Over the next week I will be uploading some information to help you and your child to prepare for the return to school. Children in Reception can return from Monday 8th June. Please note that you must have notified either Mr Ford or Ms Crisp if you would like your child to return to school so that we can plan for the numbers of children who will return. You will be sent a new link to a survey next week where you can indicate your choice. Please contact me if you have any questions or concerns, Ms Crisp firstname.lastname@example.org
Home learning for week beginning 1.6.20
We hope that you had a lovely half term break and have enjoyed the fantastic weather. The final half term of the academic year begins! Here is the overview of the learning that will be uploaded this week. PLEASE remember that we do NOT expect you to complete all of the activities-you can choose which ones you and your child do. And of course you can share with us any other learning that you have been doing; we love to see what you have been up to.
Please continue to practise writing your name too. Remember a capital lettter for the first letter only and try to form each letter correctly.
Have a good week,
The Reception Team
Can you read the tricky words on the whale and his sea creature friends below? (Click on the picture to enlarge it).
Can you read the two stories about Rob the Robot at the park and Rob the Robot meets Roz. What happens in the stories? Can you point to the tricky words? Tricky words in Rob the Robot at the park: I, no, go, the, to, into Tricky words in Rob the Robot meets Roz: he, she, we, me, be, was, (you, are, her, all, they, my-we hadn’t yet taught these last few tricky words at school but you may like to have a go at spotting them) Parents, you could either see whether your child could identify any tricky words on sight or you could show them a list of the words and ask them to find them within the text. You could then draw a picture of Rob the Robot and write a caption about him using one (or more) of the tricky words?
4.6.20 Days of the week
In Maths we expect you to be able to use ‘everyday language to talk about time’. I am sure that you talk about and ask questions about the days of the week without even realising that this is maths. You may ask ‘What day am I going to Dad’s house? Saturday’ or know that you usually have a dance lesson on a Wednesday.
There are 7 days of the week, each ending in ‘day’. Could you learn their names and the order that they come in? Below are some links to songs and videos that may help you to learn the order. Have a listen and choose one that you like and stick to that one to help you. We do NOT expect you be able to read or write these as they are not phonetical (they don’t look how they sound) so are very difficult. We would like you to learn how to say (or sing) them in order, but we don't expect you to learn this off by heart in one day, instead keep practising them regularly.
The days of the week are a cycle; this means that they are repeated over and over again. After Sunday the days don’t just stop they continue back to Monday again and so on. We often see the days of the week in a list down but it would actually make more sense to display them in a circle to show that like a circle they go round and round. Miss Chin has them displayed like this is Sapphire Classroom-you move the bee on to the correct day of the week each morning.
Adams family parody song @ https://www.youtube.com/watch?v=8GKmCQOy88Y
The singing Walrus @ https://www.youtube.com/watch?v=mXMofxtDPUQ
The learning station @ https://www.youtube.com/watch?v=3tx0rvuXIRg
Mr R @ https://www.youtube.com/watch?v=spi77By9-iA
Days of the week rap @ https://www.youtube.com/watch?v=NscOFmaWSz0
There is also a video clip on BBC Bitesize that may help you @ https://www.bbc.co.uk/bitesize/topics/zp7mn39/articles/z62jjhv
(Please note the spelling activity below the video is too challening at this age.)
Or a cheerleading video on BBC Teach @ https://www.bbc.co.uk/teach/supermovers/ks1-english-days-of-the-week/zd8njhv
4.6.20 Healthy Snacks
We all like to snack between meals sometimes! (And if you are anything like my two boys it seems non-stop!) Snacking is ok, especially for you as children as you are still growing. However you do have to think carefully about what you are eating for your snacks. When mum or dad say ‘No you can’t have sweets, but you can have an apple’ they are not just being mean they are trying to encourage you to eat healthily. As part of our health and self-care curriculum we teach you the importance of a healthy diet so that you are able to talk about ways to keep healthy.
We have a snack time at school: What foods do we eat then?
The photo below shows some of the snacks that we have in my house. Which are healthy? Which are unhealthy? (I’ve sorted them on the next photo.) It is ok to have unhealthy snacks sometimes as long as you don’t have these all the time! You should try to have a ‘balanced’ diet.
Could you gather some of the snacks that you like to eat? (If there are any left :-) ) Can you sort them like I have into healthy and unhealthy? It isn’t always very easy-some things are healthier than others e.g. fruit and vegetables are healthier than a rice cake, but a rice cake is healthier than crisps.
Can you say which of the foods in the pictures below are healthy and which are unhealthy? (Click on the pictures to enlarge them)
Next time you want a snack could you make a ‘swap’ for something healthier? Instead of a biscuit could you have a banana?
Are there some new things that you might like to try to snack on? How about carrot sticks instead of a chocolate finger? Could you have a think and ask your grown-ups to get you some different snacks next time they go shopping? Are there already ‘healthy snacks’ in your house that you had never thought to try?
Enjoy (And I’m not naïve, I don’t think that you are suddenly going to give up your sweets and chocolates and I’m not asking you too!)
3.6.20 Yes or No questions
Today’s phonics activity is to use the sounds that you know to read questions and answer yes or no.
You could make yes/no cards by drawing a smiley face, thumbs up, or tick for yes and a sad face, thumbs down or cross for no on two pieces of paper. Then to answer each question you could hold up or point to the relevant card.
There are many different decodable questions that you could ask your child to read; these are attached in the documents below. He/she could read them from the screen, print them off or you could write them on paper for them. The questions start off easier and get harder the further down the list you go. There is no need to ask your child all the questions, they’ll get bored if you do! However do try to pick a few from each set/colour. Please be aware that the children have not yet been taught all of the phase 3 sounds (they would have been taught these in Year 1 regardless of the current situation) so of the final set (green) we would only expect them to be able to read:
Is rain wet?
Can a boat sail?
Are fish and chips food?
Is a thick book thin?
Can we get wool from a sheep?
Can a coat hang on a hook?
Will a ship sail on a road?
3.6.20 First, then, now subtraction stories
Monday’s maths activity was ‘first, then, now addition stories,’ today can you have a go using ‘first, then, now’ but with subtraction stories where a number of objects are taken away.
For example: FIRST there were 7 apples, THEN Mrs Appleyard ate 2, NOW there are 5 apples.
You could do this practically with objects (as above) or record with marks (as below)-Please see Monday’s activity for a detailed explanation. However for subtraction your child would physically take away objects or cross off some of their marks.
There are endless ‘stories’ that you could tell e.g.
FIRST there were X buses/car/motorbikes and THEN X drove away, NOW there are?
FIRST there were X dinosaurs/horses/dogs and THEN X ran away, NOW there are ?
FIRST there were X doughnuts/hot dogs/ any foods! And THEN I ate X, NOW there are ?
Remember to say the FIRST, THEN, NOW story out loud, you do not need to write the 'story', (but if you wanted you could just write the numbers).
You could even make your own ‘subtraction snails’ using a wrap and chocolate spread and create stories about them, whilst eating them! FIRST there were 9 snails and THEN Ms Crisp ate 3, NOW there are 6 snails.
3.6.20 Ocean animal movements
To keep active this week could you move like the whale from the story The snail and the Whale? Could you move like some of his ocean friends too? (but on land of course!) Can you scuttle like a crab? Whizz like a fish? Glide like a stingray? See the document below for more ideas and of course you can be imaginative and create your own moves for ocean animals.
You could listen to some ocean music whilst you’re moving or afterwards to calm down: The sounds of the sea may help you imagine you are these animals @ https://www.youtube.com/watch?v=f77SKdyn-1Y. This relaxing music @ https://www.youtube.com/watch?v=OVct34NUk3U even shows you all the animals in the ocean swimming around its amazing!
You may have noticed when listening to this week’s story ‘The Snail and the Whale’ that there are lots of words that sound the same, they rhyme. Even the title contains rhyme: snail and whale. (Please see yesterday’s activity below if you have not yet read this story.) In both the reading and writing aspects of our curriculum children are encouraged to ‘continue a rhyming string’. Here is a selection of activities that you could do on ‘rhyme’:
*Can you listen again really carefully to the story of ‘The Snail and the Whale’ and identify some words that rhyme? There are lots of them! For example: These are the CAVES beneath the WAVES.
*Can you find pairs of objects that rhyme in your house? e.g. clock and sock, bin and pin, mug and slug!
*Can you write 3 words that rhyme with each of the words below? e.g. hat, rat, bat, fat
dog, pen, man, cat, bed, bun, bell, ring
(Children will spell words with the sounds that they know e.g. bed and ‘hed’ for head, this is ok at this stage, the focus is on whether the sounds rhyme.)
*Can you write captions that rhyme about the pictures below? (answers: a dog on a log, a cat in a hat, a train in the rain, a spoon on the moon, a frog on a dog, a mushroom on a broom)
2.6.20 Shape, Space & Measure: Describing the route of a snail
In maths we learn to use 'positional language,' words that describe the position of an object compared to another such as behind, infront, next to, in, on, next to, under.
In the story 'The Snail and the Whale' they go on quite an adventure, seeing lots along the way. Could you draw a map of the route that a snail may take in your garden, your local park, your house(!) or in an imaginary place? Then use words like those listed above to describe the route your snail takes.
For example my snail goes UNDER the football goal, BEHIND a tree, ON the slide, THROUGH the vegetable patch, IN the shed, INFRONT of me and ends up NEXT TO a hedge.
There are also other ideas of activities that you could do at home to practice using positional language in the document below.
We look forward to seeing your maps and maybe you could record yourself describing where the snail goes?
2.6.20 Facts about snails (Understanding the World)
In the 'Understanding the world' part of our Curriculum children are to 'make observations of animals and plants and explain why some things occur, and talk about changes.'
Today you could learn more about snails. Ask your grown up to read the information in the PowerPoint about snails (the link to the PowerPioint is at the end of this activitiy description.) Then choose an activity below to do:
*Could you answer these questions:
-Why do snails leave slime behind them?
-Snails are 'nocturnal,' what does this mean?
-When might a snail hide under it's shell?
-How many tentacles does a snail have? What do they use them for?
-Why don't farmers and gardeners like snails?
*Could you write a 'fact-file' about snails? Draw a picture of one and write 3 things about snails that you have learnt (or 5 if you want a challenge).
*Could you draw a snail and label its body parts? You know the sounds to be able to spell 'shell' 'foot' and 'trail'
and just try your best with tentacles and eyes. (If you want to print off this picture the link is at the end of the activity).
*Could you make a house for a snail, a 'snailery'? (See the instructions at the end). One of the children in Reception made this snailery a few week ago, isn't it great!
*Could you go on a mini-beast hunt to see if you could find a snail or any other insects? I have seen spotted a few interesting mini-beasts in my garden this weekend-a dragon fly, a green beetle and an interesting looking spider! (Sorry the photos are not very clear on here!)
1.6.20 Story of the week: The Snail and the Whale
This week some of the learning activities will be based upon the story ‘The Snail and the Whale’ by Julia Donaldson. I am sure
that many of you will have read the story before and may even have the book. You can listen to the story on youtube @
https://www.youtube.com/watch?v=EmMnaSkeKqQ and/or watch the animation on BBC I Player @
Can you answer these questions about the story?
1. Word study: ‘gazed’ ‘She gazed at the sea.’
-How many syllables are in the word ‘gazed’? Clap them to help you (2).
-What do you think the word ‘gazed’ mean?
-Adult to define the word: 'gazed; means to look, to stare, to watch
-Can you use the word ‘gazed’ in a spoken sentence of your own? E.g. I gazed out of the window at the starry sky.
2. Who said to the snail ‘‘come sail with me?’’ (a humpback whale)
3. Which animals in the caves had ‘hideous toothy grins’? (sharks)
4. Name three things that the snail saw on her journey? (Many different answers including sea, land, waves, caves, sky)
5. What upset the whale making him swim to close to the shore? (Speedboats running a race.)
6. Who saved the whale when he was stuck on the beach? How? (Firemen, by squirting and spraying him to keep him cool.)
7. On what part of the whale did the snail(s) travel on? (tail)
8. If you were able to travel anywhere where would you go for your adventure?
Can you answer the FIRST, THEN and NOW stories about the snail and the whale in the pictures? (When you click on them they will enlarge so that you can read them and see the pictures that you need to count.)
Start by counting how many animals there are ‘NOW’ then either;
i) Find this many objects so that you can work this out practically. If FIRST there were 5 snails get 5 objects (e.g. lego bricks, or toy cars or ponies or even chocolate buttons!) to represent the snails, (see photo below) If THEN 2 more snails come get 2 more buttons and put them with the first group of buttons, then count all of the buttons 1, 2, 3, 4, 5, 6, 7 to find out how many ‘snails’ you have NOW, 7 (as 7 was the last number that you said.)
ii) draw some marks to represent this number of animals, (see photo 3). Remember these marks represent the objects, you don’t need to draw snails or penguins, instead draw lines, circles, dots or crosses, something clear, simple and quick to draw. THEN more animals join the group so draw marks to represent this number of animals (you don’t have to use a different colour, I did to try demonstrate where the numbers came from.) You can work out how many animals there are NOW by counting all of your marks.
Using either method some children may be able to count on from the FIRST value rather than needing to go back to the start to count all of the objects/marks. E.g. they may know that FIRST they had 5 snails so don’t need to count this 5 again instead they may just say 5 and count on 6, 7, so NOW there are 7.
Say each step out loud as you are doing it e.g. As you are getting or drawing 5 ‘snails’ say ‘FIRST we have 5 snails’, As you get/draw more say ‘THEN 2 more come along’ and once you have counted how many altogether say ‘NOW there are 7 Snails’. Then to reinforce this calculation process can you say the whole FIRST, THEN, NOW story aloud in one, E.g FIRST we have 5 snails, THEN 2 more come, NOW there are 7 snails.
Perhaps you could make up your own FIRST, THEN, NOW stories too? (Orally, it is not necessary for the children to write these down.) Use your own toys or interests. E.g. FIRST there were 4 pieces of toast, THEN Mum gave me 2 more pieces, NOW there are 6 pieces of toast.
Please note that some of the groups of animals in the pictures from The Snail and the Whale are quite large (above 10) so please don’t worry if some of the questions are too tricky!
I hope that this is clear? If you do have ANY questions about this please contact me @ email@example.com Have fun!
Snails have spiral patterns on their shells. How could you create a spiral pattern? Here are some suggestions of spiral pattern activities for you to make and do (See the pictures at the bottom for more instructions, when you click on each picture it will enlarge)
• Draw spiral patterns: Can you draw different coloured spirals? Different sized spirals? Can you draw some huge spirals outside?
• Make a spiral dangler: Use a paper plate or circle of paper and scissors. See the instructions on the photo.
• Finger print spirals-Dip your finger tips in paint and create a spiral shaped pattern.
• Cotton-bud spirals-Instead of your finger could you use a cotton bud to create a spiral pattern?
• A snail spiral collage- Henri Matisse is a famous artist who is known for making colourful works of art. One of his most famous works of art is called ‘The Snail' (see below). He has created a spiral pattern using cut out shapes of coloured paper. Why don't you give it a go?
• What other ways can you think of creating spiral patterns?
We look forward to seeing your masterpieces!
Home learning for week beginning 18th May
Good morning, We hope you had a lovely weekend.
This is an overview of the learning we will be uploading this week. Please remember that we don't expect you to complete all of the activities - you can choose which ones you and your child would like to do.
It would be great if your child could practise writing their name too. They need to use a capital letter for the first letter of their name, but lower case letters for the rest. If they can write their first name then we would be starting to practise writing surnames now.
Have a good week,
The Reception Team
One of our areas of learning is called 'Health and Self Care'. An end of year goal for this area of learning is that "children talk about ways to keep healthy and safe.
Today you could talk to your child about different ways of keeping safe. It is such an important topic at the moment as children (and adults) are learning a whole new way of keeping safe.
Your child could draw a picture and maybe write some captions to show that they know how to keep safe.
You could do this related to Coronavirus and focus on washing hands and social distancing.
Or, you could focus on keeping safe in the sun and think about wearing sun cream, wearing a hat, drinking lots of water, staying in the shade and wearing sunglasses.
As we come to the end of another half term it would be a good idea to see how many tricky words your child can read and write.
These are the words we have taught children to read:
is the to no go I into he she we me be was
These are the words we have taught the children to write:
is the to no go I into he she
(we would then continue to teach the children to write the words in the order that they have learnt to read them).
The next set of words to learn to read would be these
my are all they you her
You can practise reading words by playing games.
Sometimes we write each word on a piece of paper and stick them up around our classroom. We say a word and the child has to run to stand next to it, or stand on it if it is on the floor.
I have attached photos of a dominoes game and a simple board game that you might like to play. Or, you could play pairs where you write each word out twice and turn them upside down. Take it in turns to turn two words over and read them. If they are the same then you can keep them.
If you look at the website 'Phonics Play' you can practise reading the words in a game called 'Tricky Word Trucks'.
Today's activity is to explore hopping, jumping and throwing.
You could see how many hops or jumps you can do in a minute.
You could make an obstacle course to practise hopping, jumping and throwing.
You could make a target game where your child has to throw something (like a ball or a scrunched up piece of paper) at a target or into something (like a box or a bin).
You could make several target circles and write different sounds that your child has been learning, you say the sound and they have to throw something at that target.
You could practise throwing and catching to each other or your child could practise throwing and catching against a wall.
You could play hopscotch.
You could turn a chair upside down and make some hoops to throw over the legs of the chair.
Today's phonics is about the sounds
oa as in boat
oo as in moon
and ar as in card
Please note this is not the lesson from today on thne you tube channel. It is lesson 17 from yesterday.
I have attached some photos roll and read words and some worksheets. As a challenge we would ask the children to write a sentence using one of these words.
PLEASE NOTE.... THE SPACE TO WRITE THESE WORDS ONLY HAVE 3 BOXES FOR EACH WORD. THIS IS CALLED A PHONEME FRAME AND YOUR CHILD SHOULD BE FAMILIAR WITH THIS. THE O AND A GO IN THE MIDDLE BOX TOGETHER AS THEY MAKE ONE SOUND.
Here is another video that is about the 'ar' sound. The children might recognise this teacher from our counting song.Learning ar
You can access the worksheets here if you want to print them out. oa pictures
The blending to read video today uses the sound ff. This is always at the end of words.
You could practise reading these words
off huff puff cuff
You could practise writing a letter f
A Prayer for the week
You might like to read this Prayer with your children.
This is 'The Collect' from Sunday's Service, the Sixth Sunday of Easter Service.
God our redeemer,
you have delivered us from the power of darkness
and brought us into the kingdon of your Son:
grant, that as by his death he has recalled us to life,
so by his continual presence in us he may raise us to eternal joy;
through Jesus Christ your Son our Lord,
who is alive and reigns with you,
in the unity of the Holy Spirit,
one God, now and for ever.
At School the children had learnt that Christians believe that Jesus died at Easter time and rose again.
You might like to listen to this hymn too: Alleluia, Alleluia Give Thanks to the Risen Lord @ https://www.youtube.com/watch?v=2U1MuOCHon4
Have a good week
A video message to all of our children and families from our staff!
Monday 18.5.20 Phonics: ai, ee, igh or ll
Today’s Reception phonics lesson is reviewing the sounds ai, ee, igh, all of which the children were taught at School. This is ‘Lesson 16-Reception’ on Youtube at 10am @ https://www.youtube.com/playlist?list=PLuGr6z2H2KNG4XgGr7UylwowIcDLr-T-k
‘ai’ and ‘ee’ are digraphs (two letters that make one sound). ‘igh’ is a trigraph (three letters that make one sound).
You can hear the ‘ai’ sound in the words: wait, hail, pain, sail, rain, tail
You can hear the ‘ee’ sound in the words: see, feel, feet, week, deep, seem
You can hear the ‘igh’ sound in the words: high, light, night, right, fight, might
Can your child READ these words? Please write a line underneath the digraph or trigraph as this supports your child to read these letters as one sound (we use a dot as a sound button for one letter that makes one sound.)
Can your child WRITE these words? Can they write some captions using these words, draw a picture too. E.g. he is in pain, I can see a light, it is deep, she had a fight
There is another Phonics video on Youtube, ‘lesson 16-Learning to blend’ at 11.00am @ https://www.youtube.com/playlist?list=PLuGr6z2H2KNGIYp03sdzSGLZquzuQENkx
Today’s video focuses on ‘ll’ as in doll. This digraph (two letters that make one sound) is one that even older children find difficult. It is key that the children know that this sounds the same as ‘l’ but comes at the end of words (after a vowel).
You can hear ‘ll’ in the words: bell, fill, doll, tell, sell, dull,
Can your child READ these words?
Can your child WRITE these words?
For extra support you could also watch these videos:
Mr Thorne learns ‘ll’ @ https://www.youtube.com/watch?v=r3YtQuyS1fc
Geraldine the Giraffe learns double letters @ https://www.youtube.com/watch?v=y0VL4Vn97n0
Monday 18.5.20 Maths: One less up to 20
Last week we looked at ‘one less’ up to 10, today we will be extending this for numbers up to 20. We approach this in the same way but with more objects/a number line to 20. Here is a link to the Oak Academy’s lesson on finding ‘one less’ up to 20 @ https://www.thenational.academy/reception/maths/finding-one-less-than-a-given-number-reception-wk5-1#slide-1
Your child may not yet be confident recognising the teen numbers, which is understandable as we had not yet taught these in school. The key skill is that they understand that ‘one less’ means taking one item away from a group of objects. Focus on whether they know HOW to find one less i.e. do they know that they need to take away one object? Or whether they can find the number that comes before this one on a number line?
PRACTICALLLY-with a group of up to 20 objects.
*How many objects do you have? E.g.14
Can they count up to 20 objects correctly? If they can’t then practice counting groups of objects up to 20 accurately. Remind them to say one number name whilst touching each object and having them in a line makes this easier.
*Can you show me one less than 14? (Do they know that this means take one object away?)
*How many do you have now? 13.
*So what is one less than 14? One less than 14 is 13.
Relating this to a NUMBER LINE
*How many objects do you have? E.g. 16
*Can you find 16 on the number line?
If they don’t know what this number looks like it is ok for you to show them on the number line (16 is TEN and 6 NOT 1 and a 6).
*What is one less than 16? Do they relate ‘one less’ to being the number that comes before the given number?
Can they point to the number before even if they do not recognise it? Again you can tell them what the number is.
*So what is one less than 16? One less than 16 is 15.
*Number card game: With numbers 1 to 20 written on small pieces of paper & turned over pick one at random, say the number and find one less.
*Give your child a group of objects: Ask them to find one less.
Repeat with different amounts of objects.
*Counting segments (see photo): Counting segments of an orange,
eating one then finding one less. Activity could be applied to a bowl of grapes, strawberries etc.
*Everyday maths-find opportunities in the day to ‘Find one less’ e.g. How many packets of crisps are there? If you eat one there will be one less, How many is one less? How books are on the shelf? If I take one off there is one less, how many is one less? Peas on your plate, toys on the floor, any practical opportunity!
*Mini-beast one-less: See document below.
If your child finds working with numbers up to 20 too challenging then please work with numbers to 10 (see Friday’s activity for further ideas.)
By the end of Reception we aim for children to be able to SAY (rather than find) which number is one less than a given number to 20 but this is very challenging, even to 10!
Monday 18.5.20 Sock puppet (Expressive arts and design)
Can you make a puppet from a sock? All you need is an old (but clean!) sock. Use a pen to draw on eyes and a mouth, possibly nose/whiskers or decorate with any craft items that you have. Then place your hand inside the sock, with your fingers where your feet would be. There you have it, your own puppet!
Who is your puppet? Give your puppet a name. What animal is he? A snake or a worm or a magical creature? Does he/she speak like you?
Have fun playing with your new friend; show him your toys, let him play with you, tell him about your family, teach him manners, sing songs together, make up and act out stories and much much more.
We hope that you enjoy creating your puppet and being imaginative! We’d love to see your puppets and look forward to you telling us all about them and the fun that you have got up to.
On Tuesday, the story of the day was 'Whatever Next'. You can watch it here ... Whatever Next
Here are some photos from the story. Can your child write about what they can see in the photos?
They might have a go at writing one word for each picture
eg. moon, box, picnic
They might be able to use the tricky word 'he' to wrote a sentence
he put his boots on
We always encouarge children to spell words using sounds that they know.
On Monday we looked at 'one more' and today we are going to look at 'one less'.
The key skills for children to learn is that 'one less' means taking one away from a group of objects and finding out how many are left.
We would start this practically by having groups of objects eg. 5 blocks.
How many blocks do you have? 5
Can you show me one less than 5? The child needs to know that this means take one block away.
How many do you have now? 4
So, what is one less than 5? 4
This would start with numbers 1 to 5 and then extend to 6 to 10.
We would look at numbers on a number line and relate 'one less' to the number that comes before. We aim for the children to be able to use this to say 'one less' without needing to count all of the objects that are left when they have taken one away.
So if you have 5 objects and they take one away to show one less, we want them to know that there are 4 left because 4 is the number that comes before 5, rather than having to count all of the objects that are remaining (they might do this to start with which is ok).
Here are some photos of 1 less work. If you have a printer and want to print them out then you can search 'one less' on twinkl to find them.
Here is a lesson from Oak National Academy on 'one less' if you want to watch it.
Oak National Academy: One Less
One of our areas of learning is called 'Making Relationships' in this area of learning the children learn about how to take turns, play cooperatively and follow rules of games.
Can you find a game in your house today to play?
Can your child explain to you how to play the game?
(This would support our area of learning called 'Communication and Language' too)
Spend some time playing the game together and talk to your child about taking turns.
Maybe you would like to make your owb board game by drawing a route and numbering the squares from 1 to 20?
You could add in some statements like 'miss a turn' or 'go back 3 spaces' ..... your child could have a go at writing these for their writing activity today.
14.5.20 Tricky Word Bingo
Can you play bingo to support the learning of the tricky words today?
To set up:
Each player needs one piece of paper divided into 6 (fold it or draw lines) and 6 'counters' (you can use lego pieces, coins, anything small-ish even cheerios!). The adult should choose 6 tricky words from the list of Phase 2 and 3 words in the document below (duplicates are ok) and say them aloud one at a time for the child to write, one in each space. (Please note that we had NOT yet taught the phase 3 words: all, are, her, they or my but you may want to have a go at learning them-please remember these words CANNOT be sounded out phonetically, they have to be learned by sight hence being 'tricky' words). Next the child should write all of the tricky words from the lists (only once this time) on separate pieces of paper to create the 'word cards' and then lay them with the word facing downwards in a pile.
How to play:
The child is the bingo caller (and can play with a board too) he/she picks the top 'word card' from the pile and reads the word aloud. All the players (including the child) read the words on their board to see if they have that word on their bingo board. If they do they place a 'counter' on it. The winner is the first player to cover all 6 of their words and they should then shout BINGO!
14.5.20 Bathroom Boogie: Maths and Health & Self-care
A few weeks ago you may have read ‘Kitchen Disco,’ today you could read ‘Bathroom Boogie’ by the same author. This story tells us of the discos that the objects in our bathrooms have when no-one is in the house! See @ https://www.youtube.com/watch?v=Q-BeszCHEAU&t=2s or hear a sample of the book @ http://www.kitchendiscobook.com/
As part of the Health and self-care aspect of our curriculum we would discuss how good hygiene practice contributes to good health. Discuss with your child:
*What do we need to do to keep ourselves clean? (Wash ourselves regularly, wear clean clothes)
*How do we clean ourselves? (Bath, shower, wash with a flannel/sponge)
*What do we wash? (Our whole bodies including our hair, sometimes just our face or our hands)
*How do we keep our teeth clean? (Use a toothbrush to brush them twice a day, for 2 minutes).
We also encourage children to manage their OWN basic hygiene and personal needs. Are there things that you support your child with that they may be able to do independently now? Such as getting dressed, including choosing appropriate clothes, wiping their own bottom or remembering to brush their teeth. Is there something that you could you challenge your child to try to learn to do for themselves now? Can they do it everyday? Could you keep a reward chart for doing so?
In their learning of Maths children need to ‘use everyday language to talk about time’ such as morning, afternoon, evening, or first, then, before, after. They also should be able to ‘Order and sequence familiar events.’ Last month you discussed and possibly drew what your day looks like at the moment, this time could you think about the things that you do during a day to keep yourself clean and healthy and order these things. (See the photos to help you.)
Could you draw them and describe (orally) the order that you do them in? e.g. First I brush my teeth then after(wards) I get dressed. Or could you include what time of day do you do these things? (Morning, afternoon, teatime etc rather than the hour.) E.g. In the morning I brush my teeth. Before bed at night I have a bath.
Today's Phonics lesson is on the sound 'ar'' and available to watch from 10amhttps://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw You find the sound 'ar' in words like: farm, barn, hard, far, card. Can your child write some words with the 'ar' sound in? Can they underline the digraph? The blend to read lesson is on the sound 'y'. You could find some things in your house starting with 'y', practise writing some words with 'y' in e.g. yes, yap, yup. Geraldine the Giraffe finds things starting with y: https://www.youtube.com/watch?v=nBajQHNOvj4 Jolly Phonics y: https://www.youtube.com/watch?v=futQOvUnHVs
When we were at school the children had explored adding two numbers together up to 10. For this activity it would be great if your child could draw a number and then some objects of that quantity, like I have in the first photo (1 = one heart etc.) Then I wrote the words 'and' / 'is' to create a number sentence (some children may recognise + and = but we have not introduced symbols yet). Then place two numbers in the number sentence with the total being up to 10, can your child work out the answer? This is where their drawings are useful as they can count the objects to find the total. Some children may be able to do this confidently, you could explore adding some numbers together with a total bigger than 10, this would be a challenge and not everyone needs to do it.
Gross motor development: We have done something similar in school before, but 'animal walks' are a great way of children exercising their large muscles. In the picture there are some different animals and ideas of how your child can move like them! Fine motor: These types of activities help with muscle control in the hands, and in turn for things like holding pencils for writing. There are two fun activities shown in the pictures based around using pegs. The first is using a peg to pick up cotton wool balls, you could use something like scrunched up tissue or paper if you don't have any. You could have a race to see who could do the most or who could do it the fastest? The second is using pegs to pair up socks, can they find the matching ones? Can your child peg them together? The squeezing motion is really good for their hands.
Today's story of the day is: Whatever Next. Some of the children may have read this before but it's a lovely story to revisit. Here is a link to the story being read: https://www.youtube.com/watch?v=lNOwyGl_yjM Questions to orally discuss or your child can write the answers down: 1 - Why wasn't Baby Bear allowed to go to the moon? (Bath time) 2 - Can you tell me one thing Baby Bear packed for the trip? (Teddy or food) 3 - Who joins Baby Bear on his trip to the moon? 4 - Why did Baby Bear think the moon was boring? (No trees or people) 5 - How do you think Baby Bear looked when he landed back home? (Your child's interpretation) If you went to the moon what would you take with you? Can your child draw a picture of this?
We haven't introduced the concept of money in Maths yet, however the children have explored it through their play. I thought it might be a nice to set up a small shop based activity where the children can explore some of the different coins. I would start with a 1p, 2p, 5p and 10p (I couldn't find 10p in my house!). I picked some food items and wrote some prices from 1-10 on paper, you don't have to go shopping for food though your child could price up their toys or teddies! Have a look at the coins with your child and show them the number on it which gives the value, can they find an item they can buy with that coin? Or for example if something costs 6p they could use 6 x 1p to pay for it, or 3p they could use 3 x 1p. A further challenge would be to use different values of coins e.g. if something costs 7p they could use a 5p and a 2p. Or if your child has been practising counting in 2’s they could use this knowledge for example for 8p they could use 2p, 2p, 2p 2p. I wrote a shopping list, you could ask your child to go 'shopping' for you with some coins and see if they can work out how many coins they need! Have fun:)
"Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others" is part of the Early Years curriculum. I thought it might be nice for your child to think about some things in their life and compare them to a grown-up in their houses' life when they were a child. I drew some pictures for mine to make it more fun! We thought about: Our favourite food What we liked to play with What number/name house we lived at Our favourite colour And any sport we did If you wish to just talk to your child about this that's fine too!
7.5.20 VE day
As part of our learning about People and Communities we have talked before about special days that people celebrate; birthdays, Christmas, Eid, St George’s day. Tomorrow is another special day it is the 75th anniversary of VE day'.
What is an ‘anniversary’? The date that an event took place years before. Your birthday is an anniversary of the day that you were born.
What event took place on ‘VE day’? When? VE stands for ‘Victory in Europe’. 75 years ago tomorrow on 8th May 1945 everyone had the day off work and school to celebrate the end of a huge war, the Second World War.
See the pictures below for a little more information. (I’ve tried to keep it as simple as possible!) I’ve included a basic world map to show where Europe is. (But note being able to ‘name and locate the world’s seven continents’ is part of the Key Stage 1 (Year 1 & 2) National Curriculum not Early Years.)
Many people will be celebrating VE today. You may see flags or bunting on people’s houses, and some streets are having parties in their gardens. There are many things that you could do to celebrate:
*Draw or colour a Union Jack flag and/or bunting.
*Design a medal-Soldiers were given medals to thank them for fighting for their country.
*Make and design a paper aeroplane-Soldiers flew aeroplanes in the war.
*Cook war time recipes-Some foods such as eggs were hard to get hold of during the war-can you bake an eggless chocolate cake? Or spam hash?
*Have a celebration in your garden with your neighbours in theirs (whilst social distancing of course!) Have special foods, wave flags, wear red white and blue, have music and dance, have fun!
Have fun! We look forward to seeing photos of how you have celebrated.
Design a medal Union Jack bunting to colour Colouring picture War time recipes How to make a paper aeroplane
7.5.20 Tricky word memory
Can you play the game ‘memory’ with the tricky words that you have learnt? You can play on your own or with other players. The aim is to collect as many pairs of matching tricky word cards as you can.
Ask a grown up to cut a piece of paper into pieces big enough for you to write one word on to make word cards. Then the grown up will tell you 6 tricky words to write (from the phase 2 or phase 3 list below. Please note that we had NOT yet taught the phase 3 words: all, are, her, they or my) You need to write one word per ‘card’ and each word twice so that you have 2 cards with the same word on. Repeat until you have 12 cards (see the end for how to create a challenge.) Shuffle your cards and place them word down in a grid e.g. 4 x 3.
How to play
Pick one card and turn it over so other players can see the card too. Read the word on the card (remember these are tricky words so you can’t sound them out.) Then pick another card, turn it over and read this word. If the two cards match then you can pick up the pair and place them by your side. If the two cards don’t match the next player (if there is one) has a go, if you are playing by yourself then you can continue playing. You have to watch carefully to try to remember where the words are!
Play continues until all of the word cards are matched and there are none left in the middle. The winner is the player with the most pairs.
Challenge: to make the game more challenging you could have more word cards and therefore more pairs of tricky words to read and find and/or you could put the tricky word in a sentence (orally ) before you can keep the pair.
Here are some useful links to help parents and carers.
Thinkuknow provides advice from the National Crime Agency (NCA) to stay safe online
to help families manage during this time, the NCA has launched Thinkuknow: home activity packs, a set of fun, engaging activities based on Thinkuknow cartoons, films, games, and advice articles
a new activity sheet for each age group will be published on the Thinkuknow website every 2 weeks while schools are closed - these activities offer a great opportunity to help you keep up positive, supportive conversations about online safety in your home
Parent Info is a collaboration between Parentzone and the NCA providing support and guidance for parents from leading experts and organisations
Childnet provides a tool kit to support parents and carers of children of any age to start discussions about their online life, to set boundaries around online behaviour and technology use, and to find out where to get more help and support
Internet Matters provides age-specific online safety checklists, guides on how to set parental controls on a range of devices and a host of practical tips to help children get the most out of their digital world
LGfL provides support for parents and carers to keep their children safe online, including 6 top tips to keep primary aged children safe online
Net Aware provides support for parents and carers from the NSPCC, providing a guide to social networks, apps and games
Let’s Talk About It provides support for parents and carers to keep children safe from online radicalisation
UK Safer Internet Centre provides tips, advice, guides and resources to help keep children safe online, including parental controls offered by home internet providers and safety tools on social networks and other online services
staying safe online provides government guidance offering advice on parental controls, fact-checking information, communicating with family and friends while social distancing is in place and taking regular breaks
5.5.20 Maths: Measuring: Making caterpillars
Last week we set you the task of measuring how long you are. This week can you make your own playdough caterpillars? Can you compare the length of the caterpillars?
*What are your caterpillars the same length as? E.g. a book or a shoe
*Which caterpillar is longest? Which is shortest?
*Can you order 3 caterpillars from shortest to longest?
If you don’t have any playdough at home don’t worry! I have included a recipe on the picture above of how to make playdough or you could use any other objects like socks (rolled up tight), counters (from a board came), shoes, dvd cases or even sweets and biscuits!
I’ve had a go at this with my son too and it was fun! We can’t wait to see your photos.
You could also read or listen to the story of the Hungry Caterpillar @https://www.youtube.com/watch?v=75NQK-Sm1YY
5.5.20 Disney 10 minute shake ups
Exercise is essential to maintaining mental and physical health. It is recommended that 1-5 year olds have 180 minutes of exercise a day, which can be challenging in the current situation. However Change4Life and Disney have teamed up to bring you new Shake Up games inspired by Disney and Pixar's Toy Story 4 and Incredibles 2, and Disney's The Lion King and Frozen. These 10-minute bursts of fun are great for breaking up the day and will really get you moving.
There are many different games to chose from on the website based upon your favourite Disney characters @
https://www.nhs.uk/10-minute-shake-up/shake-ups Some of the games are 1 player, others are 2 or 3 player. Have fun and let us know which ones you enjoy most.
As part of the Early Years curriculum children should eat a range of healthy foods and know they need a range of food in their diet. What better way that to make healthy eating fun! For a snack or for lunch can you child make a healthy creation? A grape peacock, a strawberry snake, a spider sandwich, a toast teddy or an orange lion?! There are more ideas on the internet if you wanted to have a look.
Something we have done in Reception in previous years is measure how long the children are with objects. One child has had a go at this using cereal boxes already and I was reminded it was a great idea. Last year in school we used green beans and socks! I think I was 8 socks long! Can your child measure how long they are using an object to measure with e.g. socks, boxes, lego, pencils, spoons etc. Can they measure someone else in their family and compare? Who needed more e.g. socks? Are they taller? If you can take pictures it would be great to see!
Along with learning letters and sounds, knowing tricky words are really important. Below are two songs which we have sung in school which help to remember the words. https://www.youtube.com/watch?v=TvMyssfAUx0 - Phase 2 https://www.youtube.com/watch?v=R087lYrRpgY - Phase 3 I have put a picture of the phase 2 and phase 3 tricky words on which can be used in some games to help your child learn and remember them - If your child is struggling with the Phase 3 words don't worry just stick to Phase 2. You could play: Bingo, snap, hunt around the house, challenge each other (children love being the teacher!). Also some links to twinkl games if you have a printer: https://www.twinkl.co.uk/resource/t-l-5140-new-phase-3-snakes-and-ladders - Snakes and ladders https://www.twinkl.co.uk/resource/phase-2-and-3-tricky-words-going-fishing-game-t-l-9298 - Fishing game
28.4.20 Building towers with 3d shapes
Children often enjoy building towers. For today's Shape, Space and Measure activity can you build a tower? You could use many different items from around your home and outdoors: wooden blocks, plastic bricks, empty boxes, boxes containing board games, food boxes, tins, stones, sticks, bricks, any non-glass/breakable objects! (Use a variety, the photos I've included use the same items, but you can be more creative!)
Talk about the experience of building and stacking to encourage mathematical thinking and reasoning:
Origami is a great way to be creative using very few resources! All you will need is some paper and a pen. Your child will need some support making the animals, but if you pause the videos after each point they could have a go at following the next instruction. I have attached two simple videos on Youtube but there are lots more so feel free to follow your child's interests! I had a go at making a dog! I would love to see pictures of any of your creations! https://www.youtube.com/watch?v=wWVppdfYOx8 - How to make a dog https://www.youtube.com/watch?v=sLXB7EOI5MI - How to make a fish
This game helps children to recognise the number of a group of objects without having to count them. Have three bowls and something to hide underneath them e.g. lego blocks, pasta, chocolate buttons - anything that can fit up to 5 pieces under without seeing them. Place an amount from 1-5 underneath the bowls without your child seeing. Then have a fourth bowl and swap it for one of the original ones quickly - Can your child tell you how many objects they saw without counting? Move all of the bowls around quickly then stop with everything being covered - (e.g.) Can your child find the bowl with 3 underneath? When you lift the bowl up can they say yes or no straight away? (You can repeat this with different amounts) In the picture shown there are some more suggestions on questions to ask your child and a section on recording number. - You could then have an amount of the objects e.g. pasta pieces each and hide it under a bowl. You then flash the amount to one another and each person has to quickly say how many they can see. ***This may be too challenging for your child - that's absolutely fine, all children learn at different paces. Instead focus on revealing an amount an asking your child to count them accurately***