Today we interpreted line graphs which we all enjoyed 🙂
Line graphs in MI
Category : Curriculum
Book talk in MI
Our entry ticket allowed us to develop our inference skills around a picture which certainly raised lots of questions and discussions. We then worked on our words per minute by reading our text again! We really tried to ensure we were being fluent but also taking in what we were reading. We then took part in an echo read, read around the robin and an independent read where we recapped the text and some of the language in it. From here we looked at our reasons to read before acting out parts of the poem! Our exit ticket assessed our understanding of the stanzas in the poem! A great reading lesson MI 🙂
The final talent show act…
Once the talent show had ended, Noah announced that there was one more act. All of the animals gathered around and stared at the cocoons, they started to wiggle and hatch. Two beautiful, rainbow butterflies – we created our own butterflies!
Reading/Experience
In writing, we have used the time as a reading lesson because if we are to write a non chronological report we need to ensure we have the information.
Creating an animation
This afternoon, we continued with our computing unit where we had to create n animation following some instructions. Erik was our expert because he is a whizz on scratch which meant he was able to coach some of the children through the steps. This is something we will continue with next time as we’re hoping now that we’ve been shown how to do it, we can be bit more independent next time.
Is there a mistake?
Yesterday afternoon, we were set the challenge to see if Miss Shields had made any mistakes in the arithmetic test. This is a skill that we’ve been trying to improve as we have been making some minor errors in our arithmetic tests that could be corrected if we ensured we checked our working out. We were able to spot the mistakes and could identify where she had gone wrong.
Find the Shape
Our next writing consisted of starting to unpick the model and look at examples of a non chronological report. We started off the lesson with a silent conversation where we had an opportunity to unpick the features of the model that had been completed for them. Children were good at identifying fronted adverbials, conjunctions, rhetorical questions and subject specific vocabulary.
Next they worked alongside their partner to unpick some double page spreads that are similar to what they will be producing at the end of this piece of writing. We saw some lovely collaboration between the pairs in crew. Once we were happy, we’d picked all the features out, we created a checklist that we’ll use when we write our own plot points.
Experience Lesson – Information Gathering
Today in writing, Crew Hamill gathered as much information as possible about Ancient Maya in order to have the facts we need for our double-page, non-chronological reports. We watched several videos that were full of interesting and detailed facts about the Maya civilisation and then used picture and word prompts to detail these notes, ready for our writing lessons. We found out lots that we were able to add to the knowledge we already had after our history case study. We’re going to come together to chot down as much as possible in our next lesson so that we have plenty to include in our reports.
Grammar – Non Chronological report
In our grammar lesson, we’ve really been honing in on the appropriate fronted adverbials and conjunctions you’d use within a non chronological report. We spent some time thinking about how we could link facts using fronted adverbials and which ones would best fit into the sentence. We also looked at models of a fiction and non fictions piece of writing so we could see the difference between the two. Finally we worked alongside our partner to start putting facts about the Mayans into sentences using appropriate fronted adverbials.
Drawing pictograms
Crew Hamill had so much fun in maths today when we worked as a crew to gather data about all of our favourite things. We then used this data to create pictograms that illustrated our findings. We talked about the key and which pictures and values would be best to represent our data. After we’d done a couple together, we then worked on gathering our own data and producing our own pictograms.
