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)? Perhaps you could go in and out of the cones/ toys you laid out yesterday?
Do you have some shaving foam and a baking tray? Spray a small amount of foam and flatten down over the tray to cover the base. Then use your finger to create some patterns. 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; d, e, s, f. Remember to form each letter accurately. Refer to the hand writing ditty sheet to help you.
Our sound of the day is igh (as in, Fly high). Using the green phonics folder, practise the igh sound. The sound is made up of three letters but makes one sound, which is igh. Then practise reading the igh words. Firstly encourage your child to identify the special friend in the word, (in this case igh) then Fred talk the word; m igh t, then say the word in full; might. Now ask your child to apply the sound of the day into reading a sentence; I had a fight then got sent out the room.
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 night? 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 need my sight to see. 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 focus on igh.
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 than a given amount.
Roll two dice, and add the amounts together by putting the largest number in your head and then counting on the smaller amount (if you roll 4 and 3), put 4 in your head then count on 3, (5, 6, 7) so 4+3=7. Repeat many times until you are really good at putting the biggest number in your head and counting on the smaller amount. After putting the biggest amount in your head you could hold up the smaller amount on your fingers then say 5,6,7 as you touch your 3 fingers).
Today we are going to retell part of the Goldilocks story; the part where she tries out the bear's beds. Listen to the story of Goldilocks and the Three Bears. Then replay and discuss the part where Goldilocks tries out the bear's beds. Look at and discuss the picture attached below whilst you verbally say some sentences that you might write.
Write the words 'Goldilocks' 'she' 'the' and 'was' 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' 'she' 'the' and 'was'.
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 second as seckund, middle as midul, cosy as cowsee, tiny as tighnee 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.