This week we based our learning around the story ‘Fidgety Fish.’ We spent time learning the new vocabulary, ‘enormous, fidgety, trembled, scuttled and clung,’ that appeared in our story. We also looked at some videos of the sea creature underwater and used our new words to describe them and how they move in the water. We acted out being these sea creatures to support us in the role-play area.

The children were writing about different sea creatures and were using adjectives to describe them. Some children were able to write the initial sounds in words, most were able to hear and write the dominant sound and some were even able to write phrases and sentences.

We talked about directions and used our position language to create our own pirate treasure maps that we tea stained last week. The children looked at a variety of different treasure maps and used their observation skills to identify the features of a treasure map. We then talked about a route using directions such as, ‘forwards, backwards, up and down,’ and position language, such as, ‘under, on top, though, next to, over and in between.’  The children then created their very own map, drawing their island, the features on the map and their route. They then described it.

The children made some ‘Fidgety Fish’ pancakes. We identified that Fidgety fish was yellow with some orange. The children used their fine motor skills to spread yellow cream cheese on their pancake and then used healthy snacks such as banana, raisins and oranges to add eyes and fins to the fish. They enjoyed eating it the most! Luckily he didn’t fidget and tremble and swirl and twirl inside our tummies and come out again, like he did in the story!

The children experimented with mixing colours. They made predictions of what would happen when they mixed 2 colours together. They painted their hands with two different colours and then mixed them in between their hands and printed them on paper.

The children used their fine-motor skills to paint a clownfish. They thought about the colours and shapes they would need. We talked about the difference between thick and thin paintbrushes and the different effects they make when used. They were using their observational skills to look closely at the picture to see what they needed to paint, they are beginning to paint in more detail.