Monday 18th Jan - Activity sheets Wednesday 13th January
Phonics - Tricky words. Watch the video first and then complete the sheet. Read the tricky words and then read the captions and circle or underline the tricky words.
Maths - Looking at one more. Watch the video first then look at the images and decide how many there will be with one more.
Topic - Art and Design: Origami. Follow the instructions on the video clip to make an origami dog. https://www.youtube.com/watch?v=wWVppdfYOx8
Tuesday 12th January
Phonics - writing words with j sound in. Watch the 'Phonics' video clip first then complete the sheet writing words or captions. I have put one sheet with words and one with captions, if your child completes the word one very confidnetly they could have a go at the captions, if not just the words are fine.
Maths - Watch the video about showing numbers on a dice. Then have a look at the sheet and follow the instructions on there
PSHCE - The colour monster. Watch the video of me explaining first, then wacth the story here: •https://www.youtube.com/watch?v=M-6W6yk5gb4
and then complete the activity on the sheet attached.
Thursday 7th January - Home Learning
There are videos on Tapestry which have more explanation, if you can access Tapestry please do - if you are having trouble logging in please email me: email@example.com
Phonics: Recap the phase 2 sounds and tricky words. Ask the children to practise saying them. Then complete the reading activity; your child needs to read the captions in the story sounding the words out and blending them together. Can they spot any of the tricky words?
Maths: Looking at 2d shapes: circle, square, triangle and rectangle. Then look at the images of different everyday objects which are all different shapes. Can your child name the shapes? Can they tell you how they know it's that shape? . Can you go on a shape hunt around the house and see what circles, squares, rectangles and triangles you can find? You could sort them into groups or just find them in your house! I've attached a photo of what I could find.. triangle was the tricky one! If you go on a walk you could find some outside.
Other/Topic: How are you feeling? It's a very worrying time for children and adults, especially for our Reception children who have not done home learning before! Here is a link to a video about making a worry box: https://www.youtube.com/watch?v=3Rcb96N1L2k (Watch up to 1:40 minutes) There are some questions to think about and have a go at answering. I don't want the children to feel worried but it's a good opportunity to talk about how times are different and what we can do to keep ourselves feeling as normal as possible.
Thursday 7th January - Home Learning Microsoft Teams - Reception Live Sessions with the Teacher
From Monday 11th January Reception children will be able to access live sessions with Miss Chin everday at 9:10am or 10:10am (you can choose which is the best time for you) and the again at 2:30pm. If you do not already have your login details then Miss Chin will send them home before Monday via Tapestry. If you have trouble accessing Tapestry then please e mail Miss Chin on firstname.lastname@example.org
The expectations from our Remote Learning Policy are:
During the live sessions children will be expected to:
- ‘attend’ each session remotely and keep up with the work set. The only exception is if the student is unwell, in which case parents will be expected to report the illness and absence to the class teacher via email.
- be appropriately dressed for ‘work’ (not uniform BUT not night wear etc)
- have equipment ready in order to carry out the tasks set
- behave appropriately and respond appropriately to the teacher
- work on the tasks set on the website at other times
Parents will be expected, wherever possible, to:
- provide an appropriate email address and upload necessary software
- ensure that their child accesses the live interactive session
- alert school as early as possible if there are any access issues e.g. linked to hardware, software or WiFi
- provide an environment for their child that is conducive to being able to focus on the session
- provide an appropriate level of supervision for their child:
- Reception to Year 3: Adult supervision throughout the whole session to support their child’s engagement in the session.
- Year 4: Adult supervision to ensure their child has logged on and is able to access the session, then monitor engagement throughout
- Years 5 and 6: Adult supervision where needed, but not essential when their child is able to be more independent.
- avoid being heard or seen throughout the session
Phased return to school details- Reception
The year group specific details for the phased return of Reception to school next week are layed out in the documents below. Please read the instructions carefully so that you are clear of what is expected, times of arrival and departure, gates to use etc. Please remember to provide a named water bottle as requested. You will receive a text message stating which group your child is in. The photo below will help you get the correct gate.
**It is important to remember that your child should NOT attend school if they or members of the family are exhibiting symptoms of COVID-19-
***If you change your decision on whether to allow your children to return to school in June, please let us know as this will affect how we group the children. We will then indicate when your child can start which may not be until the Monday after you notify us
- a high temperature – this means you feel hot to touch on your chest or back (you do not need to measure your temperature)
- a new, continuous cough – this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)
- a loss or change to your sense of smell or taste – this means you've noticed you cannot smell or taste anything, or things smell or taste different to normal
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
5.6.20 Writing a postcard
When we go on holiday we often send postcards to our friends or family back home. Postcards have a picture of the place that we have visited on the front and then on the back we write about our holiday on one half of the card and on the other we write the name and address of the person who we are sending the postcard to.
Can you write a postcard from the snail in the story ‘The snail and the Whale’ to her snail friends who were left at the dock. Imagine that YOU are the snail. Tell your friends all about the wonderful and exciting adventure that you had.
You can include as much (or as little) information as you like: What did you see? What could you smell? How did you feel? What was it like riding on a whale? What was your favourite place? What was your least favourite place?
Or if you’d prefer could you write a postcard to a friend or family about what you have been doing at home in the last few weeks?
You may write your postcard in whatever format you like: you may want to make a traditional postcard with a picture on one side and writing on the other or you may want to draw a picture with writing underneath, either is fine. We look forward to reading them.
5.6.20 Odd or Even?
On his journey the snail (from The Snail and the Whale) met lots of new friends: penguins, seals, fish etc. For today’s activity can you count how many friends he met (in each picture in the powerpoint attached below) and work out whether this is an odd or even number of friends?
EVEN numbers are those that can be shared equally between 2 groups. ODD numbers are those that cannot be shared equally between 2 groups.
First count how many animals in each picture e.g. 5 penguins.
Then either find that many objects e.g. lego pieces, coins or pencils and share them out between 2 groups, you could use 2 plates, toy boxes, tubs etc to help you with this. ‘’1 to this group, 1 to the other group, 1 to this group, 1 to the other group’’ etc. When you have shared out all the objects count how many in each group: Do they both have the same number? If yes (e.g. both groups have 2) the original number is even. If no so they do not have the same number e.g. one group has 3 but the other group has 2 then they are odd.
Or you could draw marks to represent the number of friends/animals. Draw 2 groups (my circles) then count ‘1’ and draw 1 mark in the 1st group, then continue counting ‘2’ drawing 1 mark in the 2nd circle, continue counting ‘3’ drawing another mark in the first group etc until you have counted (and therefore drawn) the required number e.g. 5. Count how many marks in each group: Do they both have the same number? If yes the original number is even. If no so they do not have the same number e.g. one has 3 the other has 2 then they are odd.
You could continue exploring whether quantities are odd or even during your day e.g. Do you have an odd or even number of segments in your orange? Do you have an odd or even number of sweets/peas/crisps etc. Do you have an odd or even number of toy cars/dinosaurs/dolls etc.
I have included a document with Numicon pieces on which you could sort into odd and even. Or you could explore whether all of the numbers 1 to 10 (or 20) are odd or even.
5.6.20 'While we can't hug' (Personal, Social, Emotional Development)
Today we’d like you to watch this beautiful story ‘While we can’t hug’, about a Hedgehog and a tortoise who are friends and want to give each other a hug but can’t. You can watch the story @ http://www.youtube.com/watch?v=2PnnFrPaRgY (Note-The publishers have brought the date of release of the book forward and it will now be available to buy from the 25th June).
Many of you will have seen more of your family and friends this week as the government say that we are allowed to now (whilst outdoors and in groups no larger than 6). We know of the ways that we can stop the Coronavirus from spreading is to try our best* to stay 2m away from anyone who does not live with us. Therefore, we still have to stay 2m apart so cannot hug them. This feels strange doesn’t it, seeing your grandma and not hugging her or sitting on her knee. Seeing your friend but not being able to hold her hand.
What could you do to show your friends and family that you care for and love them? Wave, smile, dance, sing etc there are lots of fun things that you can do at a safe distance (or over the phone or video call.)
Today could you see or speak to someone on the phone/video and give them a ‘virtual’ hug, do something nice for them.
*For those of you returning to school soon the Government recognise that young children find it difficult to adhere to the 2m social distancing rule which is why we are applying the ‘bubble’ approach. We will of course dis-courage close contact such as hugging etc but recognise that there may be times in their play where they are stood closer than 2m.
4.6.20 Tricky word spotter stories
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 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!
2.6.20 Literacy: Rhyme
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?
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!
1.6.20 Spiral patterns (Expressive Arts and Design)
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
Thursday 21.5.20 Keeping Safe in the Sun
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.
Thursday 21.5.20 Heavy or Light?
In Reception we would learn about how heavy things are by exploring the words 'heavy' and 'light'. You could look around your house for things to hold and decide if they are 'heavy' or 'light'.
We would ask the children to put things in order from the heaviest to the lightest and they would do this by holding the objects and feeling how heavy they are, not by using scales.
The key words are heavy, light, heaviest, lightest, heavier, lighter
We would ask childre to compare the objects.
Can you find something that is heavier than the can of beans?
Is the loaf of bread heavier or lighter than the pack of biscuits?
It can be a really difficult concept for children to see that an object can be heavier than something else, even if it looks smaller. We often use a balloon and then something like an orange to show this.
We would then try to find things that weigh the same. We would use the word equal.
Find pairs of objects around you to compare and work out which is the lighter of the two and which is the heavier.
Hold one object in each hand and stretch your arms out to the side, so you are standing like a balance scale. Now compare the weights of the objects and decide which is heavier.
Can you find two objects that are equal to each other in weight?
I have attached a photo of some worksheets. In school we have balance scales like in the pictures and we look at which items are heavy and light on the scales.
Thursday 21.5.20 Tricky Words
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'.
The first set are Phase 2 words and the second set are Phase 3 words.
Wednesday 20.5.20 Number: What's Missing?
Each time we focus on a number of the week we look at different ways that number can be made.
For example 4 can be 0 and 4, 1 and 3, 2 and 2, 3 and 1, 4 and 0
It is a great foundation to maths learning if a child can learn pairs of numbers like this, or they can quickly work them out.
For today's game you can choose which number to start with depending on how confident your child is with numbers. Whatever number you choose you need to find that many of an object and also a cloth for covering them up (eg. 3 lego bricks or 5 pencils).
If your child is not so confident then start with 3.
If you aren't sure then start with 5.
If you know your child is confident with numbers then start with 6,7, 8, 9 or 10.
Show the group of objects and then hide some - ask your child to work out how many are hiding. Don't forget to include 0 hiding and all of the objects hiding (children often find including 0 a bit tricky).
At school we would encourage the children to talk in full sentences.
I can see 2 lego bricks
There is 1 lego brick hiding.
There are 3 lego bricks altogether.
If you look at the pictures of the bears you could show the bears in the beds and hide the bears not in the beds. Tell your child there are 5 each time and ask them how many are not in the beds. You could also do this practically with a real bed and 5 teddies!
You could draw out some pictures for your child to complete to show how many altogether. So, tell them how many obejcts there are and draw some of the objects and ask your child to draw the rest to make the total number (see the photo cookies on a plate!).
The number bonds to 10 are key facts that children will aim to learn in Year 1. This is a challenging activity for Reception children but I know a few parents have asked for more challening activities. The rainbow in the photo helps to learn the pairs of numbers that equal 10 and the children are encouarged to use finger prints on the ladybird to explore these pairs. Your child could write out all of the different ways. I would encourage the use of 'and' rather than 'add' or '+'
6 and 4 3 and 7 5 and 5
Wow - I am so impressed with the learning that has happened at home last week. You should all be veyr proud of yourselves ... adults too!
The stars of the week are ...
Divine, Althea, Arvika, Travis, Noah, Samarth, Marnie and Harry
Wednesday 20.5.20 Phonics: oa, oo and ar
Today's phonics is about the sounds
oa as in boat
oo as in moon
and ar as in card
Oa oo and ar lesson
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
oo and ar words
Wednesday 20.5.20 Phonics: Blending with ff
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
Blending with ff
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!
Mini beast Find one less (up to 20) Home Learning Activities 11.5.20
Following feedback from parents/carers we have created an overview of the activities that we are planning for this week.
All of our activities are given as suggestions. We do not expect you to complete all of them. We know that they mainly rely on adult support - it is very difficult to plan activities for Reception aged children to do independently. Reading stories to your children, listening to them read their reading books and practising the sounds in their purple phonics book are hugely valuable activities that you can do daily.
Our main aim is for you to stay safe and stay happy!
15.5.20 Whatever Next Writing
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.
15.5.20 Number: One Less
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
Update from the Government (11.5.20)
You may have heard that the Prime Minister suggested last night that children in Reception may be able to return to school from 1st June. We heard this announcement at the same time as everyone else did and we are waiting for more guidance about how this will work. This is only a provisional plan from the Government and it will remain under constant review. We are keen for our children to come back to school as soon as possible, but only if it is safe for them, their families, our staff and our local community.
As always, I will keep you informed of any further developments and we will continue to provide daily home learning activities and support for our families as best we can in these difficult and uncertain times.
Please do not hesitate to contact me via e mail or Tapestry if you have any questions or you need anything.
Ms Crisp (Early Years Leader)
15.5.20 Taking Turns (PSED: Making Relationships)
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.
13.05 Animal walks ans fun with pegs
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!
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.
Tuesday - Story of the day
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?
What can I buy at the shop?
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:)
My life compared to my grown ups life
"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!
Monday 11.5.20 : Bridges (Expressive Arts and Design)
As part of the 'Expressive Arts and Design' area of our curriculum children are encouraged to 'use what they have learnt about materials in orginial ways, thinking about uses and purposes'. They are encouraged to 'represent their own ideas, thoughts and feelings through dance, music, design technology, stories, art and role play'.
Today's activity is about bridges.
You can have a look at the different bridges in the photos - talk about what they look like, how they are the same, how they are different, what they are used for etc...
Draw or paint a picture of one of the bridges.
Draw or paint a picture of your own bridge.
Use lego or building blocks to make a bridges - can you make a bridge for one of your toy animals, people or cars to cross?
Can you make a bridge using old cardboard boxes, yoghurt pots etc...
If you make a bridge can you draw a picture of it?
Maths 11.5.20 - One More
One of the skills that we teach in maths is finding 'one more' than a number.
First we do this practically. You can do this by giving your child a group of objects (starting with between 1 and 5 and then extending to between 6 and 10). Ask them 'How many do you have?' Then ask them to get 'one more' (children need to know that these means adding one more to how many they have and then finding the new total). To start with they might recount all of the objects to find the total. The aim is that they know the numbers in order and they link 'one more' to the next number in the sequence. So, if they have 4 objects and they are adding 'one more' they know this will be '5' as '5' is the next number in the sequence after 4.
You could then do this by drawing some circles and writing how many you have drawn. Then ask your child to draw 1 more and write how many there are now. The aim being that they don't need to recount all of the circles, that they can see how many you have drawn and then they know what one more than that number would be.
Then you could ask your child to quickly tell you, or write 'one more' than a given number. You could ask this in the form of a question 'What is one more than 7?' and ask your child to tell you the answer, or you could ask them to write it down.
You could write a number line out and show this. I draw a little arrow above the numbers to show 'one more'.
If you child is confident saying 'one more' than numbers to 10 then we would move on to saying 'one more' than numbers to 20.
Time to Shine
Following feedback from parents / carers we have chosen some 'Stars of the Week' for each week that we have been learning at home. They are...
Week 1 - Kaydence, Tyler, Thomas, Jesse, Harvey and Olivia
Week 2 - Travis, Logan D, Grace and Eliyo
Week 3 - Noah and Arvika
Week 4 - Marnie and Althea
Week 5 - Samarth, Annalie and Akwasi
Week 6 - Harry and Dante
Week 7 - Divine, Chelsea and Heizl-Joie
Home Learning 4.5.20
Here is a review of our home learning tasks for this week.
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.
VE Day activities
Design a medal
Union Jack bunting to colour
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.
One of our areas of learning is called 'Health and Self Care' - the expectations are for children to know the importance for good health of physical exercise and a healthy diet.
Here some photos which show different breathing activities that the children could have a go at.
Here is a link to a Cosmic Yoga video on You Tube that they might like to do too.
Maybe you could go on a walk today to get your daily exercise and listen carefully to the sounds you can hear - I know I have noticed the birds singing much more during this lock down.
6.5.20 Phonics: sh
We have learnt the sound sh - this is a digraph as it has two letters that make one sound.
This is a video about the sound sh. Mr Mc's sh lesson
Can you find any objects in this picture which start with a 'sh' sound? Can you have a go at writing any of the words?
Here are two more photos of sh words with the matching pictures. You could write the words down and ask your child to read them, or you could show them the pictures and ask them to write the word. The word 'shark' will be a tricky one as we haven't learnt the 'ar' sound yet.
If your child would like a writing challenge then they could choose one of the words and write their own sentence using it.
Please remember that these activities are only suggestions of what you can do it you want to and if you have time - we do not expect you to do everything.
6.5.20 Number: Sharing into equal groups
Today's maths activity is about sharing. We want the children to be able to share a group of objects into two equal groups and to be able to solve problems involving sharing.
There is an online lesson from Oak National Academy here if your child would like to watch it. The teacher reads the story 'Handa's Surprise' which we have read in school.
Video lesson about sharing
You could do this as a practical activity with two teddies or dolls where you give your child a group of objects (we would start with groups of 2, 4, 6, 8 and 10 objects) and ask them to share them out.
Key questions to ask would be
How many did you have altogether?
How many have they got each?
Do they have the same amount each? Is it equal?
Your child might need a little bit of help to start with using a 'one for the doll, one for the teddy, one for the doll, one for the teddy, one for the doll, one for the teddy' approach.
Or, you could do an activity where you draw two lunchboxes and then you draw and cut out some food that your child has to share between the two lunchboxes.
Here are some sharing challenges which you could do if you wanted a challenge!
The Summer Term
Hello and welcome to what would have been the start of the Summer Term! I hope you have had a restful Easter break.
We have all had to adapt to a new way of working, so I wanted to take this opportunity to say 'well done' for supporting your child's wellbeing and learning at home during this time... in whatever form that has been. It has definitely been a strange and challenging time, so don't worry if you or your child feel a bit wobbly or worried at times - I think lots of people will be feeling like this. Then Government have published a document for parents / carers about helping your child at home. You can read it here ... Helping your child at home
One of the key messages at the beginning of the document is to try and keep a similar routine each day. This does not need to be a strict timetable though. Remember that if you do have any questions or concerns you can contact us through Tapestry or e mail at any time.
We miss being in school very much, but we must follow the Government's guidance to keep everyone safe in our families and our community. I can assure you that as soon as school is able to open again it will do!
From today we will carry on with our home learning tasks on Tapestry and on our school website. These activities are ideas that you might want to do with your child.... you don't have to do them all and you can adapt them to suit your family. We will try to make them as fun and enjoyable for all of you as we possibly can. As I have said previously though, looking after yourself and your child is the main focus at this time so please don't persist with any activities that are causing problems.
We love seeing photos of what you have been doing at home, so please continue to upload them to Tapestry whenever you can. Both Miss Chin and I will be trying to call all of our families over the next few weeks to say hi and to see how you are getting on.
Ms Crisp and The Reception Team
Here is someinformation from the Government about keeping your child safe online
Where can I go to get support to help keep my child safe online?
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 Story of the Day: The GIngerbread Man
Have a look at this video from ACE Early Years where someone is reading the story 'The Gingerbread Man' using a story map. This is something that we do in school.
ACE Early Years The Gingerbread Man
Can you use the story map and tell the story yourself?
Your child might like to make their own story map of this story, or of another of their favourites.
Can you make some gingerbread men? Can you write a list of the ingredients that you used?
If you haven't got the right ingredients at home then you could draw some on paper and cut them out or maybe make some from play dough?
Can you make some puppets to retell the story.
The children like drawing around themselves with chalk lying down outside and turning their outline into a gingerbread man.
There is a link to a Gingerbread Man game below, maybe you could make up your own board game?
Here are some Gingerbread Man resources from Twinkl
Gingerbread Man writing resources
Gingerbread Man paper if you would like to write about the story
Gingerbread Man Paper
Gingerbread Man Game
Gingerbread Man Game
You can listen to someone reading the story here
The Gingergread Man story
5.5.20 Writing Challenge
Today's story of the day is 'The Gingerbread Man'
Have a look at the photo with pictures from the story. What can you see? Can you write something down?
Can you write a note from the lady to the Gingerbread Man asking him to come back?
Can you write the story out?
Maybe you could make some puppets and act the story out?
Parents / Carers - your child might write a word 'fox', they might write a simple sentence 'I can see a fox' or they might be able to challenge themselves with a more complex sentence 'the old man has a stick'. I would encourage you to let them choose what they are going to write for themselves... maybe giving them an idea for one and then they can write their own for the second. I would also encourage you to let them spell words themselves using the sounds that they know. They might spell the word 'gingerbread' as 'jinjbred' but this is ok. If your child finds writing a word a bit tricky still then ask them to write the initial sound. You could say 'What can you see?' They might reply 'a fox' so you could ask them 'What sound can you hear at the start of fox?' 'Can you write a f?'
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
4.5.20 I can Sing a Rainbow (Expressive Arts and Design)
Here is a video singing lesson about the rainbow song 'I can sing a rainbow'. The teacher talks to you about the words and colours in the song and then you can sing along.
I can Sing a Rainbow Lesson
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.
4.5.20 Number: How many in the jar?
This activity helps children build on their estimation and counting skills. Pick an object which you have quite a few of e.g. pasta twirls, lego bricks, stones, sweets, grapes etc. that can be put in a jar/glass.
Place an amount up to 10 in the jar/glass without your child seeing, then ask them some/all of the following:
How many they think there are without counting?
Why do you think that?
Is there more than 5? Less than 5?
Your child could record the amount they think on paper, then allow them to tip the contents of out and count them to see if they estimated correctly or if they were close! If the amount is different to what they estimated they could record this in a different colour.
4.5.20 The Poetry Basket (Expressive Arts and Design)
Have a look at Tapestry where I have shared two of our favourite poems from 'The Poetry Basket' and I have put a new one on for the children to learn. Maybe you could find your own poem that you could learn the words to?
4.5.20 Phonics: ng and oo
One of the digraphs the children have learned is 'ng' - the Jolly Phonics action is pretending you are strong. https://www.youtube.com/watch?v=a3dpKh789G4 - Here's the link to the song.
This is also a great video to help the children revisit the sound: https://www.youtube.com/watch?v=vQshNmncnBs - Geraldine the Giraffe learns 'ng'
Have a look on Tapestry for some ng words to read.
Can you write a word or caption?
(king / the king is a man)
(rang / I rang my mum)
(wing / he can flap his wings) - your child might write 'hiz' that's fine as we haven't taught this word yet.
The Letters and Sounds program will be teaching the sound 'oo' at 10am on their Youtube channel, you can also access it on their website here: https://wandleenglishhub.org.uk/lettersandsounds/reception
Home Learning Week 2: Monday 27th April
Here is a review of the different activties that we have suggested for this week.
1.5.20 Get Well Soon: Coronavirus
You can find an episode of Get Well Soon on the C Beebies i player which is about Coronavirus.
Dr Ranj explains Coronavirus and they sing a song about washing hands. This will give the opportunity to talk about how and why children need to wash their hands. This forms part of the 'Health and Self-Care' part of our curriculum.
Get Well Soon: Coronavirus
1.5.20 Maths - Recognising Numerals
Today's Maths activitiy focuses on recognising numbers.
It is a game on the Topmarks website which you can play on a tablet or computer. You can follow this link, or search 'Topmarks Helicopter Resuce'
The first level would be 'direct 1 - 10' and then 'inbetween 1 - 10' would be the harder level.
It would have been our aim for children to learn how to read and write numbers from 10 to 20 by the end of the year but we didn't really get started on this. You could have a look at these numbers with your child and use the 'direct 1 - 20' to help them recognise the numbers.
Note to parents / carers
The numbers 14, 16, 17, 18 and 19 are the easiest to learn as you can hear the 4, 6, 7, 8 and 9 in their names. Children regularly get confused with 13 and 15. We talk about 13 being like threeteen and 15 being like fiveteen. The numbers 11 and 12 are also tricky ones to learn as they don't follow the same pattern as the others.
When writing the numbers down we say that the 1 represents 1 ten. so in the number 16 it is 'one ten and 6'. If a child asked us how to write '17' we would say " it's one ten" as we wrote the 1 and "seven" as we wrote the seven (we wouldn't say "it's a 1 and a 7").
Today's writing task is writing a list.
Can you write a list of 5 things that you would like to do when the lockdown is lifted?
Children might need showing how to start each item in the list on a new line. As with any type of writing we would always encourage them to have a go at their own spellings by listening carefully to the sounds in each word.
This will give the children chance to use some tricky words in their writing.
I go to the my
1.5.20 How to be a Good Friend (PSED)
Have a look at this lesson from BBC Bitesize about being a good friend.
How to be a good friend
30.04.20 How long are you?
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!
30.04.20 Tricky Words!
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
29.4.20 - Doubles
Have a look at this video showing a doubles activity.
Doubles Activity Video
We have looked at doubles up to double 5 as we have been learning about our number of the week. If your child is really confident with these then you could give them something to use as counters (buttons, smarties, pieces of pasta, lego bricks, pencils, or cut out circles from a piece of paper) and ask them to explore double 6, 7, 8, 9 and 10.
We want the children to know that....
double 1 is the same as 1 and 1, so double 1 is 2
double 2 is the same as 2 and 2, so double 2 is 4
double 3 is the same as 3 and 3, so double 3 is 6
double 4 is the same as 4 and 4, so double 4 is 8
double 5 is the same as 5 and 5, so double 5 is 10
There are some doubles worksheets here
29.4.20 Phonics 'e' or 'igh'
Letters and Sounds Lessons on You Tube
Today at 11am you can watch a video about using the ‘e’ sound to read words. Remind yourself about the e sound by listening to the Jolly Phonics Song here ....
Jolly Phonics e
Can you practise writing an e? Use this rhyme “lift of the top and scoop out the egg”
Here are some 'e' words to practise reading.
e words to read
Today at 10am you can watch a video about the ‘igh’ sound. This is a trigraph as it has 3 letters that make one sound. We haven’t learnt this one yet so it will be new to the children although we would have learnt it if we were in school. This will be a challenging activity for most children as we usually spend a few days learning a new sound.
There are some words in one of the photos that use the igh sound. Can you read them?
Here are some 'igh' worksheets
igh work 1
igh work 2
28.4.20 Story of the Day - When will it be Spring?
Our story of the day is ‘When will it be Spring?’ This story is linked to today’s activity about ‘Understanding the world’: ‘Day and Night’ and the seasons BBC Bitesize video and activites (See separate post.)
You can listen to ‘When will it be Spring?’ on the CBeebies Programme: Step Inside @ When will it be Spring?
(the story begins at 2 mins 47 sec in but the introduction is worth a watch also.)
Here are some questions that you can answer about the story. You can do this through talking, your child doesn’t need to write the answers down.
• When Alfie thought he saw butterflies what was it really?
• What season was it when Alfie saw leaves with icicles on?
• What touched Alfie’s nose?
• How do you think Alfie’s mum was feeling when she GROWLED, ‘For the last time it is not Spring!’ ?
• At the end where was Alfie?
• Why was Alfie tired out?
• ‘When will it be Spring? Can you list some of the signs of Spring that Alfie’s mother told Alfie (throughout the story) that he would see when it was Spring.
See todays ‘Day and Night post for further activities to do about the seasons.
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:
*Which block are you going to put on top of your tower?
*Which is the tallest block in your tower?
This activity provides much opportunity for your children to use mathematical language based upon the properties of shape e.g. corner, side, flat, curved, rectangular, cylinder as well as positional language e.g. on top of, next to, underneath, infront of, behind. They will explore balance and may choose to explore symmetry in their design.
*How could you make your tower taller?
*I wonder if we could stack two shapes like this on top of each other?
*Which blocks would you use to make a very big castle?
*What would happen if we turned that block the other way up, would it make the tower any different?
* If you do that, will it fall down? Can you do that without it falling down?
Encourage children to feel the surfaces of the blocks, finding and selecting flat surfaces on which to stand the blocks.
*Can you balance this flat block on these three cones?
*What if they’re in a straight line? What if you squash them together?
*Could you build with only cylinders?
*How did your child tackle this challenge: Did they plan what they are going to build? Written or in their head? or do they just 'go for it'.
*Could you make a picture of your tower? You could print a picture with blocks dipped in paint. Could you label your picture?
To add variation to this activity you could:
• Sing familiar songs – e.g. London Bridge is falling down, Humpty Dumpty
• Read traditional tales - e.g. Rapunzel, Jack and the Beanstalk
• Read other stories – e.g. ‘All shapes and sizes’ by Shirley hughes, ‘How big is a pig?’ by Claire Beaton
Have fun building!
28.4.20 - Phonics
Today on the Letters and Sounds video for Learning to Read it is using the sound 'p'. Can you find 5 things in your house that start with 'p'? Can you practise writing a 'p'?
Lesson 2 - Learning to Blend at 11am
Today on the Letters and Sounds video for Reception it is the sound 'ee' as in 'feet'.
This is a sound we have learnt already so will be good practise for the children. There is already an activity session on Tapestry for this sound if you want to scroll back and find it if you missed it the first time.
Lesson 2 - Reception at 10am
28.4.20 Day and Night (The World)
In Reception we have talked about the seasons and what changes happen at different times of the year....we only got as far as Autumn and Winter though.
This is a lesson from Year 1 on BBC Bitesize but the children in Reception will find it interesting too!
BBC Bitesize Day and Night
You could learn about animals that come out at night and talk about the word 'nocturnal'.
You could have a go at the activities on BBC Bitesize at the bottom of the two videos.
You could use this sheet from twinkl (or draw a tree yourself) and draw what the trees look like in the different seasons. Tree templates
27. 04 Origami for children
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
27.04 - Number - hidden items
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***
27.4.20 Expressive Arts and Design: Singing
If your child likes singing then have a look at this lesson on singing from BBC Bitesize.
From Monday 27th April, there will be daily phonics lesson videos available on you tube. There are two sets of lessons that will be useful for our children in Reception. If you are not sure which set you should watch then send us a message on Tapestry and we will let you know.
I have had a quick look at some of their sample videos which you can watch now and they look very much like how we teach phonics at our school.
This is a guide for parents / carers for the online lessons.
Guide for Parents and Carers
This is a guide to the lessons for Reception children who can read simple words already. These lessons will be at 10am daily.
This is a guide for the lessons providing more practice on learning to blend for reading. These lessons will be at 11am daily.
Lessons for Learning to Read
Week 1 - Maths Challenge
Here's a challenge for any children who like counting and who have been doing well with our other activities. The challenge is to count in 2s , 5s or 10s.
You could make your own number line counting in these different steps by drawing round hands or feet, or you could use 2p coins. Have a look at the photos for some ideas.
Here is a sing to help with counting in 2s (we would usually stop when we get to 20 to start with).
Counting in 2s
**This is a challenging activity, please do not worry if your child finds it too tricky!""
Week 1 - Writing Challenge
Before we closed we were looking at traditional tales. One story that we didn't get chance look at was 'The Three Little Pigs'.
Have a look at the photo with pictures from the story. What can you see? Can you write something down?
Can you write a note from the wolf to the pigs to say he is sorry for blowing the houses down?
Can you write the story out?
Maybe you could make some puppets and act the story out?
Parents / Carers - your child might write a word 'pig' or 'pot', they might write a simple sentence 'I can see a pig' or they might be able to challenge themselves with a more complex sentence 'the pot has fire at the bottom'. I would encourage you to let them choose what they are going to write for themselves... maybe giving them an idea for one and then they can write their own for the second. I would also encourage you to let them spell words themselves using the sounds that they know. They might spell the word 'chimney' as 'chimnee' but this is ok. If your child finds writing a word a bit tricky still then ask them to write the initial sound. You could say 'What can you see?' They might reply 'a pig' so you could ask them 'What sound can you hear at the start of pig?' 'Can you write a p?'
24.4.20 - Maths: Numberblocks
The Two Tree
This episode of Numberblocks will help with counting in 2s and taking away 2 from numbers to 10.
You could count in twos and you could do some subtraction taking away 2.
ask your child '6 take away 2'
They need to know that they first of all have to get 6 objects, then they have to take away 2 and then they have to count what is left to find that the answer is 4.
Numberblocks: The Two Tree
24.4.20 - Phonics: Treasure Hunt
Choose some letters from the alphabet (maybe the letters in your name?) and go round your house looking for things that start with that letter. Have a go at writing the words using the sounds that you know.
Parents / Carers - usually we will ask the children to write words that we know they can spell. This activity gives them a bit of a challenge by writing more trickier words using the sounds that they know. Like I have said before, encouraging your child to sound the word out and write down the word themself is the best way to support them (much better than telling them how to spell the word).
For example, they may spell words like this
candle - candl or kandl
flowers - flaws
game - gaym
oven - uvn
To make this activity easier your child could just write the first sound in each word.
24.4.20 PSED: Be Happy!
Part of the statement for the Early Learning Goal for Personal, Social, and Emotional Development states ‘They adjust their behaviour to different situations, and take changes of routine in their stride.’ The current situation that we find ourselves in is certainly a ‘change of routine’ however to take this change ‘in their stride’ is a challenge for most adults never mind 4/5 year olds!
Nevertheless I am sure that your child will be actually enjoying many aspects of this ‘change of routine’. On all of the photos that you have shared on Tapestry your children certainly seem to be happy and having fun! I found it eye-opening to read the futuristic story about a child and his granddad who was a child in today's times.
I’m sure that you have seen examples of ‘time capsule’ activities online encouraging children to make 'diaries' now to read in the future, however most of these are not appropriate for Reception aged children. Instead could your child draw a picture to keep for the future?
Could they draw a picture/poster of what makes them HAPPY at the moment? Talk with your child about what activities that have enjoyed doing recently? Have they tried new things-sports, board games etc? Have they re-discovered ‘old’ toys? Are they enjoying playing outdoors, going for walks, on their bike/scooter everyday?
Can they label their picture? E.g. Me, Mummy. Or write a caption? e.g. in the sun
Remember to ask them to write their name and age on it, so that their future self can see what their drawing and writing skills were like at age 4 or 5!
Of course it is important to acknowledge your children's less positive feelings too and we appreciate that it can also be hard for you when they ask questions that you can’t answer, like ‘When am I going back to School?’ Ms Crisp wrote a detailed post on April 1st about ‘Guidance for parents and carers on supporting children’s mental health and well-being’ I would suggest that you go back and read that post and refer to the documents that she shared the links to. These resources may be more relevant to you now than they were 3 weeks ago! On April 9th we also shared the link to a 'Coronavirus e-book' suitable for young children which also might be worth another look at.
As we have said previously if you are worried about your child's well-being and mental health then please send us a message on tapestry or email their class teacher and we will try our best to support you.
Continue to stay safe and stay happy :-)
23.4.20 Phonics: Tricky Words
These are the Phase 2 tricky words that we have learnt
the no to go into I
These are the Phase 3 tricky words that we have learnt
he she we me be you was
These are the next set of Phase 3 tricky words that we would have be learning
all are her they my
Children can practise reading these words if you write them out for them. You could hide them like a treasure hunt for them to find. They can practise writing the words if you say the word and then they could practise writing them in a sentence.
This website Phonics Play has a game called 'Tricky Word Trucks' that children can play to practise reading them. It has free access for families while school is closed.
There are some tricky word videos on Mr Mc's You Tube channel.
There are some other ideas to practise tricky words here
23.4.20 Maths: Pizza Fun!
Today's maths activity is a pizza activity, this will be something that children of different ages should be able to join in with. The activity is to make a homemade pizza. It might be difficult to get hold of flour or yeast so I will try and post a few different recipes that you might be able to use. You can also try making a pizza on top of a wrap, crumpet or pitta bread.
Have a look at the recipe with your child and talk about what you are going to do. Maybe take some photos of each stage of the making so they can write about it afterwards too.
Where is the maths??? This activity shows that there is maths in things that we do everyday!
There is maths in looking at weighing and measuring the ingredients and also in talking about the order of doing things using words like 'first, next, then'. You can use counting to see how many of different toppings you are going to put on top. You can arrange the toppings in different patterns and talk about this.
Thursday 23rd April - People and Communities: St George's Day
We all have days that are special to us such as Birthdays, Christmas and Eid. These are all important days that make people happy. Which special days do you like best?
Lots of countries have special days too. These are often named after important people. Today is our country England’s special day called St George’s Day. This is celebrated in many different ways-see the 2nd picture above.
Who was ‘St George’? St George was a brave solider who lived hundreds of years ago. There is a famous story about St George and a dragon, you can watch the story at https://vimeo.com/102942550 (This video clip IS aimed at children but if you think that your child could be scared by a dragon please watch it yourself BEFORE you show your child. We appreciate that children may be more sensitive in the current situation.)
You can find out more about St George’s day on the CBeebies website by watching more video clips and playing a quiz @ https://www.bbc.co.uk/cbeebies/watch/lets-celebrate-st-georges-day
There are lots of activities that you could do at home to celebrate St George’s day.
*Draw or paint an England flag.
*Design a shield-What would you have on it? A dragon, shapes, your name?
*Make a shield-Open out a cereal box and cut out a shield shape then decorate.
*Make a sword-Could you stick toilet rolls, kitchen rolls, wrapping paper rolls together to make a sword?
*Draw a dragon-Is s/he a fierce dragon? Or a gentle dragon? What colour is s/he? Can you write a caption to describe your dragon e.g. he is big and red
*Can you write a helicopter story about your dragon? Your child could tell you the story and you could write it down for them, and then together you could act it out.
Have fun! Happy St George’s day!
22.4.20 Phonics: the oo sound part 2
On Monday we looked at the long oo sound like in the word 'moon'. The oo digraph can also make a short sound like 'u' - like in the word book.
Have a go at reading the short oo words in the photo.
You could compare these words to the long oo words from Monday. If you have them written out you could sort them into the different sounds.
Can you write a word or caption to go with the pictures?
it is a fun book
she has a red hood
I can cook
22.4.20 The World - Melting
As the sun is meant to be shining today I thought it would be a good opportunity to continue to explore the concept of melting. The children looked at melting chocolate previously and had great success.
Today's activity is to see how the warmth from the sun can melt different items and to see if they take different times to melt.
If you have a cup cake baking tray or ice cube tray you can use that, if not don't worry you will just need a few bowls or plates. In each section of the tray/or bowl place some or all of the following items (depending on if you have them!)
Ice, butter, chocolate, ice cream, cheese, crayon, sweets (like Harribo type).
This is not an extensive list, just some ideas, I encourage you and your child to think of other things which you could use in the experiment too.
Place the tray/bowls in the sun (outside or in the window) and allow your child to explore how they change in shape, size and texture as time passes. You could keep a record of which items melted in order e.g. a simple picture or word and the numbers 1,2,3 etc. after them once they have melted.
Have fun being scientists and we would love to see your pictures!
22.4.20 Maths: Addition
In Reception we haven't taught the symbols + for add and = for equals. We use the words 'add' and 'is equal to' or just 'is' when we are talking about adding.
To practise their addition, children need to look at two groups and combine them to find the total. I have put some photos of different coloured lego bricks on Tapestry that you could use - you could do this with any items that you have in your house.
How many red bricks? How many blue bricks? How many bricks altogether?
In the first photo there are 4 red bricks and 3 blue bricks.
These are the steps in learning to find out how many altogether.
First the child might count them all ... so count the red bricks 1 2 3 4 and then carry on counting the blue bricks 5 6 7. Then they will know there are 7 altogether as that was the last number that they said. Some children might need help in remembering that when they move on to the blue bricks the first number they says needs to be 5 as they are carrying on the counting (some children might go back to 1 and count the red bricks 1 2 3 4 and then count the blue bricks 1 2 3 .... this doesn't tell you how many there are altogether).
The next step in counting would be to count on. When you look at the red bricks you can see that there are 4, so you don't need to count these, you can just say '4' and then start at 5 when counting the blue bricks.
You could then give your child some questions where they could work out the answers either using objects, or by drawing dots.
This is quite hard to explain in writing.... please ask if anything doesn't make sense!
21.4.20 - Story of the Day: Kitchen Disco
Our story of the day today is called 'Kitchen Disco'. You can listen to it here on the C Beebies i player.
Kitchen Disco: C Beebie Bedtime Story
Here are some questions that you can answer about the story. You can do this through talking, your child doesn't need to write the answers down.
What happens in your house at night when you are sleeping?
What do the fruit do after they have jumped out of the fruit bowl?
What colour are the lemons?
Which fruit dived into the washing up to have a bubble bath and made the others laugh?
Maybe you could put some music on, turn the lights off and have your own disco?
Maybe you could use some different fruits for some printing like in the maths activity today?
Maybe you could draw some different fruits and have a go at writing the names of them?
Maybe you could find a recipe and make a fruit salad? You could write a list of the fruits that you have used, or maybe try and write out some instructions?
If you have play dough at home you could make some different fruits with play dough - think carefully about the shapes of each one.
21.4.20 - Health and Self Care: Keeping Healthy: Being Active
It is important that we look after ourselves to help us stay happy and healthy. There are lots of things that we can do to look after ourselves (see picture).
Exercise is really important to keep our bodies fit and healthy. At the moment we are all currently staying at home to keep ourselves and others safe however there are many different things that you can do indoors to keep active such as these ideas from the CBeebies website:
*Move like an animal-See ‘Andy’s Wild Workouts’ @ https://www.bbc.co.uk/programmes/p06tmmvz
*Animal relay-Run around while doing different impressions of different animals. Waddle like a penguin, jump like a frog or hop like a rabbit. What other animals can you think of?
*Playing with a balloon-You can have endless fun playing with balloons; catch, seeing how long you can keep it off the ground or tennis.
*Dancing- Have a dance party, play games like musical statues or make your own dance routines.
*Bowling-Use empty plastic bottles as skittles to create a fun game of bowling.
*Yoga- This is great as a way to relax as well as increasing fitness. There are lots of great yoga videos online designed especially for kids such as Cosmic Kids Yoga on Youtube.
*Tidy up racing- After all the fun and games, put on a song and see who can tidy up before it finishes! (I like the sound of this one!!)
And of course there are also lots of fun, active games and activities that you may be able to play in the garden such as jumping, skipping, bouncing on a trampoline, running, hopping, ‘swimming’ in a paddling pool, playing sports like tennis, football, cricket etc.
We appreciate that not everyone has access to a garden or outdoor space but most of you are allowed to go outdoors once a day to exercise. Again there are many different forms of exercise that you could do: walking, cycling, scooting or jogging.
There are so many different forms of exercising, some of which you might not even realise are ‘exercise’ because they are so much fun! Below are some suggestions of activities that you could do alongside your daily exercise.
*Could you try a new form of exercise this week? I will if you will
*Could you keep an exercise diary? Record (draw or write) each type of exercise that you do each day of the week. Which day did you do the most different types of exercise? Which is your favourite exercise? Which is your least favourite?
*Could you time how long you exercised for each day? Which day did you exercise the longest for?
*Could you write yourself an exercise plan? Could you write one for your grown-up?
We look forward to seeing how you have been active this week. Keep safe and keep healthy.
20.4.20 - Expressive Arts and Design: Making Music
Music can really help to brighten our moods and encourages us to dance which also makes us feel good. Can you make some music? You could use items around your house, such as wooden spoons on pans or up-turned bowls, or sweet tubs as drums. Or you could make your own instruments! There are lots of simple ways to make a variety of instruments:
*An empty plastic bottle, Pringles tube or even plastic eggs left over from easter could be filled with pasta, rice or buttons to make a shaker.
*Strawers could but cut at different angles to make a pan flute
*Tins can be covered with a balloon (or several layers of tight cling film?) to make drums
*An empty cereal box and elastic bands could be used to make a guitar
*Fill several glasses with different amounts of water to make a xylophone
I’m sure that you can be creative and find many other ways to make music too! We’d love to see and hear your tunes!
20.4.20 - Maths: 10 Interesting Things
Today's Maths activity is to go on a hunt and find 10 interesting things. These could be things in your house or garden, or you could take a bag out for a walk around the local area and collect 10 things on your walk that you think are interesting.
When you have found 10 things here are some activities that you can do ...
Ask your child to count them. Can they count 10 items correctly? Do they say the number names in the right order? Do they say one number name as they touch each item? Do they know that because 10 was the last number that they said in their count that this tells you that there are 10 altogether? I will add some more guidance about counting if your child found this difficult.
Ask your child to choose one of them items, and then to choose another one. What is the same about the two things? What is different about them?
You could ask your child to sort the items into different groups - children often find this easier than adults! Which group has more items and which group has fewer? Do any groups have the same number of items? Can you explain how you have grouped them?
You could draw or chalk a tens frame and ask the children to fill it with the items. How many are in the tens frame? How do you know? How many more do you need to make 10?