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 practice 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 d, e, s, f. 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 "ar", followed by New: Set 2 Spelling with Rosie "ar" 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; The park was not too far so they did not need the car.
Writing Challenge: Now ask your child to write the sentence, A shark has a lot of sharp teeth. 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 10 to 100, showing 10 fingers as the count increases by 10 each time. As counting refer to the 100 square, what do they notice? (The tens number increase by 1 but the ones number stays on 0. Write numbers 0,10,20,30,40,50,60,70,80,90 and 100 on small pieces of paper and muddle them up. Can the children order the numerals in steps of 10, using the 100 square to help them? Turn a number in the sequence, which one is missing? Children can chant the numbers in steps of 10 from the beginning of the number line to help them work out the answer. Repeat a number of times. If I'm counting in 10's what number will I say after 40? (Children can chant, use the number line or 100 square to help them). Repeat a number of times.
Gather sets of ten; such as a bundles of 10 straws, bundles of 10 lollipop sticks, bundles of 10 crayons or felt pens etc. Model counting in 1's to create each set of 10 so that children understand there are 10 objects in each set. Play how many objects do we have altogether. Place 4 sets of 10 down, children to count in steps of 10 to count the amount touching each set as they chant, 10,20,30,40. There are 40 altogether. Repeat a number of times.
Outdoors; write the numbers 10,20,30,40,50,60,70,80,90,100 for children to jump on and shout out the number throughout the day, so that they develop fluency in counting to 100 in steps of 10.
Today we are going to write about Little Red Riding Hood's appearance. Listen to the story of Little Red Riding Hood. Look at and discuss the picture you draw yesterday of Little Red Riding Hood or look at the picture attached below. Write the words 'she' 'the' 'Little Red Riding Hood' 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 Little Red Riding Hood, starting with a capital letter, sounding out words, writing words from memory or refer to the sheet when spelling 'she' 'the' 'Little Red Riding Hood' and 'has'. You might choose to show them how to write; Little Red Riding Hood wears a red hooded cape. (and) She has a long blue dress with blue and red tights. 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 blue as bloo, dress as dres, cape as cayp 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.