EYFS - Maple & Willow

Home Learning - w.b. 18th May 2020

Hello everyone. Here is the family home learning project, which is all about ‘Food’. Our Julia Donaldson book for the week is… Zog. Below are details of Maths and Literacy work, specifically for Reception children, with some resources attached to support. Please do not worry if you don’t have a printer, most of the activities can be done practically or easily copied onto paper. The topic activities suggested are completely optional.

Here are some websites that you may find useful to support you and the children:
https://www.topmarks.co.uk/maths-games/3-5-years/ (Maths and Literacy games for Reception children).
https://www.thenational.academy/online-classroom/reception#subjects (Access to lessons in many subjects and for all ages. This link takes you to Reception).
https://whiterosemaths.com/homelearning/early-years/ (Maths lessons and ideas for Reception children, by White Rose).

Reading and phonics:

Please continue to read with the children as often as possible. This may include their school books, sharing story / information books and practising their Speedy Words.

Watch a daily phonics session from Read Write Inc. on their YouTube channel. Each lesson is ten to fifteen minutes long and available for 24 hours. Click here for the schedule: https://www.ruthmiskin.com/media/filer_public/1b/7d/1b7df13e-4381-4bb5-866b-ac0549394947/ss_after_easter1.pdf
If you are unsure which set your child should be accessing, please contact their teacher.
For free Read Write Inc. Phonics eBooks, activities and advice, visit Oxford Owl for Home: https://www.oxfordowl.co.uk/read-write-inc-home


Writing:

Please continue to practise planning and writing words and sentences, using phonics to sound out and spell them. Writing is often the most difficult task to get young children to sit and concentrate for, so we would recommend encouraging the children to write about their interests, as they are more likely to be motivated and want to write. There is a themed ‘Daily Sentence Writing’ attachment to stimulate writing, but if the children would rather write about their own interests, that’s absolutely fine. Please see posts from 23rd March / 30th March for more information about how to support specific aspects of the children’s writing, e.g. spelling, handwriting.


Maths:

This week, we are looking at counting in steps of 5 and 10. We will also be looking at 3D (solid) shapes and their properties. The following activities and resources will support the children with this.

 Start by counting in 10s, as most children find this the easiest to do. Flash ten fingers each time to show that the numbers are getting bigger by ten each time. Use this link https://www.topmarks.co.uk/learning-to-count/paint-the-squares to count in 10s and ‘splat’ each number on the hundred square as you do. What do you notice about all the painted numbers? Can you make a ‘100 mat’ where the children collect items in groups of 10? (See here for an example).

 Watch this ‘counting in 5s’ song https://www.youtube.com/watch?v=EemjeA2Djjw and then support the children to count in 5s, waving each hand (five fingers) at a time to show that the number is getting bigger by five each time. You could also use the link above to ‘splat’ the numbers when counting in 5s. Can you see any patterns? Can you make a handprint counting in 5s display? (See here for an example).

 Give the children real-life opportunities to count in 5s and 10s, e.g. counting out 5p and 10p coins. How much money altogether? This will help them to see the importance of learning to count in different sized steps.

 Watch Numberblocks ‘Flatland’ The children have seen this at school, but it will recap on 2D (flat) shapes and can lead into a discussion about the relationship between 2D and 3D (solid) shapes.

 Watch this shape song to recap on the names of some of the 3D shapes we have looked at in school (cube, cone, sphere and cylinder): Point out some of the properties of the shapes, e.g. how many faces, edges or vertices (corners). See ‘Maths 3D shape mat’.

 Go on a shape hunt in your house and/or garden, specifically looking for these shapes: cube, cylinder, sphere, cone. Keep score of how many of each shape you find in this tally chart (or draw your own). We have briefly looked at ‘close the door after number four’ to make a gate of 5 so some children may be able to record like this.

Topic:

 Watch ‘Zog’ full animation or read the book if you have a copy. Stop at various points. What do you think will happen next? Why do you think ____ said / did that?

 Look at this ‘Castle PowerPoint’ to find out more about castles. You can also watch a short video clip about a school trip to Warwick Castle and/or listen to this CBeebies radio podcast where Woolly and Tig visit a castle.

 Use this speech bubble template (or draw your own) to plan and write what Zog might be saying at your favourite part of the story. Remember to ‘Think, Say, Write, Check’ and to use your phonics to sound out and spell words. Don’t forget your finger spaces in between each word.

 Make your own ‘Fire-Breathing Dragon’. You will need some art and craft resources for this, but most of the things could be replaced with things you will probably be able to find around your house, e.g. instead of a paper cup, you could use a toilet roll; you can colour your own strips of paper and draw on your own eyes; you could stick things on with sellotape if you don’t have any glue.

 Design and build your own castle for the princess, doctor and Zog (or based on Hogwarts for the Harry Potter fans among you!). You could use a construction set or box modelling with junk. If you’d prefer to, you could draw a castle or create one using Aquabeads / Hamabeads.

We hope you enjoy this week’s activities; please do not feel you have to do them all. Please contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To the children in Marvellous Maple and Wonderful Willow: You are all amazing - we are so proud of the work you have been doing! We are also incredibly proud of all the new things you have been learning, such as baking, gardening, riding a bike and, most importantly, the fantastic memories you have been making with your families. Well done to you all!


From all the staff in Maple and Willow.

Home Learning w.b. 11th May 2020

Hello everyone. This week's family home learning project, is all about ‘The Environment’. Our Julia Donaldson book for the week is… Room on the Broom. Because we have so many Harry Potter fans, we will be including some ideas linked to this. Below are details of Maths and Literacy work, specifically for Reception children, with some resources attached to support. Please do not worry if you don’t have a printer, most of the activities can be done practically or easily copied onto paper. The topic activities suggested are completely optional.

Here are some websites that you may find useful to support you and the children:
https://www.topmarks.co.uk/maths-games/3-5-years/ (Maths and Literacy games for Reception children).
https://www.thenational.academy/online-classroom/reception#subjects (Access to lessons in many subjects and for all ages. This link takes you to Reception).
https://whiterosemaths.com/homelearning/early-years/ (Maths lessons and ideas for Reception children, by White Rose).

Reading and phonics:

Please continue to read with the children as often as possible. This may include their school books, sharing story / information books and practising their Speedy Words.

Watch a daily phonics session from Read Write Inc. on their YouTube channel. Each lesson is ten to fifteen minutes long and available for 24 hours. Click here for the schedule: https://www.ruthmiskin.com/media/filer_public/1b/7d/1b7df13e-4381-4bb5-866b-ac0549394947/ss_after_easter1.pdf
If you are unsure which set your child should be accessing, please contact their teacher.
For free Read Write Inc. Phonics eBooks, activities and advice, visit Oxford Owl for Home: https://www.oxfordowl.co.uk/read-write-inc-home


Writing:
Please continue to practise planning and writing words and sentences, using phonics to sound out and spell them. Writing is often the most difficult task to get young children to sit and concentrate for, so we would recommend encouraging the children to write about their interests, as they are more likely to be motivated and want to write. There is a themed ‘Daily Sentence Writing’ resource to stimulate writing, but if the children would rather write about their own interests, that’s absolutely fine. Please see posts from 23rd March / 30th March for more information about how to support specific aspects of the children’s writing, e.g. spelling, handwriting.


Maths:
This week, we are looking at subitising (instantly recognising the amount of objects in a small group, without counting) and estimating / counting slightly bigger amounts. We will also be looking at capacity and using words such as full, empty, and half-full. The following activities and resources will support the children with this.

 Being able to subitise means that children can instantly recognise small amounts without counting them. The most familiar patterns are likely to be ones they see regularly, e.g. on dice. So, if a child can instantly recognise 4 dots on a die, they will start to recognise patterns within this (e.g. that 4 can be made up of 2 and 2, or four ones. These short video clips explain what subitising is, with examples (the second one is American so has a different spelling and pronunciation). https://www.youtube.com/watch?v=Lwt7NgfeZRY and https://mylearningspringboard.com/subitizing/. At this stage, we would be aiming for the children to recognise amounts to 5 or 6. However, once children are able to do this, they will begin to use this to recognise larger amounts, e.g. by spotting two groups of 4 and knowing this makes 8.

 Play some games that involve the children seeing small amounts, e.g. board games that involve using dice. Can the children instantly recognise (subitise) the amount on the dice? Encourage them to count the dots if they can’t. If anyone has the ‘Spotty Dogs’ board game – this is great for subitising numbers to 6.

 Watch Numberblocks to support this week's learning. Some linked episodes are… ‘Six’ https://www.youtube.com/watch?v=g6oeLjnM8Cw, ‘Seven’ https://www.youtube.com/watch?v=oj0gNnqBQJA, and ‘Eight’ https://www.youtube.com/watch?v=3mvnXhlYkzQ, which all look at subitising numbers.

 Encourage the children to estimate and then count how many objects there are, using The Magical Estimation PowerPoint. Remind them that a good estimate means a ‘sensible guess’ based on what they can see and doesn’t need to be exact, just close. Some children may be able to use their subitising skills to help them.

 Free water play in the sink / bath (or a bucket in the outside area) with different sized and shaped containers. Encourage the children to talk about how much each container can hold, which ones are full / empty etc.

 Collect 3 containers of different sizes and 1 smaller container (to use as a measure). Which of the containers will hold the most water? What makes you say that? Use the small container to fill each of the large containers. Can you estimate how many times you will need to refill the small container? Were you close?


 Help the wizard to choose the right potions in the Wizard Capacity PowerPoint, using words such as full, empty and half-full.


 Look at the White Rose - Capacity document and choose some activities you think your child will enjoy.


Topic:


 Watch ‘Room on the Broom’ full animation https://www.bbc.co.uk/iplayer/episode/p0102qfj/room-on-the-broom or read the book if you have a copy. Stop at various points. What do you think will happen next? Why do you think ____ said / did that?

 Plan and create a magic spell, using the following steps:
- Talk about what you want your magic spell to do and come up with a name for it.
- Decide on the ingredients you will need and write a list. Remember to use your phonics to sound out the words.
- Think of the magic words you will use to perform your spell and make a note of them so you don’t forget. You could make your own one up or use a well-known one, e.g. abracadabra, alakazam, hocus pocus, or choose your favourite Harry Potter spell!
- Use some ingredients you find in the garden or around the house (with permission of course!) to make the potion. You may need to add some water to help you stir the ingredients together. If you have any glitter, it may help to make it extra special.
- Find someone in your house to perform your spell on. Did it work?

 Make your own magic wand and use it when acting in role as your favourite character from Room in the Broom, or your favourite Harry Potter character. You could act out the story or make up your own scenes.

 If you’re feeling brave (and you have the ingredients in your cupboard), you might like to have a go at a ‘Bubbling Magic Potions’ science experiment. What happens when the ingredients are mixed together? What can you see? What words can you think of to describe the potion?

We hope you enjoy this week’s activities; please do not feel you have to do them all. Please contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To all the little witches and wizards: We hope you have fun with the activities this week. We hope no one tries to put a spell on us though!
From all the staff in Maple and Willow.

Home Learning - w.b. 4th May 2020

Hello everyone. In response to feedback from parent questionnaires, we are sending information for next week earlier, to give you more time to plan your week. Here is the family home learning project, which is all about ‘Animals’. This ties in nicely with our Julia Donaldson book for the week…Monkey Puzzle. Below are details of Maths and Literacy work, specifically for Reception children, with some resources attached to support. Please do not worry if you don’t have a printer, most of the activities can be done practically or easily copied onto paper. The topic activities suggested are completely optional. We know Friday 8th May is a bank holiday for the VE day celebrations and so will post separately about this during the week.

Here are some websites that you may find useful to support you and the children:
https://www.topmarks.co.uk/maths-games/3-5-years/ (Maths and Literacy games for Reception children).
https://www.thenational.academy/online-classroom/reception#subjects (Access to lessons in many subjects and for all ages. This link takes you to Reception).
https://whiterosemaths.com/homelearning/early-years/ (Maths lessons and ideas for Reception children, by White Rose)

Reading and phonics:

Please continue to read with the children as often as possible. This may include their school books, sharing story / information books and practising their Speedy Words.

Watch a daily phonics session from Read Write Inc. on their YouTube channel. Each lesson is ten to fifteen minutes long and available for 24 hours. Click here for the schedule: https://www.ruthmiskin.com/media/filer_public/1b/7d/1b7df13e-4381-4bb5-866b-ac0549394947/ss_after_easter1.pdf
If you are unsure which set your child should be accessing, please contact their teacher.
For free Read Write Inc. Phonics eBooks, activities and advice, visit Oxford Owl for Home: https://www.oxfordowl.co.uk/read-write-inc-home


Writing:
Please continue to practise the children’s writing, using the pictures in the ‘Daily Sentence Writing’ to stimulate writing. Please see posts from 23rd March / 30th March for more information about how to support the children’s writing. As always, please encourage the children to write about anything they are interested in, such as animals, Harry Potter, LOL dolls etc! We would love to see example of the children’s writing on Tapestry.

Maths:
This week, we are looking at subtraction / taking-away. We will also be looking at using positional vocabulary. The following activities and resources will support the children with this.

 Follow this link https://whiterosemaths.com/wp-content/uploads/2019/SoLs/RECEPTION/Reception-Spring.pdf to see a White Rose Math document, which we use to support our planning. The pages we highlighted last week will provide ideas for supporting the children with subtraction and also to help them to understand the relationship between addition and subtraction. The part-part-whole models are especially good for this. The pages on ‘Spatial awareness’ will also provide support and ideas for developing the children’s understanding and use of positional vocabulary, e.g. under, next to, behind, between.

 Work through some subtraction/take-away problems together. There are some examples here (Maths - Subtraction problems) but you could make up your own. Start by working out what the problem is asking you to do (they need to talk about whether it is an addition or subtraction / take-away problem) and then use practical resources to solve it, e.g. counters, pencils etc. If the children can do this confidently, they could use jottings (drawings) to work out some of the other problems. Encourage the children to tell the matching number story, (e.g. First, there were 8 sheep. Then 2 left. Now there are 6 sheep left). Some children may be able to write the matching number sentence (e.g. 8 – 2 = 6). You could also use the part-part-whole model to support the children’s understanding.

 Use practical resources or jottings/pictures to solve given subtraction / take-away calculations. Click here for some examples. There is also a video clip on Tapestry, which demonstartes how we teach the children to use jottings for subtraction.

 Watch Numberblocks to support this week's learning. Some linked episodes are… ‘Ten Green Bottles’ which looks at counting down 10 to 1 and subtracting 1, ‘The Two Tree’ which looks at subtracting 2 and counting in 2s, and ‘Numberblock Rally’ which looks at subtraction in general.

 Set up an obstacle course in the garden or house, which involves the children following instructions with positional vocabulary in them, e.g. jump over the cushion, travel through the hoop.

 Choose from some of the activities in the positional language challenges.


Topic:


 Listen to ‘Monkey Puzzle’ being read or read the book if you have a copy. Stop at various points. What do you think will happen next? Why do you think ____ said / did that? Can you think of a time when you have felt like the baby monkey?

 Use the internet to research about different types of animals. Here are some links you could use: https://www.youtube.com/watch?v=9jCf62bRi6Y or https://www.youtube.com/watch?v=E27DEiO4E2o

 Choose one of the animals from the story (or your favourite animal in the world) and make up some clues for someone in your family to identify what animal it is. You could write the clues down or ask someone to help you.

 Listen to a sound clip from a jungle, e.g. https://www.youtube.com/watch?v=rc4dHR3Ang0, without looking at the video. What can you hear? What is making the sounds? Challenge the children to draw images that come into their mind from listening to the sound clips. Can you make some of the noises using your voice or things you find around the house?


Please feel free to contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To the children: Have a fabulous week! You are all amazing and we are proud of every single one of you!
From all the staff in Maple and Willow.

Home learning - w.b. 27th April

Hello again! It was lovely to talk to so many children on the phone last week. We were very impressed with how confident they were! If you did not receive a phone call or message, we will be phoning those children this week.


Click here for this week’s family home learning project, which is all about ‘Viewpoints’.


Below are details of Maths and Literacy work, specifically for Reception children, with some resources attached to support. Please do not worry if you don’t have a printer, most of the activities can be done practically or easily copied onto paper.


Like last week, in the topic section, we have included a few activities linked to the topic we would have been doing in school… Julia Donaldson books. However, we know many of you will be busy supporting your child with their Maths, Literacy and home learning projects, and quite possibly juggling working from home and/or looking after younger children on top of this and so this is completely optional. This week, our focus text is…Stickman.


Reading and phonics:

Please continue to read with the children as often as possible. This may include their school books, sharing story / information books and practising their Speedy Words.

Watch a daily phonics session from Read Write Inc. on their YouTube channel. Each lesson is ten to fifteen minutes long and available for 24 hours. Click here for their revised schedule

If you are unsure which set your child should be accessing, please contact their teacher.

For free Read Write Inc. Phonics eBooks, activities and advice, visit Oxford Owl for Home.


Writing:
Please continue to practise the children’s writing, using the pictures in the ‘Daily Sentence Writing’ attachment to stimulate writing. Please see posts from 23rd March / 30th March for more information about how to support the children’s writing. As always, please encourage the children to write about anything they are interested in, such as animals, Harry Potter, LOL dolls etc! We would love to see example of the children’s writing on Tapestry.

Maths:
This week, we are recapping on addition and looking at number bonds to 5 and 10. We will also be looking at describing and comparing the size of objects. The following activities and resources will support the children with this.

 In Maths, we often use a part-part-whole model to support the children’s understanding of addition, subtraction and number bonds (pairs or sets of numbers that make up a given number, e.g. 3 + 2 = 5 or 5 = 2 + 2 + 1). Click here for a document produced by White Rose which we use to support our planning. It is a large document, but the following pages would be useful to support understanding of how we teach basic maths concepts as well as examples of part-part whole models. Unfortunately, it doesn’t have page numbers so you will need to scroll down the document and look for the headings with a green or yellow background near the top left of each page.

• The counting principles
• Key language for teachers (please note, we wouldn’t expect children to be know the words themselves, but we would focus on the concepts behind them)
• Key representations
• Number bonds to 5
• Bonds to 10 – 10 frame and part-part whole model

 Use the ‘Mr Twig Addition’ sheet (or, even better, use real twigs or any other objects) to recap on basic addition. Remind the children that adding is combining two or more groups and that the total (the whole) will be bigger than each group (the parts). Can they tell the matching number story? e.g. First, there were 2 twigs. Then 3 more came. Now there are 5 twigs. Challenge: Can you write the matching number sentence, e.g. 2 + 3 = 5.

Print or draw the part-part-whole models and/or 5 or 10 frames and use some of the activities suggested in the White Rose Maths document to support the children with looking at number bonds to 5 and then 10. There are some sheets attached to support this but the focus should be on using practical resources and talking about their understanding. E.g. if they have 3 red Smarties (or anything you can find) on a 5/10 frame and 2 yellow ones, they could then tell the matching number story (e.g. I have 3 red Smarties and 2 yellow Smarties so altogether I have 5 Smarties) and write the matching number sentence (3 + 2 = 5). If writing the numbers is tricky for the children, they could use the number cards from last week or draw the amounts, e.g. draw 3 circles to represent 3.

 Use this PowerPoint or this one for the children to practise their addition and number bonds.

 Challenge the children to find as many ways to make 5 and/or 10 as they can. Provide them with 5 and/or 10 things (teddies, sticks or anything you can find) to support them to partition the number (break the whole number into smaller parts) and then they can draw their findings or write the number pairs down / use the number cards from last week. If they find recording their work difficult, please just concentrate on talking about what they are doing, e.g. tell the matching number story.

 Watch Numberblocks to support this week's learning. Some linked episodes are… ‘The Whole of Me’ which introduces the part-part-whole model and partitioning (breaking a larger, whole, number into smaller parts), ‘The Numberblocks Express!’ which looks at the composition of 5 (knowing that 5 can be made up from two or more smaller numbers) and partitioning and combining 5 in different ways, and ‘Ten Again’ which looks at pairs of numbers that total 10.

 Collect lots of different sticks and put them in order of size. Challenge the children to put them from shortest to longest, using words to describe and compare the length (long, longer, longest, short, shorter, shortest, the same length). Encourage the children to talk about their learning, e.g. how do you know what comes next? How can we check we are right?

 Compare and describe the height of people in your house. Can you get the family in order of height, using words to describe and compare (tall, taller, tallest, shorter shortest, the same height)? Compare to the Stickman family.

 Use this link to access games linked to measures.

 Please also continue to support basic number skills throughout the day using every day, real-life contexts, e.g. counting out the right number of plates, sharing out snacks equally, counting steps as you go up / down them, pointing out door / bus numbers etc.


Topic:


 Listen to ‘Stickman’ being read or read the book if you have a copy. Encourage the children to join in with the rhyming words. Stop at various points. What do you think will happen next? Why do you think ____ said / did that?

 Find some sticks to make your own Stickman. You could make the whole ‘Stick’ family.

 Use paper and wax crayons (the side of the crayon is best) to create texture rubbings on things you find in the garden or on a walk, e.g. bark on a tree, different leaves, paving stones. Can you see any patterns? What does the texture feel like, e.g. rough, smooth, bumpy, prickly…?

Please feel free to contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To all the children: We are so proud of all your amazing work. We miss seeing you but can see from your photos that you are having such a lovely time with your family and making some amazing memories. Have a lovely week!
From all the staff in Maple and Willow.

Home Learning - w.b. 20th April

Welcome back everyone; we hope you all had a fantastic Easter! You should have received an email from school with details about this week’s home learning project for all year groups (click here for a copy). Below are details of Maths and Literacy work, specifically for Reception children. In the topic section, we have included a few activities linked to the topic we would have been doing in school… Julia Donaldson books. However, this is completely optional. We know many of you will be busy supporting your child with their Maths, Literacy and home learning projects, and quite possibly juggling working from home and/or looking after younger children on top of this.


Reading and phonics:

Please continue to read with the children as often as possible. This may include their school books, sharing story / information books and practising their Speedy Words.

Watch a daily phonics session from Read Write Inc. on their YouTube channel. Each lesson is ten to fifteen minutes long and available for 24 hours. Click here for their revised schedule.

For free Read Write Inc. Phonics eBooks, activities and advice, visit Oxford Owl for Home.


Writing:
Please continue to practise the children’s writing, using the pictures in the ‘Daily Sentence Writing’ attachment to stimulate writing. Please see posts from 23rd March / 30th March for more information about how to support the children’s writing. We would love to see the children’s writing on Tapestry. In addition, please encourage the children to write about anything they are interested in, such as animals, their families, Harry Potter, etc!

Maths:
This week, we are focusing on counting, recognising, ordering and comparing numbers. We will also be looking at continuing and creating repeating patterns. The following activities and resources will support the children with this.

• Print out the ‘Numbers to 20’ (or make your own set on paper) and use the cards to support number recognition. Show a card (to 10 first and then to 20 if they are confident with this). What is one more / less? Two more / less? How do you know? Challenge the children to put them in order. Cover a number. What could it be? Encourage them to use vocabulary such as ‘more, ‘less/fewer’, ‘bigger than’, ‘greater than’, ‘smaller than’, when comparing the numbers.

• Count out a set of objects and match them to the number cards to 10/20. e.g. Find 5 teddies to place next to the number 5. Can you find [a given number of] books?

• Use the this sheet and this sheet (or copy them down if you don’t have a printer) to support the children to order and compare numbers. Encourage them to talk about how they know what number is missing, e.g. I know it is 6 because it comes after 5 / before 7 / it is one more than 5 etc.

• Use this Topmarks link to access games to support ordering numbers:

• Watch Numberblocks to support comparison of numbers. Some episodes that would support this are… ‘Blockzilla’ which compares numbers 1 to 5 using the language of ‘greater than’ and ‘less than’, and ‘Peekaboo!’ which looks at the comparison of numbers to 10, using appropriate mathematical vocabulary .

• Use resources around the house to create and continue repeating patterns. Start with 2 different colours / shapes / objects and then try 3 or 4. Here are some examples of challenges to try:
- Can you make a repeating pattern necklace using penne pasta (the children could colour them different colours first)?
- Make a pile of leaves and a pile of twigs/stones. Can you use them to make a repeating pattern?
- Create repeating patterns using colouring pens / finger painting / printing on strips of paper.
- Can you see any examples of repeating patterns around the house? e.g. on wallpaper, cushions, paving stones.
- Complete this Gruffalo pattern sheet.
Encourage the children to talk about their learning, e.g. how do you know what comes next? How can we check we are right? At school, we often sing the pattern to help the children ‘hear’ what comes next as well as ‘see’.

• Watch this episode of Numberblocks (Pattern Palace) to support the children’s understanding of pattern.

• Please also continue to support basic number skills throughout the day using every day, real-life contexts, e.g. counting out the right number of plates, sharing out snacks equally, counting steps as you go up / down them.


Topic:

• Watch ‘The Gruffalo’ https://www.bbc.co.uk/iplayer/episode/b00pk64x/the-gruffalo and/or ‘The Gruffalo’s Child’ https://www.bbc.co.uk/iplayer/episode/b018nrhm/the-gruffalos-child or read the books if you have a copy. Stop at various points. What do you think will happen next? Why do you think ____ said / did that?

• Create a story map, showing the main events in the story. Use it to retell the story in your own words. Here is an example of a story map. You could use the pictures or draw your own.

• Draw a giant speech bubble and plan and write what one of the characters might be saying.

Click here to make your own ‘Gruffalo’s child’ by cutting out the different parts. If you have any split pins, you could use them to make the character’s arms / legs move. If not, you can just stick them together using glue or sellotape.

We know some of you may not have access to a printer and so we have tried to make sure that most activities can be done without a printed out sheet (on your own paper or practically). Please feel free to contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To all the children: We hope you all had a lovely Easter and are enjoying the sunshine. We are missing you all lots and so love seeing pictures of you having fun with your learning – they really make us smile!
From all the staff in Maple and Willow.

Home Learning - week beginning 30th March

Hello everyone. This week we will be focusing on the theme of ‘Easter’. The activities and resources can be used to support the children’s learning at home.

Reading and phonics:
• Please continue to read with the children every day. This may include their school books, sharing story / information books and practising their Speedy Words.

• Watch the online daily phonics sessions from Read Write Inc. https://www.youtube.com/channel/UCo7fbLgY2oA_cFCIg9GdxtQ

Sounds Set 1: 9.30am
Sounds Set 2: 10am
Sounds Set 3: 10.30 am (all sets available for 24 hours after original viewing times).
Please send a new message if you are unsure which set to access.

Writing:
Please continue to practise the children’s writing, focusing on…

• Planning a caption / sentence and holding it in their head (repeating it several times until they remember it).

• Using their Fred Fingers to sound out and spell each word at a time (please see 23rd March post for more details).

• Using finger spaces and a full stop.

• Forming letters correctly – starting all letters at the top, apart from ‘d’ and ‘e’. To support handwriting, we use the following terms…
Tall letters – e.g. b, d, h, k, l.
Short letters – e.g. a, c, e, i, m, n, o etc
Tail letters – part of these letters come under the line, e.g. g, j, p.

Click on 'Daily Sentence Writing' to get some pictures to stimulate children’s writing. We have changed the layout of the pages slightly to help anyone who is printing the sheets out. The pictures can be used to plan and write words, captions or sentences. For example, if there was a picture of a cat in a hat, they could write…
cat/hat
a cat in a hat
a cat in a red hat
The cat has got a red hat.
For children who are able to attempt longer words, e.g. strawberry, we would ask them to clap out the syllables and spell each one at a time (because they will be using their phonics, it may look something like this… strorbairee).

We would love to see the children’s writing on Tapestry. In addition, please encourage the children to write about anything they are interested in, such as animals, their families, Harry Potter, etc!


Maths:
This week, we are focusing on recognising and ordering numbers and adding single digit numbers. We will also look at shapes. The following activities will support the children with this…

• Use resources (anything will do, e.g. stones, pencils, sweets!) to support the children’s understanding of adding. For example, you have got 4 strawberries and 3 grapes. How many have you got altogether? The children don’t have to be able to write the matching number sentence, but could do if they wanted to, e.g. 4 + 3= 7. Talking about the Maths is more important though, so we would encourage the children to tell the matching number story, e.g. First, I had 3 strawberries. Then I got 3 grapes. Now I have 7 pieces of fruit altogether.

• Use the Easter themed addition sheets (or copy the questions down if you don’t have a printer). Start with adding numbers to 10 and then move onto number bonds to 10 and adding numbers to 20 if the children show good understanding. The children can use practical resources to support their working out. If they are confident to do this, they could use jottings (drawing the matching number of circles under each number they are adding and then count them to find the total). Some children might like to try putting the largest number in their head and then counting on, e.g. for 3 + 6, you would put 6 in your head and get 3 fingers ready. Say 6 whilst tapping your head and then count on from the next number…7, 8, 9.

• Watch Numberblocks to support understanding of Maths. Some episodes that would support addition are… ‘Fluffies’ which looks at counting and number bonds to 7, 'Blast Off!’ which looks at numberbonds to 10 and ‘Numberblock Castle’.

• Go on a shape hunt in your house or the garden. Can you find any flat (2D) shapes? Can you find any solid (3D shapes). The solid shapes we have started to look at are spheres (e.g. a ball), cubes, cuboids, cones, cylinders, pyramids. What faces can you see on the shapes?

• Please also continue to support basic number skills, e.g.counting groups of objects accurately and recognising / ordering numbers (to 10 and then to 20).

Topic:
• Look at ‘Easter Story’ PowerPoint and use it to introduce the theme of Easter. What is it all about? Why do some people celebrate it? How do they do this? You might want to look through the presentation on your own first.

• Read ‘My Easter Journal’ ebook (available on Tapestry and on Twinkl). How did they celebrate Easter? Why did they give up certain things for Lent? Did you give anything up for Lent?
• Write your own Easter journal. There is a template here or you could make your own.

• Use the the ‘Shape Chick’ sheet to cut out shapes and put them together to make your own shape chick. Or, you could create your own one using things you find around your house.

• Design your own Easter egg. You could use the this template or draw your own on paper. You could try using Purple Mash, 2 Paint a Picture, to design one on the computer.

• Mrs Jacques has set some 2Do learning tasks on Purple Mash. Follow the link and then add your personal username and password to access them. https://www.purplemash.com/sch/Bingham

Parents: Please remember, this is designed to cover a full week. We know some of you may not have access to a printer so they are just suggestions. Please feel free to contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members. Also, please continue to share your learning, including your own ideas or things not suggested on this page. It really makes us smile when we see pictures of the children and their great work.

To all the children – we hope you are all well. We miss seeing you but hope you are enjoying extra time with your families! Have an amazing Easter and enjoy eating lots of chocolate.
From all the staff in Maple and Willow.

Update: Home Learning w.b. 23rd March

This week we are focusing on the theme of ‘firefighters’ as part of our topic ‘People Who Help Us’. The activities and resources can be used to support the children’s learning at home.

Reading:
Please continue to read with the children every day. This may include…

• Reading their school books or books you can find online, e.g. Oxford Owl website.

• Sharing stories and non-fiction (information) books.

• Practising their Speedy Words so that they build up a bank of words they can read by sight.

• Reading other materials, e.g. magazines, or anything that interests the children!

Writing:
Please continue to practise the children’s writing, focusing on…

• Planning a caption / sentence and holding it in their head (repeating it several times until they remember it).

• Using their Fred Fingers to sound out and spell each word at a time. If the word has some of the vowel special friends in it, e.g. ay, ee, igh… the children would be expected to use the one way they have been taught, unless they know for definite it has a different spelling. E.g. they may spell ‘tail’ as ‘tayl’ or ‘bike’ as ‘bighk’. We would recognise these as excellent spelling attempts. Attached, (Phonics sound mat Set 1 and set 2), is a document with the sounds and the ditties that go with them, e.g. ‘oo’ poo at the zoo (definitely a favourite with the children). These help because if a child can hear a sound, but not remember how to write it, they could say the ditty and find the matching picture to show how to write the sound. Please note: not all phonics groups have covered these sounds yet.

• Using finger spaces and a full stop.

• Forming letters correctly – starting all letters at the top, apart from ‘d’ and ‘e’. To support handwriting, we use the following terms…
Tall letters – e.g. b, d, h, k, l.
Short letters – e.g. a, c, e, i, m, n, o etc
Tail letters – part of these letters come under the line, e.g. g, j, p.

Follow this 'Daily Sentence Writing' link to see some pictures to stimulate children’s writing. They can use them to plan and write words, captions or sentences. For example, if there was a picture of a cat in a hat, they could write…
cat/hat
a cat in a hat
a cat in a red hat
The cat has got a red hat.

We would love to see the children’s writing on Tapestry. In addition, please encourage the children to write about anything they are interested in, such as animals, their families, Harry Potter, etc!

Maths:
This week, we are learning about odd and even numbers and taking away small amounts. The following activities will support the children with this…

• Watch Numberblocks, which introduces the idea of odd and evens. To help the children remember, we call them ‘Odd Bob’ and ‘Even Stevens’. Please follow this link or Google 'Numberblocks Odd and Evens'. The videos are approximately 5 minutes.

• Use counters (or anything, e.g. socks) to work out if a number is odd or even. Put the items into pairs. Do they all have a partner? If not, there must be an Odd Bob.

• Look at some shapes and see if they have an odd or even number of sides, e.g. triangle, square, rectangle, pentagon (5 sides), hexagon (6 sides), octagon (8 sides).

• Use resources (anything will do, e.g. stones, pencils, sweets!) to support the children’s understanding of taking away/subtraction. For example, You have got 6 pencils. How many will you have left if I take 2 away? The children don’t have to be able to write the matching number sentence, but could do if they wanted to, e.g. 6 – 2 = 4. Talking about the Maths is more important though, so we would encourage the children to tell the matching number story, e.g. First, I had 6 pencils. Then you took 2. Now I have 4 left.

Please also continue to support basic number skills, e.g.counting groups of objects accurately and recognising / ordering numbers (to 10 and then to 20).

Topic:
• Look at 'Fire Service' PowerPoint and use it to discuss the role of a firefighter. Would you like to be a firefighter? Link to other jobs in the emergency services.

• Look at some video clips linked to the fire service, e.g.follow these links... www.youtube.com/watch?v=WY1F_gj87VM and https://www.youtube.com/watch?v=syWonYeJOQU (CBeebies short clip).

• Read ‘Charlie and the Firefighter’ ebook (available on the Tapestry link and on Twinkl). What special equipment did the fire fighter have? Why do they have these? What else would you like to know about firefighters and their jobs? Discuss possible question starters to support, e.g. how, why, where, what, who, when, does… and use these to form some questions. Use the internet to support answering some of the trickier ones!

• Label the parts of a fire engine. See attached document, or ask the children to draw their own and then label.

• Look at 'FireFighters Then and Now' PowerPoint to prompt discussion about how fire engines have changed over the years. Ask the children ‘Would you rather be a fire fighter ‘then’ or ‘now’. The children are used to these types of questions and can answer using the sentence starter… ‘I would rather be a firefighter ______ because….’

• Use this scissor control sheet to practise cutting skills. Can you cut along the lines to put the fire out?

Please remember, this is designed to cover a full week. We know some of you may not have access to a printer so they are just suggestions. Please feel free to contact a member of staff if you have any questions. If you reply to this thread, everyone will be able to see your comments but if you start a separate post, it will just be staff members.

To all the children – we hope you are all well. We miss seeing you but hope you are enjoying extra time with your families!
From all the staff in Maple and Willow

Update: 18/3/20 - What are we learning in Maple/Willow this week?

Literacy: The children are continuing with their phonics lessons, where they practise reading the sounds on their own and then in words and sentences. Everyday, the children write a simple sentence or caption. For example, if they were shown a picture of a frog on a log, they could write a linked word / caption / sentence, depending on their phonic knowledge.
e.g. log / frog
frog on a log
a green frog on a log
The green frog is sitting on the log.

The children would be taught to 'hold the caption/sentence' in their head (repeating it several times until they remember it) and then using their phonic knowledge to spell each word. They would be encouraged to use finger spaces and correct letter formation.

The children will read their books as usual and be given opportunities to apply their reading skills whenever possible, e.g. reading signs / labels, predicting what might happen next in a story.

Maths: This week, we are learning about doubling and halving and taking part in the following activities...
- doubling numbers to five using our hands, e.g. 2 fingers on one hand and 2 on the other makes 4.
- using counters or other resources to double small amounts.
- using a ladybird template to double numbers, e.g. draw 4 spots on each side. What is double 4?
- watching Numberblocks, Series 2 Episode 9 - Double Trouble, which you will be able to find through this link
- finding half of a small amount by sharing equally into 2 groups, e.g. sharing 6 strawberries between 2 people so that they have half each.

Topic:
Our weekly theme is 'Police' which is linked to our topic 'People Who Help Us'. We will be discussing the role of a police officer and how they can help us. There will be lots of resources to support this online, including Twinkl (where you can join for free access - details on the website).

General information regarding home learning in Reception...

Please find a list of suggested websites to access for home learning.

Free TWINKL membership for all our parents and carers

Twinkl are offering every parent and carer temporary access (one month) to their on-line learning resources. Setting this up is really easy. Go to www.twinkl. co.uk/offer and enter the code UKTWINKLHELPS

Reading

Please read a range of books regularly with your child and use the phonics support cards to practise specific words and sentence building. They can also use these words to write simple sentences. In addition, please use the resources below to support reading development...

Speedy Words - full list This has the full set of words that we would like the children to practise reading by sight.

Phonics Play website There is a section on this website which provides free access to phonics games. You can choose the level of difficulty using the menu on the left-hand side (Phases).

Writing

Please continue to support the children's writing development by practising their letter formation, reminding them to start at the top for all letters, apart from 'd' and 'e'. Please use the link to handwriting ditties to support.

Challenge children to write at least one sentence everyday. This could be to recount what they have done or linked to an area of interest. Some children really enjoy reading and writing 'Silly Questions', where the answer is very obviously Yes or No. Some examples...

Can a fish run? Is the moon green? Can a frog jump?

We would love to see some examples of the children's writing uploaded to Tapestry.

Maths

In addition to the websites listed above, please continue to practise basic number work with the children, focusing on:

  • recognising and ordering numbers to 10 and then 20.
  • finding 1 more / less than a given number.
  • adding and subtracting single digit numbers, using resources, e.g. stickers, and/or jottings. For example...

Home Learning

May 2020

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