Ms Emoke & Ms. Joyce welcomes you to our page!
Summer Activity Pack
The Summer Activity Pack was created for you and your child to work on throughout the summer. It is very important that your child continue to practice the skills they learned in Year 1 to better prepare them for entering Year 2 next school year.
Be sure to provide opportunities for your child to read as often as possible and continue supporting reading throughout the summer. There are also a variety of learning websites, games, activities and project ideas.
Thank you for working with your child this summer and have a safe and fun vacation!
We have been busy writers this term and it was time to show off our work! Thank you for stopping by to celebrate our successes. It was a great opportunity for our students to shine in front of the special people in their lives.
Please feel free to leave a message to your child on the Authors' Celebration wall display if you haven't had the chance to do so.
Unit 4 - Plants, January 2018
We have started our new Unit on Plants.
To introduce the new topic, students went outside to hunt for plants around the school. We filled our classroom library with various fiction and non-fiction books to browse and read independently, in pairs, small groups or with the whole class. In Literacy we have been reading traditional tales such as Jack and the Beanstalk, and Science books about parts and needs of plants, life cycles and facts about plants living in different environments. In writing students are expected to start to join some sentences with "and" and start to use simple structure (beginning, middle, end) when recounting an experience, for example Field Trip, Weekend, News etc.
We make the most of the everyday opportunities to practice how to carry out and record observations in Science and Math skills in counting, using different addition and subtraction strategies to solve simple problems, measure height and weight (plants), collect and organize data (simple survey and observations).
To reinforce the concept of living/non living things and to introduce the new environments unit, we started off with The Little Red Hen story. Students made predictions, discussed the message of the story, sequenced the main events and practiced retelling using the vocabulary and language of the story. Students prepared and shared their individual foldable storybook. Comparing the storybooks we read together, students figured out the main features of a fiction book: has beginning, middle, end, characters, setting, pictures are not real (illustrations), unreal things happen (animals talk), we read for enjoyment. In the Science corner students explored plants and animals living in the farm and made a poster to show their findings.
This introductory story and activities led students to inquire about different environments. We filled the Reading Corner and Science Browsing Books tub with various fiction and nonfiction books related to different environment. As student browsed and researched online, various questions emerged, "Why is the desert so hot and dry?", "Are there any plants in the Polar Region?", "Do fish breath in water?" just to name few. Based on the individual interests, students formed small research groups to study more in depth one environment. They have been using the Scientific Method to carry out the projects: make observation, ask a question, research, hypothesis, experiment, analyse, draw conclusion and share.
Being exposed to various text types (fiction, nonfiction, poem) created many opportunities to compare and contrast the similarities and differences and list the features of fiction and nonfiction books. Students have noticed that nonfiction books have table of contents, real pictures, we learn new things, information and true facts.
This Unit has provided lots of opportunities for writing. We created class books for example "We Went Walking" (pattern book), "Counting in the Zoo" (simple addition), "Our Bee Dance". Students were involved in creative writing activities for example to come up with a story based on a picture, or create a story based on a story starter. We enjoy the increasing amount of storybooks that students create at home and share in the classroom. The science projects provide opportunities for nonfiction writing, to present and share real information about different environment. We encourage students to use the sight words they know in their writing, to start to use simple punctuation such as capital letter at the beginning and full stop at the end and spacing between the words.
In Math we take every opportunity to count and strengthen our number sense. Students shared various strategies to count accurately for example arranging the object in a line, or by 2s, 5s and 10s, touching each object as they count and double-checking by counting again. We practice counting forward to 100, backward from 20 and skip counting by 2s and 10s in a daily bases. Students have started to solve simple addition and subtraction problems. We keep adding new strategies to our chart as we go for example in addition students use counters, jump on a number line, put the bigger number first then count on.
We started off Unit 2 with Goldilocks and the Three Bears story. Practised all the reading skills and strategies we have learned so far: looking at the front cover and title, making predictions, taking a picture walk, sequencing the beginning, middle, end and retelling. Acting out the Goldilocks Rhyme was really fun!
In Science we compared the bears in the story to real bears. We went on a virtual field trip to San Diego Zoo and learned basic facts about bears. As we compared and contrasted the real versus story bears we figured which ones were living and which were not and why. Next day Ms. Emoke noticed that the Plant Supervisor watered the real and the plastic plant as well that opened up an exploration and discussion about why one plant needs special care while the other one doesn't. Finally we paired up, grabbed a tablet and took a walk outside to spy with our little eyes and record living and nonliving things in our environment. Was great to hear the thinking and guide some of the discussions about the grass as example if it is real or artificial. Our classroom library was filled with fiction and nonfiction books related to the topic. The Reading Corner was a popular spot where we enjoyed browsing books, reading independently or with a partner.
When retelling the story we also noticed that we use special words to show the position of something, as example what happened first, whose bowl has Goldilocks tasted first, second, third. We linked the ordinal numbers to the calendar, days of the week, months of the year, our daily timetable, lining up, giving a simple instruction, following a simple recipe.
Talking about the recipe....the most exciting part was when we figured we were quite unsure what porridge is, how is it made, how it looks like, smells and tastes like, so we decided to make some. It was a great wrap up, hands-on activity where we learned about safety in the kitchen, the sequence of a recipe, measurement (Math), located on the world map the country of origin of ingredients (Social Studies) and finally used our senses to smell and taste the porridge. Some of us found it yummy, some of us found it yukky. Ultimately we are all similar and different.
Al-Fazaa Police Visit at EMS!
On Monday and Tuesday, 23-24 October, officers from Al-Fazaa visited the EMS, to speak with students about their role in the police, being safe and doing the right thing. Year 1 students also learned that in situations of an emergency we should call 999. We then went outside and got to see a police car. The officers turned on the sirens and the flashing lights and this got students really excited.
We would like to thank to the officers for coming out to our school and teaching our students about their special job in the community.
1 - 12 October in Year 1-8!
We had successfully finished our first unit of study. Year 1-8 students learned that all humans have similarities and differences, got familiar with the main parts of the human body and found out why we need a healthy diet.
In Reading, students learned the parts of a books, to recognize the main story elements (beginning, middle, end) and retell a story using a story map. We practiced and developed our reading skills in small guided reading groups: looked at the front cover and title to predict the content of a book, made a picture walk before reading, used our letter sound knowledge to figure out unknown words (beginning sound, picture clues), marked the sentences in the book and spied sight words.
Students started to get familiar with the writing steps, to think first before putting their ideas/drawing on the paper and started to label their picture by adding initial sounds and/or by sounding out words. We also started to blend and segment sounds to read and write simple CVC words (e.g cat, leg, mug, web, etc) and to use the learned sight words to build and write simple sentences.
We created our first online class book "Zan and the Big Bad Snake", that is a rewritten version of Red Riding Hood. Students came up with the setting, characters and the story plot. You can access the story here:
Note, https://www.storyjumper.com/ is a website to create storybooks with very easy tools. Sign up is required, some features are for free and some with payment.
Our Assembly was full of fun and excitement, and we are all proud of our first public performance. Thank you for all who were able to be there in person. If you would like to have a copy of the "We Get Together" video please stop by or send a USB.
Ms. Emoke and Ms. Suzanne (Year 4) invites you to our
Wednesday, 11th October, Primary Cafeteria @12 noon
Come along and watch your child's class present about their learning. After the assembly you are invited to visit your child's classroom and then be given a leave early pass if you wish to take your child earlier that the standard 1:45 pm finish time.
We look forward to seeing you there!
Week 24-28 September in Year 1-8!
We've had a busy week in Year 1-8 as we kicked off our first Unit of Study. We focused on the Red Riding Hood story and figured out the parts of the book (front and back cover, title, author, illustrator), made predictions based on the front cover and learned the elements of the story (beginning middle and end).
Based on our story map we practiced retelling the story then we became authors and illustrators as we wrote our first storybooks.
We examined the physical features and characteristics of Riding Hood and tried to figure how her parents might have looked like. Then we focused on ourselves and our families and found lot of similarities and differences between each other. Stories as The Colors of Us, Whoever You Are and It is Okay to Be Different, taught us that doesn't matter where we are from, we are humans who love, smile, laugh and cry.
In Math we counted our family members, different body parts and used non standard units to check and compare our height. The Snakes and Ladders board games brought from home were great to practice taking turns and counting.
In Science corner students enjoyed building and drawing different faces and played the Operations game in groups of six, to practice the main parts of our body.
In Phonics Center we spied sights words in the stories we read together, started to blend the letters/sounds to build CVC words and worked on putting the sight words and CVC words together to build and write simple sentences (e.g. I am a cat.)
First Week Back to school!
During the first weeks back to school we focused on building positive relationships and a supportive classroom culture. We started to get to know each other, our names, interests and favorite things. We also learnt about the classroom/school rules, procedures, expectations, explored our learning environment and the activities in the Math, Phonics, Writing and Science Center and enjoyed browsing books in the Reading Corner.
We started to learn and share about ourselves and our families and discovered that in some ways we are different but in lot of other ways we are similar. We strengthened and built our classroom community through books and stories and learnt that no matter where we are from and no matter how different we are, we respect and take care of each other.
Meet the Teacher
Welcome to our class! We have a tremendously exciting and busy year ahead!
The opportunity to teach your child is a privilege and a responsibility we take very seriously. We will do our best to motivate, comfort and appreciate your child and all the gifts he or she will bring to our classroom. We will also need your help because your encouragement and interest make a huge difference.
We will keep you informed of the work your child will be doing as well as any special events going on at our school and in our classroom. With your help and active interest, we will all have a wonderful and productive year!
Ms. Emoke & Ms. Joyce
Ms Emoke : I am the Year 1-8 teacher and Year 1 Team Leader, an enthusiastic professional, seeking to inspire, learn, affect positive change and make a difference.
Ms. Joyce: I am the Teacher Assistant in Year 1-8 and this is my 5th year at EMS.