to write in a different format. I’ve been focussing on Information Texts and factual statements. Today we read a big book about spiders to support our inquiry into living and non-living. They were asked to write five pieces of factual information that they learnt from the text. I’ve included samples of their work in this post.
The above piece of writing is a journal entry from a student this week. This is independent writing. When looking beyond the mixed capital and lower case letters, this is an impressive piece of writing. This child has correctly used an apostrophe of ownership, exclamation marks and the correct ‘too’. His attempt at spelling celebrating is wonderful. It’s so exciting to see each student’s writing development. My students are in the final term of their first year of school and they are wonderful readers as well.