Monday 1st June 2020 - Friday 5th June 2020
We recommend that the children participate in:
- Phonics daily
- Guided reading three times a week
- Literacy (writing) twice a week
- Maths daily
Daily revision of:
- Set 1 sounds- m a s d t i n p g o c k u b f e l h r sh j v y w th z ch qu x ng nk
- Set 2 sounds- ay ee igh ow (blow the snow) oo (poo at the zoo) oo (look at a book) ar or air ir ou oy
https://www.youtube.com/watch?v=qB6SvZscxgg pure sounds video guide.
Read Write Inc website with information on phonics during school closure:
Support during School Closure for Parents and Carers
From Monday 23rd March and for the next two weeks, films will show at the times below and be available for 24 hours.
- Set 1 Speed Sounds at 9.30 am
- Set 2 Speed Sounds at 10.00 am
- Set 3 Speed Sounds at 10.30 am
Films and resources for parents on ruthmiskin.com
Daily updates on Facebook/Twitter for regular tips to support reading and writing at home.
Oxford Owl for Home from Oxford University Press
- 72 free eBooks matched to Read Write Inc. Phonics Storybooks
- 62 Speed Sounds practice sheets
- 28 Ditty practice sheets
- Parent information booklets
- 8 Speedy Green Words slideshows
Resources will be on Oxford Owl for Home over the coming days and weeks.
Parents and carers will need to login to access eBooks.
Useful links for parents/caregivers to Ruth Miskin Read Write Inc
*10 Things to think about when you read to your child:
*How to say the sounds:
Green words Set1.1
green words 1.2.mp4
Green Words 1.3
Green words 1.4
Green words 1.5
Green words 1.6
Green words ay sound
Green words ee sound
Green words igh sound
Green words ow sound
Green words oo
Red words 1(2).mov
red words 2.mov
Ditty 1 a cat
Ditty 2 bad dog
Ditty 3 sit
Ditty 4 a hat
Ditty 5 a dog and a log
Ditty 6 sick
Ditty 7 run and hop
Ditty 8 hot
Ditty 9 cat
Ditty 10 sip
Ditty 11 get up
Ditty 12 Hot chips
Ditty 13 a list to shop with
Ditty 14 sit on a bench
Ditty 15 wet and fed up
Ditty 16 Mud
Ditty 17 in my box
Ditty 18 Hands
Ditty 19 A black cab
Ditty 20 Yum list
Key text- ‘The Gruffalo’ by Julia Donaldson
- Speaking = To be able to describe the Gruffalo.
- Reading = To be able to read words associated with the story of ‘The Gruffalo’.
- Writing = To be able to write sentences describing the Gruffalo.
Read the story of ‘The Gruffalo’ and afterwards discuss the following questions:
- What happened in the story?
- What characters were there?
- What is a Gruffalo?
- How do we know he was a Gruffalo?
Show them a picture of the Gruffalo and ask them to think of words/phrases to describe him. Use the following questions as prompts to help:
- What does he look like?
- What does he have?
- What is he like?
- How does he behave?
- How does he move?
- What does he say?
- What does he do?
As the children say their descriptive words/phrases write them down on a piece of paper so they can refer to this in the next session- make sure you have them help you sound the words out as you write them.
- Re-read the story ‘The Gruffalo’ and encourage them to join in with repeated phrases, as well as anticipating what comes next.
- Have them recall some of the words/phrases they created in the previous session to describe the Gruffalo- have the picture of the Gruffalo and their list from the previous session available for the children to refer to.
- Then encourage them to use their descriptive words/phrases to orally create some sentences describing the Gruffalo, such as 'He has terrible tusks and claws.', 'He has knobbly knees and a poisonous wart.' etc.
- Next choose one of the sentences for them to write with adult assistance.
- First have them clap along with the words and at the end of the sentence have them put their hands on their head to signify the end of the sentence (a full stop). Repeat this a couple of times.
- Once they are confident with the sentence ask them to say it aloud once more and count on their fingers how many words there are in the sentence, then have the children say aloud the number of words in the phrase.
- Then ask them what is the first word in the phrase? Have them say it aloud and then model to them how to write ‘he’- make sure they identify that ‘he’ is a red word (cannot be sounded out).
- Then have them themselves have a go at writing ‘he’ on their piece of paper.
- Repeat this step with the remaining three/four words- don’t forget to encourage them to help you sound out the words.
- Once the sentence is written read it back together to check it makes sense.
- Repeat with another two sentences describing the Gruffalo.
This week's focus for maths is revision of place value to 20.
Session 1- counting to 20
- Provide them with loose objects, such as buttons or pebbles, (no more than 20) in bowls/baskets.
- Have them choose one of the bowls/baskets and estimate how many objects they think are in there.
- Next have the children arrange the objects from the bowl/basket into a line and count how many there are.
- Then discuss with them whether they were correct? Did they estimate more or less?
- Repeat with the objects in the other bowls/baskets.
CHALLENGE = can they write the number of objects in each basket/bowl?
Session 2- one more and one less
- Place some small toys in front of them and say how many there are.
- Then ask them to count out a group of toys that is either one more or one less than the group you have.
Session 3- one more and one less
- Give the children a number between 1 and 19.
- Have them count out that number using raisins, cheerios etc.
- Then either say 'one more' or 'one less'.
- They then have to either add one more or take away one less and say how many there are now.
- Have them count how many there are now to double check their answer is correct.
Session 4- one more and one less
- Use bricks/lego (no more than 20) to build a tower.
- Ask them to count how many bricks/lego they have used.
- Then discuss what one more and one less would be.
- Repeat several times using different quantities of bricks/lego.
CHALLENGE = can they write the number of bricks/lego they have used? And then the number that is one more/one less?
Session 5- one more and one less
- Draw a snake with spots on it.
- Have them count how many spots the snake has and write the number next to the snake.
- Then ask them to draw a snake that has one more/one less spot?
- Once they have drawn their snake, have them double check they have given it one more/one less spot by counting the amount of spots and writing the number next to the snake.
- Discuss whether that number is one more/one less than the previous number and have them explain how they know this? For example- 16 is one more than 15 because 16 comes after 15.
Online Teaching Websites:
Below are two recommended websites for remote learning:
1. White Rose Maths in partnership with the BBC Bitesize Daily team has developed a 12 week learning programme for the summer term. This is designed to help children be ready for their next year at school. They have some lovely activities for Early Years. They have 5 activities a week - one for each day of the week. Follow the link below:
2. Oak National Academy offers online lessons by teachers for Reception children. The lessons are sequential and cover English, Maths and Foundation topics (Week 2 has People Who Help us topic) for reception. Great lessons on story maps and teaching your child how to write story sentences using familiar tales of The Three Little Pigs and Red Riding Hood.