English Prep Grades – Crabs & Super Birds


Picking up from where we left off with after discussing the parts of house the students went on and modelled their imaginary homes from wooden blocks. We talked about what is where with questions such as ‘where can I take a shower?’, ‘Where is the garage?’, ‘I’m hungry, where is the kitchen?’ Next, each student made a sketch of their house with pencil and paper talking about their creation with their peers.

Julia Donaldson, an all-time favorite, was once again our choice with ‘Room on the Broom’. The did our usual sorting, sequencing, crafts and coloring activities. As the season progressed we read Stickman from the same author. Children made their own stick people using the branches they’d brought back from Permakamp. The stick puppets were a hit for a while taking lead in their role playing games during break times.

The same routine was repeated with a few traditional tales including Gooldilocks and Three Bears. New vocabulary from the text included; hot, cold, sweet, salty, sour, Daddy, Mommy, bed, bowl and chair. As Christmas approached we moved on to Gingerbread Man. The rhyming in the book was a hit: Run, Run as fast as you can! You can’t Catch me I’m the Gingerbread Man.

Crabs worked on some Christmas tree decorations using mixed media and plenty of glitteer. Later they sold them in the potluck sale the school organized to raise money for an NGO. This allowed some acquition of new vocabulary while consolidating others such as; snow, snowflake, button, tree, body, decoration, bell, star, ribbon, glitter, colors.

Students are showing interest in everything related to space and planets which will be our next source of materials, we’ll be tailoring the content around this theme.

Take Care!

Ms. Cey


English – Wise Owls


After the unfortunate events following the disappearance of Ms. Nelson, we learned about different jobs that we see around the school. Starting us off, we watched a video about jobs and attempted to match the occupation with its working space and materials. Always consolidating our learning with word searches, matching and sorting worksheet sand bingo activties we moved onto a Twinkl Original called Charlie and Firefighter. charlie peopleHinting at equal gender roles and exposing a variety of student apperances the children learned the details, hardships and adventures of firefighters. The job of a Zoo Keeper became a connection to  animals and where they live, which led into the second quarter’s main theme: Habitats.

The central idea for our second quarter was ‘All living things share the finite sources of the Planet.’ We started off quite simple with learning about living&non-living. 20200106_162529Students each got a set of coloring cards, which they then sorted into a group poster of Alive – Dead – Once Alive. 20191211_085912Secondly the children sorted individual worksheets into categories reinforcing new vocabulary and the concept. Once certain about what is living and not we shifted to geographical landmarks under the Dead and/or Once Alive category. Students learned simple and basic geography terms for their glossary, naming and drawing each feature followed by a crossword puzzle. 20200106_162628This allowed a foundation for the following line of inquiry: ‘What kind of habitats do animals live in’. An general idea about non-living things under our belt, we turned our attention to living things. 20191209_125404

What are living things and what do they need was our driving question. We found out that living things move/grow, make more of themselves, breathe and eat. We took a glimpse into animals groups, checking out what are omnivores, herbivores and carnivores and therefore who eats who: Food Chains. Looking at different resources the students examined related books, making links. Twinkl provided a neat presentation about the gist of the topic and students then mvoed onto making their own sets of food chains. We consolidatedlandscape words, food chain connections and animal habitats with an online learning game fromwhatFC the BBC website.








Living-Non Living   : √      Geography Glossary   : √      Animal Groups   : √      Food Chains   : √

20200106_162355Now it’s time to move on the big chunk of the unit: Animals and the habitats they live in. We had set 4 major habitats to focus on earlier in the planning which were: Tropical, Arctic, Desert, Ocean. In connection with the homeroom topics in their native tongue, the students researched and prepared 4 section posters with animals and plants found in each habitat. Throughout the quarter we’d been studying plural/singular nouns as well as this/that, and these/those which came in handy for the topic. Students were able to describe their poster with phrases such as ‘There are snakes in the Desert Habitat’. Christmas craft activity coincided with our arctic habitat, students creating a reindeer X-Mas card for their families. Wordsearches is still a all-time favorite.20200106_162819

20191231_110413Wise Owls start each lesson with a Do Now prompt as a way of assessing their prior and current knowledge. This exercise was particulary fun in this unit since they got to draw fantastic scenes with ice-skating camels to jumping snakes, dancing pencils next to a volcane or swimming foxes in a lake.

20200106_152928 20200106_153021 20200106_153113 20200106_15331120200106_163112 20200106_163353

And that’s it!

See you next time..



English – Eager Beavers


We started off the quarter with getting to know each other, adjusting to our new system of leveled English lessons as well as establishing classroom agreements. Before the kicked off with the course material we read some rhyming stories and followed up with worksheets. This allowed us to assess what the children know. It was fun to read aloud and fill in some funky poems parallel to the rhymes. Within the Language strand of the English lessons the main structure is based on the Cambridge Super Minds 2 Student and Work book.

We started off with the first Chapter learning about school objects and numbers from 20-100. Thunder, Flash, Whisper and Misty, the characters of the book, were introduced. Playing bingo as well as the games provided by the software of the book, the students were able to consolidate vocabulary. The second chapter of the book is about daily routines and we are half way through it. Students are learning how the read the time, when they do their daily activities like to have breakfast, go to school, have dinner and go to bed etc. Coming up is some craft work in which students will make their own clocks and a poster related to their individual daily routines.

That’s it for now, see you in 2 weeks!

Ms. Cey

English – Wise Owls


The beginning of the year was a shock for most of the children. First time they rotated different classrooms within their schedule, mixed up with students from other grades and met their  new teacher: me! Ms. Cey. First two weeks was spent disscussing classroom agreements, seating arrangements and getting to know each other. We played games of true or false, answered questionaires about each other and did many many word searches.


In the third week of the quarter the began talking about classroom objects. It was a challenge for the Owls to manage their stationary independently, having shared all their materials at group tables in their homerooms. After many puzzles and vocabulary exercises we decided to create an individual English Pencilcase for every child. Students decided what would be in their pencilcases, created a front page with their name and design, put together a list of contents and prepared a tag stating how many of each item there is in it. It was great to see the children express their personal styles through the cover page.

Playing Bingo is always an all-time favorite to consolidate our vocabulary with a little competition.20191104_142526

While we were working on our Pencilcases as an on going project, we started looking at auxiliary verbs, plural and singular nouns, how they are structured in sentences. Students practiced writing, copying and forming full sentences. Owls also got a chance to apply their knowledge of shapes, colors, prepositions and nouns through an exercise called “Do Now!” at the beginning of each lesson. 20191101_190528Working as a means of formative assessement they come in, check the board and read the instructions to draw a given sentence with a time limit. For example “There is a pair of scissors between two rulers.” or “Five things that are purple”. It’s light and fun way to start our lessons and review acquired knowledge.

Throughout the last week before the Celebration of the Rep20191104_142009ublic we read a story called “Miss Nelson is Missing” by Harry Allard about the mystery surrounding classroom 207 and their teacher. First of we read half of the text and stopped in the middle to talk about what they thought happened to Miss Nelson and made a Missing Poster individually.20191104_141931

Wise Owls are still settling in and will learn more English through the course of the year. We are looking forward to the next semester in which we will have more hand-on activities and small projects and definately more photos!

Let us know what you


Love, Ms. Cey Devamını Oku

Preparatory Grade Native English Class, May 28th to June 8th

In this fortnight we continued our theme of Animals by making origami paper snakes. Long bits of various colored cardboards were cut and prepared for the children. Each chose two strips of paper, and started folding them onto each other according to my example. In the end, they added goggly ‘eyes’ and a small red strip for the ‘tongue’. Finally we watched a video song about snakes that introduced them and their habits, while the children ‘hiss’ed with their snakes, and made them ‘coil’ and ‘slither’.



In the next session, we had a review on colors, numbers, and shapes. Balloons of various colors were blown and thrown around the classroom, and the children were asked to pop certain colors, and to count. Next, the children each received a collection of dried markers, from which they chose certain colors in certain numbers, both of which they named, and started making shapes of them, either on the ground using rubber bands or pipe cleaners, or on paper with glue.


The children also made little fish from plastic plates. I drew a general outline of a fish with an upper fin and tail on the plates, and the children cut them or I helped them with it. Then they colored their fish, stock ‘eyes’ on it and ‘fins’ while the ‘tail’ was already on, and in the next session I punched and passed a bit of blue string through their fish and then they let their fish ‘swim’. We also sang the song “One Two Three Four Five” as the children ‘caught their fish’ in the air and ‘let them go’.
In the final session, we also sang the song “If you’re happy and you know it”. I brought my beginner’s violin to class, showed them the instrument, its four strings, and how each string has a different sound as we move the bow over it, starting from the stronger to the lighter sound. Then I played our most listened-to songs and the children had to guess which song it was. Some of the kids also held the violin and moved the bows over it to create a sound.
In the end, they all received a cut bit of cardboard in the shape of a violin and tried to pass through the four strings of pipe cleaner as its four strings.


4th Grade Native English Class, May 28th to June 8th


We continued with our theme of the videobook, while also we played some games in the middle. In one session we played a Name Game and made bubbles to choose the letters to play with. This also made us review the main lesson of past-tense verbs, for which they had to find verbs starting with the chosen letter, but in their past-tense forms.
We tried our best to finish the Wallace and Gromit Videobook of The Close Shave, for which the class had gone through so much turmoil in the past three months, and maybe getting to finish 5 out of the 6 episodes with all the unwillingness should be considered a little success in itself 

Second Grade Native English Class, May 28th to June 8th


In the beginning of this fortnight, we worked on several worksheets ranging from simple common words that are used in the classroom, to harder words, for which the children matched, wrote, and also did crossword puzzles. We also played a Name Game, for which we chose letters and the children wrote words that they remembered in each category that started with those letters. The categories were chosen so to review what we had learned so far, including Animals, Fruits, Food. They finally blew bubbles from our bubble cup as their prizes.

We also made little origame houses to review our Parts of the House. The house that they made had different rooms, and they named the rooms to me, drew different furniture in them, and also wrote the names in the bottom to really learn them better.

In the next session, we did a pantomime game. First we watched a small video about different animals in the wild. Then the children came to me, wrote the name of an animal they chose on a piece of paper, for which I fixed the dictation for them just then and which was sometimes written in a very phonological manner :) and then they had to play the animal for their friends. This activity both worked on remembering the words and on their spelling. The winners again blew through our bubble maker.
In the next lesson we worked on ‘retelling stories’. A video story book was played for them. Once I myself read the book from the pictures, and once I let them listen to the video. Then I asked them to draw anything they wanted about what happened in the story. Then they came to the board, held up their drawings, and explained to their classmates what was happening.
In the final session, we made ‘dream catchers’. We first watched a short animation about dream catchers, which showed the children how Native Americans make them, and they are supposed to keep off ‘bad dreams’ and so they ‘make you see only good dreams’. The children each received a small plastic plate, for which I showed them how to cut out the middle part. Then I told them to draw around the plate, all the pretty and good things that they liked to dream about. While they drew I punched the plates for them, they chose a yarn color, and started weaving the yarn around the plate. In the end they chose feathers of two colors and tied them at the end of their yarn. I would have loved to use the opportunity then to start ‘telling about our dreams’ if we got more time, but unfortunately we didn’t.


1st Grade Native English Class, May 28th to June 8th


We started our fortnight by making books about the ‘Four Seasons’, so the children would learn them better. While their favorite song about the Seasons was played, the children were given four papers with the season names, one by one, as they were also handed different-colored cardboards for each season. First the Spring season was distributed, I asked them to draw simple tree ‘barks’, and then they were given little pink bits of paper and green leaves to stick on their trees. Next was the Summer season, as again they drew barks of tree and were given ‘bigger leaves’ and red paper for ‘apples’ because the trees give ‘fruits’ in summer. The same process was followed for Fall and Winter. In the next session as the four papers were all done, I instructed the children to put the seasons in order by their names, so they would look at the pictures and the words and so would remember them better. They wrote the title themselves from what was written for them on the board, and we finally punched the papers and they chose colors of pipecleaners to pass through the seasons and bind their books, while this was the third time they were reviewing the seasons. Passing through the pipecleaners was also a small-movement practice by itself!

Next, we went on to the subject of ‘Weather’, which though was taught them before, needed more practice as it is a nearly new and somehow difficult subject. The children were handed five different pages, one for each type of weather, on which I had drawn drew very basic shapes. Each weather type required a different activity. For the Sunny weather they stuck on little pieces of yellow and red pipecleaner, which unfortunately did not stick in the end, but for which they really grasped the concept I hope! For Cloudy weather, they tore and stuck bits of tissue paper to make fluffly clouds. For the Rainy weather, after they glued on the tissue paper, I brushed on a mixture of water and blue paint, or asked them to do it, then asked them to hold their papers upright, while the mixture fell down and they saw ‘it is raining.’ For Windy weather, I just brushed on the mixture all over their papers, and asked them to ‘blow hard’, like the wind, and the water splashed around the paper ‘because it was a windy weather’. For the Snowy weather, at last, they stuck little spots of tissue paper in the sky and on their grounds. After all weather pages were done, again I wrote the title on the board as they copied and put the ‘cover page’ and then chose and passed through their pipecleaners.





In the final session we talked about the five senses and how each help us, following which they did their workbooks from their grammar class. on the subject.

5th Grade, Native English, 14th to 25th of May

We started these two weeks with first talking about the difference between ‘will’ and ‘going to’, that ‘will’ is usually used when we just decide to do something and ‘going to’ is used when we have previously planned or thought about doing something. We did some online games about this as well. In the next session we talked about the other uses for ‘will’, that, for example, it is used in promising, asking someone a favour or offering a favour, and for inviting someone. I then wrote parts of sentences on the whiteboard and the children had to understand the context and make the sentence either with will or going to.
In the next session, the lesson was mixed with a bit of a game. The children first learned how to make origami saltshakers. Then I asked them to write the names of the different jobs that they have learned in the different parts of the saltshakers. Then they would start playing them and they would see what job “they were going to have” in the future. So, they would make sentences with that job and going to. For example, “You are going to be a singer” or “I am going to be a doctor.”


In the final session, we did some writing practice as the children filled out some opinion forms about many different facets of life, and in the end we practiced the previous lesson of past-tense verbs by making the past tense forms of the verbs I gave them out of pasta.



4th Grade, Native English, 14th to 25th of May

With the fourth grade these two weeks, we had some new adventures. We made crafts for different pasta shapes, where the children first made whatever they wanted, and they were quite amazing stuff artworks as well! Then, following their lesson in the grammar class about past tense verbs, I gave them small ribbons of paper, wrote different present tense verbs on them, and the children had to make the past tense forms for those verbs out of pasta.



In the next session we connected our lesson about the sheep character in the videobook to the cartoon of Shaun the sheep, while at the end of the next episode we played the Hangman game to review the words we had learned in that episode.