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The children are given the opportunity to retell the story of, ‘The Three Billy Goats Gruff’, using the small world resources. Mohamed could name each of the characters and use them to act out the different parts of the story. While Mohamed was telling the story, he realised that there wasn’t a bridge for the goats to cross. Mohamed got the blocks and preceded to build his own bridge. He tried to get the blocks to balance across the water but as this proved difficult, he problem solved and built a solid, stronger bridge across the river. As he continued to act out the story, he also corrected himself when he picked the wrong billy goat, to ensure he retold the story in the correct order. Mohamed was able to act out the story from start to finish successfully.

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This week we re-wrote the story of the Three Billy Goats Gruff using our writing skills and talk for writing actions to help us remember the words in the story. Omar was able to use full sentences to retell the story and and write his sentence independently. He clapped out each word to help him remember what he needs to write, then he used his Fred fingers to sound out the decodable words. He found a bit challenging to remember to leave finger spaces between the words. However, after a few reminders, when re-reading his sentence he self corrected by saying” awh, I forgot my finger space. “ Also when he wrote the word “ went” he used his Fred fingers to help him hear all the sounds, when he reread his word he noticed that he missed “n”, then he practiced writing it.

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Yousuf has been learning about the story three billy goat gruff. First Yousuf made out a plan of what he would need to make a bridge. Then he drew a picture of a bridge. He then attempted to make the bridge using the blocks but it wouldn’t balance the first time. He looked at his plan and decided to change by using extra blocks to make it stronger. He was very happy and proud of his bridge and how strong it was.

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We have been reading the story ‘The Three Billy Goats Gruff’  in class. During continuous provision Shamma decided she would like to build a shed for the three Billy goats to sleep in at night. She carefully thought about her design and drew it out. The teacher provided her a choice between three types of construction materials. Initially she chose the cubes, but could not make a roof for her shed with the cubes. When asked which other materials might be better, she chose the magnetic shapes as seen in the picture. “These are better because they will stick side ways and then I  can make a roof”. She worked on her shed until it was complete and was very happy with the outcome.

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Reem M and Reem A worked together building a wall for Humpty Dumpty. They were able to discuss how to create it and exchange ideas. Each girl would take it in turns singing the nursery rhymes and correct each other if needed. They were both able to answer a range of questions and adapt their original creation when asked 'How will Humpty Dumpty get on the wall?' Reem M was able to suggest 'He will use stairs'. They both then created stairs as a result.

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FS2 White
Alia has been writing about the troll in our story this week. She wrote a sentence using a capital letter, finger space and full stop.  Alia always reads her work to make sure she has remembered everything that should be included in a sentence.

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During Literacy time Noor was writing her plan of how to catch the troll from the story of The Three Billy Goats Gruff.  She wrote her sentences independently, when asked to re-read her sentences she noticed she had used some incorrect sounds. Using her Fred fingers she sounded out the words and  crossed out her mistakes and amended her work. She re-read her sentences again self regulating and self correcting her work. She persevered and continues to write her plan.

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We have been reading the story Three Billy Goats Gruff. We had been talking in class about bridges and how we could make one. Alya drew a design of what she wanted to do and thought about how she was going to make it. She then wrote a list of things she needed and went to find them in the classroom. When Alya started to build her bridge she had to adapt her plan to make it more strong. Alya added extra blocks to make sure the sticks didn't fall . She then said "look my bridge is strong now the goat can walk across."

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Ali is reading ditties. He is doing a fantastic job of using his Fred Talk to figure out each word. Ali gets stuck and says “Miss I don’t know this word”. Ali has forgotten one of his sounds so he is finding this word tricky. I remind Ali to have a look at his sound mat as a little reminder of the sounds. I encourage him and ask him to try very hard to work independently. He says “Oh it’s b-b-b not d-d-d”. Ali is then able to read the word independently. He knows that when he gets stuck he can use his sound mat to figure it out. Ali seemed to gain confidence as he practiced his reading, knowing he could persevere and get past the tricky words independently.

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We have been reading the story of the Three Billy Goats Gruff. Shamma was trying to build a bridge using bricks. She tried a few times to join the two sides, but the bricks kept coming apart. I asked her why she thought that was happening? She understood that she couldn’t build across, and that it was going higher. She tried out different ways to join the two sides, then realized that as it was getting higher it was also moving closer to the other side each brick she added. She explored by adapting the height of the side parts and adding to the crossover part until she secured the bridge.

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Jazla chose to do some independent writing in continuous provision but once she sat at the table was unsure what she needed to do to complete the sheet. The teacher was nearby and so she asked her what she needed to do. The teacher told Jazla to look at the different characters on the table and asked if she knew who any of them were, she then encouraged her to look at the writing sheet and asked what she thought she might need to do? There was a space next to a picture of each character. Jazla was able to say “I need to write the names of them all, which superheroes they are?” She then began to look for the cone character of the first picture and said the name to herself, she sounded out the word as she wrote it down, recording the sounds as she heard them and forming the letters correctly. Later on as she was sounding out the name of one of the characters Jazla became stuck, not knowing how to write the digraph sound. She slowly sounded the word several times, trying to recall which sound it was and how to write it. She then asked the teacher, “miss, how do I write it? Is it two ‘o’?” The teacher asked Jazla how she could check, where can you look for the sounds so that you can check and see? Jazla then remembered the sound mat which was in the tray next to her and began to look through the sounds until she found the sound she wanted. “Is it this one?” She asked but had already begun to write it as she was confident in her knowledge. Jazla independently used the sound mat to check other  sounds  as she continued to write. When she reached the last part of the sheet she had to make up her own name for the last character, Jazla said “what should his name be? He has got stars so I’m going to call him star boy!” She began to write the name sounding it aloud correctly. Having not been taught the “oy ” digraph yet she became stuck and referred to the sound mat but didn’t know which sound was “oy”. At this point she went back to the teacher with the sound mat and asked her to show her which one it was, she then went back and completed her work.

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Moatasim practiced retelling the story 'The Three Billy Goats Gruff' using the talk 4 writing story map. He practiced independently and with his peers. When it came to writing the story, he was able to write the first page retelling the story in his own head but got stuck on the second page. He asked the teacher 'what comes next', the teacher prompted Moatasim to go back to the story map and find where he was and what comes next. Moatasim was then able to use the story map and his knowledge of the story to complete it indpendently. As he wrote the story, he would re-read each sentence to ensure he had not missed out any words and to remember what he needed to write next. When he had finished, he checked to make sure he had used full stops and capital letters. He constantly self regulated his learning and if he made a mistake he persevered and kept going.

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Hamadan chose to work in the phonics area during continuous provision. The teacher asked him to explain what he has to do. Hamadan is able to explain each step of the “tricky word” game. He is even able to explain the extension task “for bonus point you say a sentence with the word”. The teacher then asks Hamadan to recall the words that he has got so far. Hamadan is able to say all the words correctly. The teacher asked him how he knows the words are correct. He says “I ask Hessa to show me word and say word after and they match”. He is able to follow each step of the game independently and self regulate his work by checking the words are correct.

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During CP Khalifa worked with his peers to set up the previous day’s activity, rolling Humpty Dumpty down the slide and predicting the number the egg will land at. He began to put the number in order, the teacher asked encouraged him to think about the order of the numbers. What number comes first, next and so on. Once he had ordered the number mats, he carefully placed the guttering on top of the number one mat and walked to the other side. The teacher asked, what do you think will happen? He replied, I think Humpty Dumpty will go to hmmmmm number 5. He independently held up five fingers to represent the number. He then rolled the egg down the guttering. The egg landed at number 9. Khalifa explained, Humpty go all the way to number 9. The teacher asked can you tell me what your guess was? Khalifa, I guess number 5 and he go to number 9, it’s ok I will try again.

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Hind was working at the phonics table during her independent learning today. She pointed to each of the letters  displayed on the table and proudly said the sound. She then picked up the pictures and began to match the accurately to the sounds. Hind was asked what she was doing and why: “I put the s s snake on the s because ssss snake!”
Hind was then asked if she knew what she had to do with the cards that were on the table. She held the flap down and said the individual sounds which she then blended to read the word. “It say tap Ms Abbie, I read it myself” Hind then gave herself a round of applause clap.

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The chn have been learning about Nursery rhymes, this particular week the chn were learning about the nursery rhyme ‘Humpty Dumpty’. During continuous provision, Butti was exploring the construction area. Butti decided to build a wall for Humpty Dumpty. Butti carefully chose the construction material that he would use and planned what his wall would look like. Whilst Butti was constructing his wall, the teacher asked Butti some open - ended questions to encourage Butti to think about how he could create a wall that was steady enough for Humpty Dumpty to sit on without falling.

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FS1 White

During enhanced provision the children were asked to sequence the nursery rhyme Hickory Dickory Dock. Omar was given pictures of the nursery rhyme and a glue stick. Omar asked the teacher what should he do. Once the teacher explained that he had to order the nursery rhyme he began singing the rhyme. He told the teacher the first picture is the mouse running up the clock. When he began to stick he started to think about the next picture and started to get confused. The teacher played the nursery rhyme for him and paused to the part ‘the clock struck one’ .  Omar looked at his pictures and found the correct one to stick below. He then asked for the nursery rhyme to be played again to ensure he was sticking the correct picture. Once he had finished Omar was able to point to each picture and explain step by step what was happening.

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Salama chose to make a sheep during child initiated learning. She looked at the example steps and gets the black paper. ‘I’m going to make a sheep like this one’. Salama is asked what she needs to do next. She looks at the steps and gets the glue. ‘What I stick first?’ She asks the adult. She then looks at the steps and says, ‘I know I need to stick the wool’. She sticks the wool and then the face onto the sheep. She then looks at both her own sheep and the example sheep. ‘I did it the same’.

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Rashed was making patterns with the counting animals in the continuous provision area. He made a pattern with two and three colours independently. Then the teacher asked him if he could make a pattern using four colours as a challenge. He attempted this by himself at first but then he made a mistake. I asked Rashed to check the pattern again and he started from the beginning saying each colour out loud. Then he realised the error he made and said ‘oh that is the wrong colour, I need to put red next’. Rashed then helped his friend to make their own pattern by explaining and demonstrating what to do.

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Ameer was completing a puzzle during continuous provision. 'I will make this ’. The teacher asked questions to encourage meta cognitive thinking... Why do you think that goes there... what would happen if you placed this piece over here? Ameer kept making mistakes when trying to complete the puzzle but was trying out different strategies and used photos for reference. Ameer was also able to say out loud what he was thinking whilst carrying out the activity with some prompting from the teacher. ‘ First I am going to check if this fits then look at the rest ..’

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FS1 Bronze
The children are learning about he Hickory Dickory Nursery Rhyme. During Continuous Provision Aisha chose to learn at the Creative table (Plan). She said “ I want to do’ to the Teacher. The Teacher asked her what she wanted to learn and Aisha pointed to the shapes and the shape mouse. The Teacher asked Aisha what she needed and Aisha chose the glue stick and proceeded to paste the glue on an A4 sheet of paper (Do). Aisha chose a large circle and pushed it down onto the glue. She looked at the  mouse picture and sorted through the shapes eventually placing a smaller circle on top of the big circle. She looked at the model picture and removed the circle and chose a triangle and stuck it on top of the body (Review). Aisha showed the teacher and the teacher asked Aisha to talk about her learning. She pointed to the different parts of the mouse and named the shapes and where she put them. The teacher asked Aisha what she should do next pointing to the model picture and Aisha said “ I make eyes”. Aisha showed her shape mouse to the teacher after she had written her name.

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The children were sent a task in the enhanced provision to use shapes to make a picture. Khalaf came to the teacher and said he didn't know how to do it, he needed help. He asked her to show him what to do. The teacher gave him some pictures and asked him to put them in order. He looked and said he needed glue and the shapes. The teacher gave him the resources and asked if he knew what he needed to do to complete the task. He told the teacher what he needed to do first, next and following that and then began to make it. When he started to stick the shapes he realised he forgot to add the squares and removed the shapes he had stuck on to do this. He frequently looked at the pictures to review his work and when he was finished made sure his picture looked like that in the final photograph. Khalaf planned his task looking and sequencing pictures, reviewed throughout by referring to the pictures and then showed an adult and could explain what he had done at each step.