Tag Archives: speaking

Marvellous Mark Making

Early Years have been focusing on the traditional tale of ‘The Three Billy Goats Gruff,’ this week. The children in Pre-Nursery are really enjoying the story and they are starting to recall details from the text as well as pretending to be some of the characters!

The children have been particularly interested in mark making recently; they especially like laying on the floor and drawing on pads with pencils.

These goats were fantastic!

This little girl watched me draw a troll and write ‘I’m going to eat you up.’ She then made marks of her own and when I asked, “What does this say?” She told me, “I’m going to eat you up.” She said this in a ‘troll’ voice – mimicking the voice I use for the troll.

She then watched as I drew around a bamboo tube and I said, “I’m drawing my face.” When I finished, she looked at my drawing and laughed, pointed to me and said, “Miss Price!” The little girl then copied my technique…

The little girl then made some more marks and told me, “Mmm.”


Retelling the story

During Story Time today, Afternoon Pre-Nursery showed great communication and language skills.

I asked, “What is the story called?” #erc replied, “Goldilocks and The Three Bears.”

I ask, “Who is the story about?” #srw says, “Daddy Bear, Mummy Bear.” #erc said, what “And Baby Bear.”

I say, “Where do the bears go?” #erc says “In the forest.” I continue, “Why did they go into the forest?” #erc says, “Cool porridge down.”

I continue, “Who else was out for a walk that day?” #erc says, “Goldilocks with the long, long hair.” #srw says, “She’s got hair like me.”

I ask, “What happens next?” #erc says, “She eats the porridge…too hot, too cold…just right.”

I ask, “What happens next?” #erc tells me, “Sit down.” srw says, “Too squishy.”

I ask, “Who’s chair did she sit on next?” #erc said, “Baby’s chair and she broke it.”

I ask, “What happened next?” #erc said, “Then the three bears came back.” I continue, “Are you sure?” #erc says, “She has a sleep.”

“Who’s bed did she try first?” #erc says, “Daddy’s bed.” I ask,  “Who’s bed did she fall asleep in?” #erc tells me, “Baby bears bed, then the bears came home.”

I continue, “What did Daddy bear say?” #srw says, “Who’s been eating my porridge?” and she used a different voice for mummy bear.

We’re really proud of the children for being able to recall details of the story, well done!

Look at all this mess…

Pre-Nursery came into class today and found a big pile of sand on the floor.

#ld and #as went over to investigate, #ld pointed and said, “Sand.”

#erc noticed there were, “Five brushes” and also said, “I made a circle,” as she made marks in the sand.

Using brushes is an excellent way to develop gross motor skills and co-ordination; repeated movement patterns play an essential part in brain development. Children need lots of opportunities to develop their gross motor skills as these provide the foundations for handwriting.

Goldilocks and The Three Bears

The Communication and Language focus for the next two weeks will be the story ‘Goldilocks and The Three Bears.’

We introduced the story today and our initial focus was to examine the front cover…

I asked the children, “Is it the three pigs?” #mc replied, “Nooo, bears!” I continue, “How many bears?” #mc counted aloud, “1, 2, 3.”

As I read the story, #gg copies my hand motion and says, “Hot,” when referring to the porridge.

When we look at the picture of the broken chair, #gg and #mc say, “Oh no!,” and gasp. As we look at the illustration of Goldilocks sleeping in baby bears bed, #mc makes a snoring sound.

When we reach the final page of the story and Goldilocks is leaving the bears’ house, #as shouted, “There she is.” #gmj repeated the question, “Where is she going?”

When looking at the front cover of the book with afternoon Pre-Nursery, I ask, “What can you see?” #erc says, “Three bears” and #srw says, “Bears.” I point to the illustration of Goldilocks and ask, “Who is this?” #erc says, “Goldilocks.” #erc was able to finish phrases from the story as I read.

I ask, “What does Goldilocks use to eat the porridge?” #erc says, “Spoon.” We look at the illustration of Goldilocks looking at the porridge, I ask, “What is Goldilocks doing?” #erc tells me, “Licking her lips.” #srw, #lj, #ec and #alr all licked their lips.

When we saw that one of the chairs was broken, I asked, “What’s happened?” #erc says, “She broked it.” I said, “How do you know Goldilocks has broken the chair?” #erc says, “It’s in pieces.” #lj says, “Legs come off.”

When I read, “This bed is just right,” I ask, “How do we know this bed is just right?” #erc says, “Because she’s sleeping in it. The bears are coming back.” I continue, “Is that what happens next, the bears come back?”

#erc points to Goldilocks and says, “She’s running.” I ask, “Where is she running to?” #srw says, “Back to her house.”

The children had lots of fun exploring our new small world area today; I set up an invitation to play by providing different sized bears, bowls, spoons, beds and porridge oats. The children pretended to feed the bears, laid the bears on their beds and explored the texture of the oats.

We have brown playdough, teddybear cutters and a little girl cutter to encourage talk about the story and the characters. #sh sais, “Teddybear,” as she cut out a teddybear in the playdough.

Bubble Painting 

Pre-Nursery have perfected their huffing and puffing since reading The Three Little Pigs. Look at their beautiful bubble pictures!

#lj said, “I made bubbles!” He showed real persistence when learning to blow bubbles.

#ec said, “Bubbles!”

#lha, #mc and #as named the colours, “Orange,” “Purple,” and “Red.”

Painting Pigs

We’ve been talking about the features of a pig and thought it would be fun to paint some.

#as said, “A pig, pink.” As she painted. #gg and #mc made excellent pig sounds. #mc pointed to part of her painting and said, “Snout.” #sh pointed to her creation and said, “Pig.”

Pre-Nursery trip to the park. 

Our communication and language focus is the story,  ‘The Three Little Pigs,’ we’ve been talking about the materials that each house is made with.

Today, afternoon Pre-Nursery went to Wavertree Playground – this is often referred to as ‘The Mystery’ – to collect sticks!


#erc knew that the feathers came from the birds.

The children showed great listening and understanding skills when they were running and able to stop and go when asked!

The Three Little Pigs

Since Monday we’ve been reading ‘The Three Little Pigs’ each session as its our Communication and Language focus. Early Years will focus on this text for the next two weeks.

We looked at the front cover together and talked about what we could see and what the book may be about.

#srw said she could see, “Pigs.” #erc said she could see, “1, 2, 3, pigs.” I asked, “What are the pigs wearing?” #srw told me, “Red pants.” I said, “Yes, red trousers, this pig is wearing red trousers.” #erc said, “Green trousers,” as she pointed to the pig wearing green trousers. #erc showed me what little was by demonstrating with her hands. #lj counted three pigs.

As I was reading the story, #erc told me (the wolf), “Blown it, he’s broken it.” #srw said the wolf, “Huffed and puffed.”

We discussed why the brick house didn’t fall down when the wolf tried to blow it down; #lj said, “Because that’s why.” #erc said, “It’s strong. I’ve got a chimney.” I asked, “Where is your chimney and she told me, “On my roof.” #srw replied, “I don’t have a chimney.”

I then asked, “Who do you like in the story?” #erc told me, “I like the three little pigs.”

I asked, “Which house would you like to live in?” #erc said, “The big house made of bricks.”