Ms Natalie  Grade 1  (May, 2024)

A Journey of Sensory Exploration: Words Come Alive!

These past few weeks in Grade 1, our young learners embarked on a multi-sensory adventure, unlocking the secrets of new vocabulary!  We began each topic by introducing exciting new words for the target sense and used the vocabulary in many ways. In the following weeks when we learned a new sense we always revisited previously learned vocabulary solidifying their understanding.

Throughout the sensory journey, their excitement built each time they learned a new sense with the highlight being the final sense we learned; Taste. After experiencing the joy of using the newly learned dialogue in fun, real-life situations, the students could not wait to learn about the sense of taste. The first way we put these words into action, was having the students complete worksheets by matching the newfound vocabulary to real-life objects.

But the learning didn't stop there! The classroom often transformed into a playful haven, with vocabulary flashcards taking center stage in engaging games. Through these games, students actively practiced using the new words, cementing them in their memory banks.

The most exciting part was our sense experiments. We embarked on a journey that challenged our senses: smell, taste, and touch.  For our touch experiment, little hands reached into a basket to feel the different textures. For our smell experiment, noses were tickled by intriguing smells. With the taste experiment, taste buds danced with new flavors. Each discovery led to the joyful use of our new vocabulary, as students excitedly named the objects they encountered.

This process was a testament to the power of learning through multiple senses.  By engaging sight, sound, touch, taste, and smell, we transformed vocabulary from abstract concepts into vibrant experiences. Our young explorers are no longer just learning words – they're experiencing them!

Mr Iain  Grade 1  (May, 2024)

Reading, Writing and Speaking the four seasons.

Learning about weather and the four seasons teaches students about change. The arrival of spring, summer, autumn and winter each brings its own unique natural characteristics and the ideal opportunity for helping children learn. 1.5 students are curious to learn and improve their understanding of the world around them and the chance to gain new knowledge. This knowledge has been incorporated into a variety of activities within our class. Through drawings, writing, games, books, and other activities the weather and seasons can help children learn about the ways in which the weather is linked to the time of year.

While seated together, students raise hands and verbally share with the teacher and classmates’ different things recognized to be part of the spring season. As a class, all then repeat each piece of information presented. Moving along from one season to another, students continue describing changes which occur. Although some seasonal changes are obvious, there are many important subtle differences related to each season.

Next, motor skills are used while performing a color, cut and gluing activity. This activity is fun and requires them to match together multiple items individually recognizable to one of the four seasons.

Finally, after spending time covering all these changes students writing skills are then challenged. Starting with “In spring”, and then writing two sentences about things recognizable to each season.

After completion, every student reads to the class what they’ve written and shares what they’ve learnt.

Mr B  Grade 1 (April, 2024)  

From Sounds to Sentences: A Week of Language Exploration

This week in 1.1 the students embarked on a thrilling journey from mastering individual sounds to crafting their own sentences!

We began by revisiting familiar content: Single letter sounds and word families. Through catchy songs, engaging chants, and fun games, we solidified the foundation for building words.

Next, we took a playful leap into "inventive spelling." The class worked together in teams, racing against the clock to write down a new word they heard. The focus? Capturing the sounds they heard, not achieving perfect spelling – a strategy that boosted confidence and cemented the link between sounds and letters.

Equipped with these skills, we moved on to guided writing. Students tackled worksheets that challenged them to fill in missing Dolch words and unscramble jumbled sentences. This provided gentle scaffolding, reinforcing the structure of simple sentences.

Finally, the moment arrived for independent writing! Equipped with the tools they'd honed throughout the week; students faced a picture prompt. We brainstormed together, forming simple descriptive sentences like "I see five frogs. They are green." Armed with sentences and ideas from this collaborative practice, each student then wrote their own 3-4 sentence masterpiece!

This exciting week showcased the power of learning that builds upon itself. We witnessed our young language explorers transform from sound recognizers to storytellers, all in a mere five days!

Ms Megan  Grade 1  (April, 2024)

Word Families

When learning word families the biggest focus is phonics and being able to read the word. But it is also a great way for the student to learn new vocabulary and practice reading comprehension. Being young learners we have several different short activities we use to help learn each word family every week. We begin by reading all letters with the word family. Next we brainstorm what words are real and what words are nonsense words. We also sing some songs and learn the meaning of the real words. Then we begin reading stories that include the word family, starting with a video that reads the words to us. Then it is the students turn to read a story. We read it as a group and take turns reading it in smaller groups. We draw a picture to illustrate the meaning of the story. Each student gets a chance to demonstrate their understanding of the story. It is a great way for them to show creativity and understanding. Lastly we make a word slider to practice reading the words individually. The students also get the opportunity to take this home for further practice and to help with their homework. The student’s favorite part of the lesson is at the end when they play a game and race to be the first one to find the letter and word on their word slider from a letter shown on the screen. 

Ms Jenna  Grade 1  (April, 2024)

Advanced Dolch Word Practice    

Students in 1.4 show their enthusiasm for learning new words during their advanced Dolch Word lessons. During our listen and repeat section student volunteers come to the front of the classroom to say Dolch Words located on our front boards, followed by an advanced word practice PPT. Each time students repeat what they hear.

When we begin the practice of learning new words, the teacher first introduces pictures and asks students what they see on the PPT. In this example, students understood that the person on the screen was either “coming” or “going.” Student volunteers come to the front to practice and repeat the new words they’ve learned, followed by students filling in the blanks with the correct new words.

Once we’ve reviewed our new words, made a few new sentences, and filled in the blanks we later move to our tables to work on our Dolch Word workbook. We take our time to see if we can fill in the blanks with our new words and ask any questions we may have. Once we’ve completed our workbook we let the teacher know so she can check it over.

To review last week’s words we like to play a group competition game. The team members that can write the correct word the quickest scores points. The highest amount of points earned is the team winner!