Menu
Home Page

Home Learning Week 3

Home Learning Week 3 

Reception  Summer 1, Week 1 - Tuesday 21st April 2020

 

Welcome back to our Summer term – Summer 1, Week 1.

We hope you had a lovely Easter and have enjoyed some lovely summer weather!  We are still missing you loads and can’t wait to see you all.  Wow, we really loved your amazing photo message. It is so special and has made everyone smile. Thank you all so much. We think you all deserve a Power House Point each!

We have really enjoyed finding out what some of you have been doing this week – please remember that you can email us at any time with messages, photos or questions at receptionclass@collinghamschool.org We will always try to reply as quickly as possible!

We hope you are still keeping active and trying to do some form of physical activity each day – this weather has certainly helped!  If you don’t manage to get outside, there are some lovely family workouts on the internet, including Joe Wicks or kids yoga. 

 

Phonics

Speed Sounds:

Practise saying your letter sounds in-and-out of order as quickly and accurately as you can. You could put a timer on your phone and see how quickly you can manage it! We have attached a Simple Speed Sounds Chart below on this page and Speed Sounds Set 1 and Set 2+3.

If you feel your child isn’t saying the sound correctly, we have attached a booklet called Phonics Guidance for Parents to give you more information about how we teach and say the sounds. On p.4 and p.5, there is detailed information on how to say the sounds. We have also attached a sheet called ‘Read Write Inc’ if they find it hard to write the sound, we say the rhyme to them.

Sounds for this Week:

This week we would like you to learn the new sounds: 

oo    ar    or 

‘oo’ look at a book                   ‘ar’  start the car       ‘or’ shut the door

Green Words

There are ‘green words’ to go with each sound and we have attached these to go with the different sounds in the ‘Resources for Week 3’ section.

  • Focus on one sound and practise writing that sound.
  • Reading focus words: Reading words that are linked to your focus sound. You will need to sound out your word and then blend the sounds to say the word. Have ‘My turn, your turn’ to demonstrate.
  • Writing your focus words. First, count how many letters are in the word and the how many sounds and show me saying (eg.) “4 letters, 3 sounds.’ Then do ‘Fred fingers’ where you say each sound in the word, pointing to your fingers at the same time. Repeat a few times, then write the word. If you forget  sound whilst writing, go back to your Fred fingers and see if you can work it out. Check your word at the end and give yourself a tick or a smiley face.
  • You can access Read Write Inc Speed sounds at the following times:  

Set 1 Speed Sounds at 9.30am and again at 12.30pm
Set 2 Speed Sounds at 10.00am and again at 1.00pm
Set 3 Speed Sounds at 10.30am and again at 1.30pm

Note: films are streamed live and won’t be available at other times.

 

In Reception, we are half way through Set 2 sounds. Please consolidate Set 1 sounds and then look at Set 2. Feel free to move onto Set 3 if you feel your child is ready.

 

https://www.youtube.com/channel/UCo7fbLgY2oA_cFCIg9GdxtQ

 

https://www.facebook.com/miskin.education/

 

Tricky Words:

Practise reading and writing your tricky words using Phonics Play. If you don’t wish to use online learning or have access to the internet, you could write them in a book, paint them, using water and a paintbrush and paint them outside, draw them on large pieces of paper. You could play a bingo game with them, matching pairs game, hide and seek (write out several and hide them and then go and find them!). You could get your child to test you on the words by reading them out. This would provide an opportunity for you to model making a mistake and see if your child can identify it.

Phonics Play: Tricky Word Trucks

Complete the activities in this order. Repeat if your child needs more practise and move on as they become more fluent.

  • Phase 2 Tricky Words
  • Phase 2 All HFW (High Frequency Words)
  • Phase 3 Tricky Words
  • Phase 3 All HFW
  • Phase 4 Tricky words

Tricky Word Groups: (Feel free to consolidate some tricky words or move your child on and learn new tricky words. Just do what suits them) 

Phase 2: I    no   the  to   go    into 

Phase 3:  he she we me be you all are her was they my

Phase 4:  said have like so do some come little one were out what when there

 

Phonics Play:

Flashcards Time challenge

  • Phase 2
  • Phase 2 and 3
  • Phase 3

 

Make a Match

 

Pick a Picture

 

Reading and Writing (Read Write Inc):

Every child is different and they are all at their own stage in their learning journey. Below, we have given you three different stages of reading and writing activities. Please only choose one of the stages (not all of them!). Please choose the option you feel is most appropriate for your child. Please email us if you would like any guidance on this. 

 

Oxford Owls 

http://www.oxfordowl.co.uk/for-home/reading-owl/library-page

Username: CLEHYR

Password: yearR

 

Red Ditty Books – Focus Book: Nog in the fog

  • Please refer to previous guidance – always start with Speed Sounds, Green Words and Red (Tricky) Words
  • Encourage your child to read each Ditty several times over the week

‘Hold a sentence’ activities

Nog in the fog: Nog can run and jog. (own versions might be ‘Nog can hop and skip’ etc)

Grrr!: It/it is fun to hop.

Sam gets a shock: He/he gets a rock.

Push the bus: The/the bus is in the mud.  

 

Green Story Books – Focus Book: Rag the rat

  • Please refer to previous guidance – always start by discussing the front cover and title and asking your child to predict what the book might be about. Then read the Speed Sounds, Green Words and Red (Tricky) Words
  • Encourage your child to read each story several times over the week and discuss the story using the questions guide at the end.

Writing activities

Rag the rat

‘Hold a sentence’ – Rag the rat with his big top hat.

Edit a sentence – Write the sentence out exactly as it appears below for your child to find the mistakes and correct them. 2 spellings, capital letters and full stop.

he raps it, tups it and up pops a cot

Extended writing – Encourage your child to write 2-4 sentences about Rag the rat’s magic tricks.

Jess in a mess

‘Hold a sentence’ – Jess hops and sits in the mud.

Edit a sentence – Write the sentence out exactly as it appears below for your child to find the mistakes and correct them. 2 spellings, capital letters and full stop.

she skips and trops in the mad

Extended writing – Encourage your child to write 2-4 sentences about what happens to Jess the elephant.

 

Purple Story Books – Focus Book: Run, run, run!

  • Please refer to previous guidance – always start by discussing the front cover and title and asking your child to predict what the book might be about. Then read the Speed Sounds, Green Words and Red (Tricky) Words
  • Encourage your child to read each story several times over the week and discuss the story using the questions guide at the end.

Writing activities

 ‘Hold a sentence’ – He ran past a cat and a man in a van.

Edit a sentence – Write the sentence out exactly as it appears below for your child to find the mistakes and correct them. 2 spellings, capital letters and full stop.

but the gingerbread min just ron and ran

Extended writing – What might the gingerbread man be thinking? Encourage your child to write what he might say.

 

 

  • Please encourage your child to read any of the Oxford Reading Tree books from Oxford Owls of the same levels as they have been bringing home e.g. Stage 1, 2 or 3. Please feel free to email us to let us know which of these books they have read and how they got on.

 

Rhyme of the Week

Old MacDonald (please resources)

Learn it by heart, choose your own sounds and actions, perform it for your family!

Make puppets to enhance your performance!

 

Maths:

Writing Numbers:

Play the Numberblocks video ‘Let’s all draw numbers’ and practise writing the numbers 1-10 and then use this to write the numbers 10-20. Encourage your child to start the number in the correct place and remind them of the direction you draw the number in. Talk about reversals and model how to draw numbers. You don’t need to do this using pencils and paper. You could ‘air drawer’ and make them as big as you can; use water and a paintbrush outside on the patio; lay on the floor and draw on a large roll of paper; stick paper on the underside of your table and make a ‘secret writing den’; paint; make numbers out of playdough; ice them on biscuits. https://www.bing.com/videos/search?q=writing+numbers+with+numberblocks&view=detail&mid=4964D839723B7F8447254964D839723B7F844725&FORM=VIRE

 

Number 16

This week we would like you to look at the Number 16.

Watch Numberblocks website:

 

https://www.bbc.co.uk/iplayer/episode/m0005yfs/numberblocks-series-4-5-sixteen

 

Talk about what the numeral 16 looks like. Explain the ‘1’ in ‘16’ stands for ‘1 ten’ and the ‘6’ stands for ‘6 ones’.

Can you do 16 claps, 16 jumps, touch your knees 16 times. Can you work together and make 16 on your fingers? Can you walk up 16 steps?

Can you find 16 objects from around your house/garden?

Can you make a number line and order the numbers 1-16. Can you identify 1 less than 16 and 1 more than 16?

Can you write the numeral for 16?

Challenge: How many different ways can you sort your 16 objects? (10 and 6, 9 and 7, 8 and 8)

We have added some resources for the Number 16 in the ‘Resources for Week3’ section along with a PowerPoint – All about the Number 16 for you to have a look at.

 

Please feel free to look at the White Rose Home Learning Maths alongside or instead of the activities below.

https://whiterosemaths.com/homelearning/early-years/

 

Addition

The children need to start by using real objects to show that a quantity can be changed by adding more to it.

Start by using real objects in one pile and then explain that you are going to add some more to it (eg 4 in one pile and 2 in another pile), put both piles together and count how many you have. (This is called concrete learning).

You can then move onto pictorial learning where you might use a pictures of objects or a tens frame to show 4 objects and 2 objects make 6 object.

Following this, you would move onto abstract learning using the numerals 4 + 2 = 6. (If the children are ready for this)

 

Show me: Ask your child to show you 5 fingers. Now show me 2 more. How many fingers now? How do you know there are 7? Did you count them all 1,2,3,4,5,6,7?   

Is there another way to count them? We know we have 5 on this hand? Can we just count on 6,7?

 

Mathematical stories:  Use ‘first, then and now’ to tell simple maths stories to practise adding more in real life contexts.

First there were 2 people on the bus.

Then 2 more people got on the bus.

Now there are ? people on the bus. / How many people are on the bus now?

Encourage your children to tell you stories too!

 

Encourage the children to create their own first, then and now stories using the small world. Eg. First there were 5 superheroes, then 2 more came along. Now there are ? superheroes.

 

Playing Games:

Take turns to roll a dice collect that number of cubes and start to build a tower. Roll the dice again and add on that number. If they are ready, encourage your child to count on as they add their cubes each time. How high can you build your towers before they topple?!  If you need to make if simpler, you can always use stickers to make your dice into a 1-3 dice.

 

Number track race:

Make a 1-10 number track and use a 1-3 dice. Take turns to roll the die and count on 1, 2 or 3. The first to reach 10 wins the game! You can always use a 1-20 number track and a 1-6 dice. You could make a giant one outside!

 

Playing board games is a great way to add on numbers too!

 

Hidden Items

Count out 5 cubes. Ask your child to check how many there are and ensure that everyone knows there are 5. Cover the cubes with a cloth, check that your child is still happy there are still 5 under the cloth. Them as they watch, place 2 more cubes under the cloth. Ask your child to tell you how many cubes there are now. Encourage them to represent the cubes with their fingers and model counting on 5 …, 6, 7.

Key questions: How many cubes did we have at the start? How many cubes did I add? How many cubes will be under the cloth now? How did you work it out? (They may count on their fingers or use their knowledge of number bonds.)

 

Changing the Unknown:

This activity can be varied by changing the part of the story which is unknown. Link to familiar rhymes and stories and use a cloth to hide the unknown part.

Eg. There were 2 frogs on the log at the start.

Then some more frogs arrived.

Now there are 4 frogs.

How many frogs joined the group?

Or

Little Bo Peep had some sheep. She found 1 more sheep and now she has 5 sheep. How many did she have at the start?

 

We have also added some activities and addition sheets to the resources section for this week.

 

Sumdog: We have put some addition within 10 challenges on here.

 

Classroom Secrets Kids:

 

https://kids.classroomsecrets.co.uk/resource/reception-match-the-objects-to-a-number-0-10/

 

https://kids.classroomsecrets.co.uk/resource/reception-adding-two-single-digits/

 

NEW TOPIC – FARMS!

We will suggest a book focus each week which is linked to our topic and lots of ideas for activities. Please pick and choose which you think your child would most enjoy and learn from.

  • Farmer Duck – as read by Michael Rosen https://www.youtube.com/watch?v=wn4b9AqiUbw
  • Talk about the characters, setting and what happens in the story. How was Farmer Duck helpful? How have/ can you be helpful at home? We would love to see photographs of you helping Mummy or Daddy!
  • Talk about what you might find on a farm such as different types of plants, animals and machines. If you are able to walk past farms on your daily walk, see what you can spot!
  • TwinklGo! games: SL8342
  •  

Reading and Writing – Topic Based

  • Use one of the farm pictures in the resources section (or one of your own or a drawing) to write simple sentences. For example, I can see a pig. I can see a barn. The pig is in the mud. There are sheep and cows in the field. Please encourage your child to sound out the words themselves, form letters correctly, leave finger spaces between words, spell red/ tricky words correctly (e.g. the) and possibly use a capital letter and full stop for each sentence.

Art

  • Draw, paint or create a collage or playdough model of your favourite farm animal
  • Experiment with colour mixing primary colours into secondary colours e.g. red + yellow = orange

 

ICT

Use Purple Mash and explore the farm. We have set this as a 2do so you should find it in the 2dos section when you log on.

Reception Blog – Friday 24th April 2020

Hi everyone! We hope you are all well. We are missing you so much but at least we have your gorgeous photo message to look at – thank you again.

Thank you for continuing to share your fantastic home learning and play. We really enjoy reading all your messages and looking at your photographs and hope it’s ok to share these each week.

Many of you have already given us some feedback about how your home learning is going, which we are really grateful for. If you have chance, please drop us an email to let us know if the activities we are setting are manageable, too much/ little and enjoyable for your child (and you!). Which ones do you and your child enjoy the most? Please remember that we do not expect you to complete all the activities we set, you can pick those that you think your child will enjoy and benefit from the most in your home school setting.

You can email us at any time with messages, photos or questions at receptionclass@collinghamschool.org We will always try to reply as quickly as possible!  

Friday Farm Fun!

We absolutely love the farm that Henry made this week (see photo) and we think it is such a great idea, you should all have a go at creating your own model farm! You could use soil and farm animals like Henry; pebbles, sticks or sand; recycling boxes; any toy animals that you have, or even Duplo or Lego. Draw or paint a picture if you prefer. Most of all, be creative, have fun and please send us a photo of your fantastic farms! Remember to give your farm a name and write a sign for it – you could label or write a list of all  the animals and features if you like.

If it’s your birthday this or next week, we hope you have a fab day!  

 

Stay safe and keep smiling everyone.

Mrs Letheren and Miss Hicks

Top