So far, this Term we have been learning about procedures in Literacy. We followed a video procedure on ‘How to plant beans in a cup with paper towel’. We then recorded our procedure and published them. You can view these on our Writing wall. We have also been observing their growth during the last couple of weeks. This has been fascinating to watch!
Procedure How to grow a bean? on PhotoPeach
What did you learn?
On Wednesday we started to see pieces of the egg laying in the bottom of the container and saw part of the lizard.
On Thursday the lizard had started to come out of the egg shell. We could see its head.
This morning (Friday) we arrived at school and saw that the whole lizard was out of the shell. Hopefully it will start growing bigger over the weekend.
We have started to look at procedures in Foundation K. This week we are learning how to hatch a lizard from an egg.
On Monday we needed to collect all the materials to start our procedure. We collected the egg in the box, a container and water.
We then sat in a circle and opened the box and got to feel the egg’s texture. Next we followed Miss K out to the staff room sink and watched her place the egg into the container and cover it in cold water. Miss K asked us lots of questions such as “Is the egg sinking or floating?”, “Why do you think bubbles are coming out of the egg?” We watched the water cover the egg and the bubbles that were coming out of the top of the egg. After that we went back into the classroom.
In the classroom we talked about what parts of our procedure we have done and what we think we would see when we arrived at school on Tuesday morning. When we arrive at school today we started to see cracks in the egg shell.
I wonder what we will see tomorrow (Wednesday).
Wow Mr Frost visited us early in the morning today.
When Miss Kotlarewski arrived at school today she saw that everything was white. She investigated the grass area and came across our school bird bath. As she approached it closer she noticed that the bird bath water was frozen over and took a video to show her mum and students that she couldn’t put her finger in the water.
At 10am Miss Kotlarewski shared this news to the class. We then found a partner and headed towards the bird bath to see if the water was still frozen. When we got there we stood around the bird bath and used our eyes to investigate the water. Miss Kotlarewski asked us, “Do you think my finger will go straight into the water?” or “Do you think my finger will stay on top?” Most of the students answered with “Miss Kotlarewski’s finger will stay on top.”
We were so excited to see the results, Here we go ….
Miss Kotlarewski’s finger went straight in the water, she said “It was freezing!” We then noticed that there was still ice particles in the water. Miss Kotlarewski picked it up and shared it around so everyone could have a feel and hold. We talked about what it looked like and what it felt like.
Miss Kotlarewski dug deeper into the bird bath, still saying “It is freezing!” and pulled out a large ring of ice. WOW!, Xavier told everyone that it was the same shape as the bird bath. We all got to hold this massive piece of ice.
We then placed the ice particles back into the water in the bird bath and returned to the classroom to write about our experience. Some students even got to put their computer typing skills to the test and publish their writing.
We LOVE spontaneous learning in Foundation K.
Miss Kotlarewski and Foundation K
Wow what an amazing experience!
Today Foundation Kotlarewski and Phillips experienced a visit from Reptile Encounters. We learnt about Australian Reptiles in a hands-on show. We learnt about the weird and wonderful characteristics of Australian reptiles.
Everyone had the chance to interact with Sheryl the spinyleaf stick insect, Kermit and Miss Piggy the green tree frogs, Pancake the turtle, Russel the bob-tail lizard, Boof the frilled neck dragon lizard, Victor the python, Tiny the Olive Python (4metres long) and even Charlie the salt water crocodile.
Here are some images of our experience:
What was your favourite reptile? Why?
What facts did you learn?
Wow, we are so clever look at our writing.
We were encouraged to use our HOT WORD ‘is’ and our THRASS focus word from the start of term ‘dog’ to create a sentence. We were so excited that we wrote more than one sentence. We used our phoneme fist to sound out our THRASS word and listened to all the sounds in the other words to add to our sentence e.g. sleeping, hungry, happy, etc.
Here are some of our sentences:
Miss Kotlarewski and Foundation K
Foundation K students have been really busy learning and practicing their HOT WORDS during our reading rotation activities. We get to read our HOT WORDS off our icy pole sticks to a parent helper, teacher or peer. We then locate the letters in the word using magnetic letters and build the word. At the very end we get to practice spelling and writing our HOT WORDS.
Here is our work:
Miss Kotlarewski and Foundation K
This week we would like to share with you our Reading lesson.
We have been reading Mrs Wishy-Washy for our Whole Class Focus. We started the week by making a guess/prediction about the story. Then we moved to matching one spoken word to one written word (making sure we pointed at the words). By the middle of the week we were locating the beginning, middle and end of a story. Then we revisited our reading strategy Eagle Eye:
We also located some of our blue hot words in our text. We found ‘a’,’the’, ‘in’, ‘it’.
Here are some photos of our reading stations (Rhyming activity: based on our THRASS focus sound, Big Book activity: sequencing, Sunshine Online, Teacher focus group: based on matching one sound to one word and reading):
On Friday we got introduced to Multimodal and used our 4H reading strategy (Here, Hidden, Head and Heart) to infer a picture.
The 4H strategy – is the answer literal, right here in the text? Is the answer hidden, do I need to think and search? Is the answer my own opinion or based on my past experience; so is it in my head? Or, is the answer how I feel and therefore in my heart?
We were introduced to the ‘Here, Hidden, Head and Heart’ strategy (4Hs). Students were provided with the picture below. They looked at the picture to see what answers it was giving them, used their heads to find the answer, they thought about how they felt about the picture and discussed what was hidden in the picture and what could happen next.
What could happen next?
How do you feel?
Where could the setting be located?
Why is the book sparkling?
During our writing lessons we have been writing procedures on ‘How to blow a bubble with bubble gum.’ We hope you enjoy reading our procedures and can follow our steps to make a bubble with bubble gum.
Miss Kotlarewski came up with a cool way for us to display our published pieces.
Here are some pictures of our work:
What kind of things do you like to do when you have bubble gum?
Is it making the largest bubble without popping it or is it trying to make the smallest bubble.
Welcome back everyone to Term 3, I hope you all had a great holiday.
This week we have been learning about procedures. Did you know that a procedural text is a text which gives instructions on how to do something. The structure of a procedural text involves; having a title, stating a goal which tells the reader what the procedure aims to produce, materials that you need, steps which describe step by step how to complete the procedure and a conclusion which may state specific tips, advice or safety warnings.
The students in 3/4K have been looking at a lot of different procedures during the week in reading and writing lessons. We have learnt how to make bath crystals, scones, lazy lamingtons, banana spilt, how to blow a bubble in bubble gum and even how to make play dough.
During our reading lesson yesterday, students were given a ball of play dough which they needed to create an object with it only using their hands. This was a challenge for some students but they did not give up, they had to come up with other ideas using their imagination. Once students had created an object they then needed to write a procedure teaching me how to make their object. Students then went around the room telling each other what they made and then we had a gallery walk which allowed us to view everyone’s object.
Here are some pictures:
What procedures do you like to follow? Why?
Example: a recipe, an experiment, a game
Miss Kotlarewski: “I like to follow recipe procedures because I get to eat the final product afterwards” 🙂