The children of 6.2 had to record themselves reading a story or poem, in English or Maltese. Then, they shared their tablets with their classmates who could hear the story being read using their headphones. It was great fun learning to read for an audience!
Submitted by Ms Sharon D’Amico
The students were grouped and asked to create a story with characters they created using recycled material (e.g. paper plates, cereal boxes etc.).
Photos were taken using the tablets and the stories were presented in the form of a digital story using various different types of writing strategies (e.g. dialogues, instructions, story, note, directions etc.).
Submitted by Mr Matthew Cassar, Yr 6.1 Class Teacher
The children listened to the story, Buxu Jsib Tezor. They played a fishing game. The children were split in two groups and used a fishing rod to catch some fish. Once they caught a fish they had to identify the number written on the fish. The children made a cat using toilet paper rolls using their favourite colour.
The children took turns to play the role of Buxu (wearing ears) outdoors. The other children played the role of Buxu’s cat friends. They counted numbers to play hide and seek while Buxu went hiding in a bucket that was full of fish which he shared with his friends and family.
The children had some time to improve their mathematical skills by using the beebot with cards/pictures taken from the book of Buxu.
Submitted by Ms Felicia Borg, KGE
The Year 6.2 students are preparing a puppet show as part of their literacy week. Students can be seen working on the script and props. The puppet show will be presented to the kindergarten students shortly.
The teacher animated the story Stone Soup . Students also enjoyed animating parts of the story. Then, the class discussed the story elements. Afterwards, students were given a template of a plan with pictures and they wrote the characters, the setting of the story etc…Another plan was given, this time they had the question words or phrases only so that they could modify some parts of the story from the previous plan. In so doing, the students made the text more interesting and relevant to them.
Finally, they were given the text of the story in the form of a paragraph and they had to change the underlined text according to their second plan. During reading sessions students not only draw their favourite scene and character but they also write why.
The Year 4.2 students of Ms Angelique prepared a special assembly about the importance of reading and how reading can help to improve our skills and widen our horizons.
Children dressed up as their favourite book character and got their favourite book to school.
They read a part of the story or recited the story in short as a part of the weekly Show and Tell.
Finally they drew their favourite character and wrote a sentence about their favourite book.
Submitted by Ms Marilyn Bugeja, Yr 1.1
The children read an ebook on Literacy Pro about Endangered Animals. Next they were divided into groups, where with the use of the app SimpleMind they composed mind maps displaying endangered animals and the causes to their current state.
Finally, the children did a quiz on Quizziz about endangered animals.
Submitted by Ms Angelique Attard, Yr 4.2 Teacher
Using the theme Goldilocks and the Three Bears, kinder incorporated a sorting game of small, medium and large, and two activities on the interactive white board, namely, sorting colours and value of numbers. The activity finished off by colouring masks of Goldilocks and the Three Bears.
Submitted by Ms Camille Scerri, KGE
The teacher animated the story Stone Soup . Students also enjoyed animating parts of the story. Then, the class discussed the story elements. Afterwards, students were given a template of a plan with pictures and they wrote the characters, the setting of the story etc…
Another plan was given, this time they had the question words or phrases only so that they could modify some parts of the story from the previous plan. In so doing, the students made the text more interesting and relevant to them.
Finally, they were given the text of the story in the form of a paragraph and they had to change the underlined text according to their second plan.
During reading sessions students not only draw their favourite scene and character but they also write why.
Submitted by Ms Miranda Cauchi, Yr 3.2 Class Teacher