YEAR R HOME LEARNING - END OF TERM 6
Welcome to Year 1 - Letter from Mrs. Everitt and Mrs. Deal
https://www.klz.org.uk/schools/8863718/classes/ClassR/Literacy/Coronavirus%20Reception%20planning/VID_20200717_131900.mp4
Dear Parents and children,
TERM 6 - WEEK 8 - 20TH-22ND JULY 2020
You’ve made it! Only 3 more days and you’ll get a well-earned break. You’ve all coped brilliantly in the most challenging of circumstances. I’m so very sad that I haven’t been able to see this year through with all of the children but I have been able to still see them grow and change thanks to you and your contact with me. I want to wish all of the children a happy and safe holiday and to thank you all for your support this year. Please let the children know how very proud I am of them and that I can’t wait to see them again in September.
Keep smiling and have a wonderful summer!
Mrs Emma Folkard
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Plan for week 8. |
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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: Aesop’s Fables
Monday: Read the first of Aesop’s fables. Who was in the story? Where was it set? What was the lesson that the story was try to teach? Draw two pictures of the dog one with the bone and one after he has lost it. Draw and write a thought bubble for each. What was the dog thinking? Tuesday: Read the next story ‘The lion and the mouse.’ What favour did the lion do for the mouse and how did the mouse repay him? Can you think of other stories where the smallest character has helped or saved the day? Or Read the next story ‘The wind and the sun.’ Draw a sequence of 3 or more pictures to retell the story. Wednesday: Read the next story ‘The cockerel and the fox.’ Play a game of truth and lies. Think of 3 things to tell someone else, 2 things must be true and 1 one thing must be a lie. Can they guess which one was the lie? Or Read the final story of ‘The miller, his son and the donkey.’ Use toys to act out the story.
(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 an origami dog puppet
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Choice 2 Print out and order the story sequence pictures. You could write the story under each picture. If you do not have a printer click on the link in the powerpoint and order the story there. |
Choice 3 Make a fox or a cockerel mask. https://ourpotluckfamily.com/kids-craft-paper-fox-mask/
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Choice 4 Dress up in clothes for different weathers and have you family guess what weather you have dressed for Or http://d3tt741pwxqwm0.cloudfront.net/KET/evlearnket/Dress-For-The-Season/index.html |
Choice 5 Using a broom as a pretend donkey act out the story with your family. |
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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: Telling the time
Monday: Work through the PowerPoint slides about telling o’clock times. Tuesday: Work through the PowerPoint slides about half past or https://www.topmarks.co.uk/time/teaching-clock challenge your child to make o’clock and half past times using the online clock. Wednesday: watch https://www.youtube.com/watch?v=0clHCBvjsNc Ask your child questions about the times that Mr Wolf did things or Make a mini book of your day, showing the times that you do things. You could either draw clocks or write the time.
(After practicing the number concept choose one of the flowing activities to consolidate)
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20 MINS |
Choice 1 Sing and dance along https://www.bbc.co.uk/teach/supermovers/ks1-maths-telling-the-time/zk4t8xs
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Choice 2 Play what’s the time Mr wolf in the garden with your family. |
Choice 3 Make a paper plate clock and use it to make times. |
Choice 4 Throughout the day challenge your child to tell the time. |
Choice 5 |
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10 MINS |
Stories and songs of your child’s choice. |
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R.E – Remind the children of the creation story from a few weeks ago. Explain that God made the Earth for us and we are the stewards of the Earth. It is our job to care for it. Use collage materials to make a picture of the world. Sing He’s go the whole world in his hands song. |
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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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week 8 - Learning Grid
Week 8 - Aesop's Fables
Week 8 - Lion and the Mouse
Week 8 - Telling the Time
Dear Parents and children,
TERM 6 - WEEK 7 - 13th-17th July 2020
We are getting closer and closer to the finale and I want to thank the children for their hard work both in and out of school. It has been a pleasure getting to know them all and I’m very proud of them all. This week’s story is Handa’s Surprise, a story about a little girl who walks through the African plains to deliver a gift for a friend. In maths we will be focusing on positional language. There are also some lovely outdoor learning ideas also attached to the planning.
Keep smiling
Mrs Emma Folkard
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Plan for week 7. |
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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: Handa’s Surprise http://youtu.be/3GDCdfOk3jk
Monday: Watch the youtube story ‘Handa’s Surprise’ (stop at the end of the story, before the fruit activity). Talk about ‘surprises’ with your child. When have you had a nice surprise? How did the surprise make you feel? Why was Akeyo surprised? Why was Handa surprised? Tuesday: Talk about the different animals in the story. Which ones are your favourites? Encourage them to talk about their favourite animals and why they like them? Draw, paint or make a model of your favourite animal and make a label for it explaining what it is. Wednesday: Talk about the different fruit that your child likes to eat. Watch the story again, pause and guess the fruits. Can you guess the fruit by looking at the plant it grows on? Thursday: Cut open some different fruits and explore the inside (taste it, smell it, feel it, look at it). Talk about what you have found out using your senses. Friday: Use toys to act out the story. Encourage your child to tell the story using language from the story, for example; soft yellow banana.
(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 ‘surprise’ for a family member or friend. It could be a card, picture, gift anything that will surprise them! |
Choice 2 Can you move like the animals? Research how the animals from the story move and then try to copy them. Can your family guess which animal you are being? |
Choice 3 Use playdough or modelling clay to make the different fruits in Handa’s basket. |
Choice 4 Use different fruits with paint to make prints. What patterns can you see in the fruit. |
Choice 5 Draw a picture of Handa and Akeyo. Draw speech bubbles, what are they saying to each other? |
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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: Positional language
Monday: Look at the Handa’s surprise story again. Make a list of words together to describe the position of animals and fruit in the story. For example: the monkey is in the tree, the giraffe’s head is above Handa, the basket is on Handa’s head. Tuesday: Play the 3 second game. The child has to the count of three to follow your instruction i.e get under the table 1, 2, 3! Stand on the beanbag 1, 2 ,3! Jump in the paddling pool 1, 2, 3! Wednesday: Ask your child to build a simple model or draw a simple picture. They have to use positional language to describe it to you so you can replicate it. Thursday: Play a twist on the game ‘I Spy’ but instead of guessing the word beginning with a certain letter, give clues as to the object’s position, e.g. “I spy with my little eye, something behind the …” or “next to the …”. Friday: https://www.helpfulgames.com/subjects/english/positional-words.html
(After practising the number concept choose one of the flowing activities to consolidate) |
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20 MINS |
Choice 1 Draw and cut out one of the animals from the story. Hide it around the house and encourage your child to use positional language to explain where it was. |
Choice 2 http://resources.hwb.wales.gov.uk/VTC/location/eng/Introduction/default.htm |
Choice 3 Make a treasure map with lots of landmarks on it. Mark the spot where the treasure is buried and describe the treasure’s position to someone. |
Choice 4 Use toy animals and blocks to set up a scene and encourage your child to talk about where they are. |
Choice 5 Go on a walk and play a positions game with a friend or grown-up. Ask them to spot an object and you have to guess what it is. Ask them to give you clues to identify the object, e.g. “It is behind the fence.” or “It is in front of the café.” |
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10 MINS |
Stories and songs of your child’s choice. |
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R.E – Take a walk and take photos of God’s wonderful world. Look at the photo’s together and talk about all of the things we have to be thankful for in the world. |
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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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WEEK 7 - At Home Learning
Dear Parents and children,
TERM 6 - WEEK 6 - 6th-10th July 2020
I just want to say a well done to everyone. This has been a difficult year so far and I know a lot of you are feeling the fatigue of home learning and that both children and adults alike are running out of steam. You are all doing an amazing job and we are all enormously proud of you. Please don’t forget that the activities here are suggested and not set in stone, do as much as you can and try not to get too stressed by it all. This week we will be looking at the Irish folk story ‘The legend of Finn McCool.’ It is a story that explains the existence of the giant’s causeway. In maths the children will be learning about counting in 10’s.
Keep going and keep safe.
Mrs Emma Folkard
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Plan for week 6. |
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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: The legend of Finn McCool
Monday: Read the PowerPoint story together. Look at a map or Atlas to find Ireland and Scotland and talk about how far away they are from each other. How long do you think the cause way would have to be? Tuesday: Re-read the story again. Choose to be one of the characters and have someone ask you questions. Answer as if you are the character. For example, pretend to be Benandonner. “How did you feel when you saw, what you thought was Finn McCool’s baby?” “I felt worried and afraid that Finn McCool would be too big for me to beat.” Wednesday: Make puppets to tell the story and have a puppet show for your family. Thursday: Use the slides after the Finn McCool story to find out about Ireland’s celebrations, landmarks and traditions. Friday: Use the PowerPoint, internet or books to find about Ireland. Make a poster with at least 3 facts about Ireland. You could use drawings or photos as well as writing.
(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 Use construction toys, blocks, straws of junk to build a bridge between two points. Test how strong it is. |
Choice 2 Make a giant’s mask and stomp around pretending to be a giant. |
Choice 3 Listen to some Irish music and have a go at some Irish dancing. |
Choice 4 Make a leprechaun hat. |
Choice 5 Make a mini book of the Finn McCool story. Try to write a sentence per page to tell the story. |
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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 in10’s.
Monday: Sing and dance along to the count by 10’s song. https://www.youtube.com/watch?v=uYRTtwZGwj8 Tuesday: Show your child a pile of ten 10ps. How many 10ps are there? Now swap one 10p coin for ten 1ps. Explain that they are worth the same. Imagine that hiding inside each 10p there are ten 1ps. Now count the 10ps again but in 10s. What is the pile worth? Is that different to how many coins there are? Wednesday: Go to https://www.topmarks.co.uk/learning-to-count/paint-the-squares Paint all of the squares that are in the 10 times table. What do you notice about the pattern? What do you notice about the numbers and what changes and what stays the same? Thursday: https://www.ictgames.com/mobilePage/duckShoot/index.html Friday: Work through the ‘Counting in tens’ PowerPoint.
(After practising the number concepts choose one of the flowing activities to consolidate)
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20 MINS |
Choice 1 Make towers of 10 Lego bricks and use them to help you count in 10’s. |
Choice 2 Use chalk to make a number track and write numbers in 10s along it. Jump along it counting in 10s. |
Choice 3 Throw balls or bean bags into a bucket. Every time you get one in, you get 10 points. How many points can you get? |
Choice 4 Have tubs labelled with 10s numbers i.e. 20, 50, 70. Use 10ps to put the correct number of 10ps to make the amount in the tubs. |
Choice 5 Write 10s numbers on post it notes. Hide them around the house or garden. As the child to collect them and order them in a tens number line. |
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10 MINS |
Stories and songs of your child’s choice. |
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R.E – Look at the CAFOD Global A-Z slideshow, showing the whole alphabet ask the child to click on a letter. Ask the following questions: Tell me about this picture? What do you love about our world? Tell me what you think is wonderful about our world? Draw something wonderful about our world in a heart shape and thank God for it. |
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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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WEEK 6 - Counting in 10's
WEEK 6 - Explore CAFOD
WEEK 6 - The Legend of Finn McCool
WEEK 6 - All Home Learning
Dear Parents & Children
TERM 6 - WEEK 5 - 29th June-3rd July 2020
I hope everything is going well at home. We have settled into our routine at school, it is lovely to see and hear their voices around the building. This week’s story is ‘The story of Heidi’. It was written 135 years ago in Switzerland and tells the tale of a young orphan girl who helps a sick girl to get better. In maths this week we will be looking at the properties of 2D and 3D shape. Thank you to those of you still using 2 simple, it’s a pleasure to see what you are up to and I’d like to let you know I think you are all doing a grand job in very difficult circumstances.
Have good week and keep safe.
Mrs Emma Folkard
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Plan for week 5. |
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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: The story of Heidi
Monday: Read the first 2 slides. How do you think Heidi felt going up the mountain to meet her Grandfather? What do you think Heidi could see from the top of the mountain? Tuesday: Read the next 2 slides. What do you think it would be like sleeping in the hay loft? Wednesday: Read the next 2 slides. What are you favourite stories? Make a top 5 list of your favourite books. Thursday: Read the next 2 slides. What are the differences between living on the mountain to living in the town? Do you think Heidi liked it? Friday: Read the final part of the story. What do you think made Clara well again?
(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 Draw or paint a picture of what you think Heidi could see from the top of the mountains. |
Choice 2 Make a bed for Heidi. You could use construction toys or junk. How would you make her bed soft and comfortable? |
Choice 3 Make a goat puppet. See if you can make one with moveable limbs. |
Choice 4 Use construction to make a town or a mountain. |
Choice 5 Go for a walk and enjoy the fresh air. Why not have a go at climbing the biggest hill you can find. What can you see from the top? |
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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: 2D and 3D shape properties.
Monday: Collect as many different shapes, both 2D and 3D as possible. Look at them together and try to name them. Ask the child to describe one of the shapes. What could you say about it? Are there any mathematical words you could use? Explain that 2D shapes have 2 special words to remember (these are angle and side) and 3D shapes have 3 special words to remember corners, edges (vertices) and faces. As you explain use the shapes to demonstrate the areas you are talking about. Could you describe the shapes now using some of the mathematical words? Tuesday: Work through the 2D and 3D shape PowerPoint. Wednesday: Play a game of I spy the shape, by describing it using mathematical words. For example; I spy with my little eye a shape with 5 corners and 5 faces, one square face and 4 triangle faces. Thursday: https://www.ictgames.com/mobilePage/shiftingShapes/index.html play the shifting shapes game, encourage the child to say what they can see using the mathematical language. i.e. I can see 3 sides and 3 angles it must be a triangle. Friday: Push different building blocks into playdough and explore the ‘footprint’ that it leaves. What do you notice?
(After practicing the number concept choose one of the flowing activities to consolidate)
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20 MINS |
Choice 1 Use cut out paper shapes to make a shape picture and label the shapes used. |
Choice 2 Print out (see download link) or make your own colour by shapes picture. |
Choice 3 https://www.youtube.com/watch?v=guNdJ5MtX1A Sing along! |
Choice 4 Use building blocks to make structures and encourage your child to explain what shapes they used and why. i.e I used a cube because it has flat faces. |
Choice 5 On a walk or around the house spot and make a list of all the 2D and 3D shapes that you’ve seen. Encourage the child to justify how they know what shape it is. i.e. it has 2 triangle faces and 3 rectangle faces, it’s a triangular prism.
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10 MINS |
Stories and songs of your child’s choice. Feel free to choose from the YouTube selection as well. |
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R.E – Share the PowerPoint called ‘Jesus’ rule.’ What is Jesus’ rule? What will happen when you are happy together? Why do you like your friends? What makes a good friend? Is there anything which might break the friendship circle? Talk about the things that can make you and others unhappy. Introduce saying sorry and what it means to forgive each other so we can mend broken friendships. What will help to mend the circle? Use toys/dolls/cuddly toys to act out saying sorry to others. |
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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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WEEK 5 - 2D & 3D Shapes
WEEK 5 - Jesus Rule
WEEK 5 - Heidi
WEEK 5 - Outdoor Learning
WEEK 5 - Shape Colouring
Dear Parents & Children,
TERM 6 - WEEK 4 - 22nd-26th June 2020
I hope everyone enjoyed the Fire children story from last week. This week we will looking at a creation story from Samoa and learning about measuring using standard units. Thank you to those of you still using 2 simple, it’s a pleasure to see what you are up to and I’d like to let you know I think you are all doing a grand job in very difficult circumstances.
Have good week and keep safe.
Mrs 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. 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: How the world began (a story from Samoa)
Monday: Read the story ‘How the word began’ on the powerpoint. How is it similar/different to the Christian creation story (look at the last slide on the powerpoint for this story). Tuesday: Click on the link in the last page of the story to take you to pictures of Polynesian islands. Ask your child to imagine what it might be like to go there. Use the internet to find out 3 facts about one of the islands. Wednesday: Click on the link on the page where Tagaloa makes people. Look at the pictures of Polynesian people in traditional dress. Design a head dress for a Polynesian lady. Thursday: Re-read the story and draw a story map of how Tagaloa made the islands. Write labels to help tell the story. Friday: Have a go at retelling the story and recording it with pictures and short sentences.
(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 up your own creation story and draw a comic strip to show your ideas. |
Choice 2 Write a postcard describing your home to someone that lives on a Polynesian island. |
Choice 3 Make a paper flower lei. |
Choice 4 If you have the movie Moana watch it and talk about how it links to the ‘How the world began’ story. |
Choice 5 Make puppets or models to help you retell the story. You could use playdough, junk, craft materials or construction toys. |
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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: standard measurements
Monday: Read the measuring in cm’s slides on the powerpoint. Tuesday: Recap the measuring in cm’s slides. Have a competition to see who can make a playdough worm that is closes to a given length i.e make a worm that is 5cm’s long, make the worms by estimating the length and then use a ruler to see who was closest. Wednesday: Read the measuring in grams slides on the powerpoint. Thursday: Recap measuring in grams sides. Have a competition to fill a sandwich bag with sand or soil to a given weight i.e make a bag that weighs 300g, fill the bag by estimating it’s weight, then weigh it on kitchen scales. Friday: have fun with a tape measure or kitchen scale, exploring length and weight.
(After practicing the number concept choose one of the flowing activities to consolidate)
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20 MINS |
Choice 1 Collect a range of small items and use the ruler to measure them in cm’s. |
Choice 2 |
Choice 3 Collect a range of small items to weigh on kitchen scales. |
Choice 4 |
Choice 5 Make a poster explaining how to weigh and measure things. |
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10 MINS |
Stories and songs of your child’s choice. |
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R.E – Remind the children of the stories and discussions about friends. Work together to create a prayer thanking God for our friends and explaining how they will be a good friend. |
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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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WEEK 4 - How the World Began
WEEK 4 - Measuring
WEEK 4 - Home Learning Sheet
Dear Parents and children,
TERM 6 - WEEK 3 - 15TH-19TH JUNE 2020
I hope you are enjoying the stories we’ve recorded on you tube, Mrs Hill has now recorded one for you too. Here is the link to the channel to access all of the stories www.youtube.com/channel/UC7MH5xEKBGf4vrpJTZR5yMQ . This week we will be continuing with our theme of stories from other cultures and will be travelling to Australia. The story is an Aboriginal dreamtime tale called ‘Tiddalick the toad.’ In maths we will look at counting in 5’s. Please keep sending in your photos to 2 simple and I will do my best to keep commenting and sending them back. Although I haven’t been able to talk to you for a while you are all still in my thoughts and I love to see you in the photos. Remember to book an appointment to talk via ping over the next couple of weeks so that we can catch up.
Keep safe and God bless.
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. 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: Tiddalick the toad
Monday: Watch and listen to the Tiddalick story ( www.youtu.be/feXbXXcu5MU ) Discuss what happened in the story and the way Tiddalick behaved. Talk about the animals in the story and how they only live in Australia. Tuesday: Look at the slides after the story about Aboriginal people and art. Talk about other cultures or places that pictures might be used to tell stories or give instructions. Wednesday: Choose your favourite animal from the story and find out about it using books or the internet. Make a pamphlet or poster about your chosen animal. Thursday: Listen to the story again and draw pictures to help you remember each part of the story. Friday: What would you have done to make Tiddalick laugh? Make up a song, dance or joke that would make people laugh.
(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 stick puppets or masks of the animals in the story and use them to act the story out. |
Choice 2 Draw the outline of an Australian animal or print out the templates on the PowerPoint and use a cotton bud dipped in paint to make a dot painting of the animal. Alternatively you could make your own paints from soil and plants. |
Choice 3 Use modelling clay or play dough and natural objects to make an animal from the story. |
Choice 4 Use the pictures that you drew to tell someone the story of Tiddalick. |
Choice 5 Perform your song, dance or joke and if possible video it and send it to inbox@2buildaprofile.com |
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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 fives.
Monday: Practice counting in 5’s to 50 using different movements i.e jump and count, clap and count, nod and count etc. Tuesday: watch and join in with https://www.youtube.com/watch?v=EemjeA2Djjw Wednesday: make Lego or brick towers of 5 and together count them in fives. Thursday: Put up labels or post its with numbers to 50 written in 5’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 50. Ask them to order them and then take out all the ones that can’t be counted to in fives to make a 5’s number line.
(After practicing the number concept choose one of the flowing activities to consolidate) |
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|
20 MINS |
Choice 1 Count in 5’s to 50 in silly voices. |
Choice 2 Collect as many pairs of gloves as you can and use counting in five to work out the total number of fingers if you don’t have gloves draw around hand prints. |
Choice 3 Make a board game that has squares numbered in 5’s. |
Choice 4 100 square paint. Paint all the numbers in 5’s on the grid. |
Choice 5 Collect a purse or pot of 5p coins. Use counting in fives to work out how much money there is. Repeat with different amounts of 5ps. |
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10 MINS |
Stories and songs of your child’s choice. |
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RE – Remind your child that you had read a story and talked about friendship. Read the story ‘Good news, according to Mark’. How do we know they are friends? What does the picture tell us about friends? What did Jesus and his friends do? (They worked, told people the Good News of God’s love for everyone, answered questions.) Where did they go when they were tired? What did they do together? (eat, shared experiences, rested) Where do you go when you are tired? Who do you talk to about your experiences of the day? e.g. what has gone well/what has not. Where do you go to be quiet and still? Draw a picture of your friends. |
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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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WEEK 3 - HOME LEARNING SHEET
Dear Parents and children,
TERM 6 - WEEK 2 - 8th-12th June 2020
I hope you enjoyed the story about the travelling Granny and had a chance to think a little about Pentecost last week. I have made a slight change to the stories this week as the PowerPoints were becoming difficult for Mrs Knight to upload. Instead I have turned the PowerPoints into videos onto a you tube channel. Click the links in the planning to get access to them. For those children that have joined us at school I have really enjoyed seeing you and if you are not back, I’m equally looking forward to seeing the photos on 2simple. Please remember to return to school you need to call the office and tell Mrs Knight.
Have a lovely week and keep safe.
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. We have now been through all 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: The wishing tree. https://www.youtube.com/watch?v=dBZFjYOdnlA Monday: Listen to the story on the PowerPoint (click on the speak symbol to hear it). Talk about the characters in the story and the main events. Did it remind them of any other stories that they know? Tuesday: Listen to the story again and draw your own story map to go with it. Use the story map to tell the story to someone else. Wednesday: Talk about the animals in the story and the setting. Could this story have happened somewhere else, with different animals? Together draw a picture showing your ideas. Thursday: Use your ideas from yesterday to make up your own version of the story. Practice verbal story telling first. Friday: Now you have your own version of the story have a go at writing it. This could be as a comic strip with speech bubbles or as a mini book. Encourage independent writing with this, no copying! Praise all efforts to sound out and write the correct letters.
(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 puppets and use them to tell the story as a puppet show. |
Choice 2 Choose your favourite animal and make a poster about it. |
Choice 3 Use a shoe box to make a scene from the story with paper/card cut outs or modelling clay. |
Choice 4 Go to https://cafod.org.uk/Education/Kidz-Zone and find out about Cafod’s work in Africa. |
Choice 5 Use a branch or stick and push it into a bucket of sand or earth. Cut out leaf shapes and have each member of the family write a wish for the future on it and hang it from the tree. |
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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: number bonds to 10.
Monday: Explain to your child that there are pairs of numbers that fit together to make 10 and that knowing these pairs can help us with all sorts of harder maths as we get older. Work through the number bonds to 10 PowerPoint. Tuesday: Together make a pair of hands by drawing around you child’s hands on card and cutting them out. Make a crease at the bottom of each finger so that the finger can be flat or folded into the palm. Together count the 10 fingers. Put 1 finger on 1 hand down. How many are up? How many are down? Altogether there are …? Explain that the fingers are showing the pairs of numbers that make 10. i.e. 9 up, 1 down is 9 + 1 = 10. Repeat this with all the combinations. Wednesday: using the hands made yesterday, have a competition to see how quickly they can find all the combinations and write them down. Thursday: On individual pieces of paper write down numbers 0 to 10 twice, so that you have two sets of numbers. Ask your child to try and pair up the numbers to make 10. Friday: play http://www.ictgames.com/saveTheWhale/index.html
(After practicing the number concept choose one of the flowing activities to consolidate) |
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|
20 MINS |
Choice 1 Make towers of ten lego/duplo bricks and break them in different ways to show 2 different towers that still total 10 when together. |
Choice 2 Make a number bond bingo game. On paper draw a grid of 6 squares and ask your child to write a number up to 10 in each square. An adult calls out a number to 10 if the child has a number that corresponds to make 10, they cross it out. |
Choice 3 Make some skittles using bottles. Half fill 10 bottles with water, set them up like bowling pins and roll a ball at them. Look at the number bonds you create as you knock down the pins. |
Choice 4 Watch https://www.bbc.co.uk/iplayer/episode/b08phr1g/numberblocks-series-2-ten |
Choice 5 Number bonds to 10 worksheet. |
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10 MINS |
Stories and songs of your child’s choice. Storytime video links - Something else https://www.youtube.com/watch?v=fEWDsOql14I |
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RE – Read the story ‘By the Stream’ on the Oxford Owls website. Ask the child the following questions: How do we make friends? Why is it important to have a friend? What do friends do together? How did the friends help each other? Have a quiet moment together to reflect on and appreciate how we all have friends and are a friend to others. Think about our friends. Appreciate what makes a good friend. Consider how friendship can be spoilt and how we can make up. Celebrate friendship. |
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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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WEEK 2 - Number Bonds
WEEK 2 - Number Bonds Sheet
WEEK 2 - Home Learning Sheet
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 |
|||||||
|
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.
|
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. |
|||||||
|
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
|
Plan for week 4. |
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Length of time |
Activities/lessons |
|||||||
|
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 |
|||||||
|
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! |
|||||||
|
60 MINS |
Outdoor play/exercise |
|||||||
|
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. |
|||||||
|
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. |
|||||||
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.
|
Plan for week 3. |
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|
Length of time |
Activities/lessons |
|||||||
|
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!) |
|||||||
|
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 |
|||||||
|
Choice 1 Make a hungry caterpillar puppet. (try googling for ideas)
|
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! |
|||||||
|
60 MINS |
Outdoor play/exercise |
|||||||
|
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)
|
|||||||
|
20 MINS |
Maths consolidation activities |
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|
Choice 1 http://www.maths-games.org/ladybird-doubles.html
|
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.
|
||||
|
At least 20 MINS |
Stories and songs of your child’s choice. |
|||||||
|
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.
|
Plan for week 2. |
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|
Length of time |
Activities/lessons |
||||||||
|
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!) |
||||||||
|
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 |
||||||||
|
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! |
||||||||
|
60 MINS |
Outdoor play/Excercise |
||||||||
|
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 |
||||
|
At least 20 MINS |
Stories and songs of your child’s choice. |
||||||||
|
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.
|
Plan for week 1. |
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|
Length of time |
Activities/lessons |
||||||||
|
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!) |
||||||||
|
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.) |
||||||||
|
30 MINS |
Creative and active play |
||||||||
|
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? |
|||||
|
At least 75 MINS |
Free play time Don’t forget photos and notes emailed to 2 simple! |
||||||||
|
60 MINS |
Outdoor play/exercise |
||||||||
|
15 MINS |
Phonics Stages 4 and 5 |
||||||||
|
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) |
||||||||
|
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. |
||||
|
At least 20 MINS |
Stories and songs of your child’s choice. |
||||||||
|
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! |
||||||||
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.
|
A Home Reading each day (At least 20mins) You could use Oxford Owls if you run out of books! Oxford Owl for Home
|
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:
|
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
|
|
D Free play
Play with:
|
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.
|
Possible/Adaptable Daily Schedule-Adapt for your family to suit their age and needs
|
||
|
8.30-9.00 |
Morning Walk |
Family walk and talk time with or without a dog! Yoga or “Just Dance” if it’s raining. |
|
9.00-10.00 |
Academic Time |
Choose from A B C. |
|
10.00-10.30 |
Break time |
Have a snack and a drink, check on your pets, play in the garden. No electronics! |
|
10.30-11.30 |
Academic time |
Choose from A B C. |
|
11.15-12.00 |
Physical play outside |
Running, climbing, jumping, riding etc. |
|
12.00-1:00 |
LUNCH |
|
|
1.00-1.30 |
Quiet Time |
Choose from A B C. |
|
1.30-2.30 |
Free play |
Choose from D. |
|
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.