April 21st

Happy Birthday Aakifah

Hope you have a great day!

Best wishes

Mrs Bailey & Miss Merwanji

Activities for the week beginning 20.4.2020

Hope you all had a lovely Easter break and are all keeping well. Here are some ideas for you to do this week.

Things you can do every day:

• Read to your parent or older brother or sister every day and/or be read to by an adult or older sibling every day and talk about the story/text afterwards. Ask questions where the answer is in the text (for example, what, who, when and where questions). Also ask ‘how’ and ‘why’ questions, where the answer is not directly in the text, but your child will need to come up with an idea, opinion or reason why, e.g. ‘How did ‘X’ feel when ....?’ & ‘Why did ‘X’ do .....?’ Talk about the parts of the story your child liked and why. Ask your child how a part of a story made him/her feel and why. Possible vocabulary: happy, surprised, shocked, scared, frightened, worried, sad.

• Speed Sounds and Word Time Words and/or Red Words and Speedy Green Words- “Fred Talk” the words, then “Fred in the Head” and finally just read them. Keep practising until the words are easy to recognise. Sheets and instructions on how to do this were included in your ‘Home Learning’ brown envelopes. You can practise spelling/writing the words too, using “Fred Fingers.” Remember to form the letters correctly.
• Handwriting practice- choose a couple of letters and use the sheets provided from school or on paper and the information booklet in your ‘Home Learning’ brown envelope to remind you of the correct way to write them.
• Writing a sentence- see below in the 'Homes' topic section for this week's writing ideas and  use the information sheets to remind you about what you need to remember when writing a sentence, for example, rehearse the sentence before writing, capital letter at the beginning, leave spaces between words and put a full stop at the end. Also use “Fred Fingers” to spell and write words.
• Keeping fit with Joe Wickes, the Body Coach, or GoNoodle (see the previous week’s activities plan to know to do this, if you have not already.
• Purple Mash- use your login details, sent home in the “Home Learning” brown envelope. Enter mini mash and the first picture is the inside of a classroom. On the top right-hand side of the screen is a rectangular label saying “All about me.” Touch the label/ click on the label and it will bring up a menu of different things you can do based on this topic. There is a slideshow for you to talk about what is happening in the pictures, whether you like it or not, and what you like to do. There are also Jigsaws, Pairs games and Paint Projects for you to complete. Mashcams for you to choose to be a person and write a sentence in the speech bubble and 2Count where you can make a pictogram about your family’s eye colour, favourite food and hair colour. You can use your extended family by asking them over the phone/Skype etc. You will be able to find out the most popular, least popular and how many people have/like each item.

Maths Focus- numbers 0 to 9, 10 to 20.

Reciting numbers, recognising numerals, ordering numerals, place value (e.g. 13 is 1 ten and 3 ones) , matching amounts of objects to numerals, getting out amounts.

Some ideas for activities you can do:

• Orally count numbers up to 10, and if confident, then up to 20. Make sure you say ‘teen’ at the end of the numbers. Count using different voices, e.g. soft, loud, angry, scared, high, low and also from different starting points, e.g. from 5, 11, 13 etc. Counting items around the house, e.g. stairs. Counting the number of claps or items being dropped into a container, using the sense of hearing. 
• Using the number line sheet sent home, cut up the numbers and place randomly on the floor/table. (Or you can write each number on separate pieces of paper). Order the numbers 0 to 9 first. Ask your child which number is 1 more than another, for example, “What number is 1 more than 6?” Encourage your child to put a finger on 6, then to tell you s/he is going to ‘count on 1,’ then to move the finger on one space and tell you the answer is ‘7.’ Do the same for ‘less/ fewer,’ e.g. “What number is 1 less than 5?’ This time your child will tell you that they are going to ‘count back 1’ to find the answer. Use the term fewer too and tell your child it means the same as less in this context. To challenge your child, you could ask them to find 2/3 more, less or fewer than a given number. When your child is confident with numbers up to 9, then move onto numbers to 20 using the same process as before. Key vocabulary- more, count on, less/ fewer, count back.
• Order the numbers 0 to9 and ask your child to cover their eyes. Take a number away and then ask your child to look at the number line and identify which one is missing. Ask your child how s/he knew. For example, “How do you know 8 is the missing number?” Answers can include: 7 comes before 8, 7 is 1 less/ fewer than 8, 8 is 1 more than 7, 9 comes after 8, 8 comes before 9, 9 is 1 more than 8, 8 is 1 less/ fewer than 9 and 8 comes between 7 and 9.

Adults provide any answers the child misses out and demonstrates the answer using a finger pointing to the numbers on the number line. When

When your child is confident on numbers to 9, move onto number up to 20.

• Using 2 sets of numbers up to 5 (written on cut up pieces of paper) play Pairs. Place the numbered pieces of paper face down on the table/floor. Ask your child to turn over 2 pieces of paper. If they match, s/he keeps the pair and has another turn. If they do not match, then the papers are turned back over and encourage your child to remember where those numbers are, because s/he might need them to make a pair later on. Take it in turns and the winner is the person with the most pairs at the end of the game. This can be played with more than 2 players. Move onto numbers up to 10, then 20. Start with a small number of pairs to find initially, then add more when your child is getting better at remembering where the numbers are.
• Using lots of numbered pieces of paper, play Snap. Ask your child to share the pieces of numbered paper equally between the players. Place the numbered papers face down and then, taking it turns, turn over a paper and place down on a central pile on the table. When 2 of the same number are turned over, the first person to say “Snap” and place their hands on top of the middle pile, wins all of those numbered pieces of paper. The winner is the person with all of the numbered papers or who has some of the numbered papers when all the other players have none left.
• Place the numbered pieces of paper in a bag/mug/bowl. Pick one out (do not show anyone) and describe the number on the paper for the others to identify. For example, if number 6 was picked out, you could say, “It is 1 more than 5 and 1 less than 7. It comes between 5 and 7. Which number am I? Take it turns to pick out a number and describe. Start with numbers to 10, then move onto numbers to 20.
• Randomly place the numbered pieces of paper on the floor and ask your child to place the correct number of objects on each. Use objects from around your home, e.g. bricks, cars, beads, pasta shapes etc. Start with numbers up to 10, then move onto numbers up to 20. Or place specific numbers of objects in bowls (up to 10, then 11 to 20) and ask your child to count the objects in each bowl and then find the correct numbered piece of paper to place in each bowl.
• Place numbered pieces of paper in order 11 to 20. Place 11 in front of your child and get out 11 objects, using items from around your home. Important: place a vertical line of ten objects on the left-hand side of the numeral 11 and then 1 object at the bottom on the right-hand side, next to the first one in the vertical line of 10. Explain to your child, that 11 is 1 ten and 1 one. Change the numbered piece of paper to 12, count on from the line of 10 objects and then count 11 and add one more object to make 12. Describe the numeral as 1 ten and 2 ones. Continue until you get to 20 objects, which will be described as 2 tens and no 1s.
• Numberblocks - keep watching the individual number songs videos (1 to 10) if your child needs to work on these numbers.

Numbers 11 to 20- watch the Series 3 videos on individual numbers 11 to 15 and Series 4 videos on individual numbers 16 to 20. These will give your child an all round understanding of each of the numbers. Also watch Block star Series 3:25- focus number 12, Ride the rays Series 3:24- focus is making 12, Block Star Series 3:25- focus 12 and Tween Scenes Series 3:29- focus 11 to 15.

Topic activities linked to 'Homes'

Our next focus topic is 'Homes'. Below are some activities relating to the topic for you to try:

• Watch or read the story 'Peace at Last' if you don't have the story you can find it here: 

https://m.youtube.com/watch?v=9U9y35kWBvMkWBvM

Questions for parents/carers to ask about the story:

1. Why did Mr Bear get out of bed?
2. Why couldn't Mr Bear sleep in baby bear's bed?
3. Where did Mr Bear go when he couldn't sleep in baby bear's bedroom?
4. What disturbed Mr Bear in the kitchen?
5. What noises did Mr Bear hear in the garden?
6. Do you think it's a good idea to sleep in the garden? Why/Why not?
7. Why couldn't Mr Bear sleep in the car?
8. What did Mrs Bear do at the end of the story to make Mr Bear feel better?
9. What do think Mr Bear did after he finished his cup of tea?
10. What places did Mr Bear go to in the story to try to sleep?

• In the story Mr Bear goes in lots of different rooms to sleep. With the help of a parent/carer draw a map of the rooms in your house and use your sounds to write labels for them. Write one or two sentences about your favourite room in your house and why you like it.

• In the story baby bear has a mobile above his bed, using objects from around the house make your own mobile. You could use a wire coat hanger and tie on the objects using string. (Parents/carers will need to help with this.)

• Mr Bear heard lots of different noises in the story. With your parent/carers help select some objects from around your house that make noises such as pots and pans. With a wooden spoon or similar tool tap the objects and make 'house music'! Come up with a short composition that you can remember and play i.e. Tap a saucepan twice, shake the cereal, bang your shoes on the floor loudly, scrunch up some paper, quietly tap a frying pan. If possible ask your parent/carer to video it. Watch it back. Is there anything you could do better? Could you change it or add anything?

• Look around your home for all the different types of technology in it, for example, a microwave, television, iPad etc. Discuss with your parent/carer what they are used for. Compile a list by drawing pictures or by writing the names of the items.

• You could design your own house. You can draw or paint it. You can also use any construction toys you have at home such as Lego, Duplo, building bricks, Playdough. If you have a dolls house or something similar, you can rearrange it to make it into your new house. Talk to your adult about your ideas. What shape house will it be? How many rooms will you have? What types of rooms will you have e.g. a t.v room, a play room, a sports room. How many floors will it have? How will it be different from your home now? What might be the same as your home now? If, possible, write 1 or 2 sentences to describe how it is the same and different. Your adult can also write your answers and you can both read it back together.

• Design your dream bedroom and be as imaginative as you want. You can have whatever your heart desires in it. You can choose any theme you want. It could be a fairy bedroom, a space bedroom, a dinosaur bedroom or even a circus bedroom, it’s your choice. Think about what you will have in your new bedroom. How big will the bed be? What shape bed might you have? What colours do you want in your room? Where will you put the lights? If you have a door, what shape will it be? Talk your ideas through with your adult. How is this new bedroom different to your old bedroom? If you want to, you could use your sounds to write labels for some/all of the items or you could write 1/2 sentences about it.

• If you have time, you could design another dream room or garden. It can be anything such as a T.V. room, a games room, a sports room, a hiding room. Where in your new house will you have this room? Who can come to your room? Will your room have a special name? If so, what will you call it? What kind of things will you have in this room? Why? How will you do the room up? What furniture will you have in this room? How will it be different /same to the rooms you have now in your home? Talk your ideas through with your adult. Your adult can scribe your description or you can try and write 1 or 2 sentences about your new room.

• If you can go outside your home, take a small piece of paper, a crayon or coloured pencil and take a rubbing of what your home is made from. If you cannot go outside, take a rubbing inside your home such as the wall, floor, tiles, door frame, radiator, etc. Can you find this pattern/rubbing anywhere else in your home? How does it feel? Soft or hard? Rough or smooth? Does the pattern repeat itself? If so, how many times does it repeat?

Music: Frere Jacques

The children have previously been taught this song. Listen to the song on the link. Join in. See if you can get a family member to sing with you.  You can also continue this by having another family member start singing the song, after you have sung the first line. This is known as singing 'in a round.' Can you keep it up? Other family members can join in the round too. The words are in the video and also below this link.

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.youtube.com/watch%3Fv%3DZD2BLeD6nDI&ved=2ahUKEwiN_ObY8sboAhUKXRUIHQv9DGEQyCkwAHoECAwQBA&usg=AOvVaw26G6SqAoZ0mJDDm5UR5pJU

Frère Jacques (Are You Sleeping?)

Frère Jacques,

Frère Jacques,

Dormez vous?

Dormez vous?

Sonnez les matines,

Sonnez les matines,

Ding Dang Dong,

Ding Dang Dong.

Are you sleeping,

are you sleeping,

Brother John?

Brother John?

Morning bells are ringing,

Morning bells are ringing

Ding Dang Dong,

Ding Dang Dong.

During the week you can all have turns to start the song. How about adding your own name to it e.g. Sister Joanne or Brother Charlie.