Year R - Home Learning - TERM 6 - WEEK 1 - 1st - 5th June 2020
Dear Parents and children
TERM 6 - Week 1 - 1st-5th June 2020
Welcome to term 6. It may not be the term 6 that we were hoping or expecting but we will make the best of it. This term will be all about stories from other cultures. We will be traveling the globe through storytelling and hopefully finding out a little about some of the world.
I hope you have a lovely week, keep safe.
Mrs Emma Folkard
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Plan for week 1. |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or https://www.bbc.co.uk/teach/supermovers (choose from ks1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. We have now been through all of the phase 2 and 3 sounds. In the last week of term 5 you should have checked to see which sounds your child was unsure of using the flashcards. The sounds that your child was not secure with should be the sounds that you now concentrate on in term 6. Use the same resources, techniques and games that you used before to go over these sounds again. |
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15 MINS |
Share story: My Granny went to market. Monday: Read the first 2 pages of the PowerPoint story My Granny went to market. Where did Granny visit? Click on the star and look at the next slide and compare the two pictures of Turkey and Thailand. What is different? What is the same? Tuesday: Read the next 2 pages of the PowerPoint story. Where did Granny visit next? What did she buy in the different places? Click on the star and ask the children if they remember learning about the two celebrations shown. How do people celebrate Chinese new year and the day of the dead in Mexico? Wednesday: Read the next two pages. Where has Granny flown to now? Click on the star and compare the two drawings. What is similar/different about these two pictures? What do you think the two places are like and why do you think that? What clues are there? Thursday: Read the next 4 pages. Where has Granny flown to now? Use an atlas or globe to find the countries. How far away are they from each other? How long do you think it took to get there from where she was before? Friday: Look at the final page. Can you guess the final country? It’s India. (If we were in school we would be looking at Sikhism so please watch the following clips on CBeebies https://www.bbc.co.uk/cbeebies/watch/lets-celebrate-vaisakhi )
(After talking about the book choose one of the following activities.) |
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30 MINS |
Creative and active play |
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Choice 1 Make a poster about a place that you have been on holiday to or would like to go to. You can draw or make stick pictures of it. Try to include 3 interesting facts about the place. |
Choice 2 Find out more about the Mexican festival, the day of the dead using the internet. You could make colourful masks or a flower garland. If you have time watch the movie ‘The book of life.’ Or ‘Coco’ |
Choice 3 Make a magic carpet by weaving strips of paper or wool through a frame. Google simple weaving and watch you tube video by Michael Wedge |
Choice 4 Make or fly a kite (weather permitting) see if you can design one of the Japanese kites. |
Choice 5 Listen to some Indian music and have a dance along. Find some pots and pans to bang for drums. |
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/exercise |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught: Money
Monday: Show your child one of each coin and work together to name them and identify their value. For example a 5p is the same as 5 1ps. Explore their colour, shape, patterns and size. Lay them under paper and use a crayon to make a rubbing of each coin. Tuesday: Draw a large picture of each coin (or print them on twinkl) and dot them around the house or garden. Challenge your child to run to the coin that you call out. For example; run to the 2p coin. Wednesday: Label some toys with simple prices (stick to under 10p at first) give your child 1p coins to pay for items in the shop. If they are confident up the labels to 20p and add in 2p coins as well. Thursday: Demonstrate how to use 10p coins and 1p and 2p coin to make teen number amounts. Remind your child that the 10p is just the same as a 10 numicon and the 1 and 2p coins are also like the numicon pieces. Friday: https://www.topmarks.co.uk/money/toy-shop-money choose the game that best fits how well your child has understood the concept in the week.
(After practicing the number concept choose one of the flowing activities to consolidate) |
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20 MINS |
Choice 1 Complete the coin detective sheet. |
Choice 2 If possible, sort coins into different containers, money boxes or purses. (if you do not have enough coins you could print the sheet provided and cut them out) |
Choice 3 Give your child a list of simple jobs with prices (use pence only) How much money can they earn in a week or day doing the list of jobs. |
Choice 4 Draw purses and place coins on each purse, challenge your child to use their counting skills to work out how much is in purse. |
Choice 5 https://www.topmarks.co.uk/money/coins-game
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At least 20 MINS |
Stories and songs of your child’s choice. This week we would also have heard the story of Pentecost. Please share the Pentecost PowerPoint with your child and talk about how we could spread the word of God’s love to other people. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen turn off the sound for these. Finally I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you encourage them to take over and read the occasional decodable word, their confidence will begin to grow. |
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Term 6
Week 1 - All Home Learning
Week 1 - Pentecost
Week 1 - Coins
Week 1 - Coin Detective
Week 1 - Granny went to Market
Week 1 - Oi Cat Storytime
EKDear Parents and children
Week 5 - 18th-22nd May 2020
We’ve made it to the final week of Term 5. I would like to say well done for all your efforts to keep learning from home going, as well as maintaining jobs and general family life. You’ve all done a fabulous job and have more than earned the half term break. I want you to know how much I appreciate the kind words that people have offered both in the 2Simple emails and during phone calls. I will continue to do my upmost to provide support for you all, no matter what happens.
Have a lovely half term.
Mrs Emma Folkard
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Plan for week 5. Monday18th May-Friday 22nd May |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or https://www.bbc.co.uk/teach/supermovers (choose from ks1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. Sound to be taught this week ear (as in beard) air (as in chair) ure (as in pure), er (as in hammer). Children who were learning phase 3 sounds should also go over these to ensure consolidation. On Friday go through all of the phase 2 and 3 sounds using flashcards. Put to one side any that your child is unsure of. These will be the sounds to work on in term 6. |
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15 MINS |
Share story (see PowerPoint). Here is the seed.
Monday: Read the poem on the PowerPoint and click the link to play the game. Tuesday: Watch the bean growing video on the next slide. What is happening to the seed on each day? How is it changing? Wednesday: Look at the how to make a flower instructions. Explain how instructions need to be step by step and very clear for the person following them. Together follow the instructions to make a paper flower (you may have to zoom in to read the written instructions). Thursday: Read the book plants for dinner together. Encourage your child to sound out and blend some of the simple words. Friday: Re-read the book together and challenge your child to answer the questions on the final page.
(After talking about the book choose one of the following activities.) |
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30 MINS |
Creative and active play |
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Choice 1 Act out or dance the poem doing different movements for each line. |
Choice 2 Make a cress head using an eggshell. http://www.planet-science.com/categories/under-11s/our-world/2011/07/grow-a-cress-head!.aspx |
Choice 3 Cut open different fruits and vegetables, what do they look like inside. Use some of them to make prints with paint or use the seeds to grow seedlings. |
Choice 4 Hunt around the garden or on a walk for as many different types of leaves as you can. Collect a sample of each different leaf and compare them to each other. |
Choice 5 Draw a picture of a garden and label all the things that plants need to grow.
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/excersice |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught halving
Monday: Work through the halving PowerPoint together. Tuesday: Recap what half means. Give your child beads, small toys, sweets or cereal and ask them to share them between two toys. Repeat the game with different amounts and make sure that your child can say ….is half of …. Wednesday: Work through the ‘what is half?’ PowerPoint Thursday: Make different size balls of playdough and challenge your child to cut the balls in half. Friday: Work together to play http://www.snappymaths.com/counting/fractions/interactive/halfornotimm/halfornotimm.htm
(After practicing the number concept choose one of the flowing activities to consolidate)
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20 MINS |
Maths consolidation activities |
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Choice 1 Practice sharing amounts between 2 toys.
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Choice 2 Stick up on a wall numbers to 10. Challenge them to shoot the number that is half of… with a water pistol, squeezy bottle or nerf gun. |
Choice 3 Help to make a sandwich. Can you cut it in half? |
Choice 4 Draw shapes on paper for your child, challenge them to cut the shapes in half. |
Choice 5 Use playdough cutters to make shapes and then cut them in half. |
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At least 20 MINS |
Stories and songs of your child’s choice. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs, I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen turn off the sound for these. Finally I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you encourage them to take over and read the occasional decodable word, their confidence will begin to grow. |
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These activities can be done in any order and at any time in the day that suits you. If you feel you have other ideas that you would like to pursue then feel free to experiment and adjust as you like. Remember this is only guidance and some days you will not be able to do it all and that is OK J
Week 5 - Here is the seed
Week 5 - Halving
Week 5 - What is half?
Week 4 - 12th-15th May 2020
I hope you enjoyed a VE day celebration this weekend? I am looking forward to seeing any photos that you might have of the festivities. Just in case you were confused by Mr McConnell’s ping about sending in children’s work via 2 simple, it is business as usual for reception. You are more than welcome to send as many observations as you like and do not need to limit it to 1 a week, as we are continuing to build your child’s Early Years Profile. This week’s planning is all about the lifecycle of a frogs. Feel free to pick and choose activities from it as you like and remember this is guidance and not law. You may not be able to do it all and you may not spend the suggested amount of time on any one activity and that is also OK. So, do what you can and feel free to explore other topics and interests.
Have a lovely week and stay safe.
Emma Folkard
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Plan for week 4. |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or https://www.bbc.co.uk/teach/supermovers (choose from ks1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. Sounds to be taught this week ar (as in star) or (fort) ur (as in surf) ow (as in cow) and oi (as in boil). Children who were learning phase 3 sounds should also go over these to ensure consolidation. |
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15 MINS |
Share story (see PowerPoint). Frog life cycle poster.
Tuesday: Look at the poster together (see PowerPoint) and click. Read the first piece of information about frog spawn. How does it sound different from other eggs? If you have slime, tapioca, water beads or bubble wrap you could make your own pretend frog spawn. Wednesday: Look at the poster again and click for the second bit of information about how tadpoles breathe. Draw a picture of a tadpole and work together to label it. Thursday: Look at the poster again and click for the third piece of information about why tadpoles grow legs. Research on the internet how many different species of frog there are. Choose your favourite and draw a picture of it. Friday: Look at the poster and read the final piece of information about why frogs are noisy. Research the sounds frogs make and have a go at making them yourself. .
(After talking about the book choose one of the following activities.) |
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30 MINS |
Creative and active play |
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Choice 1 Make a mask and make a frog obstacle course to hop round in the garden. |
Choice 2 Use a cardboard box to make a pond scene. |
Choice 3 Play either http://mrcrammond.com/games/science/froglifecycle.swf or |
Choice 4 Watch the time lapse video on the final slide. Talk about what you can see happening and encourage comments and questions. Use playdough to make each of the frog’s life cycle stages. |
Choice 5 Make up a lifecycle dance and get your family to guess what each move represents.
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/exercise |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught: sharing
Tuesday: Ask your child what they know about sharing. Together make a mind map of all your child’s ideas. Explain that sharing isn’t just about being kind to others, it is also about sharing amounts fairly, dividing them up. Wednesday: Explain that the table needs to be laid for lunch/dinner and that each person needs 1 knife, 1 fork, 1 spoon, a cup and a plate. How many of each thing will we need for the family to have dinner? Have a go at laying the table for real. Thursday: Show your child a jug of water and a range of smaller containers/bowls/bottles of the same size. What could we do to share the water in the jug between the containers? How would we make it fair? Friday: Roll out a long sausage of playdough and demonstrate cutting it into even portions for some toys. Draw your child’s attention to the size of each piece and making them equal.
(After practicing the number concept choose one of the following activities to consolidate)
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20 MINS |
Maths consolidation activities |
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Choice 1 Give your child 3 pots and some sweets, cereal or small toys to share between the pots (make sure the total is divisible by 3). Ask how many is in each pot and change the total each time. |
Choice 2 Set up a tea party for your toys. How many plates/cups/cakes etc will you need? |
Choice 3 Water play with different jugs and containers. You could add food colouring to the water to make it easier to see. Practice sharing the water from a larger container into several smaller ones. |
Choice 4 Practice cutting up playdough snakes into equal pieces. |
Choice 5 Play |
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At least 20 MINS |
Stories and songs of your child’s choice. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs, I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen turn off the sound for these. Finally, I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you encourage them to take over and read the occasional decodable word, their confidence will begin to grow. |
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These activities can be done in any order and at any time in the day that suits you. If you feel you have other ideas that you would like to pursue then feel free to experiment and adjust as you like. Remember this is only guidance and some days you won’t be able to do it all and that is OK J
Week 4 - Life cycle of a Frog
Week 4 - Storytime Powerpoint
Dear Parents and children,
Week 3 - 4th-7th May 2020
Thank you so much for all the photos and video clips that you have sent to 2 simple. It cheers me up no end to see the children’s faces and to know that everyone is well. As before, here are the suggested activities for the week. Please do not stress yourself trying to do it all. Pick and choose what suits you and your child and remember the timings are just a rough guide. The activities may not last this long or may take longer. Last week I posted a letter from the Government about the phonics sessions they have provided for all year R and year 1 children. A few parents have said they were particularly good, so please do make use of them. The link and schedule letter will be posted on our page once again. Have a good week and know that I’m thinking of and missing you all.
Stay safe.
Mrs Emma Folkard.
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Plan for week 3. |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or https://www.bbc.co.uk/teach/supermovers (choose from ks1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. Sound to be taught this week ai (as in rain), ee (as in see), igh (as in light), oa (as in boat), oo (as in boot). Children who were learning phase 3 sounds should also go over these to ensure consolidation. |
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15 MINS |
Share story (see PowerPoint). The Very Hungry Caterpillar.
Monday: Read The Very Hungry Caterpillar story on the PowerPoint. Talk about what he ate on the different days and encourage your child to recall the story as independently as possible. Tuesday: Read the story again and discuss what happened to the caterpillar. How did he change? Wednesday: Draw pictures of the caterpillar at different stages and demonstrate/support your child to write labels for the pictures i.e. little egg, small caterpillar, fat caterpillar, cocoon and butterfly. Use the alphabet mats to support the writing (see how to support writing sheet) Thursday: Read the story again and encourage your child to act out each part of the story (you could make a mask to aid this or have plastic/real food as props). Friday: Together make a story map of the events in the story (see word document attached with example story map on it)
After talking about the book choose one of the following activities: |
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30 MINS |
Creative and active play |
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Choice 1 Make a hungry caterpillar puppet. (try googling for ideas)
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Choice 2 Use the internet to find out about the life cycle of a caterpillar. |
Choice 3 Make a mini non-fiction book about caterpillars/butterflies. |
Choice 4 Go on a bug hunt around the garden/woods and record what you see or find. |
Choice 5 Make butterfly paintings with paint and folded paper Or Make a leaf caterpillar. Put a small ball of clay or playdough on to the end of a stick or toothpick for a head. Collect green leaves and tear them into pieces. Thread them onto the stick to make the caterpillar’s body. (Take care with sharp ends!) |
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/exercise |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught: Doubling
Monday: Go through the doubling PowerPoint with your child. Talk through each slide and what the machine is doing. Tuesday: Set up a mirror on a table or on the floor and a pot of small toys, bricks or beads. Roll a dice and place that number of items in front of the mirror. Ask the child to count how many there are and then ask them to look into the mirror and count again. What has happened to the amount? If they are unsure explain that it has doubled. Experiment with different amounts. Wednesday: Watch the numberblocks episode ‘Double trouble’ on you tubehttps://www.youtube.com/watch?v=Bot83VxMLqM Use Lego or blocks to make doubles towers. Make two towers of the same amount and then put them together. Thursday: Make a grid with doubles answers on it e.g. 2, 4, 6 etc and play a game of doubles bingo. Ask questions like…. Have you got double 1? Have you got double 2? Friday: Outside stick up paper targets with 2,4,6,8,10,12,14,16,18,20 on them. Give your child a water gun or squeezy bottle of water. Call out a double for them to shoot at i.e. Squirt double 3.
(After practising the number concept choose one of the flowing activities to consolidate)
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20 MINS |
Maths consolidation activities |
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Choice 1 http://www.maths-games.org/ladybird-doubles.html
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Choice 2 Make your own doubles dominoes by giving your child rectangles of paper. Use a cotton bud to put dots on one side and then fold in half to print the same amount on the other. |
Choice 3 Play double down game with 2 dice. Set a 5-minute timer. Take turns to roll 2 dice and every time you roll double numbers you get that number of points (use cereal, smarties, or any other small items as counters). Winner is the person with the most points when the timer goes off. If you use food as a counter, winner gets to eat the points! |
Choice 4 Hide doubles facts and their corresponding number sentences around the house or garden and challenge your child to match them up again. |
Choice 5 Print out doubles colouring sheet or draw your own for your child to colour.
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At least 20 MINS |
Stories and songs of your child’s choice. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs, I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen turn off the sound for these. Finally, I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you encourage them to take over and read the occasional decodable word, their confidence will begin to grow. |
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These activities can be done in any order and at any time in the day that suits you. If you feel you have other ideas that you would like to pursue then feel free to experiment and adjust as you like. Remember this is only guidance and some days you won’t be able to do it all and that is OK J
Week 3 - Sam's Stinky Socks
Week 3 - The Very Hungry Caterpillar
Week 3 - Story Map
Week 3 - Doubling Powerpoint
Week 3 - Doubling Colouring
Week 3 - Letter to parents - Online Phonics
Week 3 - Phonics Lesson Schedule
Dear Parents and children
Week 2 - 27th April - 1st May 2020
I hope and trust that everyone is safe and well. It has been lovely to have a chat with some of you over the phone. I’ve taken onboard a few of the ideas suggested and have produced a story time PowerPoint with sound clips of me reading the story and a short video message (please forgive my messages, I’m not an natural onscreen and they take many takes!) I’ll endeavour to record a new story and message every week. Below is a new set of suggested activities with how long could be spent on them. I am very aware that children of this age range have short attention spans and so each activity may not last as long as suggested, and that is ok. Equally some children may want to spend longer on something that appeals to them. These activities can be done in any order and at any time in the day that suits you. If you feel you have other ideas that you would like to pursue, then feel free to experiment and adjust as you like. Remember this is only guidance and some days you won’t be able to do it all and that is OK. I am pleased to say that the majority of people have engaged really well with the 2 simple observations and I just want to reassure everyone that 1 observation a day is more than enough. You don’t need to detail your entire day if you do not have the time or inclination. I will be more than happy if you choose one moment or activity from the day that your child really enjoyed, did well at or showed they’d learnt something new. Also one clever parent recorded a video clip and sent that, this worked very well and can also be added to the profile.
Enjoy this time together and make sure you take time to relax.
Kind Regards
Mrs Emma Folkard
Kind Regards
Mrs Emma Folkard.
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Plan for week 2. |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or https://www.bbc.co.uk/teach/supermovers (choose from KS1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. Sound to be taught this week qu (as in quick), ch (as in chip), sh (as in shell), th (as in think) and ng (as in bang). Children who were learning phase 3 sounds should also go over these to ensure consolidation. |
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15 MINS |
Share story (see PowerPoint). Spring poem
Monday: Take a walk around the garden or out in the neighbourhood. Spot as many signs of spring as you can. Use all your senses. What can you see? What can you hear? What can you smell? What can you feel? Collect some items or take pictures. Tuesday: Read the first slide of the spring poem. Did you see any of these things while you were out? Together, write an ‘I can see’ verse based on what you saw. Scribe most of the words for your child but encourage them to take over and use their phonic knowledge to write some of the words independently (see ‘how to support writing’ for tips). Wednesday: Read the next slide and repeat Tuesdays session for ‘I can hear.’ Thursday: Read next slide and repeat for ‘I can smell.’ Friday: Read final slide and repeat for ‘I can feel.’ Together decorate your completed poem with spring pictures.
(After talking about the book choose one of the following activities) |
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30 MINS |
Creative and active play |
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Choice 1 Flower or plant painting. There are two ways to do this. Either: Place a leaf between two sheets of paper and bash it with a hammer (supervision required) to leave a chlorophyll print. Or Use flower heads and paint to make different prints. |
Choice 2
Practice and then perform your poem with actions to your family. |
Choice 3 Feely bag of found items from walk. Place items in a bag and take turns putting your hand in without looking. What could it be? Can you describe how it feels? |
Choice 4
Paint or draw a spring picture. |
Choice 5 Make flower petal/herb playdough together. What can you smell?
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/Excercise |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught: Number formation
Monday: Make a collection of numerals from around the house. This could be number books, magnetic numbers, game boards with numbers, number flash cards, anything with a numeral. Together, look at all the different styles but draw attention to the fact that the shape stays the same. Tuesday: Look at the PowerPoint of number formation rhymes and use a finger to make the shapes in a tray of sand or salt. Wednesday: Say one of the number rhymes from the PowerPoint, without revealing the numeral and see if your child can use the rhyme to make the matching numeral in the tray of sand/salt. Thursday: Draw two grids with six squares. Roll a dice and write the numeral that represents the dots in one of the squares. Have a race to write all six numbers. Repeat the game with 2 dice to practice numbers 7 to 12. Friday: Make your own bingo grids and play a game of bingo.
(After practicing the number concept choose one of the flowing activities to consolidate) |
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20 MINS |
Choice 1 Make numerals using playdough. |
Choice 2 Use water and a paint brush to write numerals on a wall or patio outside. |
Choice 3 Lay out large sheets of paper or newspaper and felt tip pens. Try to cover the sheets with numerals. |
Choice 4 Write numerals on a family members back and see if they can guess the numeral that was written. |
Choice 5 Watch, sing and dance along |
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At least 20 MINS |
Stories and songs of your child’s choice. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen turn off the sound for these. Finally, I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you encourage them to take over and read the occasional decodable word, their confidence will begin to grow. You could also create a profile on www.teachyourmonstertoread.com |
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Week 2 - Outside Activities
Week 2 - Spring Poem
Week 2 - Number Formation
Week 2 - Storytime
Week 2 - Additional Phonics for Learning
Week 2 - Lesson Schedule for Phonics
Dear Parents and children,
Week 1 - 20th-24th April 2020
I hope and trust that everyone is safe and well. I’ve put together some suggested activities with how long could be spent on them. I am very aware that children of this age range have short attention spans and so each activity may not last as long as suggested. That is ok! Equally, some children may want to spend longer on something that appeals to them. These activities can be done in any order and at any time in the day that suits you. If you feel you have other ideas that you would like to pursue then feel free to experiment and adjust as you like. Remember this is only guidance and some days you won’t be able to do it all and that is fine.
Please contact the office should you need a phone call from me for advice with any aspects of your child/children’s learning.
Enjoy this time together and make sure you take time to relax.
Kind Regards,
Mrs Emma Folkard.
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Plan for week 1. |
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Length of time |
Activities/lessons |
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15 MINS |
Physical activity Either a run around the garden, bounce on trampoline or use https://www.bbc.co.uk/teach/supermovers (choose from ks1 videos, the children will tell you the ones they like best!) |
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15 MINS |
Phonics Stage 1 – 3 Start with flash cards of previously learnt sounds or log in to www.phonicsplay.co.uk (user – caritas password – caritas) and play flashcards or tricky word trucks. Sound to be taught this week w (as in wind), x (as in box), y (as in yellow) z (as in zoom) and qu (as in quick) Children who were learning phase 3 sounds should be taught ear (as in beard) air (as in chair) and ure (as in pure). After that they will have covered all the sounds once, please use the last 2 days of the week to keep practicing using the phase 3 sounds to spell and read. |
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15 MINS |
Share story Monday: Read the story ‘The bad-tempered Ladybird’ (see PowerPoint). Try to recall all the animals that the Ladybird met. What did they ladybird say to each of them? Tuesday: With your child draw a story map, showing each animal that the ladybird came across. Encourage Your child to write a label for each animal (see example below of a story map). Wednesday: Act out the story using toy or paper puppets. You can change the animals and make up your own version. Encourage your child to use language that matches the pattern of the story. Thursday: Recap the story and talk about the ladybird’s manners. How should we talk to others? What are good manners and what are bad? Together make list of good manners and spend the day practising them. Friday: See the PowerPoint slide at the end of the story about the ladybird’s lifecycle. Talk through the different stages and how the ladybird changes. How is that different from humans? What were you like when you were born? How are you different now? How will you be different in the future?
(After talking about the book choose one of the following activities.) |
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30 MINS |
Creative and active play |
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Choice 1 Together paint stones or egg box sections like ladybirds and hide them around the garden for a ladybird hunt. |
Choice 2 Make puppets of the animals that the ladybird met. |
Choice 3 Draw two ladybirds or print them out and draw speech bubbles. Encourage your child to write what they are saying to each other. |
Choice 4 Make some ladybird wings from a card. (Please google for inspiration). |
Choice 5 Look at photos of family members as babies, children and then adults. How have they changed? Do you look like any of your family? How might you change as you get older? |
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At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
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60 MINS |
Outdoor play/exercise |
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15 MINS |
Phonics Stages 4 and 5 |
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15 MINS |
Maths Concept to be taught: counting in twos. Monday: Practice counting in2’s to 20 using different movements i.e. jump and count, clap and count, nod and count etc. Tuesday: Watch and join in with the counting by twos song by scratch garden on You Tube. Wednesday: Make Lego or brick towers of 2 and together count them in twos. Thursday: Put up labels or post its with numbers to 20 written in 2’s around the house and challenge child to find each number, bring it back and put them in order. Friday: Give your child post it notes with the numbers up to 20. Ask them to order them and then take out all the ones that can’t be counted to in twos to make a 2’s number line. (After practising the number concept choose one of the flowing activities to consolidate) |
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20 MINS |
Choice 1 Count in 2’s to 20 in silly voices. |
Choice 2 Find 2’s of things in the garden or on your walk and count. |
Choice 3 Make a board game that has squares numbered in 2’s. |
Choice 4 100 square paint. Paint all the numbers in 2’s on the grid. |
Choice 5 Sing the song 10 fat sausages sizzling in a pan. |
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At least 20 MINS |
Stories and songs of your child’s choice. |
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20 MINS |
Child reading to an adult. As you may have noticed from your packs, I have chosen not to send home lots of school reading books. The reason for this is that there will not be an opportunity to change these books and so it would be best to find alternative reading material. http://www.phonicsplaycomics.co.uk/comics.html have short decodable comics using the sounds that your child has been learning. www.vooks.com have a large range of children’s audio books. https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/# have colour banded books that match the ones we have been using at school. Most have been reading pink or red band books and some have been reading yellow and blue banded books. http://www.kizclub.com/reading1.htm have books that can be printed or read on screen. Turn off the sound for these. Finally, I am sure you have a wealth of picture books at home that your child enjoys. They may not be able to read every word to you but if, as you are reading to them, you need to encourage them to take over and read the occasional decodable word, their confidence will begin to grow! |
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Fun Easter Activities - 2nd April 2020
Take care and stay safe.
Mrs. Folkard
Dear Parents,
A few parents have started to ask questions about what might happen should we close and the work that children may be asked to complete.
We have been working hard to ensure that work will keep the children on track, but at the same time we are mindful that children will be trying to do school work in a situation where family members will be working from home, or where people in the house could be poorly or self-isolating.
Please remember, as parents you can only do your best with this. You have many other considerations and pulls on your time. Just do your best! It’s what we are all trying to do in such uncertain times.
So, this is how it works for year R:
- On the class homework page on the website there will be a list of tasks that will last a week. The grid will be updated every Friday afternoon, after 4pm. This will give parents the weekend to look at tasks for the week ahead and get organised. Try to do what you can. If you can’t do them all, don’t worry.
- I have kept the layout that the rest of the school are using to begin with but the activities are different. After Easter there will be much more detailed planning available.
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A Home Reading each day (At least 20mins) You could use Oxford Owls if you run out of books! Oxford Owl for Home
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B A phonics activity
Log into www.phonicsplay.co.uk
User – caritas Password – caritas
And play phase 2 games. (phase 3 for children who have learnt digraphs)
Practice writing the sounds in different ways:
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C Maths Activity
Play board games that involve counting on.
Sing number songs.
Build towers and add more or take off bricks.
Go on a shape hunt.
Measure things with a tape measure and use language like longer/shorter etc.
Choose games from the maths age 3 – 5 and 5 – 7 on
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D Free play
Play with:
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Setting a routine
- We recognise that all families are different and so timings and expectations will be different. We have put a very basic model schedule together to help parents. This model can be adapted for your own family.
- As we all know, children like routine and so this approach will ensure that things mainly get done, otherwise you will find children still lolling about in front of CBeebies at 11am!
- Obviously, each age of child will need slightly more or less work. You know your children best!
- Feel free to tell the children that we will be calling up to check on them! This may help with motivating the more reluctant ones. The important thing is not to have battles. Do what you can, but don’t feel that completing everything is the be all and end all.
- Please ensure that children have a schedule all planned out before they begin.
- And just as we would recommend during normal times, ensure that the children get plenty of outside time, fresh air, play and exercise. This is good for the mental and physical wellbeing of us all.
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Possible/Adaptable Daily Schedule-Adapt for your family to suit their age and needs
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8.30-9.00 |
Morning Walk |
Family walk and talk time with or without a dog! Yoga or “Just Dance” if it’s raining. |
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9.00-10.00 |
Academic Time |
Choose from A B C. |
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10.00-10.30 |
Break time |
Have a snack and a drink, check on your pets, play in the garden. No electronics! |
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10.30-11.30 |
Academic time |
Choose from A B C. |
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11.15-12.00 |
Physical play outside |
Running, climbing, jumping, riding etc. |
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12.00-1:00 |
LUNCH |
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1.00-1.30 |
Quiet Time |
Choose from A B C. |
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1.30-2.30 |
Free play |
Choose from D. |
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2.30-3.00 |
Electronics/Craft time/Cooking/Junk Modelling |
Alternate between online activities and Arts and Crafts. Maybe look at the website links at the end of this letter to learn a new language or learn something exciting! |
We hope that you find the above useful during this challenging time for us all. Please don’t hesitate to contact Mr McConnell or Mrs Crook if you have any questions. You can contact us on scrook@st-augustines-hythe.kent.sch.uk or headteacher@st-augustines-hythe.kent.sch.uk
For additional ideas and activities I have complied a list of websites that contain a mixture of online games, play ideas and printable activities. Some websites are also providing a month’s free membership. https://time.com/5803373/coronavirus-kids-at-home-activities/ for advice on routine and day structure.
Online games:
- www.topmarks.co.uk 3-5 and 5-7 all maths games are suitable.
- www.primarygamesarena.com Filter by clicking on the years tab and choose games from the Rec section. These are sorted into subjects.
- www.wordsforlife.org.uk Lots of useful information, games and links about communication and reading.
- www.teachyourmonstertoread.com fun reading game with different stages that can be saved and continued.
- www.phonicsplay.co.uk play phase 2 or 3 games (most children haven’t been taught phase 3 yet) username – caritas password – caritas
- www.phonicsbloom.com play phase 2 or 3 games.
- https://www.bbc.co.uk/cbeebies/games
Printable activities:
- www.twinkl.co.uk A wealth of printable activities available across all subjects and stages. Offering free membership for a month.
- www.themeasuredmom.com some very simple printables for phonics and maths.
- www.kids.classroomsecrets.co.uk Offering free membership for a month. Lots of activity pintables.
Play ideas:
- www.themuddypuddleteacher.co.uk Offering free membership. Lots of ideas for play in the garden.
- www.bbc.co.uk/tiny-happy-people Ideas for messy play and other activities.
- https://www.naturallylearning.co.uk/50-outdoor-activities-toddlers/
- https://www.bbc.co.uk/teach/supermovers
In order to keep in touch with you all and to keep building on your child’s profile please email photos of your home learning with a brief description of what they did and said during the activity. Send emails from the same address that you registered with 2 simple to inbox@2buildaprofile.com
Stay safe.
Mrs Emma Folkard
How to make a learning observation.
As you might be aware I assess your child's progress by observing them as they play. I do this by taking photos and writing notes, which I can then match against early years guidance to make a judgment about the progress they are making. During this uncertain time I am going to have to hand the observation reins over to you, so here are a few tips on how to observe effectively and give me information that I can use.
Tip 1 make sure the photo(s) taken are of the process not just the finished article. I can tell quite a lot by looking closely at what is happening.
Tip 2 in your notes try to record every detail. What does your child say?
What questions did you/they ask or answer?
What were they doing with their hands/arms/legs etc?
How did they choose what they were doing? Was it in response to a book/comment/interest/found item etc
If you offered help/suggestion or support how did this affect the play?
The more detail you put in the better.
Tip 3 avoid making sweeping statements about what they can do unaided, be honest.
Tip 4 sometimes it's best to just sit back and watch and just let them problem solve/fail/succeed, these are usually the best observations.
Once you have made your observation email it to inbox@2buildaprofile.com from the email address that you have registered. (Please check junk to see if you have a confirmation email if you haven't yet received anything from me.)
Below is an example of an observation that gives me lots to work with and one that doesn't.
Useful observation - Johnny was colouring a color by numbers picture. He was able to identify all the numbers to 10 correctly but asked for help with number 13 and 17. He held his pencil with a three finger grip in his right hand and was able to colour within the lines. When he couldn't find green he said 'look mummy I can make green with yellow and blue.' When he had finished I gave him a book about sea animals and he then looked through the book and was able point out the creatures in his picture which matched the book. He said 'they live in the sea in hot places.'
Not so useful observation - Johnny did a colour by numbers sea creature picture. He knew numbers to 10.
Observing isn't easy and you don't need to record every little thing that your child does but it would be great if you could try to do one detailed observation a day to continue to grow their profile. You can observe them doing pretty much anything from playing in the garden to doing a puzzle.
Thank you for your support with this, it will help a great deal when I have to make end of year judgments.
