Sorting 2D shapes

In our inquiry into mathematics, grade 1 have been investigating 2D shapes. They have been learning about the properties of shapes by sorting them into different categories that they have decided on themselves.

They have learned new language too. In kindergarten they were using the word 'corners' but now they are identifying vertices.

They have identified curved sides and straight sides as well.

The girls are also learning to respond to feedback. After they stuck the shapes on with sticky tack, they walked around looking at the sorting done by other groups and offered feedback on what needed changing. They then made those changes by re-positioning the shapes. This kind of feedback is called peer-feedback.

Finally, the sorted shapes were looked at by the teacher and written feedback given to prompt the student to have another look or add information to some of the shape properties.

You can see on some of the posters, that the girls have also identified some shapes as 'no shape'. These shapes are not proper shapes because they are open at one part.

Can you try and draw some open and closed shapes at home?

Our next step is to investigate regular and irregular shapes. We will also be looking at symmetry. If your daughter has any toys/items at home that show symmetry she can bring them in!

Investigating an Author's "Craft Moves" during our Writer's Workshop 

During our Writer's Workshop sessions we have been looking at the craft moves (things authors do to make their writing interesting to read) of authors so that we can try and include some of these in our own Small Moment writing. 

For this Small Moments unit our "Mentor Text" (picture story book we often refer to for ideas and inspiration) has been George McClements' "Night of the Veggie Monster." 

As a class we came up with a list of some craft moves that George McClements has used in this story and why he would do this.  The children have been trying hard to include some of these craft moves in their own work over the past two weeks. 

A sample of Jussica's Small Moment story.  Can you see she has added ellipses ... (sometimes we call them dot dot dots...) to add excitement to the reader to turn the page. 


This week we also searched for other authors and picture story books that were using some of the craft moves we have been talking about.  We read the books with our writing partners and shared back to the class any craft moves we found. 

Jussica and Sarah have spotted an example of an author using GIANT pop out words in a story. 

Aoba and Luna looking through their chosen book to find examples of craft moves. 

Mio and Nina have found some more GIANT pop out words to make the reader read those words in a strong voice. 

Juri and Emi H found some exclamation marks !!! in their picture story book. 

Matilde and Natsuki are writing partners and are reading a book together to find any craft moves to share back to the class. 

Here is Dru and Maiko explaining a craft move they found a story they were reading.  

In Grade One, we are coming to the end of our Small Moments Writing Unit.  We are busily revising and editing our favourite Small Moments story in preparation for publication.  We can't wait to share our published Small Moment stories with you soon! 

Media Centre Research Tools

As one of the activities for introducing Grade One's upcoming unit of inquiry, the Media Centre introduced Learn 360, a database students could easily access from the ES Media Centre website. They could look for a variety of videos at their grade level and learn about celebrations around the world. If you have time, please have a look from our website.

Assessing with SOLO

At Seisen we assess the girls in many different ways. One assessment tool we have started using is SOLO. It stands for Structured Observable Learning Outcomes. You can see from this graphic how the different stages of thinking develop.

I walked into the classroom the other day when the learners were studying Japanese and found them self-assessing their work using the same SOLO rubric. Here they are and they were really concentrating to do this!!

Our unit has now come to an end. We did a summative assessment task for this, which you can see below. We used the SOLO framework to construct the task and to show the level of complexity involved in the various parts of the task.

After we completed the task, we wrote reflections. This is the first time that the students have been writing reflections in the elementary school. It is a big part of the PYP to reflect on our learning, thinking and actions.