<p class="ql-block">This news letter will discuss the different English inquiry and skills time activities that the students have been doing so far. The main English focus is on sea-animals and the ocean, but throughout this unit there is and will continue to explore into the different habitats and animal groups too! Let’s take a look at their learning journey so far…</p> <p class="ql-block">This section introduces a story ‘Ronald and the Rhino’ during circle time. Before, during and after the story , questions are asked, and all students have opportunities to answer. Including interacting elements of coming up to the interactive board to circle answers to questions. The students all listened very attentively, absolutely absorbed and entranced in the story of the Rhino. Once the story finished, the students had to one by one, through sorting out , identify whether the animal picture given to them was included in the story 📚</p><p class="ql-block"><br></p><p class="ql-block"><br></p> <p class="ql-block">Here is the poster the students had to participate and add their answers to.</p><p class="ql-block"><br></p><p class="ql-block"><span style="color: rgb(22, 126, 251);">Q: What animals did you see in the story?</span></p><p class="ql-block"><br></p><p class="ql-block"><span style="color: rgb(237, 35, 8);">A:Yes it was/No, it was not. </span></p> <p class="ql-block">In this section, K1B after being introduced to different sea-animals, I asked the class to draw their favourite sea-animal/animals. This task was designed to show their interest, what they have learned since introducing the animals, and opportunities to practice writing the names of these animals 🐠🐙🦀🐋</p> <p class="ql-block">This section introduces some activities that I like to do during skills time. As mentioned before, each week the students will change groups so that all have the opportunity to enhance their skills with each teacher. Here are photos showing letter writing, writing words as well as how to sound these letters (phonics). Through practice and various games using these. The students have been very invested in learning and expressing English, and always look forward to English Skill time 👏🏼</p> <p class="ql-block">Their interest in English as well as this unit, is so evident that during outdoor time, the students all want to draw different sea-animals as well as write their English names! </p> <p class="ql-block">During circle time, every week, there will be at least one dedicated session on letters and phonics. In this lesson, it was recognising the different big letters of the alphabet. One by one, each student had to identify the correct letter named by myself or their peers. Lessons like this has increased their memory and their interest, they are now all happy to try and write their English names, and most can do it independently 😄</p> <p class="ql-block">This part of the news letter, I will introduce some of the inquiry activities the students have been learning and creating! Starting with the jellyfish craft. Followed by the sea turtle activity 🐢</p><p class="ql-block">In these activities are more focused time whereby I am able to go more in depth of their learning and expand their understanding, and practice speaking sentences together. </p><p class="ql-block"><br></p><p class="ql-block"><span style="color: rgb(22, 126, 251);">Q: What animal lives in the sea/ocean?</span></p><p class="ql-block"><span style="color: rgb(237, 35, 8);">A: A jellyfish lives in the sea/ocean.</span></p><p class="ql-block"><br></p><p class="ql-block"><span style="color: rgb(22, 126, 251);">Q: What animal lives in the sea/ocean?</span></p><p class="ql-block"><span style="color: rgb(237, 35, 8);">A: A turtle lives in the sea/ocean.</span></p><p class="ql-block"><br></p><p class="ql-block"><br></p> <p class="ql-block">The sea/ocean environment 🌊</p> <p class="ql-block">The student’s learning journey 🤩</p> <p class="ql-block">As the students interests grow in learning about whales , I have created a specific inquiry into whales. Students will choose their favourite whale by cutting and sticking or drawing their whale, draw some body parts of a whale, draw the habitat in which whales live and identify if whales are big or small animals. As we complete these together, I encourage the students to write the names of the animals, the body parts, and any phrases they are comfortable with trying. All are always so willing, to try, and copy the letters! If not from myself spelling to them, they will find independent ways to try 🐋</p><p class="ql-block"><br></p><p class="ql-block">Some of the whales the students have been shown this week:</p><ul class="ql-block"><li>Humpback whale</li><li>Beluga whale</li><li>Sperm whale</li><li>Killer whale/Orca (it is in fact a dolphin)</li><li>Narwhal</li><li>Blue whale </li></ul><p class="ql-block"><br></p> <p class="ql-block">This activity is focused on learning and familiarising with the 5 different animal groups. Mammals 🐻, reptiles 🐢, amphibians 🐸, fish 🐙 and insects 🐞. Here, students had to sort out animals into the correct groups, and then write their own names next to the photos. First to identify who grouped the image and secondly, to have continued practice with writing their English names. </p> <p class="ql-block">Thank you for taking the time to read this news letter! I hope you enjoyed it, have a great weekend. See you next week 🐋🦀</p>