Hello parents and carers, welcome back to the second half of the Summer Term!
We have begun our Literature Circle Program this week to stimulate students reading and comprehension through independent and small group work. Students have been split into groups to read different novels. The novels are relevant to other areas of the curriculum, age appropriate and interesting for Key Stage 2;
“Journey to the River Sea’ – Eve Ibbotson
‘There’s a Boy in the Girls’ Bathroom’ – Louis Sachar.
During Literature Circle time students are instructed to engage in critical thinking and reflection (discuss issues/concepts that arise, make connections with concepts) in their small group through a set list of ‘roles’ (tasks) which provides a scaffold for student directed discussion and an in-depth evaluation of the novel.
Hello parents and carers, we are nearing the end of the first half of the Summer Term! Berry class have been doing so much work across the curriculum over the past few weeks and should be very proud of their efforts!
In Reading we have been focusing on developing our stamina through recording our efforts in our ‘Reading Logs.’
In Spelling we have been completing a series of activities so that we can further develop our understanding of our words! Our word bank was developed from the words we spelt incorrectly in the start of term test. After break we will be completing a second test to see our progress.
In P.E. we have been having a lot of fun with Tennis as well as team building activities on a Friday afternoon. Working as a team flows over into the classroom through collaborations and brainstorming.
In Mathematics we have been exploring fractions. We are consolidating on our knowledge of adding and subtracting fractions and mixed numerals with common and uncommon denominators!
In Topic we are continuing to use Visible Thinking Strategies to assist with our comparing and contrasting of the City of London and the Amazon Rainforest. It was important for us to discuss the difference between primary and secondary sources as we use various sources throughout topic. We have been thoroughly investigating the Amazon Rainforest (what it is and where it is located) and will soon move on to discussing the layers of the Rainforest.
with Miss Wood
Hello parents and carers, My name is Ms. Wood and I am Berry Class’s teacher for the remainder of the year! I have really enjoyed my first few weeks at St George’s and I hope to meet you all soon 🙂
We have a few important daily routines in Berry Class. Your child may have talked to you about some of them! Ensuring a positive vibe resonates throughout the classroom and throughout the day, there are a few exercises that have been put into play.
Every morning and afternoon we discuss our emotions and how we can positively contribute to the classroom environment for the day. At the end of the day we discuss how we have positively contributed and what we can do to continue to do so and/or improve for the next day. We have recently introduced the ‘Positive Jar’ and ‘Worries Box’ to further aid our positive vibe in the classroom. The ‘Positive Jar’ enables students to write a positive comment about another classmate. The ‘Worries Box’ enables students to write down their thoughts/feelings/situations that might be concerning them. We discuss our worries and celebrate our positive comments during Circle Time on a Friday!
After lunch everyday, we meditate and reflect on the day to refocus our energy and minds back into the classroom after having been outside for a long period of time! There are various meditation activities that students can pick from each day. Following meditation we engage with BBC’s ‘Newsround’ to remain up to date on global affairs in a student appropriate setting.
Throughout the day we also have movement breaks to re-energise our minds as well as a version of the mile run. Our movement breaks are either completed as a class or individually. These daily activities help boost cognitive development, physical health and mental well-being.
This term our topic is the ‘Amazon Rainforest.’ This topic incorporates various parts of the curriculum including; literacy, geography, history and art so that we can thoroughly investigate and discover this fantastic topic!
In Literacy we have been utilising Visible Thinking Strategies which encourage active processing to analyse various sources of the Rainforest and the City of London.
In Mathematics we have been discussing strategies on how to multiple and divide by 10, 100 and 1000.
With Mr Samuels
Trip to the Science Museum, January 2019
In January, we visited the Science Museum, to explore our topic on Earth and Space. We watched Hubble 3D – a movie about a team of astronauts trying to save the Hubble space telescope and the pictures caught by Hubble, of the universe. The movie allowed us to see inside Orion, one of the constellations we have explored in class.
We, also, visited the space exhibit, where we saw space suits; rockets; satellites; and were even able to put space gloves on, to see how it would feel to work and pick things up in space. In the ‘Making the Modern World’ gallery, we even saw the actual Apollo 10 command module.
Our final stop was the ‘Wonderlab’, where we experimented with forces, electricity and materials. We explored friction, on the slide; pulling forces, on the pulleys; liquid metal; freezing water, through a magnifying glass; and making static electricity.
Topic/Science – making parachutes and constellations
In Science, me made parachutes, to test the effects of air resistance and land an astronaut safely on a planet with the same gravity as Earth. We thought about how size affects the amount of air resistance and how to make our testing fair.
We, also, explored different constellations and made our own re-creations, with black paper, pastels and compasses. They are now displayed on our classroom window, for the sun to shine through, creating the effect of stars.
Literacy – ‘Way Home’
In Literacy, this term, we read a story called ‘Way Home’, about a boy called Shane, who befriends a cat on his way home one night. The story follows Shane – who we later discover is homeless – on his journey ‘home’, with his newfound friend. We started the term by using the first picture, as a stimulus, to write a class descriptive poem. The children, then, added their own second verses, in groups. Here is our class effort:
The terrified cat gazed with its beady eyes,
The threatening dog barked violently at its fierce victim,
A mysterious boy emerges from the black, unsettling darkness,
The sinister alleyway following from behind.