This week, we have been focusing on the correct use of apostrophes.
The children need to be able to use this punctuation mark within their writing accurately. In English, we use apostrophes in two ways, to show possession and to show contraction (or omission).
Apostrophes are used to tell us that something belongs to someone.
For example, if you were talking about a football belonging to Ben, you would say ‘Ben’s football’.
There is only one of Ben, so this is called singular possession.
In Year 4, children move onto using apostrophes to show plural possession.
If there are two or more people owning something, an apostrophe is needed to show plural possession. In this case the apostrophe goes after the plural owners, so if a group of girls each own a hat and you want to talk about all these hats, you would say ‘the girls’ hats’.
Apostrophes to show contraction or omission
If we put two words together and miss out some letters, we need to add an apostrophe where the missing letters are. For example: ‘do not’ would change to ‘don’t’, the contracted form.
During our lesson, the children attempted an apostrophe puzzle. Communication was a necessary skill required to master this tricky, hexagonal jigsaw. Well done everyone!
Quiz your child on the sentences below. Where does the apostrophe need to go? Can they explain why?
Group or singular possession?
This is Janes cat.
The man stole the ladies handbags.
The womens meeting began at eight.
The little ducks feathers were very soft.
The cars wheels had fallen off.
Marks hair was wet.
Class Fours classroom was very tidy.
Every Tuesday afternoon, the Year 4 classroom is filled with sharp, bright, crisp and lively sounds that resonate all around school. As part of our music lessons, the children have been learning to play the ukulele.
The ukulele is a four-stringed musical instrument made from wood that resembles a small classical guitar. It produces a characteristic sound that immediately takes us to tropical environments. The class have been working with determination to master the various techniques needed in order to confidently play a tune – or two!
The tutor has taught the children all about the seven basic major and minor ukulele chords – A(m), B(m), C(m), D(m), E(m), F(m), G(m) – and how they can be played using between one and four fingers.
In Year 4, we are starting to incorporate more physical activity into our day by taking part in some ‘active blasts.’
The science behind active learning is that activity promotes better learning and behaviour, whilst improving physical health and mental well-being. Just 20 minutes of exercise increases brain processes and enhances cognitive control for up to 1 hour. Active children develop strong self-esteem and become happier learners.
Our session today was a muscle based activity incorporating a chair. We began with a shoulder squeeze, followed by some bicep curls, shoulder presses, elbow squeezes, seated abs curls, spine twists, standing up and sitting down slowly and controlled, standing up hamstring curls, calve raises and side leg lifts. After each exercise, we had a twenty second rest period.
Question your child about this new regime. Do they enjoy it? Does it help them to concentrate for longer? How do they feel afterwards? Which has been their favourite ‘active blast’ so far?
Drama can be used to improve the quality of children’s writing. This is because, when children are acting out a story, they’re learning about genre, narrative and how characters function in stories, which improves their knowledge of story structure. As well as this, by taking on a character and becoming immersed in their life and world through drama, children can experience how it feels to be a certain person with a particular personality, which enables pupils to write more thoughtfully and creatively. Drama is also ideal for developing and extending vocabulary.
Today, to enhance our Big Topic, Year 4 have been taking part in a drama workshop delivered by The West Yorkshire Playhouse. The session was based on our current class novel ‘The Firework Maker’s Daughter’ by Phillip Pullman.
After being transported into the story, the children thought about the various characters and how they may have been feeling at different parts in the novel. We were all very impressed by the standard of rich, descriptive language floating around the room.
Following this drama experience, Year 4 will be producing some descriptive writing. The children’s motivation to write has been enhanced by their involvement and enjoyment of today’s workshop.
Fe Fi Fo Fum! The Easter production has begun…
Big news in Years 3 and 4! We have officially kicked off rehearsals for the Easter production.
The production is called ‘Fe Fi Fo Fum’. So far we have held auditions and allocated the parts to pupils. Fe Fi Fo Fum is an action packed panto which brings the story of Jack and the Beanstalk up to date with a hilarious script, colourful characters and irresistible songs. Jack has to overcome his terrible fear of heights – a bit of a problem when trying to climb a beanstalk!
How can you help?
It is vital that your child brings their script into school every day. We are rehearsing regularly and annotating onto our scripts.
Please encourage your child to practise their lines at home and know what they need to say and any actions they need as well.
We look forward to seeing you all at the Easter production. Thank you for your support at home on this.
Active travel update
Here’s an update on our latest active travel initiatives for this half term.
Living Streets WOW Travel Tracker
Currently, children record how they get to school on the WOW daily online travel tracker and those who complete at least one active journey per week to school (bike, scoot, walk or park and stride) are rewarded with a themed monthly badge.
As this has been a big success, with increased active journeys and less journeys by car, from March, we will be challenging children to make at least three active journeys per week to earn their monthly badge.
There were some queries that were raised at the assembly.
Can your three active journeys be different?
Yes – active journeys include walking, biking, scooting and park and stride so as long as your journeys are any of these three in a week you would qualify for a badge.
What can be included as park and stride?
Ideally park and stride is where you park away from school and walk the final 5-10 minutes to school. This ensures that areas close to school are free from traffic. Marks and Spencer has many spaces available for families to park and walk the final part of the journey to school.
Sustrans Big Pedal 2019
Get set… the Big Pedal is back! We’re taking part in Sustrans Big Pedal 2019, the UK’s largest inter-school cycling and scooting challenge, that inspires pupils, staff and parents to choose two (or three) wheels for their journey to school. We would love everyone to be involved. For the first time, walking (and park and stride) will be counted alongside cycling and scooting.
This year’s Big Pedal will run for five days, from 25th March to 29th March.
On each day, schools compete to see who can get as many of their pupils, staff and parents cycling or scooting to school then our results will determine our final position in the national league table.
If you need the car to bring your child to school, perhaps you could park and stride the last part (our suggested park and stride site is Marks and Spencer car park).
The Big Pedal will run alongside our year round Living Streets WOW sustainable travel initiative where the children record how they travel to school on our daily travel tracker.
Why we’re taking part
It’s a great way to get more of our pupils travelling to school in an active way. Also, schools will be entered into a daily prize draw for rewards including equipment and accessories if over 15% of our school community cycle, walk or scoot on that day of the challenge.
What do you need to do?
All you need to do is encourage your child(ren) to cycle, scoot, walk or park and stride to school every day during the event, and join them on their way.
Living and Learning: Being me
- I cover my mouth (when I yawn, cough, sneeze). Get your child to demonstrate the ‘vampire’ method to family members at home.
- I can say something good about myself. It’s important that your child can confidently talk about themselves in a positive way.
- I pay and receive compliments in a sensible way. Try paying compliments each day to each other! Some children struggle to hear positive words about themselves, but this is important for self-esteem. Try paying (and listening) to praise and compliments.
- I recognise my talents. Talk to your child about talents, whether academic, physical, social or emotional. Some of us may have a natural talent, but most have talents that derive from lots of practice.
- I know the difference between being proud and showing off. We encourage compliments to be paid – but encourage your children to know the balance between being having self-esteem and showing off.
Living Streets (Moortown group) update
An update and a call for support (by Friday 15 March) from our local Living Streets group.
WE HAVE GOOD NEWS!
Back in autumn we submitted a response to the ‘Connecting Leeds’ consultation for improvements in Moortown. The feedback you provided in our survey helped us to share a number of ideas with Leeds City Council to help make the routes to school safer and more pleasant for all members of the community.
It’s very pleasing to see that a number of suggested improvements have been incorporated into the revised proposals, including:
• Priority for pedestrians at both the entrance and exit of the parade car parks (kerbs to run through with visual priority for people on foot so drivers know to give way).
• Replacing the badly positioned concrete bollards on the northern parade with a continuous low-level fence (to match the south parade) to prevent vehicles blocking the footpath.
• Low-level fencing at Manning Stainton to allow access only via the official dropped kerb and not across the full length of the footway.
• Planters adjacent to the road outside Manning Stainton to enhance the area and prevent HGVs and other vehicles driving and parking on the footway.
• Improved crossing times for pedestrians at the main M&S lights.
• A widening of the public footpath/reduction in road space adjacent to the south parade to allow for the future introduction of a pavement at the shops (not in the scope of this project).
Existing proposed designs for this future work can be found in Moortown Community Group’s Neighbourhood Design Statement (available at moortowncommunitygroup.org.uk).
BUT IT’S NOT A DONE DEAL YET. HERE’S HOW YOU CAN HELP…
Although the public consultation for Moortown is now complete, there will still be some local targeted consultation with residents and business owners directly affected by the proposals. They will hopefully support the revised proposals too, but there’s also a chance some won’t, particularly if it affects current parking arrangements.
We want to ensure that the improvements for pedestrians many of us have been campaigning for are delivered and a great way to demonstrate your support is to post a comment about the revised plans on Twitter, tagging both Connecting Leeds and Moortown Living Streets Group, or email Connecting Leeds directly if you don’t use Twitter:
Twitter: @ConnectingLeeds + @MoortownLSG
Email: [email protected]
Follow this link to see the updated Moortown plans as well as a number of other local schemes which are now open for public comment (including Alwoodley, Scott Hall Road and Chapel Allerton).
Many thanks once again for your continued support!
E: [email protected] T: @moortownlsg
World Book Day school dinner menu
On World Book Day, Thursday 7th March, there will be a special themed menu for school meals.
Please contact the office, as soon as possible, if your child would like to have a school meal on this day.
Living and Learning: I can assess my own risks
Following our staying safe learning last week, we thought about how that links with another area of living and learning, rights and responsibilities.
I have the right to be safe.
I have responsibility to make safe choices.
This week, our living and learning statement encourages us to take responsibility for our own safety. Using the learning from our themed week, we thought about how we can assess our own risks and stay safe.
Using one piece of large paper, Year 4 created a poster. Throughout the day, the children added their own thoughts about assessing risks to the sheet.
Ask your child about other potentially unsafe situations and how they can take responsibility and assess their own risks.