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Week 2 January 11th 2021

Good Morning, hope you are all fit and well.  Home learning this time is a little different as there is an expectation that all children will engage with tasks set and schools will support with feedback.  Please remember I am available on dojo and will respond as soon as I am able.  In order to help you structure your day I thought it would be useful to see what a day in school usually looks like for your child with a rough idea of timings. The government are advising that children in reception should engage with between 1 hour and 1 hour 30 minutes of online learning a day.

 

9.00 am    Arrival put belongings away and then sit on the carpet and practise writing their full name and         correct letter formation on a whiteboard.

9.15 am    Phonics, wake up shake up, circle, Communication, Language and Literacy introduction and task

10.00am   Snack

10.15am   Outdoor play

10.45am    Number - daily count, magic fingers - show me 6 fingers, show me one more than five, show me one less than 8, how many different ways can you show me 6 fingers?  Number concept teaching for the day and task.

11.45 am Lunch and then outdoor play

1.00 pm   Sing our jolly phonics songs for phase 3 then reading.

1.30 pm    Planning time - this is when the children access activities of their choice using the resources in the classroom with ideas linked to our theme for the week.  We encourage the children to talk to a friend about what they plan to do for the afternoon they share that with me and I offer any further support or extensions.  

2.30 pm The children return to the carpet to share how their plan had gone for the afternoon and what they have learnt.

2.45 pm Outdoor play

3.00pm Story

3.15pm Home time

11.45am

Use the link below for your daily phonics lesson, there is a lesson for every day.  Below that are the songs we sing and an alphablocks video that supports this weeks sounds.  We usually sing our phonic songs straight after lunch.

Jolly Phonics songs Phase 2

I've been using this song whenever I teach kids how to read .It helps your child to read very fast.

Jolly Phonics Phase Three

Phonics Phase songI'd like to have a barbecuethe sailors met upon the seatrains are chugging up the hill

Learn to Read | Phonics for Kids | Letter Teams - OO and OA

Alphablocks are in our reading scheme and here is a nice little programme that reinforces this weeks sounds if you wanted an extension.

Wake Up! Shake Up!

We usually skip the introduction at school and go straight into the exercise.

Outside time

 

If you need some inspiration to get your little one outside it is a great time of year to go bird spotting.

Birds: January is the RSPB’s Big Schools’ Birdwatch, and you can register for the spotter guides and information pack on its website, www.rspb.org.uk.

  • Children could make their own binoculars with two toilet rolls.
  • Look at or print pictures of garden birds and place them around the garden to help children quickly identify birds that do frequent the garden.

Catkins: Hazel trees and bushes have catkins, which allow the tree to reproduce. In January, they can be spotted drooping from bare branches and are plentiful enough to allow children to pick a few and test out the sensation of squashing them between their fingers.  Perhaps you could go on a local walk and see if you can spot any.

Communication Language and Literacy

 

MONDAY

Dragons!

Read "The Egg" by PM Robertson

Begin by reading the children ‘The Egg’… Question them about the pictures…
• Where did the egg come from?
• How did it get there?
• What type of boy do they think George is?
• How would they feel if they found an oversized egg at home or School… Afraid…Excited?
• Would they do what George did and move the egg into the warmth?
Pause the story before the egg hatches. Ask the children what they think might be inside the Egg… A very large chicken, An ostrich, an Alien, an Angel, a dinosaur or even perhaps a DRAGON!

Read Aloud Story - The Egg

This is a read aloud of the story book "The Egg" written by M. P. Robertson, read by me, with background music from Solis music (https://goo.gl/WKhdD0). Enjoy!

Todays lesson aims:

Aims: To express themselves effectively. To use talk to organise and clarify thinking.

To answer ‘how’ and ‘why’ questions about their experiences.

To talk about how they and others show feelings.

What to do:

  • Ask the children if any of them know any stories about dragons. Show them some clips of dragons in films they may know (Shrek, Pete's Dragon, How to Train a Dragon or if you have any books.
  • Discuss and draw out ideas about dragons: What do dragons in stories usually do? How do dragons make you feel?
  • Discuss how it might feel to approach a dragon even if we are really scared!  Talk about overcoming our fears and worries we might have about doing this.
  • What can we do when we feel worried about something/ challenged by something? Scared, excited etc. Are there other things in stories or real life that make you feel that way?
  • Support Give the children plenty of thinking time to organise their thoughts. Help and encourage them to express a wide range of feelings orally and talk about their own experiences and thoughts.

    Challenge How do you feel about dragons? Can you think of some words to describe how you would feel meeting a dragon? Would everyone feel the same way? How might someone else feel?
  • Outcomes:  

    I can talk about books and stories that I know about dragons.

    I can express how I might feel meeting a dragon.

TUESDAY

Read "Tell Me a Dragon" by Jackie Morris

 

Tell me a Dragon

A reading of Tell Me a Dragon

Aims: To extend vocabulary and use talk to clarify ideas.

To use phonic knowledge to write words.

What to do:

  • Read Tell Me A Dragon, then look at the different dragons.
  • Tell children that we are going to create a big word bank full of fantastic dragon words!
  • Talk to your child and then start to add to create a word bank, e.g. wings, teeth, eyes, tail, scales, feathers, claws, talons, nails, skin, hair, fire, tongue, etc. When writing the words try to say out loud your thinking of how to spell them by segmenting the sounds as you write n - ail - l.
  • Explain that those are words to describe what the dragons might look like, but we can also think about how they might move.
  • Get children to perform the actions and then gather together useful verbs. They soar, fly, crawl, race, flap, charge, breathe fire etc.

Support If the children struggle to think of words, show them one picture of a dragon from the book. Ask them to look at the picture and tell you some words to describe how it looks.

Challenge Can you add some other words to describe what its claws are like?

Outcomes:  

I can talk about dragons and think of words to describe them.

I can add more detail to my words by using more describing words (adjectives).

Wednesday

Aims: To use phonic knowledge to write words.

To write simple sentences.

What to do:

  • Show children the dragon pictures.
  • Model writing a brief descriptive sentence using some of the words and descriptions in the word bank, e.g. My dragon has big wings and it soars up in the sky When modelling how to write use correct spellings, when the children are writing accept their attempts don't correct every mistake.  Learning to write is very tricky and it is about building their confidence and sharing your love of writing.
  • Have I left spaces between my words? Did I form my letters correctly?  Don't worry if they haven't just talk about next time we could think about our finger spaces or how to correctly write a specific letter.
  • Look at punctuation in sentences, stressing the need to begin a sentence with an initial capital letter and to end it with a full stop.

Support Model writing a very simple sentence: Say the sentence together, count the words, then write each word. Go back and - with a different colour - write the capital letter and full stop. Make up an action for capital letter and full stop. Then re-say the sentence together using the actions to show the full stop and capital letter.

Challenge Can you tell me a descriptive sentence about this dragon? What do we need to remember when we write it?

Outcomes:  

I can use a word bank and begin to put words together into a full sentence.

I can remember to use a capital letter and full stop when writing a sentence.

Thursday and Friday

As you are building a model in maths on Friday you may want to make your dragon on Thursday and write on Friday or you may choose to have a model building day on Friday, whichever suits you.

 

Aims: To use talk to organise and clarify ideas.

To demonstrate understanding when talking with others about what they have read.

To think of their own sentence and make a phonically plausible attempt at writing it independently or with little support.

What to do:

  • Re-read Tell Me A Dragon.
  • Tell your child that everyone in the book had their own dragon. Ask your child to imagine they had their very own dragon! Tell me about your dragon, what would your dragon be like?
  • Allow plenty of time for your child to discuss ideas and imagine dragons of their own.
  • Explain they will be creating their own model dragon, then writing a sentence (a caption) about it. Share dragon pictures to stimulate ideas.

Support Give children time to create a picture of their dragon in their mind. Ask them to tell you single words to describe it. Prompt them with questions to elicit more language.

Challenge Can you think of a sentence to describe your dragon in detail?

Outcomes:  

I can listen to a story and talk about some of the dragons I remember.

I can invent my own dragon and use descriptive language to describe it orally.

I can write at least one sentence about my dragon

I can draw, paint or make a model of my dragon

 

Number

 

We always start our number lesson stood up one foot forward and we tap with our toes as we count to 100.  We than tap our body in different places to a given number.  For example tap your tummy three times, this teaches children to stop at a given number.  We then practise using our fingers to show numbers we sing a song - Magic fingers hide away how many fingers come to play?  The children hide their fingers behind their back and you then give them a number and they show you that many fingers.  You can ask them to show you one less or one more than a given number or show me double 3.  How many ways can you show me 6?  

Then we look at the days learning.  Maths in the Early Years is taught on the concept of CPA

 

Here is a little background on the teaching of early maths that you may find useful.  Below this are the plans for this week.

C is for concrete

Concrete is the “doing” stage. During this stage, students use concrete objects to model problems.

Ten frames are really useful. Here’s an example for you. We begin by showing the amount of different numbers on a ten frame. Once they are confident, they start to explore the ways of making different number bonds for example, how many ways can we make 10?

 

P is for pictorial

Pictorial is the ‘seeing’ stage. Here, we use visual representations of concrete objects to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams, or models that represent the objects from the problem.

A is for Abstract

This is the final stage and is what many parents know and understand simple written calculations like 2 + 8 =10. It is vital that children have a firm grasp on the concrete and pictorial stage before moving to the abstract. 

This week the learning objective is calculations to 10 - nothing like starting at the deep end with home learning.  So we teach this concept by introducing the children to a part-part whole model. Hopefully all this will seem much easier when you start sharing the resources with your child ... remember I am on dojo if you need any help.

 

What is Part-Whole reasoning? 

The Part-whole reasoning or model is the concept of how numbers can be split into parts. Children using this model will see the relationship between the whole number and the component parts, this helps learners make the connections between addition and subtraction. 

Part-whole reasoning also helps pupils to interpret, visualise and solve word problems. 

 

Now you have a little background into our approach here is this weeks maths plans.

MONDAY

Watch Numberblocks Episode 12 (The Whole of Me). Encourage discussion afterwards. What did you notice? Note that the Numberblocks ‘split up’ into smaller Numberblocks.

Numberblocks - The Whole of Me | Learn to Count

As seen on CBeebies! Watch Numberblocks full episodes on BBC iPlayer: https://bbc.in/2ZHvNtl Subscribe for more Numberblocks: https://goo.gl/rF32S8The Number...

Draw this image on a piece of paper or your child's whiteboard.

Put 1 piece of pasta or lego brick in the top hoop. Can we split the number 1 into parts? No – remember Numberblock 1 only has 1 block to play with! Model moving object from the whole to one of the parts. Then the other part. One and zero makes 1 or zero had one makes one.  That’s all we can do with 1!

 

What about 2? Can 2 be split into parts? Yes! We could put 1 block on this side and one on this side. Are there any other ways of doing it? Model putting both blocks on one side and encourage discussion, e.g. 1 and 1 make 2; 2 and 0 make 2.

 

Continue exploring ways to split numbers, confident children can explore numbers to 10 but some may prefer to stop at 5.  Just do this practically with the objects you have chosen.

 

TUESDAY

Recap yesterdays idea of a part part whole using objects.  Then explore recording this if your child is confident at writing their numbers they can record using the numbers if not just record using the correct number of dots to represent the number. If your child is finding the concept tricky to understand just stick with using the objects as shown in the video below.  

Year 1 Part Whole Diagram

A lovely video of a little boy explaining part part whole. Getting your child to talk about what they have done is important. The child is modelling what we call stem sentences. Explaining their thinking is as important as showing you their answer.

Wednesday

 

 

Draw four part-part whole diagrams on your child's whiteboard.  Then with your child model how you can make four different part-part whole diagrams all about the number 4.

Thursday

Keep practising the part part whole.  You could use playdough and show part part whole diagrams or play this game on the computer.

 

Friday Fun!

Part part whole is a concept that underpins number work all the way through school.  So today is a chance to make a part part whole machine.  Then you can play with it and practice your part part whole calculations.  Here are some ideas you may like to try.

Planning Time

This is what the children do in the afternoon.  Below are some suggestions if you need some ideas.  Don't feel you need to do these.  Even in school we follow children's interests.  It is a time when they engage in role play, complete jigsaws, play board games, make models from playdough, build with construction kits, share a book, build models, draw and paint.

 

Role Play Idea 

Set up a dragon hunter’s headquarters. Provide some equipment for the intrepid hunters to use in their search for dragons– for example picnic equipment, binoculars, cameras, measuring tapes and goggles. Back at base, hunters can study their specimens writing notes and drawing pictures.  Captured dragons will need looking after, so provide plenty of ‘dragon care’ facilities– boxes and incubators for dragon’s eggs, nesting materials (blankets and cushions), etc. A first aid kit might be useful…either for sickly dragons, or hunters scarred by their tussles with reluctant captives! Encourage children to role-play both dragons and dragon hunters. Are the dragons you study fierce or friendly? What will you teach your captive dragons to do?

 

Outside

Children search for hidden dragons, using positional language to describe their locations.

 

Hide a series of dragon figures (or pictures of these) outside. Hunt for the dragons. When they discover them, children photograph the dragons. They use positional and locational language to describe the dragons’ hiding places: e.g. The dragon is under the chair. The dragon is next to the steps. Display the children’s photographs and sentences along with further photographs of the children going about their hunting.

 

Construction

Build a dragon out of lego or boxes

P.E.
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