In our recent trips to the school library we have been looking at how the space is set up and how we can find books.
We know that in our library we have fiction chapter books in one section and picture story books in another section. These books are organised in alphabetical order using the surname of the author. So, if we wanted to find a book by Andy Griffiths we would look under the letter ‘G’ for Griffiths and if we wanted to find one by Roald Dahl we would look under ‘D’ for Dahl.
What about non-fiction books? When we are looking for these types of books we want to look for a particular topic, not the author.
This is where the Dewey Decimal System comes into it.
Watch this video from Bentley Media Centre to find out more…
When we went to the library we practised using the Dewey Decimal System to find the category numbers for a variety of books on different topics. We even saw that our library has the same categories written on posters at the end of each non-fiction aisle.
We were also impressed to see that Mrs. Patterson can remember many of the category numbers off by heart. Maybe with practice we’ll be able to do that too!
In Reading we have been looking at character traits – these are ways we can describe the identities of the characters we read about.
The traits could be physical (which means they are things we can see like the character could be tall, blonde haired, freckled) or it could be based on their personality (something we can’t see like they could be caring, mischievous, imaginative).
To find out what the traits of the characters were, we had to find evidence.
Here is the work one group did when they looked at the book ‘Pig in Love’.
When we shared some of our findings we discovered that authors are more interested in making sure the reader knows about the personality of the characters rather than how they look. They do this so the reader can make text-to-self connections.
We also learnt that authors can help us learn about a character in different ways:
1. They can just tell us what they are like, for example, ‘She was a clever girl’ = she was clever
2. They can describe the actions of the character, for example, ‘He gave his last dollar to the charity’ = he was generous
3. They can tell us what the character said, for example, “I think you are smelly and I don’t want to be your friend!” = the character is rude.
For our maths task this term we are pretending to be architects who need to design an apartment block. To do this, we need to know how big to make the rooms and to do THAT we need to know how to take measurements.
We know that the common unit of measurement for rooms and houses is metres and that we use square metres to work out the area.
Here are the other things we said we knew.
With all of this knowledge, we then worked in small groups to create a square metre out of paper. At the end we could then see exactly how big a square metre was and we could put them together to get an idea of big some rooms would need to be.
When we are writing it is important to use more interesting words for common words. For example, we could write ,‘The meal tasted good’ but the word ‘good’ is pretty boring. Instead we could use something like ‘delicious’ or ‘scrumptious’ or ‘delectable’.
We had a try at coming up with different words we could use in our writing and speaking instead of ‘sad’ by being given 2 minutes to write down as many synonyms as we could and then sharing them.
We will repeat this for other words too so that we have a word bank that we can borrow rich words from.
What other words can you think of that mean the same as ‘sad’? We’d love to read what they are!
In Buddies we thought about the importance of listening carefully.
Sometimes we might hear what someone is saying but we don’t think about what they are actually saying.
To practise listening carefully we played two games.
The first game we played was a traffic light game where we need to listen to the colour and do the action for that colour.
The next game was a bit harder and was called ‘On the boat, off the boat’. We all stood along the edge of the concrete with our feet just near the fake grass. The concrete was ‘on the boat’ and the grass was ‘off the boat’. Each time the teacher said either ‘on the boat’ or ‘off the boat’ we had to jump to the correct area. If we didn’t listen properly and jumped to the wrong spot, we were out.
We can practise these skills in the classroom by listening to the whole instruction and not just guessing at what the person is going to say.
On the last day of Term 1 Tanvir, Tayfun and Andrew organised a Cultural Identity party. Students brought in foods from the different countries they identify themselves with and we had a lot to eat from a wide variety of places! We had food from India, Peru, Turkey, Macedonia, Kenya, Australia, Italy and Lebanon.
The boys also put on some music from the different countries for us to enjoy while we ate our food.
We would like to give a big thank you to the parents who helped make our celebration possible by buying, making and delivering the food. We had a great time…and full tummies!