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Thursday

PHYSICAL DEVELOPMENT

Can you make your own obstacle course incorporating some of the skills you have practised this week (using a ball and moving in different ways)? 

 

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. 

LITERACY: PHONICS

Our sound of the day is oy (as in, toy for a boy). Using the green phonics folder, practise the oy sound. The sound is made up of two letters but makes one sound, which is oy. Then practise reading the oy words. Firstly encourage your child to identify the special friend in the word, (in this case oy) then Fred talk the word; e n j oy, then say the word in full; enjoy. Now ask your child to apply the sound of the day into reading a sentence; This boy is Roy and this boy is Troy.

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 boy? Two sounds, hold up two 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 need a toy to play with. 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. 

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; it's, see, looked, very, look, don't, come. They can be written on paper and added to your word wallet. 

MATHEMATICS: SHAPE, SPACE AND MEASURES.

Today we are learning to recognise, create and describe patterns. Watch the clip below, discuss the patterns and identify what should come next in the pattern.

 

Information for adults: On the video clip, the colour pattern was an a b pattern, the number pattern an a b b pattern, the shape pattern an a b c pattern and the letter pattern was an a a b b pattern. Children do not need to name them like this but should be encouraged to discuss, copy, continue and create their own patterns like this.

 

Using your own resources such as; playdough cutters, shapes, printing, beads, bricks, cars, animals, twigs, leaves and shells can you create your own patterns. Can you create your own patterns using your body; nod, clap, clap, nod, clap, clap or a sound pattern, tap, tap, rub, tap, tap, rub. 

LITERACY: WRITING

Today we are going to retell part of the Goldilocks story; the part where she tastes each bowl of porridge. Listen to the story of Goldilocks and the Three Bears. Then replay and discuss the part where Goldilocks tries the porridge in each of the bowls. Look at and discuss the picture attached below whilst you verbally say some sentences that you might write.

Write the words 'Goldilocks' 'was' 'she' 'of' and 'the' 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' 'was' 'she' 'of' and 'the'. You might choose to show them how to write, Goldilocks was peckish. (and) She tried the big bowl of porridge but it was too hot. 

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 porridge as porij, tried as trighd, lumpy as lumpee, 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. Thank you for writing what the children had written last week for us on Tapestry and it is important that the children attempt to read back their own work. However, we actually looked at the photographs first and were able to read each child's work without being told so this really is great news. Please write what they have written for us again this week so we can ensure we respond appropriately to their ideas. 

Picture stimulus to support writing task.

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