Week Beginning 11.5.20 Reception Home Learning Overview

/in , /by

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.