We read the book "The cat in the hat" by Dr Seuss over a period of 3 weeks. Amazingly, the children sat quietly, enthralled with the cat's antics! On the first and second week of the reading, we made ourselves into the Cat in the hat, one of Dr Seuss amazing character thanks to this free template found here : http://www.datemplate.com/post_cat-in-the-hat-template_10862/ . The students practiced fine motor skills of gluing and pasting the different pieces and joining them all together. On the 3rd and final week of the reading and in connection to their classroom Unit of Inquiry (Communication) we also practiced gross motor skills by identifying and doing the action words from the book like run, jump, hop, bow, kick, sit, and fall.
Our library lesson for all primary year level this term, continue to focus on teaching our students information problem solving skills. From Reception up to Year 2, we try to orient the way students think about how they process information down to these three basic steps : PLAN, DO, REVIEW
We started with Year 1 by turning Super 3 concept to music and watched how quickly they catch on. We sang the Super 3 song to the tune of BINGO and they loved it. Most importantly, they followed the 3 easy steps in the process to complete their tasks while they sang along.
Year 3-5 library lessons focuses on the Big 6 information solving skills specifically in note making, being able to identify keywords and phrases; formulating questions using the key concepts in relation to classroom UOI.
Year 4 jived to the tune of "This old man, he played one" and sang the Big 6 information problem solving steps lyrics available from : http://big6.com/pages/lessons/lessons/sing-a-song-of-research-turning-the-big6-into-a-tune.php
This term we continue to learn about different strategies to help us find information using the Big 6 information problem solving strategies. In this activity, the year 4 were given an article taken from World Book Kids Online. Their task was to underline keywords and phrases in the passage that answers the questions in the table provided in their worksheet. The questions were formulated using the key concepts FUNCTION and CHANGE in connection to their current classroom unit of Inquiry "How the world works."
Feel free to download template below.
Every fortnight on Tuesdays, the library service club, made up of 10 Middle School Students together with Ms Jacqui of Green cottage and her team visits the “Bright Little Ones” mobile kindy based in Kalabu. This kindergarten offers early childhood education services to 60 local children and families in an area where there is no other alternative from a village hall.
During these visits, the Library service club members read to and with the children. They engage the children in fun literacy activities while Ms Jacqui runs coordination, movement and team building activities. The biggest benefit our students get from this service is the knowledge that they are making a difference in the community to improve lives. Most importantly, our students learn and practice “empathy” in their interaction with the students.
This week, the kindergarteners visited our school. They watched the fairytale “The three Billy goat gruff” performed by our students. Later the visitors divided up into two groups to enjoy singing with Mr Tim and specific movement activity with Ms Jacqui. To reinforce personal hygiene, Mr Petero played the “toilet tag” game with them which the children enjoyed very much.
The visitors returned to their homes with much to talk about and as their teacher says, “this trip will the topic of conversation for many days to come.” We thank ISS for facilitating this wonderful experience for the little scholars.
Thank you to all the teachers, teacher assistants and students who assisted in making the Bright Little Ones excursion a memorable one.
ECH 1 - Year 3 enjoyed this well known fairy tale in the library. The older children took turns acting the story out which is such a great way for children to gain confidence. We completed an activity based on the troll's point of view while the younger children retold the story through a sequencing activity.