Can you make your own obstacle course incorporating some of the skills you have practised this week (using a bat and 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.
Our sound of the day is oo (as in, poo at the zoo). Using the green phonics folder, practise the oo sound. The sound is made up of two letters but makes one sound, which is oo. Then practise reading the oo words. Firstly encourage your child to identify the special friend in the word, (in this case oo) then Fred talk the word; m oo, then say the word in full; moo. Now ask your child to apply the sound of the day into reading a sentence; The bird had a splash in the deep pool.
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 moo? 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, The man at the zoo had to sweep up the poo. 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 oo focus.
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.
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. 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, to add 1 more or remove 1 to find 1 less.
Now practise counting in steps of 2 from 0-20 or beyond. Use a 100 square to help you count and look at the relationship between the different numbers, can you point to or colour all the numbers you say when counting in 2s?
Numbers on houses usually go up in even numbers on one side of the road and odd numbers on the other side of the road. Go and explore if this is the case in your road, focusing on the even numbers. Start at 2, what number do you think will come next (4), then what number (6). You may know who lives in some of these houses. How far up the road can you go counting in 2s and predicting what number will come next?
Today we are going to write about the Giant's appearance. Listen to the story of Jack and the Beanstalk. Look at and discuss the picture you draw yesterday of the Giant, or look at the picture attached below. Write the words 'he' 'the' 'Giant' 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 the Giant, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling 'he' 'the' 'Giant' and 'has'. You might choose to show them how to write, The Giant has a curly beard. (and) He has a green shirt and blue waistcoat. Some children might choose to write two sentences other children might be able to manage three 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 beard as beeud, waistcoat as waystcowt, curly as cirlee 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.