An Aveley Primary Blog

This half term, our fiction focus is the story of ‘The Three Little Pigs’. Exploring this text has given us lots of opportunities to develop our writing skills!
In order to extend our understanding of story structure and language, we have recalled the story by acting it out in groups. Not only did we discuss the different characters in the story and how we might show their thoughts and feelings, but we thought about the role of a narrator. Rehearsing some of the language that the narrator might use to narrate the story helped us to remember the importance of different features of stories, such as time connectivesconjunctions and adjectival strings.

  
    
  
    
    
  

As well as recalling the story, we have responded to the text, by writing letters and creating character descriptions.

  WANTED!

The Big Bad Wolf is on the loose in Aveley!!

One lunchtime, Miss Stephenson got a phone call from Bob the policeman. He needed some detailed Wanted posters to to put up around Aveley to tell people exactly what the wolf looks like, so that they could keep an eye out!

The perfect job for 1S! 

So we got to work on writing some detailed descriptions of the wolf in the hope that our posters could help in the search..

Not only did we use adjectival strings to create detailed descriptions of the wolf for our posters, but some of us took up chilli challenges and added similes to make our descriptions even more clear!

Take a look at some of our posters:

After such great work, policeman Bob would definitely have been able to find the wolf!!

(Although, of course, we know that the story of ‘The Three Little Pigs’ is FICTION! So, don’t panic: the wolf isn’t really on the loose!)

Turning away from Sunny the meerkat’s adventures in the Kalahari, our non-fiction focus this half term has stuck with the African theme. Turning to explore ‘Lila and the Secret of Rain’ we have been transported to a small Kenyan village, where we have followed the story of a young girl called Lila.

As well as exploring the many different types of weather that Lila experiences in the story (linking to our Topic work), we have been working hard on our story writing skills.
We have found out that stories are written in a special way – they follow a structure. As we read a story, we go on a ‘journey’. This doesn’t mean we actually get up and leave the classroom (!) or climb a mountain like Lila does in our story, but, as we read, we move through different sections of the story (from the introduction to the middle etc.) which we can map out as we climb a ‘story mountain’.
We recalled the story to create a class story mountain – take a look:


Can you use this to name the different sections of a story structure?

As well as recalling the story, learning about key features of the structure, we have explored the 5Ws of story writing (you can’t tell a story without 5Ws!) and how we can effectively write about these when we create our own ‘Lila and the Secret of Rain’ story maps.


Take a look at this great song that has reminded us of these:

Here are some of the ways we have developed our writing skills around these:
1. WHEN: Time connectives and story openings
Every part of a story starts with a time word. In the introduction this is of course the all important opening: ‘Once upon a time’ and the sections which follow use time connectives (then, next, after that, finally..)
We have used time connectives to move on to each different section of the story:

2.WHO: Character Descriptions
We have spent lots of time working on character descriptions.

We used Beauty and the Beast to remind us how to use nouns and adjectives (and create adjectival strings!) to help us to make our descriptions really clear.

Having described these characters we used what we learnt about descriptive writing to describe the main character of our story: Lila.

  

Character Feelings
As well as describing how she looked, we have thought about how Lila feels at different points in the story (she goes through a roller coaster of emotions!).
As we recalled the story, we acted out the different feelings:

  
  

Wow! What a lot of literacy.

We have now created some fantastic story maps of the story using ALL of these different features of story writing!

Having written some detailed postcards (following Sunny the meerkat’s visit to 1S!) to finish off our work on ‘Meerkat Mail’ (our FICTION focus), in literacy we have turned our attention  to look at some NON-FICTION types of writing.

This has begun with an exciting week of list writing. This has included writing a whole variety of lists; from shopping lists to bedtime routine lists, packing lists to ‘be prepared for learning’ lists.

We were getting so good at including list features that, on Friday, Miss Stephenson let us all bring in a toy from home so that we could write a detailed toy list of all of 1S’s toys.

To help us to write individual toy lists, we used our toys to create a life-size ‘class toy list‘.

In doing so, it was important to include key list features (such as a title and numbers to order our toys). Working together to create our list, we sounded out words as a class, carefully applying our phonics knowledge. To ensure we remembered our finger spaces, we even had ‘finger space monitors‘ come up and ensure that our words were well separated!

We began by writing the title:

  

Then we wrote our first number (1) ready for our first item…. Beau’s ‘FART GUN’!!

  
    

Then, for number 2 on our list… In flew SPIDER MAN!

  

Take a look at our list with the first 4 toys on:

 

Looking at our list, we thought about our steps to success. We decided we had done a title, numbers, an item on each new ‘line’, used finger spaces and our phonic knowledge to carefully segment words for spelling… Surely that must be it?!

Not quite… reading our list back to ourselves, we realised that it wasn’t very detailed. Although we could see the items, we discussed that we wouldn’t be able to stick them in our books alongside our words – so we needed to DESCRIBE them!

In order to do so we used our understanding of ADJECTIVAL STRINGS to describe our items and make our list as detailed as possible.

Take a look at us describing Beau’s fart gun! We came up with some fantastic adjectives to create our adjective string:

  
(In case you can’t see it, we came up with “smelly rude blue fart gun”)

Have a think about the other items you can see on our list so far. What words can you think of to describe them? (Remember an adjectival string needs two or more adjectives/describing words put IN FRONT of the noun/object).

Who would of thought we could work together so well to create a live list of our toys! Well done 1S – teamwork making our dream work again!

1S got an unexpected surprise in their literacy lesson today..

All the way from the sunny Kalahari, we discovered a MEERKAT (or three!) cheekily nestling in our book corner!

Following our hard work in both literacy and topic, looking at Sunny’s world:

SUNNY HAD COME (WITH HIS FRIENDS) TO EXPLORE OURS!

Here’s Bailey investigating:

   

We have read a whole range of different postcards that Sunny sent back home from the places he visited in ‘Meerkat Mail’ – telling his family all about his adventures.

Having looked at these in some detail, we decided that Sunny would probably need to write his family a postcard from Aveley (which we’re going to help him out with!).

But first, we thought it would be a good idea to give him a tour of our world..

This meant that (with our help, using adjectives and full sentences to describe the places we showed him) he could take a proper look at our school and see the different areas where we learn (and play!) to write home about..

First, we lined up (smart as soldiers, silent as mice!) ready to venture out into the school to show Sunny and his friends our world:

  

Then, we showed him the BIG, YELLOW bin:

  

After that, we showed them the HARD, WOODEN table:

  

  

Then, we let the meerkats jump along the trim trail (what fun!):

  

Next, we headed off towards KS2, to show our meerkat friends the LONG, GREEN grass in the field:

 


Of course no tour of Aveley would be complete without a trip to the BIG (SMELLY!) dinner hall!:


Finally, we headed back to the classroom, to have a proper look around, and show Sunny our coat pegs and learning walls:
 
  
 
  
  

 
 

 

 

  

Wow – what an adventure! Lucky meerkats (and 1S of course: for their visit and to have such a great school to be able to show them)!
 
Did you spot the TIME CONNECTIVES creating this RECOUNT of Sunny’s tour?

How many ADJECTIVAL STRINGS did you spot?

Now that we’ve showed Sunny our learning world, we’re going to help him with some writing!

Don’t you worry, we will keep you updated!