Newsletter 37 2013 - reddamwaterfall.co.za

Junior Preparatory
Term 4
Newsletter
Dear Families,
We are very busy writing reports and preparing for the end of the year and our BIG MOVE!
Judging from the positive responses that the parents have sent me it is clear that the process for the
ordering of the books for 2014 went well. A big thank you to Trevor from Pinnacle Books for the
efficient service that he provides to our school. Please note that if you were unable to purchase your
child’s text books this week, you can do so online at www.pinnacleeducation.co.za.
It is imperative in this heat, that the children wear hats. Please ensure that hats are sent to school as
we will enforce our “No Hat No Play” rule during break time and during Extra Mural Activities.
Wishing you all a wonderful weekend!
Warm regards,
Amy Goodlace
15th November 2013
Reddam House Waterfall Estate
Important Dates to Remember:
Last day of extra murals is on Friday the 22nd of November.
Last day of school is on the 4th of December and there will be No adventure zone on that day.
End of year Report: Your child will be issued with their fourth term School Report on the last day of
school. Enclosed with their report will be:
An information Brochure
A Letter to your child from his/her new teacher
A Digital portfolio
The children will also be bringing home a memory box containing the year’s workbooks.
Information for 2014
Our first term of 2014 starts on the 15th January 2014.
The first lesson of the day starts at 8:15 am.
All teachers will be in their classes from 7:30 am. each day.
The school day will end at 2:00 pm.
Karate
Demira Naran in Grade 2 competed in the Karate-no-Michi Dojo
Competition. In her age group and category she won two gold
medals, for the Kata and Kumite. She also won two trophies, one for
the best performance and another as the Grand Champion for
winning both categories.
She said that ‘all the other opponents were bigger than me. I was in
8 fights and I have an orange belt because I have won a grand slam.”
Poetry in Grade 1
By Gillian Gerazounis
We have been investigating poetry in Grade 1E.
To start the project I asked the children what a poem is?
Michela said: “A poem is a whole lot of words that can often make you laugh and they end with words that
rhyme.”
Parul said: “Poems are words that are put together that sound like a song, except you aren’t really singing.”
Shyal said, “You don’t always need picture to tell a story, sometimes words bring up a picture in your head.”
Ksusha said, “Poems are magical it’s like seeing what is in some ones imagination.”
“Experts in literacy and child development have discovered that if children know eight
nursery rhymes by heart by the time they’re four years old, they’re usually among the
best readers by the time they’re eight.”
[Fox, M. (2001). Reading Magic. San Diego, CA: Harcourt.]
There are a number of reasons why poetry is so important and an aspect of literacy that should not be
neglected. First of all rhymes assist in Language development. Rhymes make it easier for kids to learn new
words. In many of the Grade 1 readers learning new words appears effortless, because the rhythmical
structure of a line creates a familiar context for new words.
“Poetry provides a relaxed and pleasant way for students to practice language skills”
Source: Nancy L. Hadaway, Sylvia M. Vardell and Terrell A. Young. The Reading Teacher Vol. 54, No. 8,
Embracing Pluralism Worldwide, Part 2: Classrooms in the U.S. (May, 2001), pp. 796-806
Poetry also assists with the physical development of children. This is because, breath coordination, tongue and
mouth movements, are made easier by the musical structure of the rhyme. It was so interesting that Parul said
“Poems are words put together that sound like a song.” When saying a rhyme you automatically understand
when you need to breathe, and for how long, with no need for theory or an explanation. In Grade 1 phonemic
awareness is very important. This is the ability to hear, and identify different
sounds or phonemes when a word is said. The children learn beginning,
middle and end sounds. Our spelling program is based on similar endings
assisting the children to read and spell many new words.
Through poetry children also understand patterns and what a sequence is.
Poetry not only assists with Cognitive development but also assists in the
Emotional development of children. Through poetry the children are able to
learn more about themselves. Their parents, their friends and often
situations they find themselves in, these poems are often in fun setting thus
open the door to discussing all sorts of topics. When children experience
feelings of loneliness, anxiety, or need to be comforted they can recall
poems or verses that they have learnt thus talking themselves out of a
potentially negative situation.
Our Journey using poetry in the Grade 1E started by getting the children to
choose from a select group of poems, a poem the children wanted to
present to the class. They were given the opportunity to either read or
recite their poem. They were also allowed to go in pairs. We talked about
voice projection and expression. We then discussed using gestures as a
means of enhancing how we say a poem. The children presented their
poems with poise and confidence.
Realeboga Modiba and Lorelai
Cathie presenting their poems to
the class.
Our project did not stop there, the children now wanted to write their own poems in pairs.
We talked about choosing a topic for our poems. Aqil suggested that we use our string pictures we
had made in Design and Technology as a starting point. His picture was a ghost thus he said his poem
would be a “ghosty poem”. Enjoy reading the following poems composed by these young aspiring
poets.
By Parul Govender
By Sahir Dharamlall
By Zoe Goss &
Realeboga Modiba
Design and Technology in Grade 3
Space
Kelsey and Ashton with
their alien and its ship.
The current theme in Grade 3 is “Space”. Each class decided on a selection of things
they needed to make that would represent “Deep Space” with a variety of materials.
Each class decided on different requirements ranging from rockets, to space stations,
UFO’s, aliens, and planets within galaxies. After discussing what we needed and how
we were going to make it all the children began making projects in groups. The rocket
teams led the way with a fury of excitement. As we came to the end of the term there
is now a collection of ‘Space-like’ objects. There is a tiny minion of plastacine aliens, tin
foil satellites with radio receptors and we even managed to make a few glue-galaxies
with black holes and floating beaded planets. The children took ownership of each
stage in the planning, design and final painting or decoration process. It exposed them
to a wider variety of materials, differing types of glues and team work.
Mrs Osterloh
Our Glue-galaxies made with glue, paint, ink, glitter and beads. Proudly held by Sima, Jayna and Kirsty in 3E.
Moon buggy with satellite transmitters.
Rocket by class 3D
Hugo’s satellite invention.
Nearly finished Rocket by 3E
Sima, Jayna and Kirsty’s UFO
Space station with side guns by 3R
Ndebele Dolls
Grade 2 Design and Technology
The entire 2D Class contented and captivated by
beading their doll’s necklaces.
Lavanya using a special tool to
bead thick wool for her doll’s hair.
This term the children have been learning about South Africa
and its provinces. In previous Art classes we had looked at
patterns and focused on Ndebele patterns. We decided to
make our own Ndebele dolls for our Design class. The children
were shown a real Ndebele doll and we discussed its shapes,
materials and how we could make one. The basic materials
were provided and the class worked carefully with beads and
fabric, making conscious decisions about design and
placement of the parts. There was a high element of technical
experimentation from cutting fabric, stapling inside a toilet roll
and working with small beads. Each child was fully capable of
making their own doll and managed all the stages involved. It
was a longer project and took some time to complete. The
children enjoyed making their doll unique and especially
meaningful for themselves.
Madyson showing her beaded
pattern for her doll’s necklace.
Michelle chose to carefully sew her woollen hair on
rather than simply gluing the hair.
Brandon and Kaitlin showing us their completed Ndebele dolls, with beaded necklace and folded blanket.