This week we will be completing various dance, movement, exercise, fitness and yoga routines. Each day we will practice a routine to support our understanding of the Little Red Riding Hood story. Some days we will repeat a session already completed to enable the children to get really good and develop their fluency in all of the different moves they will be completing. Follow the link below to access the dance, movement and exercise routines for today, 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 r, h, b, n, m, k, p. 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 "air", followed by New: Set 2 Spelling with Rosie "air" 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 sat on the chair to put on a pair of red flip flops.
Writing Challenge: Now ask your child to write the sentence, I went to the funfair at the park and played hook a duck. 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; too, by, day, made, time, I'm, if. 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.
Count in steps of 1 to 20, then order a mixed set of 0-20 numeral cards. (Turn over the even numbers; 2,4,6,8,10,12,14,16,18,20). Now chant from 1-19 in steps of 2 using the number line created to help, then 19-1 in steps of 2. These are the odd numbers. Look at different amounts of objects (9). Even numbers have a partner, odd numbers don't have a partner. Can you give 9 objects a partner? No, so 9 is a odd number. Repeat with 12. Can you give 12 objects a partner? Yes, so 12 is a even number. Repeat with various amounts to 20, recording if the number is odd or even. What do you notice about odd numbers? What do you notice about even numbers? Odd numbers end with a 1,3,5,7 or 9 and even numbers end in a 0,2,4,6 or 8). Write a really long number down. Will it be odd or even? Use the last digit to work out the answer based on the rule learnt.
Today we are going to write about the Wolf's appearance whilst he is dressed in Grandmother's pink night dress and night cap, (video clip, 4:21). Listen to the story of Little Red Riding Hood. Look at and discuss the picture you draw yesterday of the Wolf or look at the picture attached below. Write the words 'he' 'the' 'Wolf' 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 Wolf, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling 'he' 'the' 'Wolf' and 'has'. You might choose to show them how to write; The wolf has sharp teeth and sharp claws. (and) He has got a pink night dress and night cap on. 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 hairy as hair ree, claws as clors, eyes as ighs 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.