Virtual Sports Week Olympics.

 

Welcome to the Pope Paul Olympics! Like many things this year, the Olympics has unfortunately been postponed due to the coronavirus. This, however is not going to stop us having our very own Olympic games celebration!

Have a look at the timetable to see what we have planned and then follow the information on each slide. Each day will be made up one of a PE activity and also another subject task to complete!

Virtual Sports Week Olympics June

Week Beginning 29.6.20 Reception Weekly Overview

This week we have two learning themes- ‘The Little Red Hen’ and ‘The Pope Paul Olympics’

Like many things this year, the Olympics has unfortunately been postponed due to the coronavirus. This however is not going to stop us from having our very own Olympic Games celebration!

Have a look at the timetable to see what Pope Paul School have planned for this week and then follow the information on each slide. Each day will be made up of one PE activity and also another optional task to complete!

http://popepaul.herts.sch.uk/wp-content/uploads/2020/06/Virtual-Sports-Week-Olympics-June.pptx

Choose one or two things from each area to do over the week.

Read ‘The Little Red Hen’ by downloading it here: https://www.twinkl.co.uk/resource/tp-l-52275-the-little-red-hen-ebook or watch a professional storyteller tell it here: https://www.youtube.com/watch?v=Gwx5FvZi18U

Personal, Social and Emotional Development (PSED)

  • Think about the qualities of a good friend- choose a friend from school. What makes them a special friend? How do they make them feel when they are playing with them?
  • Why it is important to be a good friend to others. Do you think the other animals were being a good friend to the Little Red Hen? Why/why not?

 

  • Discuss the different characters in the story. What was their behaviour like? Why? Why do you think they might not want to help the Little Red Hen?
  • Why is it important to work well as part of a team when you are an athlete/ sports person? 

Communication and Language 

  • Retell the story using props found around your home.
  • Make bread with the help of an adult. Describe what you can see, feel and smell as you make it.

 

Physical Development

  • Create windmills from junk modelling materials.
  • When you make bread, knead the dough until it becomes soft and stretchy.
  • With the help of an adult, make some salt dough and use it in a bakers/ kitchen imaginary role play area. Complete the daily Olympic challenge and send your results to: popepaulolympics@herts.sch.uk
  • Have fun exploring what happens when you gradually add water to cornflour.

 

Maths

  • Weigh out all of the ingredients needed to make bread. Practise counting as you add spoonfuls of flour etc
  • Use different shaped paper to make pictures of the farm animals and the windmill.
  • Use 3D shapes to build the farm.
  • Complete the daily maths activity on White Rose Maths. https://whiterosemaths.com/homelearning/early-years/
  • Use this week to revise number recognition to 20, number formation, and one more than/ one less than any given number. If secure, practise number bonds to ten/twenty. Eg

2&8

4&6

5&5

3 &7

1&9

Literacy

  • Compare different versions of the story – how are they similar/ different? How are the characters different/ similar?
  • Write a letter from one of the farm animals saying sorry to the hen for not being a good friend.
  • Write instructions on how to make bread.
  • Write about your favourite sandwich and how to make it.

 

Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.

Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

Understanding the World 

  • Find out more about farm animals, windmills and farms. How are they all connected?
  • Make bread, pizzas or sandwiches.
  • Take a walk on the public footpaths on farmland across Potters Bar. Can you find out what the farmers’ are growing?
  • Where do hens come from? Find out about the life-cycle of a hen.
  • Find out where flour comes from and what we can use it for.
  • Find out about the Olympics and where and when they started.
  • Watch ‘Come Outside- Bread’.

 

Expressive Art and Design

 

  • Make a windmill with moving sails.
  • Make birdfeeders to encourage lots of different birds to visit your garden.
  • Set up a little bakers role play and use salt dough or playdough to make bread and cakes to sell.
  • Create signs and posters to put in your bakers.

 

 

 

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

Please see the separate RE blog for the whole school learning focus and complete the activity. Thank you!

Sing daily, using the BBC Schools Radio website- https://www.bbc.co.uk/teach/school-radio/eyfs-early-years/z6bgnrd

Again, the class love this website and it will be very familiar to them! The class also really enjoy singing the following songs during special prayer time:

Week Beginning 22.6.20 Reception Weekly Overview

This week’s learning is based on the book

‘The Snail and the Whale’ by Julia Donaldson

One tiny snail longs to see the world and hitches a lift on the tail of a whale. Together they go on an amazing journey, past icebergs and volcanoes, sharks and penguins, and the little snail feels so small in the vastness of the world. But when disaster strikes and the whale is beached in a bay, it’s the tiny snail who saves the day.

If you don’t have a copy of the story, don’t worry, you can watch it here: https://youtu.be/hheolVGZVvs 

There is also a wonderful animated short film of the story on BBC iPlayer. https://www.bbc.co.uk/iplayer/episode/m000cslw/the-snail-and-the-whale

 

Choose one or two things from each area to do over the week.

Personal, Social and Emotional Development (PSED)

  • How can we care for snails when we find them?
  • Who helps who in the story?
  • How do you feel when you help people?
  • What could you do at home to be ‘helpful’?
  • Even though the snail is small, he helps to save the whale. Think about your abilities. Is there anything that you thought you couldn’t do, but you managed to when you tried?

Communication and Language 

  • The whale shows the snail around the exotic island. When you next go out, can you describe all the things you can see and hear all around you?
  • What do you know already about snails? Tell your mum or dad everything you know
  • Describe how it feels to move round and round in a spiral.
  • The human activity makes the whale swim too close to the shore. Do you think that this could really happen? How can you find out? What might we be able to do to stop it from happening again?

Physical Development 

  • Watching how snails move- can you move like them?
  • What do we need to do after handling snail?
  • Exploring slime- Make your own slime. https://www.thekitchn.com/how-to-make-3-ingredient-slime-without-borax-245904
  • Build your own snail shell to wear.
  •  Do some snail and whale dancing with: https://www.bbc.co.uk/programmes/p0440f1f
  • Explore spinning different objects- what object spins the longest?
  • Dance daily, using the free Go-Noodle website- https://www.gonoodle.com/ The class absolutely love this website!
  • Visit the ‘Cosmic Kids Yoga’ channel on Youtube It has some fantastic exercises and activities. See if you can find and copy the ‘whale pose’ on the channel. Have your parents take a picture of you performing the whale pose or any other poses you find on the Cosmic Kids Yoga channel and upload the image to tapestry. 

Maths

  • How many creatures can you see on each page? How many creatures are shown in the whole book?
  • Collect and count snails in your garden/ on your walk.
  • Snail racing – learn about ordinal numbers. 1st, 2nd, 3rd etc
  • Draw maps so that the whale doesn’t get lost again.
  • Complete the White Rose Daily Lessons based on the book ‘The Snail and the Whale’. (Summer Term Week 6) https://whiterosemaths.com/homelearning/early-years/

 

Literacy

  • Look at pictures of snails and whales and think of words or sentences to describe them.
  • There is a lot of rhyming in the story. Can you find the rhyming words? Can you find other words which rhyme with them?
  • At the end of the story, the snail tells his friends all about his adventure. Can you write what he might have said to them?
  • Write your own story about two different creatures, who go on a big adventure together.
  • Write a postcard from the whale and the snail, telling their friends about where they have been and what they have seen.
  • Use PVA glue and glitter or glitter glue pens, to make secret snail trail messages on black card or paper.
  • Write about where you would like to travel to, on the back of a whale.
 

Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.

Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

               The Snail 1953 Henri Matisse

Expressive Arts and Design

  • Draw your own seaside picture. Can you draw a picture of what lives under the sea?
  • Create your own spiral paintings.
  • Decorate empty snail shells if you manage to find some!
  • Make snail finger puppets.
  • Make trails with chalk outside.
  • Learn about the famous artist Henri Matisse and his collage, ‘The Snail’ here: https://youtu.be/hy4DUpsC22c and on the Tate Modern webpage here: https://www.tate.org.uk/kids/explore/kids-view/meet-matisse
  • Make your own snail picture collage like Henri Matisse. https://www.tate.org.uk/kids/make/cut-paste/collage-matisse-snail  

Understanding the World

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

 

Please see the separate RE blog for the whole school learning focus and choose one from the suggested activities. Thank you!

 

                              Ongoing Further Activities and Information

 

Ongoing Maths Activities – try at least one a day

  • Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
  • Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
  • Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
  • Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
  • Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
  • Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
  • Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
  • Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
  • Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer!
  • Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
  • Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
  • Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
  • Watch a Numberblocks episode each day at: BBC ​iplayer or ​CBeebies​.
  • Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
  • Write out the digits 0 – 9.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
  • Practise counting backwards from 20.
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
  • Listen to a number song from the CBeebies​ website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
  • Look out of the window and count how many houses or buildings can be seen
  • Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?

Maths Websites

https://www.topmarks.co.uk/maths-games/5-7-years

https://matr.org/blog/fun-maths-games-activities-for-kids/

https://www.primarygames.com/math.php

https://www.bbc.co.uk/cbeebies/topics/numeracy

https://apps.mathlearningcenter.org/geoboard/

.

White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.

https://whiterosemaths.com/homelearning/

Independent writing

Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.

 

Phonics

Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.

Phase 2 tricky and high frequency words

Read: is, it, in, at, and, the, to, no, go, I, on, a

Phase 3 tricky and high frequency words

Read: he, she, we, me, be, was, my, you, they, her, all, are 

Write: the, to, no, go, I 

For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase) 

Phase 4 tricky words 

Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what 

Information about Phase 4 Phonics

During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.

Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.

The following websites are fantastic for practising phonics phases, word recognition and sentence reading.

https://www.teachyourmonstertoread.com

 

https://www.phonicsplay.co.uk/freeIndex.htm

 

https://www.phonicsbloom.com/

 

http://www.familylearning.org.uk

 

https://www.topmarks.co.uk

 

www.letters-and-sounds.com

 

https://www.spellingcity.com/spelling-games-vocabulary-games.html

 

Twinkl also have some great phonics and cross curricular resources and are also currently free if you follow these instructions:

 

Go to https://www.twinkl.co.uk/offer  and enter the code: UKTWINKLHELPS

 

 

Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation.

 

Reading

As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.

Go to Collins Connect and click on the Teacher portal and enter:

Username: parents@harpercollins.co.uk

Password: Parents20!

and then click Login.

To login to Oxford Owl please continue using the school’s login.

https://www.oxfordowl.co.uk/

Username:popepaul2020

Password:Ilovereading2020

You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.

Week Beginning 15.6.20 Reception Home Learning Overview

This week’s theme is ‘Superworm’ by Julia Donaldson

Superworm is the story of an ordinary worm, who chooses to use his talents in unusual ways. The worm, Superworm, is friends to many different kinds of creatures and helps them to get out of some difficult circumstances. Disaster strikes when one of the creatures in the book, Wizard Lizard who is a villain, captures Superworm and forces him to locate treasure underground. All his friends must work together to save Superworm from being lost to the magic forever.

Please choose one or two things from each area to do over the week.

Personal, Social and Emotional Development (PSED)

  • Read/ watch Superworm and talk about how he helped his friends when they got into difficulties. Make your own Superworm. Will he be a lasso, a skipping rope, a hoola hoop, or a fishing line? When Superworm himself gets into trouble, the other animals work very hard to save him. What did they do? How would you help Superworm?
  • Superheroes come in many forms-who is your superhero?

Communication and Language

  • Develop a plan with an adult to save Superworm.
  • What do we know about animals and mini- beasts that live under the ground? Would you like to live under ground? Why? Why not?

Physical Development

  • Dig for treasure – use a range of tools to search for previously buried treasure. Sort the treasure into groups according to material.
  • Watch film clips about how worms and other animals move around under the ground. How can we move like them?
  • Make Superworms by stuffing tights with paper. Use the worms for skipping and other games.

  • Learn how to skip.

  • Hook objects with a home-made fishing rod.

 

Expressive Arts and Design

  • Make a 3D worm https://youtu.be/Yss3-upCVWM
  • How to draw a worm- https://youtu.be/7I8lLMFMRM0
  • Design and label your own superbug hero.
  • Make a well – Using materials available, make a well just like the one in the story Teach the children how the well would have been used. Discuss where the location of a well would be.

Understanding the World

  • Find out how a well would have been used.
  • Dig in the ground to find things that lives there.
  • Watch film clips about how worms and other animals move around under the ground. How can we move like them?
  • Watch ‘Come Outside- Useful holes and Holes in the Ground’. https://www.youtube.com/watch?v=52SDkNbCMyY

Maths

  • Count worms found when digging.
  • Measure worms-which worm is the longest/ shortest? Chart/ record the lengths.
  • Complete the White Rose Superworm themed tasks here: https://whiterosemaths.com/homelearning/early-years/
  • Bury some treasure in your garden and make a map with directions for your family to locate the treasure.

Literacy

  • Make your own story about a different animal that becomes a superhero.
  • Use the book to create a collection of rhyming words and phrases. Could you use these to create your own rhyming story?
  • Make a list of words and phrases that are used to describe Superworm.
  • Write about a time when Superhero comes to the rescue.
  • Think of some questions that you might like to ask Superworm. How might he respond?
  • How many different ways is Superworm used in the story? Can you make a new page in which Superworm helps a different animal?
  • Write character descriptions about Superworm and Wizard Lizard.
  • Draw a picture of a worm and write as many describing words around it. Can you make the worm sound really interesting and exciting to another person? Choose your favourite words and put these words into a sentence e.g. ‘Superworm is…’
  • Create your own treasure hunt, writing clues for your family to follow.

 

Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.

Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

Please see the separate RE blog for the whole school learning focus. Thank you!

Ongoing Further Activities and Information

 

https://www.youtube.com/watch?v=8fdk0oKMmfg

https://www.youtube.com/watch?v=DXDGE_lRI0E

https://www.youtube.com/watch?v=Cc0QVWzCv9k

https://www.youtube.com/watch?v=QCN893hzueQ

https://www.youtube.com/watch?v=DSpyKsPiUhs

https://www.youtube.com/watch?v=yjh5Kh5Hxu8

 

Ongoing Maths Activities – try at least one a day

  • Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
  • Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
  • Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
  • Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
  • Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
  • Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
  • Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
  • Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
  • Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer!
  • Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
  • Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
  • Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
  • Watch a Numberblocks episode each day at: BBC ​iplayer or ​CBeebies​.
  • Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
  • Write out the digits 0 – 9.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
  • Practise counting backwards from 20.
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
  • Listen to a number song from the CBeebies​ website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
  • Look out of the window and count how many houses or buildings can be seen
  • Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?
  • Look for numerals on packaging you find around the house. Can your child recognise the numerals and count out a matching amount?

Maths Websites

https://www.topmarks.co.uk/maths-games/5-7-years

https://matr.org/blog/fun-maths-games-activities-for-kids/

https://www.primarygames.com/math.php

https://www.bbc.co.uk/cbeebies/topics/numeracy

https://apps.mathlearningcenter.org/geoboard/

White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.

https://whiterosemaths.com/homelearning/

Independent writing

Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.

 Phonics

Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.

Phase 2 tricky and high frequency words

Read: is, it, in, at, and, the, to, no, go, I, on, a

Phase 3 tricky and high frequency words

Read: he, she, we, me, be, was, my, you, they, her, all, are 

Write: the, to, no, go, I 

For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase) 

Phase 4 tricky words 

Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what 

Information about Phase 4 Phonics

During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.

Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.

The following websites are fantastic for practising phonics phases, word recognition and sentence reading.

https://www.teachyourmonstertoread.com

https://www.phonicsplay.co.uk/freeIndex.htm

https://www.phonicsbloom.com/

http://www.familylearning.org.uk

https://www.topmarks.co.uk

www.letters-and-sounds.com

https://www.spellingcity.com/spelling-games-vocabulary-games.html

Twinkl also have some great phonics and cross curricular resources and are also currently free if you follow these instructions:

Go to https://www.twinkl.co.uk/offer  and enter the code: UKTWINKLHELPS

Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation. 

Reading

As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.

Go to Collins Connect and click on the Teacher portal and enter:

Username: parents@harpercollins.co.uk

Password: Parents20!

and then click Login.

To login to Oxford Owl please continue using the school’s login.

https://www.oxfordowl.co.uk/

Username:popepaul2020

Password:Ilovereading2020

You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.

Week Beginning 8.6.20 Reception Home Learning Overview

This week’s theme is ‘Spiders’

Choose one or two things from each area to do over the week.

Some of our activities will be based on two stories this week- The Very Busy Spider by Eric Carle and “Aaaarrgghh, Spider!” by Lydia Monks. If you don’t have a copy of the story, don’t worry, you can watch them here:

https://www.bing.com/videos/search?q=EYFS+Planning+for+the+very+busy+spider&docid=608002665456013171&mid=5241B8985C6FD2BBC0B75241B8985C6FD2BBC0B7&view=detail&FORM=VIRE

https://www.youtube.com/watch?v=5df388jmToo

                                                        

Personal, Social and Emotional Development (PSED)

  • Continue to focus on turn-taking games as a family- board games, sports etc
  • Although we are often frightened of minibeasts such as spiders, wasps and bees, we are giants compared to them. Talk to your child about the need to take care of minibeasts. Create a multi-storey hotel that’s full of all sorts of natural materials, providing hidey-holes for creatures galore. Safe hideaways can be hard for wildlife to find in some gardens, and what better use for all your garden waste and odds and ends? Build your bug hotel (also known as a wildlife hotel or stack) well and it could shelter anything from hedgehogs to toads, solitary bees to bumblebees, and ladybirds to spiders. Look at the RSPB website for ideas on how to build one. https://www.rspb.org.uk/get-involved/activities/give-nature-a-home-in-your-garden/garden-activities/build-a-bug-hotel/
  • In the story “Aaaarrgghh, Spider!” the little spider is very keen to show off his talents. What special talents do you have? Ask an adult to video you showing what you can do and upload it to Tapestry to show Mrs Theo and Mrs Gymer.

 

Communication and Language

  • Talk sensitively about things which scare people but which, when explained are not frightening such as spiders and shadows.
  • Read/ watch The Very Busy Spider and ask some of the following questions to check for understanding.
  • What did the horse invite the spider to do?
  • Why didn’t the spider answer?
  • The cow wanted to share her grass, but the spider ignored her – why?
  • What happened when the sheep wanted to run with the spider?
  • The spider did not answer when the animals spoke to her – was she being rude?
  • The goat tried to get the spider’s attention – what did he say?
  • What did the pig want the spider to do?
  • Why didn’t the spider chase cats with the dog?
  • When it was naptime, who took a nap? What did the spider do?
  • Who wanted to go for a swim with the spider?
  • Who caught the fly?
  • The owl wanted to know who made the web, but got no answer. Why not?

 

Physical Development

Whole School Pope Paul Biking Challenge

We want you to get on your bike and take part in a Pope Paul challenge! This week, try and get out and cycle as much as possible to help us reach our goal of completing a virtual cycle from John O’Groats to Lands End. At the end of the week, send Mrs Theo the total number of miles you cycled and we will add them together with the rest of the school. Our target is to complete the full 874 mile journey as a whole school.

https://www.cyclinguk.org/bikeweek/about

  • Sing the nursery rhyme ‘Little Miss Muffet’. Recite the rhyme several times and then change the ‘sat down beside her’ to include a variety of movements such as ‘jumped down’, ‘tiptoed’ or ‘skipped’. Encourage your child to move in time with the words.
  • Draw/ create a large web outside and move and balance on the web lines in a variety of different ways.
  • Use wool to make a web by weaving in and out of furniture or natural structures such as trees outside.

 

 

Understanding the World

 

Expressive Arts and Design

  • Make a gate out of sticks/straws/wool, just like the gate in The Very Busy Spider story. Make some characters from the story to go on your gate.
  • Sing ‘I know an old lady who swallowed a fly’- https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-i-know-an-old-lady-who-swallowed-a-fly/znwgscw
  • Make webs from a variety of materials and techniques such as:
  • Chalk webs on paper
  • Glittery webs- use PVA glue mixed with shiny glitter and drip directly on to the page (dark coloured paper is best) Add a 3D spider for effect! once dries, you should have a beautiful glittery spider web!
  • Punch holes around the outside of a paper plate. Thread string or wool through the whole and across to the other side of the plate. Keep going until you have a web effect. This is also great for developing fine motor skills.
  • Make your own spiders from a range of materials. See pictures below for some ideas!

Maths

  • Do a survey amongst your friends and family to find out how many people are afraid of spiders. Represent your results in any way that you like.
  • Have all the animals from The Very Busy Spider story ready. Can you remember what animals were first, and then next? Encourage your child to retell the story using appropriate language e.g First, the horse asked the spider…
  • Spiders have 8 legs. Revise previous learning done in class about the number 8- For example, double and halve number 8, how many different ways can you make the number 8. 0+8, 1+7, 2+6 etc Represent these by writing number sentences or drawing pictures.
  • Sort objects into groups of 8.

 

  • Try the daily activity on White Rose Maths: https://whiterosemaths.com/homelearning/early-years/

This is a video of the story that the maths activities are based on. https://www.youtube.com/watch?v=babXCIRMjQM

Literacy

  • Look at the poem ‘Little Miss Muffet’. Ask your adult to help you to write your own rhyming couplets for new characters and places to sit such as `Little Miss Cool, sat on a stool’ and `Tall Doctor Cable, sat under a table’.
  • After watching videos about spiders, write your own spider fact sheet or non- fiction book.
  • Write your own story maps based on either of the two stories that we are focussing on this week.
  • By now, most of the class should be at least on yellow book band. If you haven’t tried already, have a go at getting your child to read a book from this level and check for understanding. If they’ve been on yellow book band for a while and you think that it is now too easy, the level after that is blue book band.
 
  • Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.
  • Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

 

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

Please see the separate RE blog for the whole school learning focus and complete Activity One only. Thank you!

                            Ongoing Further Activities and Information

 

Ongoing Maths Activities – try at least one a day

  • Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
  • Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
  • Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
  • Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
  • Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
  • Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
  • Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
  • Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
  • Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer!
  • Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
  • Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
  • Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
  • Watch a Numberblocks episode each day at: BBC ​iplayer or ​CBeebies​.
  • Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
  • Write out the digits 0 – 9.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
  • Practise counting backwards from 20.
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
  • Listen to a number song from the CBeebies​ website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
  • Look out of the window and count how many houses or buildings can be seen
  • Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?
  • Look for numerals on packaging you find around the house. Can your child recognise the numerals and count out a matching amount.

Maths Websites

https://www.topmarks.co.uk/maths-games/5-7-years

https://matr.org/blog/fun-maths-games-activities-for-kids/

https://www.primarygames.com/math.php

https://www.bbc.co.uk/cbeebies/topics/numeracy

https://apps.mathlearningcenter.org/geoboard/

.

White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.

https://whiterosemaths.com/homelearning/

Independent writing

Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.

 

Phonics

Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.

Phase 2 tricky and high frequency words

Read: is, it, in, at, and, the, to, no, go, I, on, a

Phase 3 tricky and high frequency words

Read: he, she, we, me, be, was, my, you, they, her, all, are 

Write: the, to, no, go, I 

For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase) 

Phase 4 tricky words

Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what

Information about Phase 4 Phonics

During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.

Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.

The following websites are fantastic for practising phonics phases, word recognition and sentence reading.

https://www.teachyourmonstertoread.com

 

https://www.phonicsplay.co.uk/freeIndex.htm

 

https://www.phonicsbloom.com/

 

http://www.familylearning.org.uk

 

https://www.topmarks.co.uk

 

www.letters-and-sounds.com

 

https://www.spellingcity.com/spelling-games-vocabulary-games.html

 

Twinkl also have some great phonics and cross curricular resources and are also currently free if you follow these instructions:

 

Go to https://www.twinkl.co.uk/offer  and enter the code: UKTWINKLHELPS

 

 

Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation.

 

Reading

As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.

Go to Collins Connect and click on the Teacher portal and enter:

Username: parents@harpercollins.co.uk

Password: Parents20!

and then click Login.

To login to Oxford Owl please continue using the school’s login.

https://www.oxfordowl.co.uk/

Username:popepaul2020

Password:Ilovereading2020

You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.

 

 

 

 

 

 

 

 

 

 

Welcome Back to Reception

Dear Children,

We are really looking forward to welcoming you back to Reception.

There are a few things we all need to do, to keep you all safe:

Entering the Classroom

When you come into the Reception/KS1 playground, you will need to find a marker for you and your parent to stand on. Mrs Gymer or I will then call you one at a time to come and join us in the classroom.

You won’t need to bring your book bag in for now, as sadly, we won’t be able to change your reading books. You will need to bring in your named water bottle and a piece of fruit for snack time; you can put these straight into your box with your photograph on.

We have moved these close to the door to make things a little easier for you. If you are bringing in your own packed lunch, there is also a new place to put your lunchbox on.

Instead of putting your name stone in the basket to let us know that you are here, you will have to find your new name card and turn it over to reveal your photograph!

Inside the classroom

At first it may look a little bit different to what you are used to, but hopefully not too much! Some of your toys and other things have been put away for now. This is so that we can keep your classroom lovely and clean throughout the day. You will also have some new rules that Mrs Gymer and I will share with you once we are altogether; these will help to keep us all safe and look after each other. When we are on the carpet together, you will be given a spot to sit on…how exciting!

Snack

We won’t be able to use the Snack Station for now; please bring in a water bottle and a piece of fruit (peeled/ cut already) for snacktime together.

Lunchtime

At lunchtime, you will be eating your lunch with your friends, Mrs Gymer and I, in your classroom; if the weather’s nice, we will go outside for a picnic lunch.

Washing hands

Just like before, we will be washing our hands frequently throughout the day. Can you remember the song that we sing when we are washing our hands?

Going home

When it’s time to go home, your parent will be waiting next to a marker for you. We will then call you one at a time and you will leave the school premises by walking through the big, blue gate next to our classroom.

Mrs Gymer and I are very excited to see you and can’t wait to hear your stories.

See you next week!

Mrs Theo

PE ideas from Miss Pringle

Attached is a letter outlining some useful website and resources you might like to use to help you stay fit and active at home. PE Resources For Parents May 2020 (1)

Have fun,

Miss Pringle – PE Leader

 

PLUS: here are some more links that you could explore with your family.

Stay fit!

THIS GIRL CAN: DISNEY THEMED DANCE_ALONGS

https://www.thisgirlcan.co.uk/activities/disney-workouts/

 

10 MINUTE SHAKE-UPS

https://www.nhs.uk/change4life/activities/indoor-activities

 

i-MOVES      Fun activities to keep children happy, healthy and focused. Free to sign up.

https://imoves.com/the-imovement

 

Week Beginning 1.6.20 Reception Home Learning Overview

Dear Parents and Carers,

I hope that you have all had a wonderful half term break; the weather has been absolutely glorious!

 I will be in school from today, preparing the learning environment for next week. I will still be reading and responding to both Tapestry and the class email account daily, but unfortunately I won’t be able to do this as frequently throughout the day, as I have been doing up until now.

To assist me, can I ask that when you upload to Tapestry, you now do this as a daily/ weekly overview of your child’s learning, rather than uploading lots of different posts in one day please? This will help to make things much more manageable!

Thank you for your continued support,

Mrs Theo

 

This week’s theme is ‘The Bad Tempered Ladybird’

by Eric Carle

*Remember, you do not need to do everything on this overview- just choose one or two things from each area to do over the week.

If you don’t have a copy of the story, don’t worry, you can watch the story here:

https://www.bing.com/videos/search?q=The+Bad+Tempered+Ladybird+Cbeebies&&view=detail&mid=5A27ED8BF7AF1A60D13D5A27ED8BF7AF1A60D13D&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DThe%2520Bad%2520Tempered%2520Ladybird%2520Cbeebies%26qs%3Dn%26form%3DQBVR%26sp%3D-1%26pq%3Dthe%2520bad%2520tempered%2520ladybird%2520cbeebies%26sc%3D1-34%26sk%3D%26cvid%3D546B3FD8ADEC433D84831290E9A06F95

 

Personal, Social and Emotional Development (PSED)

  • Focus on turn-taking games as a family- board games, sports etc
  • Caring for all minibeasts- how can we help to protect minibeasts?
  • How do you think the friendly ladybird felt when the bad tempered ladybird was so rude? Empathise with the friendly ladybird.
  • Discuss the consequences of the bad tempered ladybird’s behaviour.
  • Discuss how the friendly ladybird responded towards the bad tempered ladybird at the end of the story- link to showing forgiveness. What do we say when someone has been brave enough to say sorry? 

Communication and Language 

  • Why do you think the bad tempered ladybird was so cross?
  • What makes you feel cross?
  • Play around with your voice- can you talk in a cross voice? Can you talk in a friendly voice? Think about how our voice and body shows how we are feeling.

Physical Development 

  • Go out for a walk and look for ladybirds (I’ve seen lots over on the farmer’s field next to the school and some over at Furzefield!)
  • Find out how a ladybird can fly- how does it move it’s wings? Can you move in the same way? Make yourself some wings that you can wear!
  • Making a flying object- measure how far your object goes.
  • Make a home for a ladybird and leave it outside- you could leave it wherever you saw some earlier. Check to see if there are any ladybirds inside, the next time you go for a walk. 

Understanding the World

Watch these short video about ladybirds:

https://www.bbc.co.uk/programmes/p01cb05t

https://www.bbc.co.uk/newsround/26642067

https://www.youtube.com/watch?v=KPUazqh63kE

  • Find out about ladybirds and their habitats. How can we encourage them into our gardens or the outside learning area at school?
  • Find out about other bugs that fly.
  • Investigate symmetry of natural objects.
  • Why are ladybirds red? Do any other minibeasts or animals use colour to keep them safe from predators?
  • Look out for warning signs around your home and local area. What dangers are they warning you about?

Expressive Arts and Design

  • Paint some rocks to make them look like ladybirds- you could write a little message underneath and leave them for someone to find!
  • Make ladybird hand or feet pictures.

  • Make ladybirds from a variety of materials.

 

 

Maths

At this point of the year, we would be focussing on doubling and halving numbers. Ladybirds are a wonderful way to physically see and explore both maths concepts.

This book lends itself to so many maths themes. Choose from the following:

  • Investigating symmetry of natural objects.
  • Revisiting clock- O’clock and half past- find out which animal the ladybird was visiting at different times. Can you make your own clock?
  • Size ordering (as in the animals from the book TBTL)
  • Find out how many different bugs fly.
  • Ladybird symmetry
  • Ladybird counting and other games- Topmarks website

Parents, as tempting as it is, please try to limit the number of worksheets you give to your child as eventually, it will take the joy out of learning. The children are used to doing maths activities in a very practical way, both in the inside and outside learning environment. Rather than adding up pictures on a piece of paper, they could be adding up two piles of cars, two groups of daisies, goals scored altogether by two people etc. Thank you! 

Literacy

  • Sequencing TBTL story. (Twinkl have printable sequencing cards)
  • Write sorry cards to the animals from TBTL.
  • Write about what makes you feel bad tempered.
  • Look at a factual book about bugs/ insects. This type of book is called non-fiction. What would we find inside a non- fiction book? Make your own little fact sheet or book about what you have learnt about ladybirds.
  • Draw a picture of the two ladybirds together on the leaf. Draw a speech bubble above each ladybird’s head. Write down what you think they are saying to each other. See picture*

 

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

Pentecost 

Use a children’s bible to tell the story of Pentecost (Acts 2:1-4) Explain that red is the colour of Pentecost; why do you think that is? Choose from the following:

Explain that Pentecost was (and still is) a Jewish festival. It remembered the first fruit of the season. Make a tree/display with fruit of this summer season.

Pentecost is called the birthday of the Church. Make cards and cake and decorate in red.

Paint the Spirit (which is like fire) using red, yellow and orange paint.

Dance with like fire and wind symbols using red and blue materials.

Make face masks to show how people felt during the story-surprise, fear, amazement, wondering.

 

Ongoing Further Activities and Information

Ongoing Maths Activities – try at least one a day

  • Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
  • Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
  • Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
  • Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
  • Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
  • Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
  • Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
  • Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
  • Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer!
  • Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
  • Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
  • Watch a Numberblocks episode each day at: BBC ​iplayer or ​CBeebies​.
  • Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
  • Write out the digits 0 – 9.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
  • Practise counting backwards from 20.
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
  • Listen to a number song from the CBeebies​ website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
  • Look out of the window and count how many houses or buildings can be seen
  • Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?
  • Look for numerals on packaging you find around the house. Can your child recognise the numerals and count out a matching amount?
  • Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
  • Maths Websiteshttps://www.topmarks.co.uk/maths-games/5-7-years

    https://matr.org/blog/fun-maths-games-activities-for-kids/

    https://www.primarygames.com/math.php

    https://www.bbc.co.uk/cbeebies/topics/numeracy

    https://apps.mathlearningcenter.org/geoboard/

    White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.

    https://whiterosemaths.com/homelearning/

    Independent writing

    Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.

     Phonics

    Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.

    Phase 2 tricky and high frequency words

    Read: is, it, in, at, and, the, to, no, go, I, on, a

    Phase 3 tricky and high frequency words

    Read: he, she, we, me, be, was, my, you, they, her, all, are 

    Write: the, to, no, go, I 

    For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase) 

    Phase 4 tricky words 

    Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what 

    Information about Phase 4 Phonics

    During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

    Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

    In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

    If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.

    Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.

    The following websites are fantastic for practising phonics phases, word recognition and sentence reading.

    https://www.teachyourmonstertoread.com

     

    https://www.phonicsplay.co.uk/freeIndex.htm

     

    https://www.phonicsbloom.com/

     

    http://www.familylearning.org.uk

     

    https://www.topmarks.co.uk

     

    www.letters-and-sounds.com

     

    https://www.spellingcity.com/spelling-games-vocabulary-games.html

     

    Twinkl also have some great phonics and cross curricular resources and are also currently free if you follow these instructions:

     

    Go to https://www.twinkl.co.uk/offer  and enter the code: UKTWINKLHELPS

    Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation. 

    Reading

    As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.

    Go to Collins Connect and click on the Teacher portal and enter:

    Username: parents@harpercollins.co.uk

    Password: Parents20!

    and then click Login.

    To login to Oxford Owl please continue using the school’s login.

    https://www.oxfordowl.co.uk/

    Username:popepaul2020

    Password:Ilovereading2020

    You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.

Week Beginning 18.5.20 Reception Home Learning Overview

Dear Parents and Carers,

This week is Spirituality Week.

Please check the blog daily for the set activities.

Thank you for your continued support and have a great week and half term holiday!

Mrs Theo

__________________________________________________________________

As it is Spirituality Week, it is important that you complete the daily activity on the class blog. In addition to this, I have also planned a few activities around the theme of ‘Space’- an idea suggested by Eloise!

Please watch the following:

Whatever Next! by Jill Murphy

https://www.dailymotion.com/video/x5wvke7

How to Catch a Star by Oliver Jeffers

https://www.bing.com/videos/search?q=How+to+Catch+a+Star+by+Oliver+Jeffers&&view=detail&mid=5C36154F90752568A1F25C36154F90752568A1F2&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DHow%2Bto%2BCatch%2Ba%2BStar%2Bby%2BOliver%2BJeffers%26FORM%3DVRIBQP

Man on the Moon John Lewis Advert

https://www.bing.com/videos/search?q=John+Lewis+advert+Man+on+the+Moon&docid=608004250278497962&mid=1683AE78A4087B6EFBE61683AE78A4087B6EFBE6&view=detail&FORM=VIRE

*Remember, you do not need to do everything on this overview- just choose one or two things from each area to do over the week.

Personal, Social and Emotional Development (PSED)

  • Discuss the things that your child would miss, if they suddenly had to live on the moon or in a space station.
  • Talk about the range of emotions that the man on the moon and the little girl was feeling throughout the advert.

 Communication and Language

Please continue to focus on asking and answering: who? where? why? what? when? questions. 

  • Make up an alien language and teach it to your family.
  • Think about how you would communicate with your friends and family from the moon.
  • Talk about how you would get a package to the man on the moon.   

Physical Development

Watch the Apollo 11 takeoff and moon landing on YouTube and try the following:

  • Move around like an astronaut who is walking on the moon.
  • Take off like the Apollo 11 spacecraft.
  • Move around as if you were weightless.

Understanding the World

  • Find out what you can about Neil Armstrong, the first man on the moon and the Apollo 11 takeoff and landing.
  • Baby bear met an Owl in the story ‘Whatever Next!’ What other nocturnal animals do you know?
  • Learn about the planets in our solar system.
  • If you are lucky enough to have a telescope, have a go at some stargazing, if it’s not too late.
  • Explore the Space topic on the CBeebies website. It has stories, games, podcasts and much more!         https://www.bbc.co.uk/cbeebies/topics/space
  • Listen to this interview with an astronaut: https://www.bbc.co.uk/cbeebies/watch/stargazing-bluepeter-astronaut 

Expressive Arts and Design

  • 3D models-Use a range of different materials to make some of the following: space helmet, sparkly moon dust, space boots, power packs, telescopes, rockets, spacecrafts, aliens, planets, stars.
  • Paint a picture of what you think an alien might look like!
  • Paint pictures of the Apollo 11 takeoff and moon landing.
  • Design your own planet- what would it look like? What would humans need to live there?

Maths

Moon rock investigation

 Collect lots of different sized stones, while you are out and about. Cover them all in tin foil to become ‘moon rocks’.

  • Count how many moon rocks there are in total.
  • Add and take away using the moon rocks.
  • Order according to size.
  • Pick 5 moon rocks of different sizes. Weigh each rock, record and order by weight.
  • Practise saying one more/one less and check using the stones.
  • Explore doubling and halving practically using the rocks.

 

Parents, as tempting as it is, please try to limit the number of worksheets you give to your child as eventually, it will take the joy out of learning. The children are used to doing maths activities in a very practical way, both in the inside and outside learning environment. Rather than adding up pictures on a piece of paper, they could be adding up two piles of cars, two groups of daisies, goals scored altogether by two people etc. Thank you! 

Literacy

  • Write a list of things that you would take into space.
  • Plan a picnic on the moon. What things would you need to bring in your basket?
  • Write a letter to the man on the moon in the John Lewis advert.
  • Write about how you would catch a star, just like the boy in the story.

Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.

Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together. 

Please see the daily Spirituality Week blog.

On Thursday, we celebrate the Feast of the Ascension of the Lord. Please read the Ascension story from the children’s Bible with your child and talk about what it must have been like for the Apostles to witness this.

Mass will be live-streamed at 10am at http://olasv.org.uk/

 

Week Beginning 11.5.20 Reception Home Learning Overview

Dear Parents and Carers,

Thank you for sending in your photographs for the May Procession last Monday; I hope you enjoyed watching it. It was lovely to see all of our school community coming together in such a special way.

Thank you for your continued support and have a great week!

Mrs Theo

__________________________________________________________________

This week’s theme is ‘The Gingerbread Man’

*Remember, you do not need to do everything on this overview- just choose one or two things from each area to do over the week.

Listen to Mrs Theo reading the story The Gingerbread Man, while watching the video below.

https://www.worldbookday.com/videos/the-gingerbread-man-2/

Personal, Social and Emotional Development (PSED)

  • Discuss the character of the Gingerbread Man. Why do you think he was running away? How was he feeling? What would you have done if you had seen the Gingerbread Man running away from all of the other characters?
  • Discuss the characters of the old man/baker and his wife. How do you think they felt when the Gingerbread Man ran away from them?
  • Ask your child what object they would like to come to life, in the same way that the Gingerbread Man did.
  • Discuss the way in which the characters tried to catch the Gingerbread Man. Was this the right thing to do?
  • Remind your child about stranger danger. Explain that the fox was pretending to the Gingerbread Man that he was going to help, when in fact he was not planning to help him at all. Talk about the importance of staying away from strangers. Encourage your child to think about what the Gingerbread Man should have done in that situation.

 Communication and Language

Focus on asking and answering: who? where? why? what? when? questions. 

  • Whilst reading the story, encourage your child to join in with the repeated refrains.
  • Use the Gingerbread Man’s journey from the story to look at prepositions such as ‘under’, ‘on top’, ‘behind’.
  • Play a listening and attention game with your child. Place a number of items from the Gingerbread Man story on a tray and cover with a blanket. Ask your child to guess how many there are, double-check by counting. Remove one of the objects. Can they say which one has been removed?
  • Once your child has become familiar with the story, introduce new elements to it. Instead of the baker making a gingerbread man, what else could he create? A dinosaur or a unicorn perhaps? Could the character have to jump over something different, such as a volcano instead of a river? Have fun changing the story.

Physical Development

  • Encourage your child to physically act out the story of The Gingerbread Man- take a photograph of each scene. (To be used in Literacy)
  • Re-enact the story with your child and encourage them to experiment with different ways of moving. Ask them to think about the ways the different characters in the story would move.
  • Support your child in making gingerbread man paper chains to help develop cutting skills. (Like we did during the recent Celebration Morning)
  • Make a gingerbread assault course, thinking about the different tricky situations in the story (The story starts in the kitchen, then through the door (hoop?) over the gate (skipping rope?) away from the animals (under the bed sheet?) and across the stream (balanced on something). Develops the skills of moving around and avoiding obstacles.
  • Take your child outside to run fast and slow. Can they jump like the Gingerbread Man?
  • Play gingerbread man tag. Use the fox as the chaser and your child as gingerbread men being chased. Swap over.
  • How many gingerbread men can the fox (child) eat in a given time?
  • Encourage your child to wash their hands and keep surfaces clean as they prepare their gingerbread men.
  • Use playdough for rolling and cutting into gingerbread men shapes.
  • Ask your child to draw around someone else in the house and make a big gingerbread man that can be painted and decorated. Display the gingerbread man on the wall.

Understanding the World

  • Will a gingerbread man float or sink in water? Create a Science experiment to find out.
  • Why didn’t the gingerbread man want to get wet? Experiment to see.
  • Gingerbread baking-discuss what happens to ingredients as we bake?
  • Discuss the different features in the landscape that the gingerbread man went through during his escape.
  • On your daily walk, look for grass, hillocks, trees, ponds and rivers etc to give you child an idea of where the story may of taken place or where the crafty fox outwitted the Gingerbread Man.
  • Help your child to make a gingerbread man; this will help them to develop an interest in baking and understand the need for hygiene when making things to eat. 

Expressive Arts and Design

  • Provide lots of cardboard boxes and encourage your child to try to build a gingerbread house for the Gingerbread Man to live in.
  • Design and make your own gingerbread man from a range of different materials.
  • Split pin gingerbread man.
  • Design and make your own waterproof vessel to help the Gingerbread Man cross the river safely.

Maths

  • Use the story to explore ordinal numbers with your child. Can they say which order the characters are in?
  • The Gingerbread Man is symmetrical; what other symmetrical objects or paterns can your child find?.
  • Help your child to weigh the ingredients out for the gingerbread men and compare the amounts of different ingredients used. Do we use more flour or more ginger in the recipe?
  • Encourage your child to count how many currants will be needed for the eyes, nose and buttons on each gingerbread man.
  • Draw attention to the many different animals the Gingerbread Man escaped from; make a chart to show the different animals.

 

Parents, as tempting as it is, please try to limit the number of worksheets you give to your child as eventually, it will take the joy out of learning. The children are used to doing maths activities in a very practical way, both in the inside and outside learning environment. Rather than adding up pictures on a piece of paper, they could be adding up two piles of cars, two groups of daisies, goals scored altogether by two people etc. Thank you! 

Literacy

  • Retell the story of The Gingerbread Man.
  • Sequence the story using the photographs taken.(See PD) Write down what is happening at each stage, underneath each photo.
  • Write a story map of The Gingerbread Man showing the Gingerbread Man’s journey.
  • Speech bubble writing- draw the Gingerbread Man and write a speech bubble to show what he is saying.
  • Write a happier alternative ending.
  • Create ‘Lost’ posters describing the Gingerbread Man.
  • Write simple instructions explaining how to make some gingerbread men.
  • (From C&L)Once your child has become familiar with the story, introduce new elements to it. Instead of the baker making a gingerbread man, what else could he create? A dinosaur or a unicorn perhaps? Could the character have to jump over something different, such as a volcano instead of a river? Have fun writing a different version of the story. 

 

  • Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.
  • Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.

 

RE

To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’

We then say the school’s Mission Prayer together.

Tell the story ‘The Road to Emmaus’ from a Beginner’s Bible.

Then watch this retelling: https://www.bing.com/videos/search?q=Road+to+Emmaus+for+Children&&view=detail&mid=A742298933494C9E47C3A742298933494C9E47C3&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DRoad%2Bto%2BEmmaus%2Bfor%2BChildren%26FORM%3DVDMHRS

 Choose from the following activities:

_________________________________________________________________________________

Ongoing Further Activities and Information

 

 

The class also really enjoy singing the following songs during special prayer time:

Ongoing Maths Activities – try at least one a day

  • Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
  • Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
  • Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
  • Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
  • Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
  • Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
  • Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
  • Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
  • Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer.
  • Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
  • Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
  • Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
  • Watch a Numberblocks episode each day at: BBC ​iplayer or ​CBeebies​.
  • Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
  • Write out the digits 0 – 9.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
  • Practise counting backwards from 20.
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
  • Listen to a number song from the CBeebies​ website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
  • Look out of the window and count how many houses or buildings can be seen
  • Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?
  • Look for numerals on packaging you find around the house. Can your child recognise the numerals and count out a matching amount?

Maths Websites

https://www.topmarks.co.uk/maths-games/5-7-years

https://matr.org/blog/fun-maths-games-activities-for-kids/

https://www.primarygames.com/math.php

https://www.bbc.co.uk/cbeebies/topics/numeracy

https://apps.mathlearningcenter.org/geoboard/

White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.

https://whiterosemaths.com/homelearning/

Independent writing

Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.

 

Phonics

Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.

Phase 2 tricky and high frequency words

Read: is, it, in, at, and, the, to, no, go, I, on, a

Phase 3 tricky and high frequency words

Read: he, she, we, me, be, was, my, you, they, her, all, are 

Write: the, to, no, go, I

 

For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase)

 

Phase 4 tricky words

Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what

 

Information about Phase 4 Phonics

During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.

Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.

Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.

The following websites are fantastic for practising phonics phases, word recognition and sentence reading.

https://www.teachyourmonstertoread.com

 

https://www.phonicsplay.co.uk/freeIndex.htm

 

https://www.phonicsbloom.com/

 

http://www.familylearning.org.uk

 

https://www.topmarks.co.uk

 

www.letters-and-sounds.com

 

https://www.spellingcity.com/spelling-games-vocabulary-games.html

 

Twinkl also have some great phonics and cross curricular resources and are also currently free if you follow these instructions:

 

Go to https://www.twinkl.co.uk/offer  and enter the code: UKTWINKLHELPS

Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation. 

Reading

As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.

Go to Collins Connect and click on the Teacher portal and enter:

Username: parents@harpercollins.co.uk

Password: Parents20!

and then click Login.

To login to Oxford Owl please continue using the school’s login.

https://www.oxfordowl.co.uk/

Username:popepaul2020

Password:Ilovereading2020

You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.