This afternoon we continued our Growth Mindset Learning by reading the story of The Dot by Peter H. Reynolds. Vashti is a young girl who does not believe she can draw. One day, her teacher tells her to just make a mark and see where it takes her. She grabbed a marker and made a dot, and signed it. The next day when she saw it hanging in a frame, she told herself she could make a better dot than that! Vashti experimented and painted until she made dozens of dots in all different sizes and colors. At the end of the story, she helps encourage another girl to believe that she too can do anything she puts her mind to.

We thought about our special talents and attributes and those of our friends. We are all different and have different special talents but what is important to remember is that we can all get better at anything.  We may need to plan to use good strategies, ask for some help to begin with and keep practising but we can get better.

Homework tasks this week

Growth Mindset Homework-

Ask someone at home to help you think of something you can’t do yet or that you want to get better at.  This can be something in school or at home and will be your target.

-What kind of things will you need to do to get better?

-How will you know that you have achieved your target?

-Who could help you meet your goal?

-What Growth Mindset messages might you tell yourself in order to keep learning?

Please complete the target speech bubble with a grown-up. We will share our targets on Friday and you will review this at the end of the Growth Mindset lesson block.

Reading– core reader (reading book);

Spelling– spelling pattern oy and common words (this, that, then, with- I have noticed that some children are mixing th and f sounds in independent writing)

Please encourage your child to:

Say the word   e.g. boy

Break it into the sounds e.g. b-oy (2 sounds)

Blend it- b..oy.(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

If possible tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There will be a spelling dictation on Friday this week.

Maths-There is no new maths task in recognition of the Growth Mindset homework task. If you wish, please practise alternate counting (e.g. you say 26, child says 27, you say 28, child says 29) both forwards and backwards from different starting numbers (this is useful for counting on/counting back strategy for addition/subtraction).   It is easier to count forwards than backwards- so children will benefit from additional backwards counting practice.  It may be easier to separate forwards and backwards counting between days if your child gets confused by switching between them.  It can be tricky when we ‘cross the decade’ (the 10) particularly backwards (e.g. 21,  20,   19).  Work within 30 but if that is easy you may wish to try within 50.

Thanks for your support with homework.

Ms Crawford

This afternoon we continued our Growth Mindset Learning by watching a Charlie and Lola episode- Too Many Big Words. In this story Lola has just started school and is excited and happy to attend until new learning becomes tricky.  At this time she begins to avoid trying and decides she doesn’t want to go to school anymore. Lola demonstrates a Fixed Mindset and rather than confront the challenge she avoids it.  Charlie helps remind her that she has got better at things she previously found difficult.  He encourages her to adopt a Growth Mindset.  The children thought about areas of learning that they find trick.  We thought of Growth Mindset messages we can say to ourselves or our friends when learning becomes challenging.

Read our home link sheet to find out more about Fixed and Growth Mindset.

Homework tasks this week

Growth Mindset Homework-

Cut out the Fixed and Growth Mindset messages and mix them up. Take time to talk about them and decide whether they demonstrate a Fixed or a Growth Mindset.  We will go through this on Friday.  Try and provide some Growth Mindset encouragement when your child finds a task tricky.

Reading– core reader (reading book);

Spelling– spelling pattern ai– and common words (this, that, then, with- I have noticed that some children are mixing th and f sounds in independent writing)

Please encourage your child to:

Say the word   e.g. pain

Break it into the sounds e.g. p-ai-n(3 sounds)

Blend it- p..ai…n.(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

If possible tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There will be a spelling dictation on Friday this week.

Maths-There is no new maths task in recognition of the Growth Mindset homework task. However if you are looking for a maths task and if your feel your child would benefit please continue with the numbers to 20 activities.  If anyone is looking for extra challenge practice forward and backwards counting to 50 and beyond (this is particularly tricky over the decade e.g. count from 34- 28).  We will also be counting in 5’s this week.

Activities with numbers to 20.

Reading numbers (this could be extended to writing numbers without looking)

• Sequencing numbers– low to high and high to low using knowledge of forward and backward number word sequences to help (increase challenge level by starting at numbers other than forward from 1 and back from 20.
• Ordering numbers– from low to high and high to low- (the difference between ordering and sequencing is that there won’t be a pattern in ordering it is just placing in order 6/8 random cards)
• Find the number before/ after   1 less than/1 more than (it’s useful to become familiar with different number vocabulary) (make it more challenging by asking for 2/3 less than/more than- children will need to count on and back)
• Sorting numbers into odd and even. How do you know? (prove it through drawing? Partitioning? Other method?)
• Make an odd or even number sequence (e.g. 2,4,6,8…    1,3,5,7… )
• Partitioning teen numbers in to 10 and ___- e.g. 16 is 10 and 6

Thanks for your support with homework.

Ms Crawford

Children began their learning on Growth Mindset this afternoon. We read Your Fantastic Elastic Brain by JoAnn Deak.  We found out that the different areas of our brain do different kinds of jobs.

Cerebrum- helps us think and speak

Cerebellum- helps of move and balance

Prefrontal Cortex- helps us plan and make decisions

Amygdala- helps us control our emotions

Hippocampus- helps us store and find memories.

Our neurons are tiny brain cells that make electrical signals to send messages between areas in the brain.

We worked together to make a giant brain which shows that when we demonstrate a Growth Mindset (we practise, persevere, take on challenges) our neurons fire and we learn and grow our brains. If we don’t focus, practise new skills and give up when coming across challenges our brains don’t grow as much. We call this having a Fixed Mindset. Ask your child to see the work they coloured and labelled today. Most children have remembered to bring this home this afternoon.  We will be learning more about the difference between a Growth and Fixed Mindset over the next few weeks.

Read our home link sheet to find out about our Growth Mindset.

Homework tasks this week

Growth Mindset Homework-

Speak with your child about a time that they learned a new skill or got better at something through practice. Children will share this with the class on Friday.

Share with your child a time that you learned a new skill through practice.

Reading– core reader (reading book);

Spelling– spelling pattern ck– and common words (me, we, be, she)

Please encourage your child to:

Say the word   e.g. clock

Break it into the sounds e.g. c-l-o-ck(4 sounds)

Blend it- c..l..o..ck.(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

If possible tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There will be a spelling dictation on Friday this week.

Maths-There is no new maths task this week because many children will be busy with out of school Halloween activities. If anyone is looking for maths- keep going with the numbers to 20 activities which were issued last week.  Children will benefit from repeating these activities over the next few weeks- so hang on to the number cards.

As a reminder , aspects suggested include:

• Reading numbers (this could be extended to writing numbers without looking)
• Sequencing numbers– low to high and high to low using knowledge of forward and backward number word sequences to help (increase challenge level by starting at numbers other than forward from 1 and back from 20.
• Ordering numbers– from low to high and high to low- (the difference between ordering and sequencing is that there won’t be a pattern in ordering it is just placing in order 6/8 random cards)
• Find the number before/ after   1 less than/1 more than (it’s useful to become familiar with different number vocabulary) (make it more challenging by asking for 2/3 less than/more than- children will need to count on and back)
• Sorting numbers into odd and even. How do you know? (prove it through drawing? Partitioning? Other method?)
• Make an odd or even number sequence (e.g. 2,4,6,8…     1,3,5,7… )
• Partitioning teen numbers in to 10 and ___- e.g. 16 is 10 and 6

Thanks for your support with homework.

Ms Crawford

I hope everyone had a lovely October break- I’ve enjoyed reading the children’s news today. (Most) PE kits came home over the holidays for washing/checking.  If they could be returned for P.E tomorrow that would be great.

A reminder that homework folders should be available in school each day so that children may access their reading books and letters issued can be stored safely.

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern oo– and common words (me, we, be, she)

Please encourage your child to:

Say the word   e.g. look

Break it into the sounds e.g. l-oo-k(3 sounds)

Blend it- l..oo..k.(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

If possible tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There will be a spelling dictation on Friday this week.

Maths-Numbers to 20.

The children have a practical task. Many children will benefit from repeated practice of some of the tasks over the next couple of weeks, in order to develop confidence and make their learning secure.

A list of different tasks with some ideas on how to make it easier or more challenging for your child has been given. Some children may require a degree of adult support to start with but this may be removed over time.  It might not be appropriate for all children to attempt all the tasks at this stage.  It is best to keep sessions short and revisit rather than overdo it on one occasion.

Aspects suggested include:

• Reading numbers (this could be extended to writing numbers without looking)
• Sequencing numbers– low to high and high to low using knowledge of forward and backward number word sequences to help (increase challenge level by starting at numbers other than forward from 1 and back from 20.
• Ordering numbers– from low to high and high to low- (the difference between ordering and sequencing is that there won’t be a pattern in ordering it is just placing in order 6/8 random cards)
• Find the number before/ after   1 less than/1 more than (it’s useful to become familiar with different number vocabulary) (make it more challenging by asking for 2/3 less than/more than- children will need to count on and back)
• Sorting numbers into odd and even. How do you know? (prove it through drawing? Partitioning? Other method?)
• Make an odd or even number sequence (e.g. 2,4,6,8…     1,3,5,7… )
• Partitioning teen numbers in to 10 and ___- e.g. 16 is 10 and 6

Thanks for your support with homework.

Ms Crawford

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern ee– and common words (I, the, my, was)

Please encourage your child to:

Say the word   e.g. been

Break it into the sounds e.g. b-ee-n(3 sounds)

Blend it- b..ee..n.(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

If possible tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There will be a spelling dictation on Thursday this week.

After a couple of tricky weeks for phonics/spelling-the spelling words this week should be more straight forward. Don’t worry if your child has found the last couple of sounds tricky.  I expect to see children using the knowledge of sh-ch- th- wh- ph in their reading first.  It may take longer to transfer into their writing.

Maths-there is no maths task this week.

Talking/Practical Task-After the October break we will be talking about the homes we live in. Speak with your child about their house or houses.  Do they live in a flat, a bungalow or a house (you could talk about terrace, town house, semi-detached, detached)? Do they have neighbours- are they upstairs/downstairs, through the wall, next door?  What colour is your house and what materials is it made from?  Do you have a number on the door?

The children will be making a line drawing of their house/houses after the October holiday. Please bring in a photo or help them make a quick sketch of their home to work from.

Thanks for your support with homework.

Ms Crawford

Maths week homework was issued last week and will be collected in on Friday. The P2 shape homework has been issued and will be collected in on Monday 7.10.19.  Homework folders should be available in school each day so that children may access their reading books and letters issued be stored safely.

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern ph– and common words (said, could, her, before)

Please encourage your child to:

Say the word   e.g. dolphin

Break it into the sounds e.g. d-o-l-ph-i-n(6 sounds)

Blend it- d..o..l..ph..i..n(stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

This will help your child to use their sounds knowledge to learn to spell.

It will help your child’s learning if you tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There is a spelling dictation on Friday.

Talking-there is no talking task this week but you may wish to ask your child about our special visitors and how they use maths/numeracy in their jobs.

Tuesday- we had a visit from a nurse

Wednesday-we will have a visit from an air traffic controller.

Thanks for your support with homework.

Ms Crawford

Please find Miss Doherty’s Maths Week number spotting challenge homework in homework folder/bags today. It is about spotting numbers in different contexts in the world around us. As you find each item you can tick it off. To extend the challenge spot other places in your environment that there are numbers. Talk about what the numbers mean in that context. There is no pressure to complete the challenge during the weekend but Miss Doherty thought some families might have more time to complete it over the break. It will be collected next Friday as usual. Have a lovely September weekend! Ms Crawford(edited)

Homework has been issued today but literacy tasks will be collected this Thursday because of the holiday weekend. An active maths grid has been issued and won’t be collected until Monday 7.10.19 to allow more time/allow for holiday weekend. Homework folders should be available in school each day so that children may access their reading books and letters issued be stored safely.

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern wh– and common words (said, could, her, before)

Please encourage your child to:

Say the word   e.g. when

Break it into the sounds e.g. wh-e-n (3 sounds)

Blend it- wh…e…n (stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

This will help your child to use their sounds knowledge to learn to spell.

It will help your child’s learning if you tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There is a spelling dictation this Thursday because of the holiday weekend. This is recorded in the back of the literacy homework jotter. In Primary 2 this dictation is getting children used to the format of a spelling test which is tricky in itself.

Talking-there is no talking task this week.

Maths

We have been learning about shapes in our maths zone time- with a particular focus on 2d shapes. Maths homework this week is in the form a grid of different activities.

Please choose an activity or a few activities to complete which will help your child further explore shapes in different meaningful contexts. Talk to your child about shape names and shape properties using the vocabulary on the front of the sheet.

Can you think of a different activity? If so share your learning by writing your suggestion in the grid.

There is no need to complete all activities just choose something/s that you would like to do together. This homework will not be gathered in until 7.10.19 to allow for the short weeks/holiday weekends.

We encourage children to record their mathematical thinking through taking a photograph, making a drawing or diagram or other writing. There will be an opportunity to share this with classmates.

Thanks for your support with homework.

Ms Crawford

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern ng– and common words (are, come, of, new- same as last week)

Please encourage your child to:

Say the word   e.g. ring

Break it into the sounds e.g. r-i-ng ( 3 sounds)

Blend it- r…i…ng (stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

This will help your child to use their sounds knowledge to learn to spell.

It will help your child’s learning if you tackle one column of spelling on 2 different nights. An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There is a spelling dictation on a Friday. This is recorded in the back of the literacy homework jotter. In Primary 2 this dictation is getting children used to the format of a spelling test which is tricky in itself.

Maths

‘Switchers’

The children have been learning about switchers in class when learning addition number stories. A switcher is when we change the order of an addition e.g.   3 + 2    and 2 + 3   the sums would look different but they have the same answers.

These addition stories should be quite straightforward. We hope the children will be able to recognise them as switcher sums.

To extend the task… Can your child give you quick answers to these sums when you ask them the questions orally? Provide the switcher pairs to encourage your child to link the answers e.g. What is 4  +  3 and What is  3 +  4

If your child is looking for a bigger challenge… Give them a target number up to 10 and ask them to find all the addition stories for that number.  (Clue- there will be 1 more story than the target number (e.g. target of 5- 6 stories:   5+0   0+5   1+ 4   4+1   2+3    3+ 2)

Talking Homework-School rules

Our school rules are Ready, Respectful and Safe.  We use this language in class and around the school and are learning to follow these expectations.  Please discuss with your child what Ready for learning, Respectful and Safe would look like and sound like in class.  There will be an opportunity to contribute ideas to our class floor book this week.

Thanks for your support with homework.

Ms Crawford

Homework is issued on a Monday and should be returned on a Friday signed.

Homework folders should be available in school each day so that children may access their reading books and letters issued be stored safely.

Homework tasks this week:

Reading– core reader (reading book);

Spelling– spelling pattern th– and common words (are, come, of, new)

Please encourage your child to:

Say the word   e.g. think

Break it into the sounds e.g. th-i-n-k (4 sounds)

Blend it- th…i…n…k.. (stretching out each sound)

Write it (whilst covering the word)

Check it (against the written format)

This will help your child to use their sounds knowledge to learn to spell.

It will help your child’s learning if you tackle one column of spelling on 2 different nights.

An active spelling grid is in the front cover of the literacy homework jotter. You should pick one to try on a third night.

There is a spelling dictation on a Friday. This is recorded in the back of the literacy homework jotter. In Primary 2 this dictation is getting children used to the format of a spelling test which is tricky in itself so please don’t worry about errors- it is early days and a new experience for the children.

Maths

Subtraction/ taking away.

Children have practised writing subtraction stories for word problems in class. Help your child understand the picture problem as a take-away sum

e.g. There are 9 sheep and 4 are removed leaving 5 sheep left

(9-4= 5)

If your child is looking for increased challenge- Tell them a subtraction word problem- can they write a subtraction sentence?

e.g. I have 7 sweets and I gave 2 to you.  How many would I have left?

Child should write   7-2=5

(Many children will miss the 2 in the subtraction sentence and go straight to the answer)

Favourite Fairy Tale-

We enjoyed reading Jasper’s Beanstalk by Nick Butterworth. At the end of the story we made a connection to Jack and The Beanstalk.

Your child has been asked to think about their favourite Fairy tale and why they like it. They have also been asked to find out someone at home’s favourite fairy tale.  They will have the opportunity to share this with classmates on Friday.

Thanks for your support with homework.

Ms Crawford