Wk beg. 25.01.21
The text and illustrations are quite simplistic and the children may well need support to understand the story that runs throughout the book. Discuss how the Chameleon is lonely and how he changes colours and creates himself into the shape of the objects and the animals he tries to befriend but they all ignore him. Eventually he finds a Chameleon who will be his friend and talks with him as they become friends.
Understanding the World
The clips below will support children in understanding how and why the Chameleon changes colour. Encourage the children to talk about what they observe and why things happen.
Physical Development, Gross Motor.
Each day we will complete short burst energy activities to keep us healthy and to improve our co-ordination. Below are a selection of activities we will be accessing this week. On Tuesday we will be working with Mr Wheeler, our whole school sports coach. Please ensure children come dressed in warm track suit trousers and suitable outdoor footwear such as trainers as this session will be delivered outdoors on the school playground or on the field should it be icy.
Physical Development; Fine Motor Control
Children will continue to use the playdough to develop the muscles in their fingers. They will roll, squeeze, shape and manipulate their dough as they create their own Chameleon.
Also included in the home learning pack is a sheet for children to carefully draw over the dotted lines to add patterns to a Chameleon and a Chameleon colouring sheet to support children in colouring within the lines. As they draw and colour an accurate pencil hold can also be encouraged.
Our phonics work will include learning to break words down into syllables. I have included two clips to refresh parents memories of what this means and how you can support you child with this learning, see the links below. This will be delivered as a daily activity.
Monday; we will clap out the syllables in our own names and those of our friends.
Tuesday; we will clap out the syllables in colour names, sorting the names into two groups, of those that have one or two syllables in them.
Wednesday; we will clap out the syllables in the names of objects, including the object names from the text; Blue Chameleon, sorting the object names into three groups, of those that have one, two or three syllables in them.
Thursday we will clap out the syllables in the names of animals, including the animal names from the text; Blue Chameleon, sorting the animal names into three groups, of those that have one, two or three syllables in them. Finally on Friday we will clap out the syllables in the names of patterns, including the pattern names from the text; Blue Chameleon, sorting the pattern names into three groups, of those that have one, two or three syllables in them.
Mathematics; pattern and Expressive Arts and Design.
On Monday we will continue to explore patterns, focusing on the patterns seen within the text. We will discuss the patterns that we can see, discussing the various colours, lines and shapes. This will lead us to create our own patterns in our play.
It may be difficult to discuss the patterns on the screen and children may prefer to discuss the patterns on the socks provided in the home learning pack; focusing on plain, stripped, spotty and stars. They could even explore the patterns on their own collection of socks.
Included in your home learning packs is a sheet to provide you with ideas to create patterns out doors. Using a large stick or wellington boot foot prints you could create patterns in the mud and snow and use natural objects to explore straight lines, curved lines, zig-zag lines, spirals or any other pattern you wish to make. Indoors explore other patterns; included in the home learning pack, using paints, crayons, chalks, water and a brush, glitter and glue etc. After exploring creating different patterns the children can then choose their favourite ones to design their own t-shirt and socks (templates included in pack). Also included in the pack are sheets to support children in creating repeated colour and shape patterns.
Can you create these patterns in the snow using objects around you?
Can you create these patterns onto paper?
Mathematics, 2D shape.
We will also be revising the names of 2D shapes. Each day we will learn a shape song and go on a shape hunt spotting our focus shape for the day, (Tuesday; circle, Wednesday; triangle, Thursday; square and Friday; rectangle). We will be sorting a collection of shapes each day by looking at and describing their properties. The children will also have access to shape matching games and games where they can use shapes to create their own pictures and models. As they play we will support them in developing their knowledge of the shape names and their ability to describe the shapes used.
Following a Colour Hunt we will be writing our own class book. We will have a page for each colour and will encourage the children to name the items they have found as we scribe a label alongside either a photograph they have taken or a picture they have drawn to represent the item; snowman, radiator, trainer, photo frame (white). We will model writing the words to develop the children's understanding that words carry meaning. On completion we will encourage the children to read the words written using the photographs and illustrations as a visual cue. Return to the colours that children struggle to name so that they develop their knowledge of colours as the week progresses.
Going on a colour hunt.
Personal, Social, Emotional Development.
We will explore the greetings in the text and we will consider what we would say to a friend if we wanted to play if we felt lonely. We will record these phrases and use them in role play to develop our confidence in making friendships with others. We will consider how we felt as the lonely child and how we felt being the kind child involving others in our play.
We will challenge the concept within the story where the chameleon plays with a chameleon like him but suggest that we can all play with everyone and perhaps be special friends with those that have similar interests to us.