Category Archives: English & Literacy

English & Literacy, Primary 2, Primary 3

Making the most of the glorious weather P3/2 have taken ‘Nouns’ outdoors!

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Making the most of the glorious weather P3/2 have taken ‘Nouns’ outdoors!

In P3/2 we have been revisiting a  world full of nouns. We are able to identify nouns in the world around us and categorize them according to words that name a person, place, or thing.

Lit 1.13a

  • I can supply words that are nouns by using my knowledge of whats around me.
  • I can identify a noun as a word that names a person, place, or thing.
  • I can use nouns when writing sentences and stories.
  • I can identify words that are nouns from our class novel and own reading books.

First, in class, we had to think of two different types of nouns for each classification. Mrs Allsop invited us to write them on the board…..

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Next we went outside and played corners….each corner being either a name, a place, a thing/object and to really challange us added a corner where we had to write an adjective! Look at the fun we had…IMG_7089             IMG_7071          IMG_7072 IMG_7073               IMG_7075            IMG_7076 IMG_7077                IMG_7078             IMG_7079 IMG_7080               IMG_7083           IMG_7085

Finally we had to draw a proper noun of a friend…..

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Next Steps: We will be writing our own interesting sentences linked to our story writing…demonstrating our ability to use our knowledge of nouns.

 

English & Literacy, Uncategorized

Haiku Sensory Walk

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On Thursday P6 went on a sensory walk for preparation to write haikus.

Learning Intention: We can use our senses to find adjectives to inspire us to write a haiku about seasons or nature.

Success Criteria:  We need to find 5-10 adjectives to describe things in nature that we can see, smell, hear and touch.

Here are some comments from the P6’s: “It was fun!”, “It was a good learning experience”, “It was nice just to listen to nature’s noises”.

 

English & Literacy, Interdisciplinary Learning, Primary 5, Uncategorized

P5/4 Rainforest Animal Fact Files

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P5/4 have been researching about animals that live in the rainforest. They have then been using their findings to create fact files. They have found out a huge amount of interesting information about their chosen animals.

Learning intention: We are learning to create a fact file.

Success criteria: I can use my notes to help me create my fact file.

Success criteria: I can use the correct format and layout.

Here are some examples of the learning that took place:

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We are looking forward to finding out lots more about the rainforest in the coming weeks!

English & Literacy, Interdisciplinary Learning, Primary 3

P3 – Our Little Red Riding Hood Story Map

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We have been learning to create a story map for a traditional tale. We worked together as a class to make a story map for Little Red Riding Hood. We had to make sure that it made sense and we told the story in the right order. Here is our success criteria that helped us to make a fabulous map! –

Sequence – Beginning, Middle, End
Characters
Pictures
Writing, including WoW! words
Direction – so we don’t get lost following the map
Thought bubbles, Speech bubbles

It took a long time to do, but it was fun! Joni liked that we had taken our time over making the map. When we looked at our finished map, we were all very proud of what we had made. Oliver thought it was outstanding, Abby was surprised that it took a long time to do but was amazed to see what we had done and Ruari was excited. Georgia had a great idea at when she saw the finished map and so we added some wolf footprints to show his journey! Theo loved this! We knew that we had been successful because we had included everything in our success criteria.
Our next step is to create our own individual story map for the traditional tale, 3 Billy Goats Gruff! We can’t wait, we are SO excited!
You will see our finished map book when you come to our Open Day!

English & Literacy, Interdisciplinary Learning, Primary 2, Primary 3

Story Maps are happening in P3/2

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What excitment is happening with our |IDL context and story writing. The last few weeks have seen P3/2 look at a selection of traditional tales. The focus has been;

LIT 1.26a & 1.07a

We are learning to recognise the elements used to create traditional fairy tales

  • I can sequence events from a traditional fairy tale – Little Red Riding Hood.
  • I can identify the beginning, middle and end.
  • I can listen to and respond to questions.

First we looked at a selection of story maps and identified what we felt made them successful

Success Criteria; (a Sory map should have)

  • A sequence – beginning, middle and end
  • Characters – major and minor
  • Pictures or illustrations
  • Writing that supports the pictures to tell a story
  • Directions – as we don’t want to get lost! – a path or foot prints
  • May have speech and/or thought bubbles

Next we created a class ‘story map’ using the story of ‘Little Red Riding Hood’ as a stimulus. All the children were invovled in creating our master piece…please see below

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P3/2 Story Map of ‘Little Red Riding Hood’

 

Next Steps:

We will make our own story maps of the story ‘The Three Little Pigs’

English & Literacy, Sciences

P6 are Top of the Food Chain

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Learning Intention:

We are learning about the order of food chains in a variety of habitats

We are learning about the impact that different animals have on our planet

Some of the pupils from Primary 6 and Primary 7/6 were working together as a group today and had a very interesting and thoughtful morning discussing food chains. First, we reminded ourselves about what makes up a food chain before giving examples of food chains that we knew. Next, we were given a difficult challenge. We were given pictures of 10 different animals and asked- if we had to make 3 of the animals extinct to save ourselves and all of the others, which would we choose and why? We worked in small groups and had to come up with three reasons to justify our choices which we then shared with the rest of the class. The animals we had to choose from were the lion, zebra, sea turtle, blue whale, tree kangaroo, kitten, beetle, salmon, eagle and gorilla. Although it was very tough, here are the top three animals voted for as a class and the reasons why:

Blue Whale– because it is top of its food chain so removing it wouldn’t affect other animals too much, it can kill humans and not many people eat whales so it doesn’t help us.

Beetle– in Britain, we don’t eat beetles so it doesn’t help us, there are lots of different types of insect so making one extinct wouldn’t make a huge difference to the food chain and some insects carry diseases which can make us sick or kill us.

Eagle– it is at the top of the food chain so making it extinct would save other species, some birds of prey can attack our pets and we don’t usually eat birds of prey so we wouldn’t be affected.

We had a very interesting discussion about making the kitten extinct. Although we know that it sounds very harsh and we felt bad, to begin with several of the groups said that it was the first animal that they agreed to make extinct because it isn’t an animal that lots of animals eat, and it doesn’t really help humans (some members of our group have some very messy cats who are a bit of a nuisance). However, on further discussion, we realised that cats do help some humans by providing company and love, as well as bringing us happiness. We also discussed the fact that if we were to make either cats or dogs extinct, lots of businesses would go bankrupt, e.g. pet food companies, dog walkers, groomers, cat sitters etc. Arran added that his cat is an excellent spider catcher too!

What a fantastic discussion Primary 6! 🙂

English & Literacy, Expressive Arts, Interdisciplinary Learning, Maths & Numeracy, Primary 5, Technologies

P6-5 and P5 Hat Workshops

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Hat- Tastic IDL

Learning Intention

1. We are learning to create 3D sculptures which represent hat design for a purpose

2. We are learnng to use a variety of media and techniques to create our hat designs

Success Criteria
A successful design will have,
-a style
-a chosen base colour
-represent your personality
-2 elements in your design from the hat workshop

During the last two weeks, Primary 5 and Primary 6-5 have been very busy designing hats and learning about the design process. This will all come together in a final hat showcase at Howden Park Centre on the 17th June.

We first all had to read our design brief/challenge and then start thinking about how our hats would represent our personalities and be bright and colourful. During the design process, we recorded our ideas and thinking in our design journals. These entried included illustrations, sketches, labels, dates and an evaluation of each day.

We were lucky enough to have a professional Milliner visit us, Sally- Anne Provan, and she provided two hat workshops. These were fantastic experiences, allowing us to learn new skills from an expert and express our own creativity at the same time. We were measuring, cutting, gluing and working co-operatively during both of these workshops. In the end, the results were some amazing and individually styled hats!! We can’t wait to show them off next week to our parents. All parents are welcome to this event.