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This week we will be completing various Koo Koo Kanga Roo dance, movement and exercise routines. Each day choose a new routine and continue to practise the routines you have already learnt the day before so by Friday you should be up to 5 dances. This will enable you to get really good and develop your fluency in all of the different moves you will be completing. Follow the link below to access the dance, movement and exercise routines, have fun.


Now we will practise our letter formation, use different writing resources across the week to ensure children don't become bored but maintain their interest and enthusiasm. Today focus on the letters c, a, o, q, g. Remember to form each letter accurately. Refer to the handwriting ditty sheet to help you. 


Watch the online phonics session with Rosie, this will be played at 9:30 then available for 24 hours. Find the lessons on You Tube: Read Write Inc: New: Set 2 Speed Sound with Rosie "ou", followed by New: Set 2 Spelling with Rosie "ou" and to finish either Red words 1 with Rosie or Red words 2 with Rosie.


Reading Challenge: Now ask your child to apply the sound of the day into reading a sentence; I shout stop, when my dog runs away. 

Writing Challenge: Now ask your child to write the sentence,  I put food in my mouth.

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. 


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! 

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; make, an. 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.


Word Aware, word of the week; heaviest. Let the children pick up different bags. Talk about which one is the heaviest and not the heaviest. Move items around in the bags and decide again which one is the heaviest and not the heaviest. Set up a weighing station with lots of items of different weights and talk about which one is the heaviest and not the heaviest. Change the items each day and repeat the activity.


Write the numbers 0, 2, 4, 6, 8, 10, 12, 14, 16, 18 and 20 on pieces of paper to create a 0-20 number line in steps of two. Chant from 0-20 in steps of 2 using the number line created to help, then 20-0 in steps of 2. Can the children manage this without referring to the number line? Turn a number, can the children use the number line to work out which number is missing.

Using the numbers used for the number line, shuffle them into a random order. Collect a set of 20 objects that the children are interested in; cars, beads, picture cards, dinosaurs etc. Children to select and read a number from the pile then count out the correct amount from their set of twenty objects in 1's. Repeat but counting and collecting the amounts in 2's. So if they turned 12, from their set of 20 they would move; 2, 4, 6, 8, 10 and 12 into a separate pile. Discuss how counting out in 2's was quicker than counting out in 1's. Repeat with the other numbers in the pile until the children are fluent with this skill.

Challenge: draw a picture of 8 shoe boxes, how many shoes would be in 8 boxes? (Children can touch each shoe box picture as they count in 2's).

Outdoors; write the numbers 0,2,4,6,8,10,12,14,16,18,20 for children to jump on and shout out the number throughout the day, so that they develop fluency in counting to 20 in steps of 2. Once confident, practice counting backwards. 


Listen to the story of Little Red Riding Hood. Today we are going to write a diary as if we are Little Red Riding Hood. When we write we will refer to ourselves as I. Write the words 'I' 'the' 'saw' 'to' 'my' 'you' 'of' 'what' 'have' and 'all' on a piece of paper and check that the children can read these words. Show the children how to write a sentence or two as Little Red Riding Hood, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling  'I' 'the' 'saw' 'to' 'my' 'you' 'of' 'what' 'have' and 'all'. You might choose to show them how to write; I stopped in the woods to pick a bunch of flowers then I went to my Grandma's house. (and) I knocked on the door and then I saw Grandma sat up in bed. Some children might choose to write two sentences other children might be able to manage four or more sentences. Children can then independently write their own sentences without help. 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 Grandma as grandmar, stopped as stopd, flowers as flouws 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.