Today we practised using fronted adverbials. We also tried to to consolidate our learning from yesterday by using a coordinating conjunction to extend our idea.
Grammar day in MI
Category : Writing in Action
On the bus!
Today in our experience lesson we pretended to be on a bus. We all bought our tickets from bus driver Nandi and found somewhere to sit. There were people listening to music, drinking their coffee and even reading a book. Unfortunately there were more people than seats so some people had to stand up! We rang the bell and got off at the train station!
I was absolutely blown away by some of the writing today.
Experience day in MI
Today we started our writing unit where we found out that we would be writing a narrative as a piece of food! Our narrative will be based on the journey of digestion. We built further background knowledge to start with by watching clips on the process of digestion. We referred back to hook which to support our discussions. We shared facts in mini crews then as a whole crew and created an anchor chart. We then thought about the features our a narrative and which we may use in our own story. We looked at a model text which involved lots of giggles! Here we referred back to the purpose of our writing where we need to ensure we entertain the reader. We text marked with our partner and there were so many opportunities today to practise our own reading fluency. Mrs McClare used timers to focus on our words per minute. When reading the text, we found the narrative features and thought about why they were used. From here we explored some other examples, these were from Y4 children in other schools. We offered praises, notices and wonders in relation to the features and how the pieces looked. Again we read out loud with our partner and text marked as we read. We then shared our ideas with the whole crew. We have really enjoyed our lesson today, a great start to our Monday 🙂
Figurative Language.
Today in Crew Wilkinson, we have been looking at figurative language. We created some figurative language that could be used in our setting description.
Stan and Mabel experience lesson
This is week we have started our writing about Stan and Mabel who are trying to gather other animals to be able to join an orchestra. We have so far met a duck that plays an oboe and rabbits that play the drums.
Christmas writing
Last week, we joined a hangout with schools around the world to create our own adventure short stories. The children throughly enjoyed using their imagination and having the freedom to write their own ideas down on paper.
Writing in MI
Today we continued to edit and redraft our previous plot point, modifying our nouns. We highlighted the nouns we had used in our own writing then modified each one as we redrafted the plot point. We all tried really hard to do this 🙂
Beautiful Work
Starting Friday and continuing today, Crew Hamill have been working on producing beautiful work they are proud of, in line with our Get Smart HoWL, to produce a full non-chronological report. We have used our writing from the last few weeks that we have edited and improved in order to fully answer our guiding question for this term: How does movement affect our world? We created an introductory plot point as well as two detailed paragraphs on how the movement of the planets and forces impact on our daily life. We’ve then used what we know about the layout of non-chronological reports to write this up in our most beautiful handwriting, supported by our handwriting lines. We’ve even illustrated these with relevant pictures.
Fab writing in Y1
This week we have started our writing on Jesus’ Christmas party. I have been so impressed with their sentences and how neat their handwriting has been!
Writing to answer our guiding question
Crew Hamill were so excited to get started with their first proper piece of writing in order to show off just how much knowledge we have gained during our grammar focus at the start of this year. We started by using our knowledge of subjects, verbs and leftovers to help Miss Hamill punctuate her model text. Once we had done this, we planned out what we were going to write in our own piece by using a subject, verb, leftover structure. We then worked as a crew to help Miss Hamill turn her plan into paragraphs, looking to see if we could join any of our single clause sentences together with a FANBOYS conjunction or if we could extend our sentences by adding leftovers at the beginning of the clause. We then put this into action ourselves to create our own paragraphs of writing.
