Welcome to Term 4! This is a really short term, taking us up to Easter. You were all amazing in Term 3, so keep going! We may be coming back to school during this term, but until then, we have thought of some super lessons for you to enjoy at home. For these first 2 weeks we will be looking at a new story to help us with our learning.
Next week we will start learning some songs for our Year 1 performance. We will try to learn 2 songs a week. When we know more about possible returns to school, we will give more details about how this will look. Next week also includes World Book Day on Thursday 4th March. We are inviting you to dress up as your favourite book character for the day and also to wear your costumes for your story get togethers with your class in that week too!
Remember, the timetable is to give you a suggested structure, however you are obviously free to adapt it to suit you. If you have a part time place in school, remember that following the timetable is important as we will follow it in school. Please continue to make reading with and to your child a big focus. Reading for 10 – 15 minutes a day continues to be so important.
Please click here to find all of the printables you may need for this week’s learning here if you prefer to see them in one place (please note the maths is in a folder and the rest is just straight at this link).
You can print out a copy of the blog here.
There are also links to specific powerpoints, videos and resources as you go through the blog.
The whole-school assembly from Mrs Fricker is here
| Subject | Work to be submitted via Google Classroom 📸 |
| English | Wednesday – Writing – Replying to a letter from the Yeti |
| Maths | Wednesday – Telling the Time |
| Topic | Wednesday – Geography- Hot and Cold Countries, World Map |
Home learning
Monday
Daily Well-being:
Connect – Send a friend or relative a message telling them about something you did in half term.
Daily Phonics and Spelling
For extra Phonics activities and games:
Log onto: phonicsplay.co.uk Username: jan21 Password: home
Watch Video recapping the ‘ay’ sound (like in play) and work through using a whiteboard or paper for recording when asked.
Powerpoint if you would rather work through at your own pace.
Session 1 English: Lesson 1 – Word Level – Apostrophes
Learning Objectives:
-To use an apostrophe to show possession.
Activity: Watch the Introduction video or follow the Powerpoint at your own pace. Both will guide you through the task. Use the Worksheet to complete the sentences with missing apostrophes. One of the sentences does not need an apostrophe. Can you spot it?
Session 2 Maths: Fluency Session
Video (or the powerpoint or pdf to follow at your own pace) – talks through how to make a clock and the Flashback 4
BBC Bitesize – The video asks you to watch and do the activities on BBC bitesize relating to days of the week.
Make a clock – this is the main activity to support with this weeks learning to tell the time. Top tips: Glue the clocks and hands to a sheet of card from a packet to make it more robust. If you don’t have a split pin to attach the hands threading them and knotting with some string or wool may work.
Extra Challenge: Sheet with some reasoning questions relating to ordering days of the week. The end part of the video talks through the possible ways to answer these questions.
Session 3: Please choose something from the wider curriculum section at the end of the blog
Daily Reading – Choose books for reading, mixed up with games and other activities aimed at the level of your child from the Pearson site. As we have said all along, books you have at home or other sites you may also have been using are still fine too. Don’t forget to let your teachers know via your class email if you are running out of books or are having difficulty with accessing the site.
Tuesday
Daily Well-being
Take notice – Colour in a Mardi Gras mask, or design your own
Daily Phonics and Spelling
Watch Video recapping the ‘a_e’ sound (like in cake) and work through using a whiteboard or paper for recording when asked.
Powerpoint if you would rather work through at your own pace.
Session 1- English: Writing- Lesson 2 – Adding the Suffix est
Learning Objectives:
-I can make adjectives using the suffix -est
-I can add est to a root word.
Ext. -I can experiment with root words that end with ‘y’ and how to add the suffix est.
Activity: Watch the video where we introduce our new book, ‘The Yeti and the Bird’. The powerpoint will also show you through the work today. At first we won’t look at the front cover and we just read the first two pages up to ‘So everybody left him alone’. Now describe the Yeti (looking at the picture from the first page). We also pick out the adjectives that Nadia Shireen has used – biggest, hairiest, scariest. What do they all have in common? Look at the root words – big, hairy, scary. Use the Worksheet that has a selection of root words and create new words with ‘est’ in them, (where there is no change to the root word), e.g.: small, long, old, tall, mean. Smallest, longest, oldest, meanest.
Ext. Let children experiment with – est words where y is converted to i before adding est.
e.g. hungry- hungriest. (These are on the same Worksheet)
Session 2 Main Maths Session: Sequencing events
Learning Objectives:
-To use language first, next, before and after to sequence familiar events.
-To use the language morning, afternoon and evening to describe events in the day.
Input:
Video (or the powerpoint or pdf to follow at your own pace) – modelling how to use the language above. It also models how to sequence pictures from a day at school (similar to that in the activity below)
Practise Task:
Sheet – sequencing pictures from things you may do at home in the day. Label each picture with a basic sentence or phrase of what is happening. Encourage your child to use the language above to describe how they have ordered their pictures at the end.
Reduced Challenge: Verbally talk through the pictures as you stick them in rather than write a sentence.
Extra Challenge: Add on o’clock times for any bits that you may know, for example you may be familiar with what your bed time is!
Additional extra challenge: Sheet with extension questions relating to the language introduced today.
Session 3: Please choose something from the wider curriculum section at the end of the blog
Daily Reading
Wednesday
Daily Well-being:
Exercise – Video game workout
Daily Phonics and Spelling
Watch Video recapping the ‘ea’ sound (like in sea) and work through using a whiteboard or paper for recording when asked.
Powerpoint if you would rather work through at your own pace.
Session 1 English: Writing – Lesson 3 – To write a letter offering advice to the Yeti
Work to be submitted via Google Classroom 📸
Learning Objectives:
-I can start my sentences in different ways.
– I can write a letter
Activity: You can work through the video powerpoint for this session. We will recap the story so far and now read onto ‘But Yeti was lonely’. Look at the letter from the Yeti. In school we have made this poster about friendships. What advice could we give the Yeti? Does he realise that everyone is scared of him because of his size? Keep watching the video or follow the powerpoint to see how you could give some advice to the Yeti . Follow the model of writing a letter to the Yeti to offer advice and cheer him up. There is a Scaffold Worksheet available with appropriate sentence starters. Dear Yeti, I am writing to you because… Also I think you should… Why don’t you try…? You could use special note paper and envelopes, write it on the sheet scaffold or write it in your book.
Session 2 Main Maths Session – Telling the Time
Work to be submitted via Google Classroom 📸
Learning Objectives:
-To read and label o’clock and half past times on an analogue clock.
Input:
Video (or the powerpoint or pdf to follow at your own pace) – modelling how to read o’clock and half past times. Please use your mini clocks that you made alongside this video.
Online clock – if your clock is a bit flimsy and breaks or if you fancy using this one instead this is the online clock I use in the video.
Practise Task:
Sheet – read the o’clock and half past times and write the time in words, e.g. ‘3 o’clock’ not 3:00. Top Tip: Reading the half past times when they hour hand is on the left hand side of the clockface is often harder… encourage them to ensure they move clockwise to half way past.
Reduced Challenge: there is an o’clock sheet
Extra Challenge:
Purple mash quizzes (both set as a ‘2Do’ once you’ve logged in):
-Telling the time quiz.
-AM or PM quiz.
Session 3: Please choose something from the wider curriculum section at the end of the blog
Daily Reading
Thursday
Daily Well-being:
Keep learning –Rainbow challenge – How could you make a rainbow?
Daily Phonics and Spelling
Watch Video recapping the ‘ey’ sound (like in key) and work through using a whiteboard or paper for recording when asked.
Powerpoint if you would rather work through at your own pace.
Session 1 English: – Reading Comprehension Tasks
Activity: This week there are 3 different and different levelled comprehension tasks. Please choose one that is of interest and is at the appropriate level.
Reduced Challenge- Sheet
Main Challenge – Sheet
Extra Challenge – Print off the Question sheet. For this one you will also need to follow the Powerpoint for the reading.
Session 2 Main Maths Session – Telling the Time
Learning Objectives:
-To label the hands on an analogue clock to show o’clock and half past times.
Input:
Video (or the powerpoint or pdf to follow at your own pace) – modelling how to draw the hands to show the correct times. Again having your mini clock would be useful for this.
Practise Task:
Sheet – drawing the hands to show the correct times.
Tips:
1. Drawing the arrow heads can often be very difficult for children to do neatly so get them to do lines instead.
2. Break the task down by using their mini clocks (or the online clock I used) to make the time first so they can copy the hand positions from that.
Reduced Challenge: there is an o’clock sheet (or you could do the o’clock/half past sheet from yesterday if ready to move onto half past but not ready to draw them)
Extra Challenge: Sheet – problem solving and reasoning. Try to encourage your child to write a sentence or verbally explain to you in a sentence to justify their answer.
Session 3: Please choose something from the wider curriculum section at the end of the blog
Daily Reading
Friday
Daily Well-being:
Give – Offer to do something helpful in your home today
Daily Phonics and Spelling
Watch Video recapping the ‘e_e’ sound (like in these) and work through using a whiteboard or paper for recording when asked.
Powerpoint if you would rather work through at your own pace.
Session 1: Handwriting
Warm Up – playdough needed ideally for this one
Activity: Follow the video to see the modelled handwriting session. You can pause after each example whilst you have a go in your books. As we always say to the children, remember to take your time and think about your presentation. Think about our letter families, caterpillars, robot arm, zigzag monsters and ladder letter groups.
Ext. You can follow up the session by completing the handwriting sheet of the next set of Year 1 high frequency words, following on from previous weeks. Start by reading through the words first and then think about where each letter starts.
Session 2 Maths: Fluency Session
Daily 10 – please start off with these at your child’s level. Please remember the idea is to answer the questions quickly to develop fluency rather than needing to spend time working them out.
Video (or the powerpoint or pdf to follow at your own pace) – exploring the difference between seconds, minutes and hours. Some fun time challenges to keep active on a Friday too!
Activity: Time challenges – you may have a stop watch to complete the time challenges shown at the end of the video, alternatively there are some online stopwatches here.
Sheet – you can print out the last slide shown in the video if you wish (alternatively just pause the video)
Optional: Extra time challenges if you wish!
Session 3:
Please use this time for finishing off or completing an extension of a task. You can also use this time for ELLI time. Remember that this is where we think about the ELLI animals that help us think about the different ways in which we learn. We can use this to help us make choices for play and learning.
🦄Unicorn-Being creative.
🐝Bee-Working as part of a team.
🕸Spider-Making connections with their learning.
🦉Owl- making plans
🐱Cat-Being curious. Asking questions.
🐢Tortoise-Slowly and carefully working or making.
🦎Chameleon-Changing plans or ideas.
If you want more information or a story about our ELLI animals follow the link to our website here.
Daily Reading
Wider curriculum activities
PE – Static Balance
Learning Objective:
Balance on a line or low beam with a good stance. Explore ways to balance on a line.
This week we are introducing the ‘Tightrope’ theme, using the Real PE online resources. Click on the image below for a video introduction.
Please use your new personal log in, sent in the final week of last term.
For the ‘Adventure’ (warm-up) you will be setting up your circus for tightrope walking! It would be great to have these things to help bring it to life:
- Blanket/towel for your big top
- Toys to take part in the circus
- Instruments/things to shake or bang for your grand opening music
- String/skipping rope/tape to make your tightrope.
Science and Geography – Weather
Learning Objectives:
– I can start to Identify seasonal and daily weather patterns where I live.
-I can keep a weather log using appropriate symbols.
Input: Watch this short introduction video to being a weather watcher. You can then choose whether you want to go through the powerpoint at your own pace, or follow along on the videoed version.
Activity: Complete a daily weather record sheet for the next 2 weeks. Use the symbol ideas from the powerpoints or use symbols you have made up of your own.
Extension: Complete the sheet, looking at symbols and guessing the type of weather they are showing.
Geography
Work to be submitted via Google Classroom 📸
Finding and showing different areas on a world map.
Learning Objectives:
-I know the location of hot and cold areas of the world in relation to the Equator and the North and South Poles .
-On a world map I can show the Equator, hot and cold areas, North and South poles, N, S, E, W compass point and the position of the UK.
Activity: Follow the powerpoint or videoed version. Complete the tasks on the world map sheet. Look at the different areas on a world map. Which areas are hot and cold? Complete the map of the world and then answer the following questions: (Verbally or record in your book).
- Is the UK closer to the Equator or the North Pole?
- Are the countries near the Equator hotter or colder than countries further away from the Equator?
- Where would you most like to live? A hot or cold country?
- Which kind of (hot or cold) country do you think the Yeti from our story is most likely to live and why?
PSHE- Being Healthy
Learning Objectives:
– I understand the difference between being healthy and unhealthy, and know some ways to keep myself healthy.
– I feel good about myself when I make healthy choices.
Activity: Today’s session is for listening to, thought and discussion. There is a powerpoint you can work through at your own pace or follow and listen to the video that works through the powerpoint with you. When you have finished you may want to keep your calmness by colouring in the Well Being Colouring. – Yeti Sheet