We do our Jolly Phonics lesson in the mornings. Each child gets a whiteboard, marker and duster and comes to the mat. We then write a letter sound down on the top of the board such as the blended sound ‘ai’. The teacher chooses a word. Sometimes they need to ‘unjumble’ a nonsense word to make a real word that the teacher has written on the board. For instance the nonsense word ‘arin’ becomes the real word “rain” when ‘unjumbled’.
Most often during these lessons we use “arm blending” to sound out a word the teacher has given. In arm blending the first sound is on the shoulder, middle sound on the elbow and last sound on the hand. So the word coat can be sounded out on the arm as ‘c’- ‘oat’- ‘t’ …coat. Once the students have sounded out the word together on their arms they are now ready to write the word.
Sometimes we put in sound buttons under the words. Single sounds get one dot below and blends get a line underneath. For example the sound buttons for the word coat would be ( . _ . ) .
We then write a sentence using the word. Sometimes the students have to ‘unjumble’ a sentence and sometimes they write their own sentence. When the students are finished they hold up their boards for the teacher to see and the teacher gives guidance about correct spelling of words and punctuation.
The students find these lessons very rewarding, because even more complex words can be easily sounded out using the arm blending technique. For longer words we use put the sounds in between the shoulder and elbow or between the elbow and hand. For example, the word “throat” will have the letter ‘r’ occurring between the shoulder and elbow and the word “sound” would have the letter ‘n’ occurring between the elbow and hand.
The students always feel a great sense of accomplishment as they begin writing words they could never have dreamed of writing before. They really love showing off their work on their whiteboards to both their teachers and friends and we always end up having a lot of Jolly Phonics fun.
Reception Year teacher
On the first day of school, the students arrived very excitedly to begin the last term of Reception Year. They really enjoyed the holiday and could not wait to tell us all about it.
We are now training to work in books with lines in preparation for next year. The students had to write their own heading for their news followed by the zig zag, ‘w’ pattern. Through practice the students are becoming more aware of motor planning in their books and are learning to skip lines when needed.
We recapped the simple sentence rules:
- A sentence always starts with a capital letter.
- There are always finger spaces between words.
- A sentence ends in a small neat full stop on the line.
Each week for their news the students will choose and make use of a sentence starter such as “I went…”, I played …”, I saw…”, I liked…” The teacher will then write the unknown words on a strip for them to copy. They will be encouraged try and complete their own sentences using known High Frequency Words and by independently sounding out phonetic words using their knowledge of the Jolly Phonics sounds.
Reading and writing skills certainly goes hand in hand. All the reading practice they have been doing this year will definitely help them to apply their knowledge to attempt writing sentences with confidence.
The students are very excited about the following sentences they have written in their writing books this week:
“I went to the shop.” – Gabriel Perdigão
“I went to Namibia.” – Madison Carli
“I went to get donuts.” -Thami Makubalo
“I went to the shop.” – Michele Lemme
“I went to Dubai.” – Zoe-Jane Way
“I went to holiday care.” – Emmanuel Omole
“I went to the movies.” – Britney Quadri
“I went to the shops.” – Melissa Moje
“I went to the playground.” – Ali Sadi Hasturk
“I went to the shop.” – Lizelle Vorster
“I went to holiday care.” – Enzo Tona
“I went to the hospital.” – Jenna Miller
“I went to the shops.” – Reuben Davids
“I went camping.” – Malin van Zandvoort
“I went to the mall.” – Ndalo Kweyama
“I went to the movies.” – Sarah Miller
“I went to the shop.” – Irén Martinez Baqueiro
“I went to the holiday care.” – Joel Mofokeng
Reception Year Teacher
It’s hard to believe that the third term has already begun and we are at the start of another busy term in Reception Year. The students arrived back at school on Tuesday, brimming with excitement and eager to share all the wonderful things that they had been doing during the winter holidays.
This term we will be learning about how to copy sentences about our “news”. We have learnt about sentence structure, that a sentence starts with a capital letter, ends in a full stop and that words need to be evenly spaced.
The students were given the opportunity to explain one thing about their holiday to their “talk partner” sitting next them. This helps them remember their favourite part. They began the task by drawing a detailed picture of their holiday news. When the teacher came around, the students gave her a sentence, which she wrote in the lines under their pictures. They then carefully tried to copy their sentences in the lines below, using the correct punctuation and spacing. The students made good attempts at copying their sentences and these are a few of the sentences that they came up with:
Melissa Moje (5 years old): “I went to the beach.”
Emmanuel Omole (5 years old): “I watched T.V.”
Sarah Miller (6 years old): “I played outside.”
Joel Mofokeng (7 years old): “I played with my friends.”
Zoe-Jane Way (6 years old): “I went to my oupa’s house.”
Michele Lemme (6 years old): “I went to the shop.”
Lizelle Vorster (5 years old): “I played with my robot.”
Reuben Davids (6 years old): I went to the treehouse.”
Malin van Zandvoort (5 years old): “I played football.”
Thami Makubalo (5 years old): “I went for a walk.”
Madison Carli (5 years old): “We went to the shop.”
Britney Quaddri (5 years old); “I watched T.V.”
Uyindalo Kweyama (6 years old): “I found my teddy.”
Enzo Tona (6 years old): “I went to holiday care.”
Jenna Miller (6 years old): “I went to the shop.”
Gabriel Perdigão (6 years old): “I built a treehouse.”
Reception Year teacher
Mind Blowing Year 6 outing
By: Ben Van der Westhuizen, Riley Hanning and Jens Buchwald (Year 6 Students)
This term the grade 6 classes have been learning about electricity. On the 3rd of May 2019 they went on an outing to the Cape Town Science Center. They hopped onto the bus at 8:30am and arrived there at 9:00am.
First they learned about how to construct an electrical circuit in groups of two. They also learned more information about electrical circuits. The grade 6s were tested on their knowledge about electricity on what we had learned in the previous lessons.
A few kids went on the gyroscope. Here is what Damon Moodley has to say about the ride, “I enjoyed it, but it was disappointing because I had to manually move it. It was still an awesome experience.”
Later on, the grade 6s watched a science show. There were lots of surprises and it was a wonderful way to end the outing.
Grade 6 Outing
By: Chloe Ralph and Linamandla Moyo (Year 6 Students)
On the 3rd of May 2019, the grade 6s of Blouberg International School went on an outing to ‘The Science Centre’. The grade 6 class boarded the bus excited and ready for the Science Centre.
Once the class arrived, they were paired into groups. Blue, which was Mrs Esturhuizen’s class. Red, which was Mrs Hack’s class. The grade sixes’ first activity consisted of learning about electrical circuits and heat gas. They participated in making their own electrical circuits in pairs. Then they were granted permission to go explore all the technology, illusions, and inventions.
Jamey, a staff member of the establishment ‘The Science Centre’, allowed the grade sixes to go and fetch their lunch. Once finished, the grade sixes played a fun challenging quiz game known as Kahoot.
Soon after, the grade sixes went to a show which was made to teach the children what gases can do and how they react. The final activity included seeing one of the oldest cameras in South Africa. Then they entered a dark room where a projector-like camera was. Mirrors were inside – giving the grade sixes a view outside of the Science Centre.
“It was a great experience and my favorite part was when we could see the outdoors with the camera obscura.” -Damon Moodley, 12.
The grade six classes leaped back into the bus with their faces full of smiles and giggles.
In conclusion, the grade sixes had a wonderful time spent at the Science Centre.Read More
‘Roses are Red,
Violets are Blue,
Year 2’s made up poems,
All about shoes’
I recently read that poetry is an essential language tool for children. From a young age, children learn nursery rhymes, short poems and songs which most love to sing and perform actions along to.
“Poetry is essential for children because it is “the best words in the best order.” The rhythm and rhymes can help children develop a love for language—and a love of reading. Once kids begin flexing their writing muscles, poetry can spark their creativity and let their imaginations soar!”
J. Patrick Lewis
Last week, the Year 2s worked on creating their own poems about shoes. Children brought their favourite pair of shoes to class to speak about why that pair is their favourite. We reminded them about different adjectives – describing words that involve colour, size, and good or bad feelings. We were so impressed with what the children created!
Year 2 Teacher
Our Years 2’s had some fun this week, experimenting with poetry and building their own sentences using specific syllable counts.
How does teaching syllables benefit your child?
A syllable is known as a unit of organization for a sequence of speech sounds. Teaching word and sentence syllables may seem like a somewhat small technique in the learning process but studies show that developing a child’s phonological awareness is an incredibly important part of developing a student and particularly a reader. Research shows that there is quite a clear link between the weakness in a child’s phonological awareness and their reading skills. When it comes to learning how to read and write, segmenting and blending individual sounds can be difficult in the beginning, this is why we prefer to begin with segmenting and blending syllables.
Here are some effective methods you can try with your child as a part of any fun home activity:
- The clap method: Go through the names in your family (or pets) and clap out the syllables found in each name.
- The hum method: hum the word instead of saying the word. Count the number of hums.
- The talk-like-a-robot method: pretend you’re a robot and say the word in a robotic tone, with a pause between each word chunk.
- The jump method: Get active! For each syllable, jump on the spot.
Family Time Fun! Above all, syllable counting practise should be light, fun and playful!
Miss Siobhan Hendry
Year 2 Teacher
Tips Source: https://blog.allaboutlearningpress.com/count-syllables/