This week we had Sofia`s grandparents reading us a fairy tale in Norwegian. We enjoyed listening to " The Billy Goats Gruff ' and ' The Little Red Riding Hood'. Sofia`s Grandma also translated it for us in English and we enjoyed looking at the pictures in the book too !
This week we had Sofia`s grandparents reading us a fairy tale in Norwegian. We enjoyed listening to " The Billy Goats Gruff ' and ' The Little Red Riding Hood'. Sofia`s Grandma also translated it for us in English and we enjoyed looking at the pictures in the book too !
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For the last two weeks our Star Name has been Charlie. His name gave us a chance to think about words starting with 'CH' as well as review the letter 'C' . We investigated the FORM of his name by exploring the letters and sounds. It also included a range of other literacy activities like building and matching upper and lower-case letters, matching rhyming picture cards and practicing handwriting our star name Charlie. As we explored patterns & symmetry further we created our own 'Mandalas.' We used different materials and had a fun time creating them.
This week we explored symmetry. Our visit to the butterfly garden helped us explore symmetry in nature as we observed leaves , flowers and butterflies. We read the book 'The Very Hungry caterpillar' by Eric Carle and went on to paint our own butterflies further exploring symmetry. Creating patterns using Book Maker app.
This week we went on a field trip which helped us compare different types of movement. First we walked to the Somerset MRT which has a skate park on top of it. We were lucky enough to see some skateboardings riding and doing tricks. Then we took the MRT train back to Orchard MRT which is very close to our school.
One of the class debates that emerged from our FUNCTION and CAUSATION discussions about the MRT was whether MRT trains have a driver and, if so, whether they are found at the front or back of the trains. At Somerset MRT, we watched two trains pass before we got on so we could check for a driver. The first train had no driver and the second did have a driver (at the front of the train)! The third train that we took also did not have a driver. When we arrived back at school we had a discussion to compare walking and the MRT: The MRT is better because:
We each recorded our personal ideas in our unit of inquiry journals with drawing and writing: Our class discussions about the MRT have led us to a new question: How does the MRT move? Some different ideas have emerged, including electricity, a motor, and petrol. We will continue to explore this wondering next week.
These discussions prompted us to think about other ways we travel long distances, including the journeys between our home countries and Singapore.
During their free play, several children began to construct an airport and role play with planes. Ms. Alison took notes about this project and photographed the work, seeing the connections to our unit of inquiry. She proposed the work as a whole class project and all the children responded with enthusiasm! For the last few weeks, we've continued this project with commitment, showing an ability to think about personal experiences and observations, as well as cooperate with our peers using open-minds.
On our trip we practiced what we had learned about road safety. We were also looking for the different types of human and traffic movement we could observe, as well as the patterns and shapes we noticed on the roads and street signs. As part of our post-field trip reflections, we are constructing a representation of our observations from the road. It is helping us to talk about the different forms of movement we observed, the patterns and shapes we viewed, as well as how we moved our own bodies responsibly.
As an exciting end to Literacy Week, today we dressed up as our favourite book characters! Here are some photos from our day: |
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