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Thursday 30th April

Good Morning, 

I have had the pleasure of looking at more super photographs from home and even some clips sent in telling the story of 'The Storm Whale'. Further down you can take a look for yourself at some of the creative ways Class One have retold the story. 

Today is 'Museum from Home' day. The BBC are encouraging us to celebrate our fantastic museums the best we can by exploring their online resources. Below is the link for Gladstone Pottery Museum's online resources which I thought might be a great place to start given our current topic on 'The Potteries'. 

If you find any other resources you want to share with the class, let me know and I can share them tomorrow. 

Have a great day!

Miss Hickman 




Objective – to describe position using ‘top’ ‘in between’ ‘bottom’ ‘above’ and ‘below’.


Today we are going to look at describing position. When we talk about position, we are usually comparing items, people or places to one another to describe their location. For example, ‘the book is above the table’. It is comparing the book and the table. The opposite would be ‘the table is below the book’. We can say something is ‘in between’ two other things, which is the same as saying in the middle of. Try using some of these words with someone in your family. Look around the room you are in, what can you see and describe?


Task – To write as many descriptions about the toy shelves as possible e.g. ‘The train is below the rocket. The horse is between the duck and the ball.’ How many can you think of using this picture?

Picture 1

Challenge – Draw your own set of toy shelves and with an adult, talk about the position of each toy using ‘top’ ‘bottom’ ‘above’ ‘below’ and ‘in between’.



Objective – to create a story map of ‘The Storm Whale’.  


I hope you had lots of fun creating your puppet shows yesterday. I have uploaded the clips sent in from home for you to look at. I think you'll agree that they're fantastic! 



Dexter's Movie

Still image for this video

Buddy's Movie .mp4

Still image for this video

Hopefully you  know the story of the Storm Whale quite well by now ready for our retell.  Before we write any story, it is important to plan it. Even the best authors plan their work so they have a good idea of what they want to say and the order in which they will say it. It is important to take time planning all the details you want to include because sometimes, when you’re writing, you can get carried away and before you know it – it’s the end of the story! In Class One we like to plan using a story map. I have uploaded my version of a story map for the Storm Whale so that you can remind yourself what it looks like and so parents know what one is. We usually start by drawing a large snake down our page so and this is our guide. Our drawings following this snake and when we are using the map to help us to retell, it means our drawings are in order and helpful. Next we draw simple pictures to help us to remember the key points of the story (remember it is not an Art lesson so basic and simple pictures are the best!). Then finally we go back and add a few key words that we want to include. Usually these are names or describing words. This plan helps us when we are writing up our story, but it is also useful for verbally retelling the story as we can use the pictures as prompts.


Task – It’s ok to look at mine to start with but create your own story map to retell the story of the Storm Whale. Try to include all the key events so that when you write the story tomorrow, you don’t miss out any key information. When you have finished, try to go back and add at least 6 adjectives (describing words) that you will include. Finally, sit with someone in your family and talk through your story map ready for tomorrow’s lesson.

Miss Hickman's Story Map (step by step)

Miss Hickman's Story Map (step by step) 1
Miss Hickman's Story Map (step by step) 2
Miss Hickman's Story Map (step by step) 3
Miss Hickman's Story Map (step by step) 4


Today we are going to learn a new alternative pronunciation for the 'ie' sound. We have learnt that 'ie' makes an 'igh' sound like in 'tie'. But it can also make an 'ee' sound like in 'field'. Work through the presentation with an adult first before deciding if you want to play the game or make a castle for the follow up activity.