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Created by Kerry Moody
|Week Beginning: 24.9.2012 |PLC: Magical Me. What makes each of us similar and different? |Week: PLC 4 |
Key Question: What can we use our ears and sense of hearing for?
|Time |Monday |Tuesday |Wednesday |Thursday |Friday Roald Dahl Day |
| | |Children: |Children: |Children: |
| | |CT/HLTA |CT/HLTA |CT/HLTA |CT/HLTA |
|10:00 |Carpet session 2: Mathematics |Adult Led Activity |Adult Led Activity |Adult Led Activity |
| |Obj: N40-60 In practical activities and |Obj: N30-50b, d, e, f, k, m; 40-60 e Counts objects to 10, and beginning to count |Obj:N 40-60j Uses the language of ‘more’ |Obj:N 40-60j Uses the language of ‘more’ |
| |discussion, beginning to use the |beyond 10. |and ‘fewer’ to compare two sets of |and ‘fewer’ to compare two sets of |
| |vocabulary involved in adding and |TA to take the chn on a counting walk around the school. Count and record objects/ |objects. |objects. |
| |subtracting. Finds one more from a group |numerals in the environment e.g. no of classes, no of wicker dens, no of teachers, |Model choosing a no card and count out |Show chn a no line with missing numbers. |
| |of up to five objects, then ten objects. |bins, sheds etc.. Support the chn to count and record (photographically/ |that no of objects. Explain that you want|Which nos are missing? Which no should |
| |Warm Up: repeat rhymes shared throughout |pictorially using talk cards/microphones) |to make a group that is 1 bigger – what |come between 4 and 7? Make the missing |
| |the week and from LC2/3. |Key Questions: |would I need to do. Repeat modelling how |numeral cards as chn suggest them. Give me|
| |Main Teaching Session: Provide each child|How many …… can you find? Can you describe where you have found them? Does anyone |to make a group that is 5 bigger, 7 less |3 numbers less than 7. Tell me 2 nos that |
| |with a small drum or shaker. Use these |recognise this no? Can anyone find this amount of objects? I’ve found a numeral on |etc.. |are more than 12. |
| |for counting activities. Ask chn to |the playground – what no is this? Can you find some objects that matches this | | |
| |shake/ hit a given number of times. Ask |no?How many bins did we find? Where there more bins or more sheds? How could we |Ask chn to count out a given no of |Ask chn to sort a set of numeral cards |
| |them to count your taps’ hits and to |record what no’s and how many objects we have found to show Mrs Moody? Remember chn|objects onto a tray or plate. Can you |into ascending/ descending order use to |
| |copy. Can they do one more/ one less |may not be ready to form numerals yet – model drawing the number of objects and |make a group that is more/ less/5 bigger,|complete their own missing number track |
| |hit/shake? |adding a tally for each object e.g. draw 3 bins and beneath write III – ask chn how|7 less, the same no. Enc chn to compare |using the numeral cards. |
| | |many this represents? |with a partner – who has more/ less? | |
| |Children: CT Observations/ Identified Focus Groups from AFL |
|10:35 |Carpet session 3: L&S |Carpet session 3: L&S |Carpet session 3: L&S |
| |Recall s/ a/ t/ p/ i/ n/ m using letter |Recall – s/ a/ t/ p/ i/ n/ m/ d |Recall s/ a/ t/ p/ I/ n/ m/ d/ g using flashcards. |
| |fans/songs. |Use PPT – point to and read. |Teach ‘o’ using action/song. |
| |Teach ‘d’ using action/song |Play Quick write letters on chn’s backs/ IWB – introduce rhymes. |Revise as, at, a, I, and. Teach reading on, no, go, not. |
| |Play Sound buttons p 58: sad, dim, dip, |Teach ‘g’ using action/song. |Blending for reading: Buried Treasure p60. Which words are real? Mip, dog, nid, dip,|
| |dad, did, Sid, Dan. Discuss the use of |Teach reading and. |cip, cat, gik, can. |
| |capitals with the names. |Segmentation for spelling. Teach how to play Full circle p63 as follows: got, tot, |Write a caption: A cat and a hat. (Point out capital letters.) |
| |Blending for reading: Pic of sad face |not, nit, nip, pip, pig, pog, pot, got. | |
| |children choose correct word from 2 |Ask children to help the puppet read the caption: Dad and Sam. (Point out capital | |
| |options using CVC words taught so far, |letters.) | |
| |e.g. sad, tin, p60. | | |
| |Practise reading high frequency words | | |
| |a/at/as/I p64. | | |
| |CT/HLTA |CT/HLTA |CT/HLTA |
| |Children: MA Hungry Caterpillars |
| |CT/HLTA/TA |
|1:00 |Carpet Session 5: Register and |Carpet Session 5: Register and |Carpet Session 5: Register and |
| |Wake & Shake – Take 10 |Wake & Shake – Take 10 |Wake & Shake – Take 10 |
|2:05 |Whole School Assembly | |
|2:20 |PLAYTIME |
|2:30 |
|Malleable Act: |Make playdough or saltdough. Add beans, lentils, pasta, buttons or sequins to |Make a handprint in clay or dough. (W 40-60a links with PD MH 40-60g) Compare |Using playdough, make a breakfast for Mr |
| |change the texture. Press different items such as tools, shells and leaves into the|hands. Help chn to notice differences in palm lines, nail colours and sizes. Can |Bear |
| |dough to make patterns. Explore what hands can do to squeeze, roll and flatten |chn see their fingerprints? | |
| |playdough. (MH 40-60g) | | |
|Sand Act: |Numbers/letters on pebbles. Use either/both. Smaller items in sand to to make sets or match sounds. | | |
| |Numbers letters above too for matching. Writing implements sticks straws. Naming letters/numbers? Differentiating between | | |
| |numbers and letters? Ordering numbers what comes next? Matching number and quantity app. Numbers/letters of personal | | |
| |significance. Attempt to write numbers and letters? ? Interacting with others or working alongside engaged in own play? | | |
| |Level of enjoyment? Why do they like it? Length of time spent at activity? | | |
|Water Act: |Large magnetic numbers and large play magnets/ big tweezers/ slime!! | | | |
| |AIA: Focus on recognition of no’s, ordering no’s 0-10 and comparing nos using vocab| | | |
| |more/ less/ greater/ smaller. | | | |
| |Enhance by adding amounts of counting object for each numeral – assess chn’s und of| | | |
| |matching numeral and quantity appropriately. | | | |
|Number World |Play number lotto and other games were chn need to listen to instructions. | |Make a set of matching sound pots – filled with coins, rice, beans, sand and |
|Act |(N30-50a, b; 40-60a, b, e) Play Number soundtracks. Record a series of number | |lentils. Can chn find the matching pairs? How many pairs of sounds have they found? |
| |puzzles onto listening cards for chn to explore, e.g. which number comes after | |(N30-50a, b; 40-60p; SSM30-50c) |
| |four? Point at number seven. Which number is one smaller than three? (N40-60b, e, | | |
| |j, l, m, n, ELG) | | |
|Music/ |Use a xylophone or glockenspiel to explore high and low notes. Invite chn to design|Make sounds for chn to guess using things around the room or body sounds. Ask chn to close their eyes or use a screen to enable|
|Listening Act |and make musical instruments. See the senses book pp18 for AIA. (EMM30-50f, 40-60b;|them to concentrate on listening. Try clapping hands, shaking keys, tearing paper, bouncing a ball, tapping a pencil on a |
| |IELG)and to describe the sounds they make. (W40-60a links with EMM) |table, stamping feet on the floor as well as Internet sound clips of everyday sounds. Invite chn to make sound for others to |
| | |identify. (EMM30-50f, 40-60b; I30-50j, 40-60b, ELG) |
|Writing Act: |Make a card for Mr Bear to make him feel | |Children peep in the bear house windows & write in the speech bubbles, Sequencing |Hold a large shell up to the chn’s ears |
| |better. Can you think of somewhere that | |Stories using props, pictures, puppets, Writing speech bubbles for characters, |and invite them to listen carefully. What |
| |might be a good place for Mr Bear to | |Drawing or painting their favourite part of the story/ character/ event. |can they hear? Support them writing |
| |sleep? | | |imaginative poems called ‘Inside the |
| | | | |shell.’ |
|Construction |Encourage the development of fine motor |Provide a range of materials for chn to choose from to make their own models. As | |Shoeboxes and recyclable |
|Act: |skills by using construction toys with |they work, encourage them to talk about what their hands are doing. e.g. Make a car| |materials for making the rooms |
| |small pieces. |out of empty boxes for Mr Bear | |in the bears house and the |
| |(MH 40-60g; ELG) |(EMM 30-50j, k, l, m; 40-60g, h, I, j; links with PD MH 40-60g) | |garden. |
|Creative Act: |Try drawing and painting to music. Choose contrasting moods of music to inspire | |Paint or draw a picture of one of the | |
| |different styles of painting/ art work. (EMM30-50j, I, 40-60c, d, e, ELG; I30-50j, | |bears or part of the story | |
| |40-60b, ELG) | | | |
| | | | | |
|ICT/ Book Act: |Tes Iboard |Crickweb Early Years |Bee bots and Peace at Last story cards | |
| |Make a recording of each child saying ‘good morning.’ Play the recording to the | |for sequencing and retelling. | |
| |chn. Can they identify their own voice? How does it compare to their normal | | | |
| |speaking voice. (W40-60a; T30-50a,40-60b,ELG) | | | |
|Sml World/ Tuff|In Outdoor Area:With chn, explore how we can actively change the texture of different items and substances. For example: Pour water into sand, soil, or cornflour. Let the children play with and explore the |
|spot Act: |substance before and after it is mixed with water. Take before and after pictures of diff substances before changing their texture. Add labels and captions and turn into posters to display on the wall. (W |
| |40-60a, ELG) |
| |Enhance provision – See UtW MTP: Making jelly/ freezing objects in water |
|Home Corner/ |See Hospital role play plans |Home corner: Ask chn to set the table for the no of chn in their grp. How many | | |
|Role Play | |cups, saucers, plates, spoons etc will they need? | | |
| |Home corner – Enc chn to make shopping | | | |
| |lists/ write telephone messages/ order |What if there were 2 more/ 2 less chn – how will this change the amount of things | | |
| |take away from menus |needed. Ext: Challenge the chn to work out how many things they will need if they | | |
| | |invite another grp. | | |
|Outdoor Act: |See Outdoor Play Plans |Make giant numerals using lengths of |Mix washing-up liquid into paint to make thick finger paint. Let chn enjoy the feel |
| | |ribbon, rope, chains, construction toys |of the paint on their fingers. Make textured paint by adding sand or lentils. Enc |
| |Play games in which a tambourine is shook or drum is tapped a certain number of |etc. (N30-50b, c, 40-60 b, g, ELG) |the use of single thumb and finger prints as well as whole hands as a tool for |
| |times to signify an action e.g. 2 taps means jog, 3 taps means run etc .Model | |painting. (EMM 30-50i, 40-60d, e; ELG; I 30-50f, j; ELG) |
| |writing labels for the diff actions with each g(MH30-50a, b ; 40-60a, b; ELG) | | |
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