Butterflies Blog (Intervention)
Welcome to the Butterflies blog!
Hello, we're the Butterflies and our intervention teachers are Mrs Watts and Mrs Kerbey.
Pleasing Prefixes and Super Suffixes
This week some of the year 1 children have been learning when and how to add prefixes and suffixes to words. A prefix can be added to the beginning of a word to change its meaning. Suffixes are added to the end of a root word, also to change its meaning. By adding the suffix er it makes the word mean more of something- greater, bigger, faster and so on. If we add the suffix est it means the most- greatest, tallest, shortest, heaviest, lightest.
Use the QR code below to find out more about different suffixes and prefixes and challenge yourself to see how many new words you can make and put into sentences.
This week we have been recognising the value of different coins, making totals using certain coins and applying our understanding to solve two step problems.
Step 1- Find the total of the coins in the purse. This means add them together
Step 2- Find half of 80p. We know half means share into2 equal groups, so 80 divided by 2equals 40p
Have a go at trying to solve some more 2 step money problems.
Fred buys a banana for 25p and a pineapple for 50p. How much change will he get from £1?
It costs 15p to buy a packet of crisps and I buy 3. How much change will I get from £1?
I Buy 2 cakes. Each costs 35p. If I have £1 will I have enough to buy one for my friend too?
We hope you all had a very relaxing and enjoyable Easter break and have come back to school feeling energized and determined to enjoy learning lots of new and wonderful things. This term we will be focussing on our year 2 children's writing, to ensure they are confident at using and recognising different types of grammar, spelling rules and punctuation marks in each genre of writing they are using.
We began by reminding ourselves or the different types of sentences we can use:
Statements. Statements are sentences that tell you something. They end with a full stop.
Questions Question's are sentences that ask you something. They end with a question mark.
Commands Command's are sentences that tell you to do something. They are often angry or urgent and are very short.
Exclamations Exclamation sentences are those that begin with What or How. They are full sentences, including a verb and end with an exclamation mark.
Have a go at finding examples of each type of sentence in your reading book and also try writing some of your own different sentences about your trip to The Matthew in Bristol on Friday.
We have been working extremely hard to improve our writing in year 1. We have tried to use our cursive writing style and also thought really hard about starting our sentences with different openers. Before, we were starting with I can see..... I can see.... I can see... But now we can use preposition words to begin our sentences along with other sentence openers. Look at our wonderful writing now!
Keep practising and using your fantastic writing over the Easter holidays. You could write a diary each day of some of the lovely thing you do; write a story about The enormous Easter egg; write a poem describing spring time or find a lovely picture and write some super sentences about it remembering to use different sentence openers. Most of all have a lovely, relaxing Easter holiday. See you next term X
Magnificent Mass Measuring
This week in year 1 intervention we have been learning about measuring the mass of an object using non standard units. We found out how heavy the pencil was using cubes, dice, counters or paper clips. We also looked at the mass of different objects and put them in order from the lightest to the heaviest or the heaviest to the lightest.
.Finally we challenged our thinking by trying to explain how we could find out the mass of an object if we had two objects on one side of the scales but only knew how heavy one of the objects was. Can you work it out?
This week our year one intervention group have been focussing on using preposition words in their writing. These are words that describes the position of something: Next to; In front of; Behind. They worked really hard to use these words in their sentences and also tried to include correctly using descenders too. Have a look at their fantastic sentences. Can you spot the preposition words and the correct use of descender such as f g j p q y?
Our year 2 writers have been working really hard to begin writing their own well structured story based on the Enormous Turnip. They have been trying to use all of the key features of a good story such as using story language; having a beginning, middle and end; including a problem to solve. They also needed to remember to set the scene, describe the characters, use noun phrases and think about spelling, punctuation and grammar. What a lot to remember in one piece of writing! Here are a few examples of their first attempts.
This week we have been learning to measure using non standard units such as big cubes, small cubes, paper clips and dice. We have learnt some important rules of measuring
1 Always measure from end to end
2 Keep the unit of measure the same
3 Do not leave any gaps when measuring
4 Count carefully and in order.
Finally we have realised that we get different answers if one person measures with big cubes and one person measure with paperclips. Next week we will move on to measuring using a ruler, measuring in centimetres CM but we will still need to use our important rules for measuring to help us.
We also started to look at finding the difference between two measurements, to find how much longer or shorter the objects were from each other.
To find the difference you can take the smaller number away from the larger number. So if my pencil was 10 cubes long and Rita's pencil was 6 cubes long, we would take 6 from 10, 10-6 =4. The difference is 4 cubes.
Welcome back to another exciting and enjoyable term full of wonderful learning opportunities.
We have been working really hard this week to order 3 or more numbers up to 50. We then added the <> signs to show greater than and less than. Here are a few ideas of things to help us.
1. First know if you are ordering from smallest to largest or largest to smallest. We are going to order from smallest to largest.
2 When ordering a 2 digit number remember to look at the 10's part first. If the number of tens is more, then it will be a bigger number.
45 26 28
So the first number has 4 tens and the others have 2 tens. 4 is bigger than 2 so it must be the biggest number, so we can swap them around to put the biggest number last.
26 28 45
3. Next we look at the 1's in the numbers that are left to order.
We know 6 is smaller than 8 so 26 must be the smallest number, 28 will be the next smallest and 45 will be the largest. Now we can order them from smallest to largest.
26 28 45
4. Now add the <> to show that the crocodile eats the largest number first.
26 < 28 < 45
Have a go at ordering the groups of numbers below. Can you put all 5 numbers in order from the smallest to the largest? Remember to use the steps above to help you.
35 42 12 24 21
54 45 62 26 21
In our Year 2 writing sessions we have been learning to write detailed and precise instructions. The children began by thinking about the different features of instruction writing such as, imperative verbs, adverbs, noun phrases, numbered steps and time connectives and they then discussed when they might use instructions in their everyday lives.
After watching how the sweets were made and making notes, the children then had a go at writing their own detailed instructions. Take a look at their writing below.
After writing, the children tested their instructions and made their own Asian sweets. They were delicious!
This week we have been learning to subtract or takeaway. The children knew that if you take away a number it will get smaller (unless you are taking away zero when the starting number will not change). The children worked really hard to first use their manipulatives (resources) to create the number stories, then they used the symbols - and = to write the number stories as a number sentences.
This term we have begun by focussing on writing in year 1. We are not only trying to improve the presentation of our writing by correcting pencil grips, correct posture and formation of the letters, but also really focussing on using our speed sound charts to help us identify the different sounds in words. We are getting better at holding the sentences in our head and trying to extend our ideas using and but it takes a lot of time and practise.
If you want to have a go at home, find a picture of a place you enjoy visiting- the beach, a park, the funfair or a toy shop. Look carefully at the picture and see how many things you can spot going on and write them down. Try to start your sentences with different beginnings rather than using I see... or I can see.... every time.
Behind the ..... there is .....
The little ...... is playing with the.......
On the ..... I can see.....
Bring your super sentences in to show your teachers.
Here are a couple of examples of the children's work, where they have made a first attempt and then a second attempt to write some simple sentences about the picture.
If you would like some more ideas about how to write more interesting sentences, please use the QR code below which links you to a helpful website.
Synonyms and similes
Our year 2 intervention group have been working really hard this week to understand what a synonym is and how to use it in their character description of the Snow Queen.
A synonym is a word or phrase that means exactly or nearly the same as another when used in the same context.
eg Tiny= small, little
happy= joyful, cheerful,
cried= wailed moaned
said= called, grumbled, whispered
A simile is when we compare two things and say one is like the other
eg ___ is as big as a house
---- is as cold as ice
---- is as hard as nails.
By using synonyms and similes in their writing it helps the children to expand their vocabulary and make their writing more engaging to read. We can change simple sentences:
The Snow queen was mean and nasty. She had very thin lips and was very cold hearted.
Into much more detailed and interesting ones
The beautiful Snow Queen was callous , menacing and wicked when she captured the little boy. Her thin lips were as turquoise as the Pacific Ocean and her frozen heart was as cold as an iceberg floating at the North pole.
Can you spot the similes and synonyms used?
Medley of Maths activities
During our intervention lessons this week we have been focussing on different elements of number. Some groups have continued to order numbers to 20, thinking about using the language of one more and one less. Others have been reinforcing their knowledge place value especially focussing on teen numbers; knowing that 12 is made up of 1 ten and 2 ones. Further groups have been looking at ordering 3 numbers from smallest to largest or vice versa.
If you would like to have some fun practicing some of these skills follow the QR link below
During our group phonics sessions we focus on revisiting new sounds that we have been learning during our Read, Write Inc. lessons and spotting these sounds in words to help us with our reading. When reading unfamiliar words we ask the children to spot the 'Special Friends', then 'Fred Talk' the word and then read it. 'Special Friends' are pairs of letters that make one sound, for example, ch, sh, th, ck. 'Fred Talk' simply means sounding out one letter at a time. For example, in the word chip, we encourage the children to 'Fred Talk' ch-i-p.
What makes learning the different phonemes (sounds) so tricky is that there is often more than one pair of 'Special Friends' for each sound. For example, igh, i-e, ie, i and y all make the same sound. When reading unfamiliar words with your child at home, encourage them to look for 'Special Friends' first, before sounding out and blending the word. If at first there appears to be no 'Special Friends', encourage them to check if there is a split digraph a-e,e-e, i-e, o-e or u-e (as in bake or stone) in the word as this often causes confusion. Also, help them to spot if the 'Special Friend' is 'ir' or 'ire', 'ar' or 'are', 'ur' or 'ure' as this too causes confusion.
In our phonics sessions we use games to help develop the children's blending skills. You could try playing some of these games at home. For example:
Bingo - write six different words on a piece of paper. Call out the words and the children must read the words on their paper to see if they have the same word as the one called out. If they do then they can cross it off. When they have crossed off all six, they call 'Bingo!'
Pop! - pull different words out of a pot (some with words on and some with the word 'Pop!' on). If you pull out a word you must read the word to keep it. If you pull out a Pop! card, you must put all your words back into the pot and start again. The words could contain the same 'Special Friends' eg hair, chair, pair etc. or you could mix up the sounds used.
Matching pairs - Place several word cards face down on a table (make sure you have two cards for each word). Turn over two cards at a time and see if they match. You could either match 'Special Friends' to words or find two of the same word. The children must read them correctly to keep them.
This week some of our year 1 mathematicians have been trying to solve 2 or 3 step number problems by working systematically. They have also needed to explain their thinking - proving why they think an answer is correct or incorrect.
Is this statement correct or incorrect?
4 + 7 > 10 - 1
First the children began by working out the secret numbers on either side
4 + 7 and 10 - 1.
Next they wrote down the answer on either side of the sign >
11 > 9
Finally they proved this was correct by making towers out of unifix. They could show that 11 was a taller tower than 9; there were more cubes in 11 than 9. Therefore it is correct. 4 + 7 > 10 - 1
This was a challenging activity for the children which helped them to stop and think what do I Know? and then to work in a systematic way to solve the problem. Finally they were able to explain clearly their thinking behind their answers. Well done Year 1!
Comprehension and understanding
Some of the children in our groups have been 'reading detectives' this week and have participated in a discussion about pictures and texts. Look at the picture below. What is happening in it?
The children discussed what they thought this picture might be showing, who the different characters were, how the different characters were feeling and why, what they might be saying to one another and what might have happened before and after this picture was taken.
It is really important that children understand what they are reading so that they can fully enjoy the stories and books that they read. When reading at home you could ask some of the following questions.
Before reading: What do you think the story might be about? Why?
Is it fiction or non-fiction?
During reading: What is happening in the pictures?
What has happened so far?
What might happen next? How do you think it might end?
What sort of character is...? Are they friendly, mean...
After reading: Did you like the book? Why
What was you favourite part? Why?
Why did that character do...? (give a situation or event from the story)
Some of our Year 2 children have been working hard to extend sentences this week by adding noun phrases and conjunctions and by switching the order of their sentences to make their writing more interesting.
A noun phrase = an adjective + a noun
Conjunctions - words that link sentences together e.g. when, because, and, but, while, if etc.
The sentence 'The mouse ate the cheese.' was extended and improved in the following ways:
The little mouse ate the stinky cheese because he was hungry.
While the ginger cat was sleeping, the hungry mouse ate the soft cheese.
The grey mouse ate the smelly cheese when the little boy left some on his plate.
Can you spot the noun phrases or conjunctions used?
Can you add you own noun phrases and conjunctions to extend the following sentence...?
'The dog barked loudly.'
Knowing your way around a 100 square
This week we have practised being number detectives so that we can spot the clues when counting in 10's or 1's. First we played a race to the bottom of the 100 square. Each person took turns to say if they were going to add 10 more or 1 more. Each player took turns and started counting from the number their partner landed on. Once someone reached the number 100 they were the winner and then it became a race to see who could get back to the top and land on number 1 first. This was a really fun way to practise switching from counting in 1's to 10's and knowing if we were counting more or less. Why not have a go at playing this together at home then see if you can finish the number patterns below?
Remember- Look for the clues. If the 2nd digit changes, 24, 23, 22 we are counting in 1's. If the 1st digit changes but the 2nd digit remains the same, we are counting in 10's
92, 82, 72,
32 33 _ 35 _ 37 _ 39 _
78 77 _ 75 _ 73 _ 71 _
_ 35 _ 55 _ 75 _ _ 105
21 _ 41 _ 61 _ 81 _ 101
Number Fact Families
In the last week of term some of the children were using number triangles to see the relationship between groups of three numbers. They used the triangles to write two related addition sentences and two related subtraction sentences.
From this triangle we can make the following four related number sentences: 7 + 3 = 10 3 + 7 = 10 10 - 7 = 3 10 - 3 = 7 If we know that the two smaller numbers add together to make the biggest number and that the biggest number take away one of the smaller numbers will equal the other smaller number, we can use the triangle to solve missing number problems too. In the first example we would add 4 and 6 together to find the missing number 10 and in the second example we would subtract 6 from 10 to find the missing number 4. Can you write two related addition sentences and two related subtraction sentences to go with the triangle above? Can you work out what the missing number would be in this triangle?
Welcome to all of the children who have worked in Butterflies this week with us. They have been working hard to consolidate their understanding of ordering and sequencing numbers and representing numbers in lots of different ways.
This week we have been thinking carefully about improving our handwriting so that we can read back our fantastic ideas and so that others can read it too. Here are some helpful tips.
1. Sit up keeping both feet on the floor
2. Grip the pencil using your thumb and your second finger, resting it on your third and keeping the others tightly squeezed together
3. Press firmly as you write
4. ALWAYS begin on the line when writing lower case letters, starting with a lead in and ending with a lead out
5. Practise the letters in families of letters that are similar in shape and placement on or through the line.
Ascenders = b d h I k l t
Descenders = f g j p q y
small letters= a c e I m n o r s u v w x z
curved letters= a c o d g q
Greater than > , Less than>, the same as =
This week some of our intervention groups have been learning how to use the signs to compare the size of different numbers. An easy way to remember which way to use the sign is to think of it as a crocodiles mouth. The crocodile ALWAYS eats the biggest number first! 5 > 2 3 < 8
Place value and counting in 10's and 1's
Some of our other intervention groups have been thinking about the value of each digit in a 2 digit number.
Look at the number 34. The digit 3 is worth 30 or 3 tens and the 4 is 4 ones. We have been using this knowledge when adding together 2 digit numbers. Remember when you add 10 to any 2 digit number the last digit never changes.
There are some great games you can play together at home to really help you understand number click the link below: