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Reception Home Learning Week Beginning 19th October

Hello children, parents and carers! We have made a timetable of activities for you to try over the next few days. We understand that some parents will be working/working from home so please don’t pressure yourself to get this all done. We are aware that this is a difficult situation. The activities are here for you to try if you can.

This week we started reading Peace At Last by Jill Murphy. In maths we are learning to count, recognise and order numbers 1-5 confidently.

On the next page are some suggestions for the different areas of learning to try at home this week. You may like to choose something from each colour each day.

Phonics

Please use the links below to watch phonics lessons which practise blending phonemes the children have learnt. They will also practise writing some simple words. Do one lesson each day if you can.

Blending with o:

Blending with d:

Blending with i:

Blending with a:

Blending with p:

If your child is confident at blending, follow this link to find a lesson more attuned to their level.

| | |Topic/RE/Music/Creative/PSHE | |

|Maths |Literacy | |Physical- fine and gross motor |

|Have a feely bag. Place 1 2 or 3 items inside the bag. Ask |Peace at Last by Jill Murphy. : Ask children- what’s inside our body that |Practice your cutting skills. |

|the children to feel inside the bag and count how many there| |means we can stand up and bend? Our Skeleton! |See Autumn themed cutting worksheet. Allow your child to |

|are without looking. Count the items outside of the bag to |The aim is that the children listen to the story and |Encourage children to talk about the different |use scissors to try and cut out each autumn picture. Then |

|check. |respond to questions about it. |bones/joints and name the main ones, skull, |talk about each picture- what is it? What can they tell you|

| | |spine, ribs, knee, elbow, shoulder |about squirrels, conkers etc? |

|Have a bucket and pebbles. Encourage children to count on |Read the story and talk about what the Mr Bear liked and | | |

|their fingers how many pebbles you drop in. Do this with |disliked. What happened at the start of the story, why |Watch Our Bodies Powerpoint | |

|numbers 1-5 Challenge- close your eyes- can you count how |couldn’t Mr Bear sleep? Where did he go in the house to | | |

|many pebbles you hear? |try and sleep? Ask the children what noises kept Mr Bear |Make a moving skeleton. If you have access to | |

| |awake. Encourage them to respond using full sentences: Mr|split pins use them to make a moving skeleton. If| |

|Challenge: Use larger amount up to 20 if your child is |Bear couldn’t sleep because the … kept him awake. |not let your child cut out the bones and stick | |

|confident. | |them together to form a skeleton. | |

| | |Skeleton Bones Song | |

|Print off and cut out the selection of dot cards which have |The aim is to talk in full sentences. Show the children |Creative: Explore Colour mixing using paints. |Help your grown up do some cooking. Maybe you could bake a |

|1,2, 3, 4 or 5 dots arranged in different ways. (if you do |the book Peace at Last again and ask what they can |(This activity can only be done using paints if |cake. Help them to mix the ingredients together. Or chop up|

|not have access to a printer these cards could be made at |remember about it. Using YouTube, show the song: ‘Peace |you have them at home. Apologies if you do not |some ingredients carefully. Use your muscles! |

|home on paper.) |at Last Song’ . Encourage |have access to paint.) | |

|Have 1-5 displayed in order. Why are they in this order? |the children to join in with “Oh, no! I can’t stand this!”|Print off the colour mixing templates. Take a | |

|Encourage children to see that its 1,2,3,4,5. |Talk to the children about the things that Mr Bear did not|little of each colour and mix them together. | |

|Choose one of the cards- can you find a card with the same |like. Ask a them to give examples about what they do not |Paint with the new colour. What colour have you | |

|number of dots? Fewer dots? More dots? |like e.g. “I do not like… spiders, or thunder” Ask them |created? Get children to predict the new colour | |

|Choose one of the cards- which card could come next? Before?|what they think Mr Bear likes? peace, sleeping, porridge, |they will create each time. Can you correctly | |

| |his family etc. Encourage full sentences: “I |name each colour? | |

| |like…chocolate, swimming, running, cake …but I don’t |If you do not have paint at home: | |

| |like……” Adults can model. |Talk to the children about the different colours | |

| | |you see around you in the home, emphasise the | |

| | |different shades in each colour for example, | |

| | |blue, navy, sky blue, etc. as well as mentioning | |

| | |a few colours that they may not be familiar with | |

| | |such as: cream, bronze, lilac, turquoise. This | |

| | |video from YouTube will help to understand colour| |

| | |mixing (but some American spelling for colour and| |

| | |grey): | |

|Download and print 1-5 maths sorting cards. Each number is |The aim is to remember the sequence of the story. Show the|RE: |Watch the ‘big numbers’ song on YouTube: |

|represented in lots of different ways. (for example, |children the book Peace at Last. Who can remember what |Please use this time to practise the class | |

|fingers, dots, numerals etc) |happened at the beginning, middle and end of the story? |prayers which are on the website. The children |Practise writing some numbers! |

|Show the children each card- which number is this? And sort | |are familiar with these prayers as they say them |Can you get all the way to 100? |

|accordingly into the table which you can print off. |Show the children the pictures from story. Ask the |each day. | |

|(if you do not have access to a printer encourage your child|children why couldn’t Mr Bear sleep and where did he go? | | |

|to draw different ways to show each number) |Encourage the children to look at the pictures and tell |In particular please teach your child to make the| |

| |each other what happened first, then next etc. |sign of the cross. They often mistake which side | |

| |If the children disagree, ask them what order the pictures|to touch first as the watch a mirror image when | |

| |appear in the story. What happened next etc? There is no|we face them and show them. They should know to | |

| |need to print the pictures you can talk to the children |cross their hand over to the opposite shoulder | |

| |about what is happening in each one. |first when saying ‘and of the holy’ | |

|Watch the Superhero Subitising PowerPoint. Subitising if the|The aim is to retell the story using |Music: |Have a competition with your family. Who can keep running |

|ability to know how many objects there are without counting.|storybook language. Read the story and |Encourage your child to sing some of their |on the spot for the longest? Who can do the most skips/star|

|Please work through the PowerPoint quickly so your child can|encourage the children to repeat the |favourite songs including some of those suggested|jumps in a row? Who can bounce a basketball the most times |

|practice their ability to recognise small amounts on sight. |key phrases. |in this week’s learning such as the Skeleton |in a row? |

| | |Song. | |

| |Ask the children to repeat the |Whilst the children are singing they can clap, | |

| |sentences as you say them. Adults to |tap or click a rhythm to the song. | |

| |model intonation and facial or body |Any household objects such as two spoons, a | |

| |expressions. Ask the children to tell |bucket turned over or a table can act as a | |

| |you the story again using expression |surface to tap a rhythm on. | |

| |and the pictures to ‘retell’ what | | |

| |happened. | | |

|Print off the Ordering bears by size activity. Let you child|The aim is to practise writing the phonemes s, a, t, p, i,|PSHE: |Practise writing your graphemes (use sound mat on the |

|choose which type of bear they want to order. Cut them up |n, m, d, g. Talk about the things that kept Mr Bear awake|We have talked a lot this week and last about |website for reference). |

|and order the bears from smallest to largest. |and refer to the key events in the story. Explain that we|rights and responsibilities. The children are |We have learnt s a t p i n m so far. |

|Can your child describe the size of each bear using words |can use our knowledge of the phonemes we have learnt to |aware that their rights to learn and | |

|such as: smallest, small, smaller, middle sized, largest, |write the graphemes s,a,t,i,p,n,m,d,g. The children can |responsibility to let other children learn. You | |

|larger, large? |play I Spy and identify things in the story that begin |can talk about these ideas during the week such | |

|If you do not have access to a printer use a selection of |with the phonemes. The word document attached shows some |as their right to have food, but their | |

|objects in your home and help your child to order form |ideas. Purple and igloo are additional words that are not |responsibility not to waste it or to help prepare| |

|smallest to largest. |in the story. The others are: s=snore or sleep or snooze,|and tidy up after dinner. The children have also | |

| |a=alarm, t = tap, p=purple, i=igloo, n=night, m=moon, |talked a lot about how we need to keep the class | |

| |d=drip, g=garden |toys and resources tidy and look after them so | |

| |If your child can write the first phoneme (sound) that is |they same ideas can be applied to their toys and | |

| |great. Some may be able to use their knowledge of the |clothes at home. | |

| |phonemes to guess some of the other sounds in the word | | |

| |(you do not need to correct their spelling) as long as | | |

| |they are making phonetically plausible suggestions that is| | |

| |showing they are hearing the sounds in words. | | |

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