Year 1 Learning Term 6 Week 3

Noticeboard

                                   This Term: Animalia (4 weeks)

  • Whole Class Photos will take place on this Friday, 25th June.
  • Advance Date Warning: We will be inviting 1 parent for each child to come to our ‘Learning Share’ time to be held on the patios. This will be a chance for you to look through your child’s work with them and then in small groups come into the classroom to take a look around and see where all their amazing learning has been taking place. You will also have the opportunity to make a parent/carer contribution to their annual report whilst you’re there. There will be more details about this in our Newsletter. The day is  Wednesday 7th July The exact timings will be confirmed nearer the time.
  • Remember to click the link to plans and resources below if your child is needing to self-isolate but is well. Please email the class email address if you find yourself in this position and are unsure.
  • We will continue to aim to get outside as much as possible so they really need a waterproof coat each day.

Year 1 Learning Week 3, Term 6– Link to plans and resources if you are needing to isolate or quarantine.

To access the Whole School Assembly with Mrs Fricker, click here

Daily Well Being Activities

Monday – Connect – Guess who – 5 questions to guess who I am thinking of in the class
Tuesday – Take notice –
Have a look at this poster and talk about a new day being like a clean piece of paper, moving on from any setbacks the day before. New Day Poster
Wednesday – Be active –Try these Stretch moves
Thursday – Try something new – Listen to this story: My Strong Mind by N Van Hove  and talk about ways to keep your mind healthy and strong
Friday – Give –
What are some of your best memories from the past year to be thankful for?

English

Phonics /Spelling/ Daily Mastery of Phase 5c Phonics (See daily phonics power points).
Teach Phase 5c – Alternative spellings for Phonemes
ow    ng    oi   r   ar         
Assessment: Year 1 Phonics Screening      
Look at Real and Nonsense Words using skills of Blending and Segmenting
Additional Phonics:
Phase 3 and  5a/b revision Flash cards, BLENDING and SEGMENTING every day. Precision teaching where required for individuals.
Keywords: 
Reading and Spelling: I’m   I’ll   we’ll   could   should   would  won’t   friend    there      were 
Grammar:  ‘Rooting out Words’ – Revise -ing suffix and un- prefix.
Contractions   Understand that the apostrophe replaces the omitted letter.
Vocabulary:  word, finger space, sentence, punctuation, lower case, capital, full stop, adjective, noun

Writing – Composition – Text ‘Pig the Pug’
Session 1: Read through the story. Look at the 2 main characters. Complete a character description using adjectives and sentences to describe the problem that Pig has as a shared write and children to complete some sentences of their own. Use the pictures of the 2 dogs.
Session 2 : Look at the 2 main characters again, concentrating on Trevor. Children now to complete a character description using adjectives and sentences to describe the problem that ne has, using yesterday’s as a model. Use the pictures of the 2 dogs.
Session 3:  Research about a pet for themselves. Use the idea from last week’s whole class read to come up with a name that matches the first letter of the animal. Write down info about the animal and also give the animal a problem, like Pig that can’t share.
Handwriting: Include  commonly mis-spelt words in writing books from spelling tests last term.   Link  phonics by using other words using the alternative spellings. Join all di and trigraphs.

Whole Class Reading – ‘Animals All Around’
Revisited from week 1 to complete and link with  the classification of animals work in Science.
Group Work: 1 work read with teacher, others could highlight and read through phoneme spotters from folder and/or life cycles of various animals (if did not complete last time.). Also, animal classification tasks to follow to link with Science.
Individual Reading – Fully decodable books at the level of the children so that they are able to develop fluency. Guided Reading Groups – Focus on  Non-Fiction. Thinking about possible pets to help prepare for session 3 writing.

Please also continue to use Pearson books online for additional material. Books will be changed weekly  on specific days for your child.

Maths

Assessment points: 
-Maths fact sheet – complete through practical activities
-Place value within 100, inc complete blank number line sections, equality symbols
-Addition and subtraction – fluency or work out?, inc missing number problems
-Fill gaps in assessment criteria for individuals

Shape learning objectives: (Recap. – Whole Class Sessions)
-To recognise and name 2D shapes
-To describe 2D shapes using mathematical vocabulary.
-To recognise and name 3D shapes
-To describe 3D shapes using mathematical vocabulary, such as edges, corners, faces, flat, curved

Wider Curriculum

PE- SHINE Session
Jasmine-  
LO: I can explore and describe different movements.
Follow the Jasmine lesson plan Unit 4 Lesson 3. Warm up as last 2 weeks. Introduce blue skills after watching the video. Focus on the red skills from last week (can they beat the number they got last week?) and the new blue skills (stop after the waist). Play Grand Prix Qualifying Set up a track with cones and get round by rolling or striking the ball. Count the number of strikes to get round. To add challenge use a smaller ball, narrower track and/or introduce more bends.

RE – Assessment of Unit
LO: I can discuss creation and know there are different beliefs. I can show respect for these different views.
Using the recap powerpoint remind the children what we have learnt in this unit and elicit what they think and can remember. While children are engaged in the activity of their choice talk to them individually using the class assessment forms to record.

PSHE: My Changing Body
LO: I can tell you some things about me that have changed and some that have stayed the same
I know that changes are OK and that sometimes they will happen whether I want them to or not
Follow the Jigsaw lesson plan Unit Changing Me, lesson 2. Cover Charter, Connect Us (play Change, children become a different animal every time you say change) Calm Me, Open My Mind (discuss in pairs what they can do now that they couldn’t as a toddler). Show me – children order lifecycle cards Let Me Learn. Use concertina book to draw pictures of child as a baby, toddler and now.

SCIENCE: Animal Classification
LO: I know that animals can be classified by their features into 6 groups. I can classify animals into the correct group using their features.
Using ppt Animal Groups teach how we classify animals and each group’s characteristics. Classify some together. 
Activity either:  sorting (there are pictures and mats or use hoops and cuddly toys / small animal figures).  Or 
Play the animal sorting game.

CODING:
LO:
To build on and two-step instructions using code cards
To create a simple program in 2Code
To use Design mode to add and change the backgrounds and characters. 
To use the Properties table to change the look of the objects.
To design a scene for a program.

Design own algorithm using ‘Sky High’ Free Code scene. There are different success criteria:
Expected:
Add 2 or 3 ‘objects’
Give each object a ‘command’
Extra challenge:
Include a ‘when clicked’ command
Add a ‘sound’ effect and experiment with other commands

Class 4 Nafeesa
Class 5 Sam
Class 6 Martha Watts

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