Year 1 Update – Wk 32
Bake Sale Many thanks to all the Parents of year one children who sent along cup cakes, cookies and biscuits for the year one bake sale. We have decided that for for future bake sales in year one we would like children to bring a maximum of $20. We feel that this is enough money to buy one larger cake or two smaller cookies. We will also be reminding children to take home any change that they receive and not to pass this on to friends. At home please can you remind the children to bring home any change and also not to give their money away to friends.
Here are some photos from this weeks U.O.I rotations. This week students found out more about the weather in Hong Kong, used Big Universe to find out information, made a model to help with their understanding of the pattern of day and night and used text to find out facts to support new learning of knowledge.
Lines of inquiry
The Earth changes (form)
How the Earth’s changes affect our lives (change)
How the Earth’s changes other living things (change)
Next week during our Unit of inquiry we will focus on the children’s questions and misconceptions about day and night, season and weather. The children will use books, practical experiences, Big Universe and online resources to find out information. Children will have the opportunity to reflect upon their new understandings so you may hear them say ‘now I know’!
Next week children will have the opportunity to use pastels or oil paints to create night scenes. We will look at the skills of swirling, dotting and line making.
If your child shares any new understandings or any questions with you that are connected to our unit please send us an email. Your child may ask you about the time difference or seasons in two different countries. They may tell you what they have learnt about the weather in different parts of the world an how this affects choices that people make.
Measurement involves comparing objects and events.
Next week we will revisit the learning that we did about mass and capacity. Children will be estimating, comparing, ordering and measuring a variety of plastic objects as well as some stationery items from around the classroom. Language that we will be using is heavier and lighter, more and less than, and half and full.
Mathletics
Please spend some time each week exploring the different activities that we have set for the children. Under the ‘play’ section, children can practise their basic facts by playing games with partners from around the world. It is not intended that the children will do these tasks totally independently so please help your child to become familiar with the layout of Mathletics and how to go about completing the tasks.
Please support your child in learning how to log in using their user name and password rather than relying on an adult to do so for them. At school we are teaching the children to be independent with this skill.
Writing
Next week we will continue to explore non-fiction texts which explain natural Earth changes. We will look at the ways to set out and organise features of a non fiction text. We will be emphasising writing down facts and remembering to punctuate our ideas correctly.
Reading Next week in reading we will continue to focus on the comprehension strategy of questioning. Good readers ask questions before, after and during reading. Next week as children read we will encourage them to ask questions and then find out the answers as they read or are read to. We will explore the difference between an open and a closed question and the children will reflect upon which type of question gives more information.
Big Universe please encourage your child to practise logging on to Big Universe without any help. There are many useful books that your child can read with you and also this is a great resource that your children can use in the holidays.
1L – Sylas Ng
1P – Felipe Wu
1W – Jada Cheng
Mandarin – Adam Pan
Congratulations to our Golden Book certificate children!
Here is a fantastic article from backwoodsmama.com about language we can use with children when we are out and about exploring, especially now that summer is well and truly here! At the bottom of the article there is a PDF that you may want to print out of suggested sentence stems that you may want to say to your children.
Stop Telling Kids to “Be Careful” and What To Say Instead
Near our home there’s a forest that we enjoy exploring. At the end of a ravine there lies a fallen tree. It spans across the distance of the ravine, from one end to the other. The tree is solid, but falling would hurt, a lot. Nevertheless, the challenge is there and my kids must take it, every time. They’ve crossed the log many times, but each time they do I hold my breath in anticipation… and to stop myself from blurting out “Be Careful!” a hundred times over.
Why We Need to Stop Telling Our Kids to “Be Careful”
Saying “Be Careful!” to children is probably one of the least helpful things we can say to them. First of all, it’s not specific enough. “Be Careful!” could mean “watch out for the poison ivy!” or “watch out the sky is falling!”. When you tell a child “Be Careful!” it usually doesn’t get the response you’re hoping for, either they’ll give you a look of confusion (“what’s there to be afraid of?”), ignore you (“this isn’t scary!”) or start crying (“something really bad is about to happen!”).
The other problem with saying “Be Careful!” is that it instills fear. It teaches kids that they should avoid taking risks, trying new things and making mistakes because bad things could happen, an yes bad things can happen, but kids need to engage in risky and challenging play for healthy growth and development.1
What To Do and Say Instead
Breaking the Habit!
Imagine this scenario: Your child is climbing up a small tree and the slim branches are bowing under her weight. In a flash your brain calculate multiple scenarios, all of them end badly. Even though your child isn’t in immediate danger you want to call out “Be Careful!”, here’s what you can do instead:
STOP: Notice what you are about to say and tell your brain to “STOP!” or “PAUSE”.
BREATHE: Acknowledge how you feel and take a deep controlled breath.
REFLECT: Look at the situation with fresh eyes and ask yourself:
- What is the potential for serious harm?
- Why does this situation make me feel uncomfortable?
- What skills is my child learning right now?
RESPOND: There isn’t one right response for every situation. If your child is in danger by all means do act quickly! However, some situations might require you to do nothing and other situations might require you to help your child foster awareness or problem solve.
Fostering Awareness
My youngest child isn’t as sure footed as his older siblings. He tends to trip and fall much more. I think it’s because he’s always trying so hard to keep up. When we’re out hiking we explore places with steep cliffs, boulder fields, slippery stones and loose rock. Lots of risks! We talk about his feet a lot on these hikes: “Try moving your feet slowly over this area”, “Notice how these rocks are wet?” and “Do your feet need a rest?”. Slowly he’s becoming just as sure footed as the rest of us.
Every time you want to say “Be Careful!” see it as an opportunity to help your child foster greater awareness of their environment and their bodies. Try saying:
- Notice how… these rocks are slippery, the log is rotten, that branch is strong.
- Do you see… the poison ivy, your friends nearby?
- Try moving… your feet slowly, carefully, quickly, strongly.
- Try using your… hands, feet, arms, legs.
- Can you hear… the rushing water, the singing birds, the wind?
- Do you feel… stable on that rock, the heat from the fire?
- Are you feeling… scared, excited, tired, safe?
Encouraging Problem Solving
The other day I walked into my backyard and my two children were having an imaginary battle with two cultivators (rakes with three pointy prongs!) while swinging on swings. I wanted to blurt out “AH! YIKES! BE CAREFUL!!” but after taking deep breath I said “It looks like you’re having a very intense battle, but those tools are meant for gardening, what could you use instead?”. They put the tools away, found some stick and continued their adventure.
It’s important that we let our kids engage in risky or challenging play because it’s a great way for them to practice problem solving skills. Help them out by asking:
- What’s your plan… if you climb that boulder, cross that log?
- What can you use… to get across, for your adventure?
- Where will you… put that rock, climb that tree, dig that hole?
- How will you…. get down, go up, get across?
- Who will… be with you, go with you, help you if?
Download the FREE PDF here: What to Say to Kids Instead of “Be Careful!” (PDF)
