Science Week was a week full of experimentating, observing, predicting, hypothesising and communicating through lots of practical activities, design and make and STEM across the school. The boys and girls in Fifth and Sixth Class really enjoyed presenting their science projects for the other classes.
Maths Eyes, Maths Stations run by our Student Council, Maths Trails, Orienteering with Maths Problems, 6-7 Quiz, Estimation Stations and Maths Puzzles in the Foyer are just some of the maths related activities the children enjoyed during Maths Week.
A visit by Eoghan Rua brought a big smile to all our faces as we celebrated all their success on the playing field.
The children in Fifth and Sixth Class put all their learning into practice as they engaged in Design and Make activities in Electricity. Some of their creations included scribble bots, lighthouses, quizzes and clowns with spinning bow ties.
Lots of fun was had at Cumann na mBunscol Mini-7s where they gave a wonderful account of themselves playing with skill, teamwork and determination in each of our matches.
Kilglass National School have a brand new student council for the school year 25/26. Competition was fierce with students making excellent presentations, sharing ideas with confidence and answering tough questions with ease. We were overjoyed to see how students put themselves forward for our student council and we found it very difficult to form a council as all the candidates were amazing. Congratulations to our student council and we look forward to seeing what they achieve this year.
Congratulations Lily on winning the Mini 7’s Place Kicking Competition on Wednesday. It was a very close contest, with lots of rounds but in the end Lily came out on top.
The boys and girls in Rang a Cúig agus Rang a Sé have been working on Electricity in Science. We were exploring, making simple circuits with switches and series circuits. In P.E. Athletics is taking centre stage. We are focusing on passing the baton in relay, we have been trialing the shot put and our TY student Cathal set up activity circuits to practice a range of fundamental movement skills. Our puppets were a great success as we explored fabric and fibre.
Personal
Factual
Imaginative
Who? What? When?
Where? Why? How?
In time order
**Recount writing is always
written in time order**
My School Tour
St. Patrick’s Day
Specific participants
Linking words to do with time, e.g. later, after, before
Paragraphs in time order sequence
Action verbs
Simple past tense
Objects
People
Places
Animals
What is it?
Size? Shape? Features?
Where? What?
What does it do?
Frogs
Generalised participants
Impersonal objective language
Timeless present tense
Subject specific vocabulary
Give instructions on how to operate something e.g. washing machine
Show steps for making and doing e.g. baking a cake, playing a game
List sequences of actions e.g. find a location
What is to be done
List of what is needed
How to do it
Was it successful?
Cooking
Directions
Detailed factual description
Reader referred to in a general way or not mentioned at all, e.g. draw a line
Linking words to do with time e.g. after, as soon as
Tense is timeless
Action verbs often begin each sentence
persuade readers to agree with one point of view
show all points of view and reach conclusion e.g. debate
argue a case
Mobile phones should be banned
Generalised participants
Passives to help text structure
Linking words associated with reasoning e.g. therefore
Nominalisation (actions become things) e.g. to pollute becomes pollution
Explains how things occur e.g. how does a rainbow occur?
How things work e.g. how do engines work?
Why things are or happen
What is it?
Describe
How it works
When/Where it works, how it’s used
How erosion occurs
Generalised non-human participants
Cause and effect relationships
Some passives e.g. is driven by
Timeless present tense e.g. soil is deposited
Who? Where? When?
How did the characters get involved?
What is the problem? What is the conflict?
How was it solved?
• Fairy tales
• Novels
• Fables
Usually past tense
Defined characters
Dialogue
Descriptive language to create images
Linking words to do with time
Predicting is like being a detective.
I can make predictions before and during reading.
I think about the information I know from the cover, pictures and the story.
I think about what will happen next and listen to the author’s clues.
It doesn’t have to be right!!
“I predict that …”
Explains why
Use prior knowledge
Use evidence and clues
What has happened so far?
What is the reason for your prediction?
Why do you think that?
What clues are you using to predict?
What will happen next because of this event? Why do you think this will happen?
We can ask questions anytime!
They help us to think more about what we read.
Sometimes we can find answers to our questions in the story or using our background knowledge.
Sometimes the author leaves us wondering!
Asking questions helps us to “solve” the story by putting all the pieces together.
“I wonder …?”
“Here” questions have obvious answers
What? When? Where? Which? How?
“Head” questions
Use your own thoughts, feelings and opinions
Use prior knowledge to make connections
Was it something that happened that made you think that?
Do you need to infer?
“Hidden” Questions
Try to use all the clues from the story so far.
Think about the characters in the story and the things they are doing
Why do you think he did that? How do you know?
Why do you think she felt that way? How do you know?
Why do you think he said that? How do you know?
Picture / movie in your head
We use our “movie” to help us picture the story inside our heads. Smells, sounds, taste and touch can make your movie better.
The words are like the script.
Change your movie as you get more information.
Everybody will have a slightly different movie.
Are you connecting with something?
My picture is slightly different …
Why did that picture come into your head?
Can you describe what you saw in the film of you head while reading?
Can you describe something you could see? / feel? / touch? / hear?
We can make connections at any time.
You think about something that happened in the story that reminds you of something else in:
The Story – Text to Text
Your Own Life – Text to Self
The World – Text to World.
Our background knowledge is very important here.
It makes the story come to life and you can imagine it better.
“It reminds me of …”
Did you make a connection with this text?
Did it remind you of anything?
What type of connection is that?
This strategy encourages readers to constantly ask themselves what is important in a sentence, phrase, paragraph, chapter or whole text.
I can understand the main ideas of the text and what the author’s message is.
The text was mostly about…
The important details were…
I will underline the key words ….
I think … and … are important
Who, what, when, where, why …
Famous Five Key Word Search
What’s Your Story
Main Idea Pyramid
Summarising is the ability to reduce a larger piece of text so the focus is on the most important elements of the text.
When I summarise I can think about what I have read and then focus on the most important elements.
First, next, finally, then…
I think the purpose of this text was to…
I can think about the most important parts and retell them in my own words…
