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Isolation Wk 2 12.10.20

This week should have been our Harvest celebration.   On Monday please do look at the whole school dojo to watch our virtual harvest celebration.  We are sad not to have our reception children in school to share this celebration.  However below is a week of activities based on a Harvest theme and the "Little Red Hen". 

 

Below is the story to share with the children both links are identical they are just in two different formats, so download the one you find the easiest to view.

 

Read the story with your child.  It is an easy story to learn off by heart with actions, or use a toy farm set up to retell the story.

 

It is a great story for developing early drawing and writing.  Encourage your child to draw one of the characters from the story and write their response, "not I".  This reinforces the letter sounds the children have learnt in phonics and gives a purpose to their writing.  They can make a simple little book of their own.

DAY ONE

If possible show some grains of wheat, wheat stalks, and a few products made from wheat.  Discuss with your child what each item is. Then ask them to share ways they think the the grains of wheat eventually became bread, etc.  Explain that it takes a lot of time and hard work to get from grain to bread and that this week they will learn all about the process!

Focus Story:

Share the powerpoint or PDF or the story of the Little Red Hen.  Discuss what is happening in each of the pictures and introduce the terms 'grind', and 'knead'. Make sure to stop the picture walk right after the hen places the dough into the oven .  Ask your child to predict what they think will happen next; Read aloud for enjoyment and to see what happens when the bread comes out of the oven.

 

DAY TWO

Reread The Little Red Hen and generate a discussion about the events in the story, possibly by asking a few of the following questions...

  • How would you describe the cat, the pig, and the bul?
  • What words can you use to describe the little red hen?
  • How do you think the little red hen felt doing all of the work by herself?
  • How do you think the little red hen felt when all the animals wanted to eat the bread she had made?
  • Why do you think the hen said the other animals could not eat the bread?
  • How do you think the animals felt when the little red hen told them they could not help to eat the bread?
  • What lesson did the animals learn? Do you think they will be more willing to help out next time? Why or why not?
  • How would the story be different if all the animals had agreed to help the little red hen with the work?

 

Brainstorm with your child small ways that they could help others and show that they care-whether it be helping at home, in the classroom, or in the community.(Some examples may be hold the door, find a missing glove, show how to write a hard letter, make my bed, set the table, etc.) Then model how to write "I will help ____." sentences for your child. Start by writing "I will help bake bread." (the cat). Reread each sentence tracking the print.

Companion Rhyme:

 Introduce the companion nursery rhyme 'One, Two, Buckle My Shoe'; Read together and act out it out with motions.

 

DAY THREE

Review the story, work together to sequence pictures from the story to show what happened first, second, third, next, etc. As each picture is added to the sequence, sing the appropriate verse of 'The Little Red Hen's Song' (See words below, sung to the tune of Here we go round the Mulberry Bush.)

The Little Red Hen's Song
This is the way I plant the seed, plant the seed, plant the seed.
This is the way I plant the seed
so early in the morning!

Repeat using the following verses where the words are italicized, above...
water the wheat.
cut the wheat.
go to the mill.
make the dough.
bake the bread.
eat the bread.

 

 

Come Outside - BREAD

I know its an old programme, but I still think it's great for explaining how bread it made.

How to make a spinning paper Pinwheel DIY, paper windmill craft for kids

Easy paper pinwheel craft for kids

You have two choices for Maths the online White Rose Maths with the ready made videos and resources or following the planning outline below that uses common resources found at home and the equipment in your pack.

DAY ONE

Warm up:  Same or different – clap hands a number of times (up to 5); then repeat – did you clap the same amount or different amounts?

Main teaching input

  • Check children understand what ‘same’ and ‘different’ mean.  (Discuss)
  • 2 dice – or interactive of 2 dice  https://nrich.maths.org/6717

are there the same amount of dots – or different amounts? All say out loud ‘same’ or ‘different’

  • Model counting the dots on each dice to check.
  • Put out two 5 frames one above the other.  Put 5 objects on one and 2 on the other – are these the same or different amounts?
  • Repeat, including some amounts that are the same.  Child says out loud ‘same’ or ‘different’.
  • Tell your child that this is how we compare amounts of things.  We have been comparing amounts of things to find which has more and which has fewer or less.

 

Activity:  Give children a stick of lego or duplo (up to 5).  Adult makes a stick of 3  Do you have the same amount as me? Do you have more than me or do you have less than me?

 

Digging deeper:  Model comparing a stick of 3 to your child’s stick (perhaps of 4)  Match them together side by side.  Which stick has more?  Which stick has less? Chop off the extra one.  This stick has one extra cube, it has one more than the other stick. The difference between this stick and this other stick is one cube – one.

  • Model comparing a stick of 3 to another child’s stick of 5.  Repeat matching, breaking off the extra and vocalizing ‘the difference between this stick and the other stick is 2 cubes – two’

DAY TWO

Warm up: Would you rather have – use examples of:  full cup of juice, half cup of juice; whole biscuit, part of a biscuit; pile of 6 sweets, pile of 3 sweets etc.  Continue with verbal examples, eg 5 apples, 4 apples (without pictures or actual objects to refer to)  - this will give you information on the children’s number sense.

Main teaching input:

  • Would you rather have 5 sweets or 4 sweets? Why?  TP to discuss.
  • I have a pile of 5 sweets and a pile of 4 sweets, which would you rather have? Is it easy to compare the amounts when they are in piles?
  • Can you show me on these 5 frames why you think that 5 sweets would be more than 4? (This is to show a linear comparison of the amounts as in yesterday’s work)
  • Activity –  give each child a 5 frame and 5 items to put on it.  Show your example under the visualiser – with 3 items on the 5 frame.  Can you put a number of items that is more than mine on your 5 frame?
  • Activity – now put children into partners - give out an amount of colour toys 1-5 to one child and a different colour 1-5 to their partner.  Children to match the toys one to one in a linear way on a 5 frame.
  • Which line has more?  Which children can tell you the difference between the 2 amounts?

 

Digging deeper:  Display 2 numeralswhich is the larger number?  Which is the smaller number?  Can you work out the difference between them? Explain how you worked that out.

 

DAY THREE

 

Warm up:  Use fingers – show me – 0, 1,2 etc  - then show numeral cards for 0,1,2 and see if children can show you the amount on fingers by using number recognition.  Extend if too easy.

Main teaching input:  Discuss the meaning of the word ‘more’ – show examples of more – meaning ‘lots’ or a larger amount.  Talk about the amount with fewer items – discuss the meaning of ‘less’ – show examples of less – use the word ‘fewer’ and ‘less’ meaning not so many or the smaller amount.

  • Activity –  give each child a 5 frame and 5 items to put on it.  Show your example with 4 items on the 5 frame.  Can you put a number of items that is less than mine on your 5 frame?
  • Which line has fewer/less?  Can you tell the difference between the 2 amounts?

Digging deeper:  Use balance scales to compare different amounts of lego or duplo.  What happens to the side that has more? What happens to the side that has less/fewer?

 

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