This week we have launched our new topic ‘Beegu and me’ and the children loved the opportunity to come to school in clothes that make them feel special on our WOW day! We had everything from dancers, teachers, medics and astronauts to David Attenborough!
As part of our new topic we have read the story ‘Beegu’ and have also thought about what makes us special, allowing us to find a bit more out about our new Year 1’s! We have also created self portraits, as well as starting to think about the human body by labelling body parts.
Class 4 Isabella
Class 5 Beth
Class 6 Toby
This week some of our children in Year 1 will be having a forest school session. These are the children who missed out in Reception when we locked down. You will have already received an email if this includes your child. Many of the children had completed their forest school provision before lockdown.
We will continue to carry out assessments this week for Reading and Writing to help us ensure we are filling any gaps in children’s knowledge. These will continue to take place in a practical and low key way, through various activities. Alongside this we will have a focus on:
Daily Recapping of Phase 3 sounds and applying them for blending words and spelling, including consonant clusters. We will have a particular focus on:
Sounds: ow (cow) ar (car)
Read by sight: now, down, how, town, park, hard, dark, car
Spelling of Common Exception Words: was, you, they, my
adjective, phoneme, sounds, blend, letter name, word, sentence, full stop
Writing: Follow on from last week’s work
- Recap what an ADJECTIVE is and list them to describe Beegu and her planet.
- Writing sentences about Beegu using adjectives and full stops.
- Handwriting and Spellings of the phonics and keywords listed above through formation and joining practice and dictated sentences.
- Read as part of a group. Look at front cover details and explore making predictions, using phonetic knowledge to decode unknown words, extend vocabulary and use picture and context cues to help fluency and comprehension.
- In reading groups, concentrate on phonic recognition gaps identified in assessments.
Maths – Addition
- To understand that the numbers 6-10 are composed of ‘5 and a bit’ (e.g 7 is 5 and 2 more)
- To understand that the combining of 2 or more parts to make a whole is called addition.
- To use the + and = symbols to form addition number sentences.
- To understand that addition is commutative.
- To use the language first, then and now to tell addition number stories (for example First I have 4 pencils, then I break 1, now I have 3 left)
We will also look at representing problems in a variety of ways, including pictorially as well as solving ‘True or False’ questions to test our reasoning skills!
To follow instructions AND to master fundamental movement skills
In PE this week we are continuing with our Real PE module to master fundamental movement skills. We will be following the Jasmine scheme of work and doing ‘The birthday bike surprise’ lesson. Physical skills covered are side-steps, hopscotch steps, balance, agility. Other skills covered are ability to follow instructions and to work well with other children.
To understand what it means to belong within a family and a community.
We are continuing with “Where do we belong” and this week we are looking at groups that we might belong to such as families, groups, school, church etc. Start off with discussion about families, surnames and family resemblances. Move on to ask the children if they belong to any groups. Is there anything that they wear or do that helps them to feel a part of that group?
To know that I belong in my class and understand my rights and responsibilities as a member of that class.
Last week we focused on places that make us feel safe. This week we are moving on to school and our class. This is a place that should make us feel safe and that we contribute to that with our words and actions.
I can use basic geographical language to describe physical features
We will promote a discussion about physical geographical features on our planet such as mountains, beaches, rivers and lakes and name them. Children will describe them using adjectives, including colours.
I can name some of my internal organs and am beginning to understand where they are and what they do.
We will draw an outline of a child on large paper and as a class name some of the features we learnt about last week. Add labels in the correct place. Discuss the organs that we can’t see. Discuss in groups any internal organs the children have heard of and see where they think they are located!