English - Story Writing
So we have our story map and the children are heading off deeper underground through a dark tunnel. What will now follow will be a mini-story but one which can follow all the normal rules for a longer one. Remember our story mountain idea:
We can use this to develop the story into sections. Because we are in the middle of the story, we don't need to worry about introducing the characters and what they are doing. We know this, so we can move to the middle for the build up and problem:
What do they see as they move through the tunnel?
How do they feel?
Where do they end up?
Then we will need a big problem. Use the setting to help - if any of your children have ever played Minecraft then there is much inspiration to be taken from there - monsters, lava, traps, treasure, pits or portals let your imagination go crazy!
Then they need a resolution/ending. It is worth noting that in "Adventure At Sea" (and indeed in all the Wishing Stone stories) the children at the moment of peril find themselves suddenly back where they started when they made the wish and tell Mum/Dad in response to "What's all that noise?" - "Well," said Yasmin, "It's a long story!" We could use this, perhaps, in our story.
Below is my story mountain plan. I have put multiple options for build up/problem/resolution to give you some ideas but, obviously, you only need to choose one:
TASK - Try your own story mountain for the continuation of the story - it doesn't need to be long or complicated. Remember, this is merely a vehicle to develop our writing skills, not become published authors.
Maths - Addition
Yesterday, we practiced our addition strategies. I just wanted to quickly show you the expanded column method that I would start to introduce to Year 2's that were very confident with the tens and ones annotation method. We do this in Summer Term so they are beginning to see the approaches that they will come across in Year 3.
If we take a look at this calculation:
How would it look in the expanded column method?
It is worth noting how expanded column method is different from column method and why we use it. In column method we would just add 5 and 3 to get the 8 and 2 and 1 to get the 3. This is fine, but in using the expanded method we ensure that the children stay aware of the fact that it is not 2 + 1 but 20 + 10 and the 3 represents 30. This helps their long term mathematical understanding.
TASK - We are going to apply our addition skills to some problem solving situations. Here are 3 problems (the 3rd one has 2 variations), they get a bit harder as they go. Choose 1 and give it a go, using the strategies you have learnt.
Problem 1
Problem 2
Problem 3
Problem 3 - Extension
In looking at the last problem Number Lines, once we add up 2 + 5 + 3 = 10, we are left with a missing number problem: 10 + ? = 16. We will discuss using the inverse next week but for today count on from 10 until you get to 16 to help find the answer. All copies are also on the class page too.
Have fun!
KS1 Team
