Choose your 30 minute daily exercise from Joe Wicks, Oti Mabuse, Just Dance or something else that gets your heart beating fast.
Continue to practise developing your fluency in running, jumping, hopping and skipping. Maybe you can side step or even combine some actions and hopscotch around? Can you do these actions in a straight line? Maybe you can follow a curved path (wobbly line)?
Do you have any felt pens? 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; r, h, b, n, m, k, p. Remember to form each letter accurately. Refer to the hand writing ditty sheet to help you.
Our sound of the day is ar (as in, start the car). Using the green phonics folder, practise the ar sound. The sound is made up of two letters but makes one sound, which is ar. Then practise reading the ar words. Firstly encourage your child to identify the special friend in the word, (in this case ar) then Fred talk the word; s t ar, then say the word in full; star. Now ask your child to apply the sound of the day into reading a sentence; I can not start the car.
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 star? Three sounds, hold up three 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 can see the star. 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 are now streamed live at 10.00 then are available for 24 hours.
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; help, Mrs, called, here, about, asked, saw. They can be written on paper and added to your word wallet.
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? Can you time yourself and see. Are your scores faster or slower than yesterday? Remember, if you need some help you could look at a number line, use your fingers or even use a set of objects.
Now place your numbers from 0-20 around your room or garden, you may need to secure them with a stone or peg to prevent them being blown away. Can you start at 0 and run, touching and reading the numbers in the correct order all the way to 20? Can you do it again recording your time? Is anyone able to race against you? Who was the fastest? For an extra challenge can you start at 20 and run, touching and reading the numbers in the correct order all the way to 0?
Now using your finger on the screen can you enter the maze, starting at 1, follow the numbers in order to 20, hopefully you will get through the maze. Remember you have to follow the path, you are not allowed to jump the hedge walls!
Through the maze 1-20.
Today we are going to write about Goldilocks' appearance. Listen to the story of Goldilocks and the Three bears. Look at and discuss the picture you draw yesterday of Goldilocks, or look at the picture attached below. Write the words 'she' and 'has' on a piece of paper and check that the children can read these words. Show the children how to write a sentence or two about Goldilocks, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling 'she' and 'was'. You might choose to show them how to write, She has a red hair clip. (and) She has pink boots. Some children might choose to write one sentence other children might be able to manage three or more sentences. Children can then independently write their own sentence or 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 flowers as flouws, golden as gowdun 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.