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Monday

PHYSICAL DEVELOPMENT

What can you do with a ball and a racket? Explore different ways of making your ball travel such as pushing, patting, balancing the ball on the racket, bouncing the ball on the racket and bouncing the ball on the ground. Can you position some cones or toys 1 metre apart and use these skills to go in and out of the obstacles? Perhaps you could time yourself doing each of the different skills. Which are you quickest at? Are some skills more trickier than others?

 

Do you have some flour and a baking tray? Sprinkle a small amount of flour over the tray to cover the base. Then use your finger to create some patterns. Can you explore different ways of making marks; circles, dots, dashes, straight, curved and zig zag lines. Can you now practise forming the following letters; c, a, o, q, g. Remember to form each letter accurately. Refer to the hand writing ditty sheet to help you. 

LITERACY: PHONICS

Our sound of the day is ee (as in, What can you see?). Using the green phonics folder, practise the ee sound. The sound is made up of two letters but makes one sound, which is ee. Then practise reading the ee words. Firstly encourage your child to identify the special friend in the word, (in this case ee) then Fred talk the word; s l ee p, then say the word in full; sleep. Now ask your child to apply the sound of the day into reading a sentence; I feel hot and need a drink when I am in the sun.

Children can then practise spelling the words, this can be done by listening to the word and wiggling your fingers. How many sounds can you hear in sleep? Four sounds, hold up four fingers, then pinch each finger as you say the sound. Children can then write the word. Now ask your child to write the sentence, I put my ted in my bed at night to sleep. Encourage your child to start the sentence with a capital letter, after they sound out and record each word remind them to leave a finger space before starting to write the next word. Finally remind them to finish the sentence with a full stop. 

Now flick back to ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou and oy, encourage your child to identify the sound without seeing the picture clue and read and spell some of the words. Continue to watch the Read Write Inc. Phonics lessons on either Facebook or You Tube, Set 2 sounds focus ee.

LITERACY:READING

Remember to practise your reading at least three times a week by either reading your book in your book bag or logging onto Reading Buddy. Develop your fluency by re-reading the same text a number of times. Practise makes perfect! Today, choose your own book.

Also remember to practise the words in your high frequency word wallet so you don't forget them. The words you are able to recognise in your wallet should now be read accurately when you are reading a text. Each week we will focus on new words to build up the breadth of words you able to recognise. This week please practise the following words; their, people, your, put, could, house, old. They can be written on paper and added to your word wallet. If children are still learning previous sets of words, continue to practise the other words then introduce this set as and when they are ready.

Week 6 words to learn at speed.

Week 6 words to learn at speed. 1

COMMUNICATION AND LANGUAGE

Word Aware, word of the week; narrow.  Make your hands narrow together and not narrow. Go to a door. Close it so it is narrow. Continue making the door narrow and not narrow and explore the space by encouraging your child to walk through. Leave doors open and talk about if the gap is narrow or not narrow.

Face each other and hold hands to make a narrow arch, then step apart and make a not narrow arch. Talk about who could get through a narrow space - an elephant or a small bird?  

Throughout the week look out for roads that are narrow and not narrow. Look out for any narrow paths whilst you are out on your daily exercise. 

MATHEMATICS: NUMBER

Start by counting forwards and backwards to 30. Using the pack of shuffled number cards to 20 can you identify 1 more than all of the numbers? Can you identify 1 less than all of the numbers? Are you quicker at identifying 1 more or 1 less? Perhaps you could play again and time yourself and see. Keep your score and see if you can beat your time tomorrow. If you need some help you could look at a number line, use your fingers or even use a set of objects to add or remove 1. 

Then spread the 0-20 number cards face side down on the table or floor, turn over two cards at a time if the number is 1 more or 1 less than the other number, keep the set if not turn both numbers back over.

Split a piece of paper into three columns, choose 5 numbers and write them down in the middle column, in the right column write what 1 more than the number would be and in the left column write down what 1 less than the number would be.

Spread the numbers around the garden or room, follow instructions to get to 1 more or 1 less than a given number, (run to 1 more than 6, hop to 1 less than 9, skip to 1 more than 12, jump to 1 less than 17).

LITERACY: WRITING

Today we are going to retell part of the Goldilocks story; the part where she sits on each chair. Listen to the story of Goldilocks and the Three Bears. Then replay and discuss the part where Goldilocks sits on each of the chairs. Look at and discuss the picture attached below whilst you verbally say some sentences that you might write.

Write the words 'Goldilocks' 'the' and 'was' on a piece of paper and check that the children can read these words. Show the children how to write a sentence or two, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling 'Goldilocks' 'the' and 'was'. 

Children can then independently write their own sentence or sentences without help. Some children might choose to write two sentences other children might be able to manage three or more sentences. At this point they should have plenty of ideas from the discussion work. Encourage use of the strategies you have shown them for the task but do not be tempted to do it for them to copy. Praise their sounding out, they may write second as seckund, as these are the sounds that they know.

Even if you can't read it, celebrate their success, they have had a go and are on their own personal learning journey. If you can't read it today you will be able to soon. 

Picture stimulus for writing activity

Picture stimulus for writing activity 1
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