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Senior Infants Scheme of Work for 22nd Feb – 26th Feb 2021I hope you all had an enjoyable midterm last week. Well done on all the great work you did last week! Continue to keep engaging with Seesaw as much as possible, as it will enable me to provide your child with feedback on all their great work. All the links provided in this document will be available on Seesaw to make them easier to find. This is a weekly plan of work for Senior Infants and it is similar to the schoolwork and homework that your child is familiar with. Please read the weekly plan of work prior to commencing your child’s work. English Sight Words Children have their sight words in their new pack received last Monday marked “New Words ‘22nd February -5th March’ in their homework pack. Learn Monday – 2 words Tuesday – 2 words Wednesday – 2 words Thursday – Revise 6 words Play the suggested matching games, snap and memory games with the new sight vocabulary. For each word: e.g. byWhat letter does it begin with- b, say the sound. What letter does it end with –y, say the sound. Ask your child to make up a sentence containing the word by, you may need to give an example. ‘I go to school by car. Can I pay by card? Do you go to school by bus? He should be home by now. ’ etc. I cannot emphasis enough the importance of doing your sight words each day. They are the foundation of all learning and developing your child’s ability to read. Word Copy Children will continue blending sounds into words this week. I have not stuck this week’s words into your child’s word copy. Instead the words are on a sheet that was sent home in your child’s pack. This week we are on ‘Word Box 7’ and we work down through the words in a vertical line. The words don’t need to be cut up and stuck into your child’s copy. They may sound out the words on the sheet. Children must sound out the word and dot the sounds. Please continue to write the words into your child’s word copy and dot the sounds. Please rule your child’s copy and write the date each day. Children will have words to sound out and write Mon- Wed. Please revise all words on Thursday by sounding them out (no writing is required). My News Ask your child what they enjoyed doing at home over the Midterm Break. Maybe s/he would like to write about …Something you baked together at homeA movie you watched as a family A game they played A walk or cycle… Write a short recount of their news in your News Book. Remember to include the 5Ws in your writing: When? (What day was it?) Where? (Where were you?) Who? (Who was with you?) What? (What were you doing?) Why? (Why were you doing this activity? Why did you feel happy etc.) Your child can draw pictures in the columns and write 2/3 sentences in his/her News Book. Please upload a picture of your child’s news to Seesaw. Just Write B (Handwriting Book) Complete p.16 and p.17 this week based on the letter ‘Ff’ Tuesday: Complete p. 16Wednesday: Complete p.17This website allows the child to see/ follow and try letter formation. Letter and Number Formation (.uk) Remind your child to start their letters at the top! (where the grey dot is on the book). Please encourage your child to write neatly between the lines. Phonics Activity – A phonics activity will be uploaded to Seesaw twice a week on a Monday and Wednesday for your child to practice their phonics. Please try this activity with your child as it will be based on middle sounds in the words. Comprehension – Fact or Fib ‘King Tutankhamen’ Listen to your teacher reading the story ‘King Tutankhamen’ on Seesaw. When you have listened to the story, teacher will ask 5 questions and your child will answer ‘Fact or Fib’ to each of the questions. To answer a sentence that is true statement about the story they ‘Fact’ and if the statement is false they say ‘Fib’. Encourage your child to give a reason for their answer. Please add a response with the answers. My Spelling Workbook A Complete p.18 and 19 based on writing the medial sound in the word. Please watch the video clip on Seesaw prior to commencing the activity.Page 18 will focus on the middle sound being ‘a’ or ‘i’ in a word. Page 19 will focus on the middle sound being ‘e’ or ‘o’ in a word For example on p.18Look at the pictures in question 1 (a) and ask the following questions: What pictures can you see in this line? (hat, bag, bib, pan, lid) Can you sound out the word ‘hat’ for me? H-a-tWhat sound was in the middle of that word? – a You are suppose to circle the pictures with an ‘a’ sound in the middle, can you circle ‘hat’? – Yes *Repeat this process for each of the words in Question 1 (a) Repeat this exercise for the pictures with the ‘i’ medial sounds in Question 1 (b). Look at the pictures in question 2 and ask the following questions: What is this a picture of? – pig What sound is in the middle ‘a’ or ‘i’? –Yes, ‘i’ Write the letter ‘i’ in the middle of the word. Repeat this process for the remainder of the pictures in Question 2. Repeat this process for p.19 with ‘e’ and ‘o’ sounds Starlight Core Reader and Skills Book Reading for this week will focus on the story: ‘My Classroom’. Core Reader 3 p.8-13 Revise the words in the story: report, classroom, morning, hooks, inside, door, coats, desks, chairs, teacher, class, laptop, posters, wall, map, nature, table, yard, clock, tells, us, things. Explain these new words to your child; ask them to orally put each word into a sentence. Give your child the meaning of the word and ask them to tell you what word it is. When your child is reading, encourage them to use their reading strategies (bookmark) to help them sound out the new word. MondayWatch the video clip on Seesaw for today’s reading. Ask your child to recall the type of text this story is (Report) Re read p.7 with your child. Discuss the pictures on p.8-9. Read the pages with your child. Ask your child to read p.8-9 independently pointing to each word as he/she reads. Play the missing word game with your childQuestions: p.8 – What is on the posters on the wall? P.9 – What else is on the wall? P.8/9 – Can you find a word that belongs to –all family?TuesdayWatch the video clip on Seesaw for today’s reading. Re-read p.8-9 with your child. Discuss the pictures on p.10-11. Read the pages with your child. Ask your child to read p.10-11 independently pointing to each word as he/she reads. Play the missing word game with your childQuestions: P.10/11 – What things are on the nature table?Wednesday Watch the video clip on Seesaw for today’s reading. Re-read p.10-11 with your child. Discuss the picture on p.12. Read the page with your child. Ask your child to read p.12 independently pointing to each word as he/she reads. Play the missing word game with your childQuestions: P.12 – Where is the window?P.12 – What can you see from the window? ThursdayWatch the video clip on Seesaw for today’s reading. Re-read p.12 with your child. Discuss the picture on p.13 Read the pages with your child. Ask your child to read p.13 independently pointing to each word as he/she reads. Play the missing word game with your childQuestions: P.13 – What is on the wall?P. 13 What does a clock tell you? FridayRecall the title of the story. Recap on the genre of the story (report). Re read p.8-13 with your child. Encourage your child to recall the story orally prior to commencing reading. Play the missing word game with your childStarlight Skills Book Page 35: Section A: Read the sight word, then trace it and write it. Section B: Colour the correct letters to spell the sight words Section C: Read the sentences and circle the words ‘about’ and ‘their’ in the sentences. Section D: Write the correct missing word. The missing word is either about or their.Page 34: Fill in the chart. Write the information that is in your Core Reader 3 about the classroom. Open page 6 of the reader with your child. Discuss the information about the given on page 6. What information is given about the classroom? Repeat this process for page 7, 8, 10 and 13. Ask your child to find the given information about the classroom and write it on the chart. Bookworm Continue with your Bookworm books this week again. Please read the remaining books this week. As we are doing a collection and swap of Bookworm books you may need to read books from Oxford Reading Owl this week. Record the book you read on your Bookworm Sheet. If you would like to upload a recording of you reading a few pages of your Bookworm Book to Seesaw I would love to hear it. Ask your child some of the following questions while reading: Discuss the cover - the title, predict what the book might be about before you startSequence the story -What happened first, next and finally? What interesting fact did you learn? Did you enjoy the story? What was your favourite part?Oxford Reading Owl You can access extra reading books for your child on Oxford Owl website Reading | Oxford Owl. At the present time ebooks are free to download. Register and sign in as a parent and login, browse you will be able choose age and level of reading material that will best suit your child from schemes including the Oxford Reading tree.P.A.T. Phonological Awareness TrainingUsing your child’s PAT book Complete Worksheet 11 (Twice) and Worksheet 11A Worksheet 11 has pictures and Worksheet 11A has no pictures Follow this procedure for Worksheet 11 (On Wednesday and Thursday) Tell your child they are going to write some words which end in ‘-all’.Point to ‘all’ heading and say ‘These three letters say ‘all’.’ Ask your child to point to the letters and repeat the sound. Look at the pictures of some ‘all’ words. Point to the first picture and say ‘ball, tall, and wall’Ask your child to name each picture in turnAsk your child to listen carefully and then say which sound they hear at the beginning of the word ‘ball’ Ask your child to find and point to the letter ‘b’ in the alphabet at the top of the page. Say that we need ‘b’ and then ‘all’ to make ‘ball’ Now write ‘ball’ – ‘b-all’ Repeat for tall and wall. Think of another ‘-all’ word. Ask for any ‘all’ words they might know. Example of words – (call, fall, small, stall, hall, etc.). Emphasise the initial sound – ‘all’. Repeat this process for the second ending ‘-et’. Follow this procedure for Worksheet 11A (On Friday) We had been learning to write the words to match the pictures. Now we are going to try to write some words without pictures. First we are going to write some ‘-all’ words. Ask your child which words do we know which have ‘all’ sounds at the end. Prompt if necessary with –tall, wall, call, ball, small, stall etc. Then ask them to write the word ‘ball’ – remember we need the ‘b’ sound at the beginning of ‘ball’.Ask children for suggestions for further ‘all’ words, reminding them of the initial sounds. Repeat until four ‘all’ words have been written. Repeat the process again for ‘-et’ words. Maths Busy at Maths. This week we are learning about the number 9. (Please only take out resources from maths pack as required) Every morning in school we talk about the calendar. We talk about what day it is, what day was yesterday, what day will tomorrow be, what month we are in, what date it is, and what season we are in. This is a great way to develop children’s ability to read a calendar and understand the passage of time. I would recommend continuing this routine at home. I also start each maths lesson by counting to 20 forwards and backwards. Ask your child what number what comes before/ after ____? Monday:Watch this video clip about the number 9: Ask your child to take the links out of the maths resource pack. Ask your child to count out 9 links and put the remainder back in the pack. Ask your child to count and point to each link as they say the number. Make a set with 5 objects (e.g. cubes from pack) and a set with 6 objects (e.g. counters from pack) and a set of 7 crayons/pencils. Ask your child the following questions: How many sets are there? (4) How many objects are in each set? (5, 6, 7, 9) Which set has the most? (Links) Busy at Maths (Big Book) p.64Point to the set of frogs on the top left hand side of the page and ask the following questions: How many frogs are there in this set? What number is shown in the centre of the page? Is this number a match for the set of frogs? Why/Why not? How many sets are a match for the numeral 9? How many sets are not a match for the numeral 9? Circle all the sets of nine and match them to the numeral 9 in the centre. Trace and write the numeral 9 at the bottom of the page. Show your child how to write the numeral 9: ‘Start at the dot, come around and up, then come straight down. Video clip on seesaw to help with formation. Number 9 formation rhyme ‘Make a little circle, then a line, Makes a nine every time!’ Complete p.64 and colour. TuesdayComplete CJ Fallon link on Seesaw. Busy at Maths p.65 Point to the set of bananas at the top left hand side of the page. Ask the children to count them. Point to the numeral 7 and ask your child if it is a match for the set of chicks. Get them to explain the reason for their answer. Continue by pointing to the numeral 8 and numeral 9 and asking your child if it’s a match for the set of bananas. Then, write the number 9. Do the same with the sets of kiwis, biscuits, oranges, strawberries, apples, pears and tomatoes. Questions to ask: How many sets of nine are there? (4) Is the set of apples a match for the set of strawberries? Why/Why not? Is the set of pears a match for the set of kiwis? Why/Why not? Can you give me two matches for the set of biscuits? Complete Busy at Maths p.65WednesdayBusy at Maths p. 66Point to the set of beach balls at the top of the page and ask the following questions; What is in this picture? When would you use these balls? What number will we write in the box? Do the same with the other sets on the page. When complete – Ask the following questions; Which sets are a match for the sets of sandcastles? How many sets have nine items? Which set has the least items? How many more sandcastles would I need to have the same number of as beach balls? Complete p. 66ThursdayComplete the CJ Fallon Link on SeesawBusy at Maths p.67Point to the numeral 7 at the beginning of the top row and ask your child to name the number. Then point to the squares in the same row and ask the following questions: How many squares are in this set? Is the number of a match for the set of squares? Why/Why not? How many squares must we colour to have a match? Do the same with the sets of circles, rectangles, stars and triangles. Complete p.67 in the book. FridayFigure it Out p.30Point to the numeral 5 at the beginning of the top row and ask your child to name the number. Then point to the oranges in the same row and ask the following questions: How many oranges are in this set? Is the number of a match for the set of oranges? Why/Why not? How many oranges must we colour to have a match? Do the same with the other sets on the page. Complete Figure it Out p.30GaeilgeTheme: ?adaí (Clothes) Daily video clips will be uploaded to Seesaw to support the work given to your child. Please watch the video clips prior to commencing the work. I have included a little comhrá (conversation) cards in homework. Please practice 2/3 questions each day. I have included some key vocabulary here; Inniu an …. – Today is …Inné an … - Yesterday was… Amárach an …. Tomorrow will be … Tá sé scamallach – It is cloudy. Tá an ghrian ag taitneamh. – It is sunny. Tá sé fuar. – It is cold. Tá sé te. – It is warm.Tá sé fluich. – It is wet.Tá sé tirim. – It is dry. Tá sé gaofar – It is windy. An Luan – MondayAn Mháirt – TuesdayAn Chéadaoin – WednesdayAn Déardaoin – ThursdayAn Aoine – Friday An Satharn – SaturdayAn Domhnach – Sunday Bua na Cainte 1; As we are using Bua na Cainte for 1st Class – your child will need additional support. Don’t worry if they are finding it a little tricky. Bua Na Cainte link for 1st Class Bua Na Cainte which may be downloaded at home onto a laptop or Mac. MondayFocus is on Theme ‘?adaí’ Comhrá cards – 3 questionsDán (Amhrán): Bróga Nua (available on Seesaw) Bróga nua go maire tú. Fol-dí-dé-ró. Bróga nua go maire tú. Fol-dí-dé-é-ró. Cóta nua go maire tú. Fol-dí-dé-ró. Cóta nua go maire tú. Fol-dí-dé-é-ró. Scairf nua go maire tú. Fol-dí-dé-ró. Scairf nua go maire tú. Fol-dí-dé-é-ró. Lámhainní nua go maire tú. Fol-dí-dé-ró. Lámhainní nua go maire tú. Fol-dí-dé-é-ró. Video clips on Seesaw.(Comhrá. Tasc éisteachta)Practice asking your child what clothes they are wearing; An bhfuil _______ ort? (cóta (coat), hata (hat), scairf (scarf), bríste (trousers), gúna (dress), stocaí (socks), bróga (shoes), léine (shirt), t-léine (t-shirt), geansaí (jumper), lámhainní (gloves), carbhat (tie), sciorta (skirt), buataisí (boots) pitseámaí (pyjamas).Tá _____ orm. Practice the comhrá with your child Parent: Tá an oíche ag titim. Child: Cén t-am é? Parent: Tá sé a hocht a chlog. Téigh a chodladh. Child: Bainfidh mé _______ díom. (mo bróga, mo stocaí, mo bhríste, mo léine) Cuirfidh mé mo phitseámaí orm. Parent: Oíche mhaith agus codladh sámh. Child: Oíche mhaith. Revise Bua na Cainte p.52 – Léigh an Scéal Read sentences 1-3 with your child. TuesdayFocus is on Theme ‘?adaí’Comhrá cards – 3 questionsDán (Amhrán): Bróga Nua (available on Seesaw) Video clips on Seesaw (An Nuacht, Tasc éisteachta,) Inniu an _______ - Today is __________. Inné an _______ - Yesterday was _________. Amárach an _______ - Tomorrow will be _______Tá an lá _________ - It is a ________ day. Fuair mé ___ nua. – I got a new ________. Bua na Cainte p.53 – Fill in the missing words in the sentences. Revise Bua na Cainte p. 52 – Read sentences 4-6 with your childWednesdayFocus is on Theme ‘?adaí’Comhrá cards – 3 questionsDán (Amhrán): Bróga Nua (available on Seesaw) Video clips on Seesaw (An Scéal – An Gréasaí agus na Sióga.) Page 54 ‘An Gréasaí agus na Sióga’ Ask your child to show you: Taispeáin dom an cóta./an hata/an bríste./ an stocaí./ an gréasaí./ an sióga./ an t-léine./ an bord. Show me the coat/ the hat/ the pants/ the socks/ the shoemaker/ the elves/ the t-shirt/ the table. Point to a different objects on the picture and ask your child what it is: Cad é sin? (Point to the picture – an cóta (the coat), an hata (the hat), an bríste (the pants) – Sin ______. Cad iad sin? (Point to the picture – bróga (shoes), stocaí (socks) – Sin _______. Cé hé seo? (Point to the picture – an gréasaí (the shoemaker) – Seo é an gréasaí. Looking at p.54 of Bua na Cainte – Dathaigh an pictiúr 1= oráiste (orange) 2= dearg (red) 3= gorm (blue)4 = glas (green) 5 = dubh (black) 6 = donn (brown) 7 = buí (yellow)8 = liath (grey ) Thursday Focus is on Theme ?adaí Comhrá cards – 3 questionsDán (Amhrán): Bróga Nua (available on Seesaw) Video clips on Seesaw (?ist agus lean na treoracha). An Cófra ?adaí – Listen to the video clip on Seesaw and correct items of clothing on the wardrobe. Tarraing léine sa chófra éadaí. – Draw a shirt in the clothes press. Tarraing geansaí sa chófra éadaí. – Draw a jumper in the clothes press. Tarraing gúna sa chófra éadaí. – Draw a dress in the clothes press. Tarraing sciorta sa chófra éadaí. – Draw a skirt in the clothes press. This is the 14th page of your Gaeilge éadaí booklet. Friday Focus is on Theme ?adaí Comhrá cards – 3 questionsDán (Amhrán): Bróga Nua (available on Seesaw) Video clips on Seesaw (?ist agus lean na treoracha). ‘Tarraing’ – Listen to the video clip on Seesaw and correct items of clothing in the picture. Tarraing bróga ar an talamh. – Draw shoes on the ground. Tarraing hata ar an gcathaoir. – Draw a hat on the chair. Tarraing scairf ar an mbord. – Draw a scarf on the table. This is the 15th page of your Gaeilge éadaí booklet. SESEThis week we are focusing on ‘The Children of Lir’ and ‘Frogs’ Day 1 – The Children of Lir (This story was included in your child’s SESE pack) Ask your child the following questions: Have you heard of the story of ‘The Children of Lir’? (If yes, what do they know about ‘The Children of Lir?) Please listen to the audio clip telling the story of ‘The Children of Lir’. This audio clip is based on the story (p.32 & p.33). Listen to the story a second time and help your child to follow the story on the sheet. Having heard the story, ask your child the following questions: What was the King’s name? How many children did he have? What was the name of the woman the King married? Why did Aoife come up with a plan? What happened at the lake one day? How many years were the children suppose to be swans for? How could they be turned back into humans? Did Lir know where his children were? What happened when Lir found out about Aoife’s plan? What happened to the swans when they heard the sound of the church bell? Read p.32 & p.33 of story with your child. Ask your child to draw and colour the pictures on p.32 & p.33 Day 2 – The Children of Lir Ask your child to summarise the story of The Children of Lir. Help them to recall the story of The Children of Lir with your child through questions. What was the King’s name? How many children did he have? Why did Aoife come up with a plan? What happened at the lake one day? What happened when Lir found out about Aoife’s plan? What happened to the swans when they heard the sound of the church bell?How do you think Lir felt when he found out what Aoife had done? Read p.32 & p.32 of story with your child. Art Activity: Using a white sheet of paper, draw a picture of the 4 swans in a lake. Draw King Lir standing beside the lake. Draw trees and flowers around the lake. Colour the picture. Day 3 – Frogs Watch the video clip on Seesaw about the ‘Life of a Frog’. Complete activity on the lifecycle of a frog on Seesaw. Read p.45 of your child’s SESE booklet. Ask your child the following questions: When do frogs lay their eggs? Where do frogs lay their eggs? What are the eggs covered in? What do the eggs hatch into? How long does it take for the eggs to hatch into tadpoles? What do the tadpoles grow first?What do you call a frog with a tail? How long does it take for the eggs to turn into a frog? What do frogs eat? How do frogs breathe? Colour the picture of the frog’s life cycle. Answer the True or False sentences. Complete p.45 of the booklet. SPHE – Giraffes Can’t Dance. Listen to your teacher reading the story ‘Giraffes Can’t Dance’ by Giles Andreae. Discuss the questions posed by teacher throughout the story. Discuss the following questions with your child: The animals think that Gerald can't dance. Sometimes people say 'there is no such word as can't'. What does this mean?How might Gerald feel when the other animals are laughing and waiting for him to dance? How should they behave instead?Discuss what the difference is between laughing at someone and laughing with someone.Discuss with your child all the things they can do now they are 5/6/7 years old. For example – They can write their name. They can skip. They can cycle a bike. They can spell their brother/sister’s name. They can set the table for dinner. They can clean their bedroom. Having discussed all the things that they can do, discuss with your child some things that can’t do yet. Focus on things that they can’t do yet but with practice and determination they will be able to do it. ‘I can’t swim yet.’ ‘I can’t tie my laces yet.’ Take a piece of paper and write 3 things they can do. Write one thing that they can’t do yet. Draw picture of them doing the thing that they can’t do yet. Decorate the page. I will upload an example to Seesaw. I can _______________.I can _______________.I can _______________.I can’t _____________ yet.Music – Design a Homemade Musical Instrument. Design a Musical Instrument out of Recyclables (At Home)This week I would like your child to make a homemade musical instrument using recyclable materials. I will upload inspiration to Seesaw for you and help you to gather materials. PLAN: Can you make your own musical instrument? You might want to make a shaker, a drum, a guitar or something else of your own choice.Draw and label your design ideas on a piece of paper. Think about what materials you could use to make the instrument. (Suggested Materials: cardboard toilet paper rolls, dried rice or beans, plastic bottles cups, paper clips, coins, rubber bands, small boxes, spoons, tape, scissors) Label your picture with the materials that you will need. DESIGN: Make your instrument. Test your design. - Does it make the sound you were trying for? - Make improvements if needed. - Create a variety of instruments if you can. PLAY: Play your instrument.Please send me a picture of your instrument on Seesaw. I would love to see what you made. PE Exercise remains very important when we are at home. We need to get some fresh air every day to help our brains to work! Remember exercise is fun and good for you. Select 5 activities from the list and try to go for a walk every day. I will upload a circuit document with 10 activities for you to choose from on Seesaw. Create a mini circuits course outside/inside with 5 activities. Skipping TrackBunny Jumps Tuck Jumps Knee Highs Toe Touches Star Jumps Arm Circles Marching Rowing (with a partner) Treadmill (with a partner) Go for a walk with your family – take a picture of any sign of spring that you can see. ReligionDay 1 Watch the video clip on Seesaw about Sheep. Ask your child the following questions: Picture 1: Do you think they like being huddled together in this way? Why or why notWhat do you think is good about being in a flock like this?Picture 2: When they eat, they do so together in groups of five or so. Why do you think they do that? Picture 3: Why do you think this is important that the shepherd protects his flock?Art Activity –Making SheepUse the template from the school website or draw your own sheep on one of the sheets from your pack. Decorate your sheep with cotton wool if you have it (or cut strips of white paper) and glue at home, put some glue on your sheep and stick some cotton wool onto it. Draw the sheep’s face, so that you can tell it is your special sheep. Fold the sheep along the dotted line so that it stands freely. Day 2Discuss with your child what he/she already knows about sheep.Watch the video “A Farmer and her Sheep” on Seesaw.Discuss how a farmer takes care of his/her sheep.Watch the video “The Good Shepherd” on Seesaw. Discuss how you think the lamb felt when he was lost.Day 3Tell your child that you will play a story that Jesus told about a lost sheep. This story is a parable, a story with a hidden meaning and that Jesus often told parables to his friends to help them to understand more about God. Play the story “The Parable of the Lost Sheep” on Seesaw.Discuss the following question with your child:How many sheep were in the flock?We are never lost from God in the way the sheep in the story was lost from the shepherd, but there are times when we feel as though we are lost from God. Do you remember the story about Shauna from two weeks ago, Shauna felt lost. Can you remember why? How do you think the lost sheep feels when it is found? How did Shauna feel when she told her Mam and her teacher what she did wrong? Did she still feel lost?What does the parable tell us about God?Do you think God is like a Good Shepherd? Why? Day 4 Listen to the song “The Lord he is my Shepherd” on Seesaw.Ask your child to retell you the story of the “The Parable of the Lost Sheep”Complete Grow in Love p.30. Choose the correct words to finish each sentence & colour the picture. Day 5 Listen to the song “The Lord he is my Shepherd” on Seesaw.Ask your child to retell you the story of the “The Parable of the Lost Sheep”. Chat about the parable of the lost sheep and explain that the parable tells us God wants us to be close to him. God will never leave us alone if we get lost. God will search for us and find us as the shepherd searches for the sheep that gets lost. Complete Grow in Love p.31. Help the shepherd find his way through the maze to the lost sheep. Please upload the following pieces of work to Seesaw. Activity Tick Just Write p.16Busy at Maths p.65, p.66 & p.67 PAT Worksheet 11A Gaeilge: Cófra ?adaí My Spelling Workbook p.18 & p.19SESE/ Art: Drawing of ‘The Children of Lir’ *Daily interaction is available on Seesaw for all children. Additional work may be upload to receive feedback. Please try to upload at least one piece of work to Seesaw each day. ................
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