Phonics - focus on the ‘oa’ sounds. Please load up phonic play.
Go onto resources and phase 5. Scroll down to alternative spellings ‘oa’ and work through the 3 activities in there. Any phonic games on phase 5 are great for the children as they will have learnt the sounds and applying these to spelling and reading is very important. Play any phonic games they would like on phonic play or Discovery Education on a daily basis will reinforce what has been taught during phonic lessons.
This week we would like the children to look at making equal groups. Please click on the White Rose link- https://whiterosemaths.com/homelearning/year-1/ and select ‘Summer Term – Week 1’. Then watch lesson 2; make equal groups (grouping) video and please complete the activity to the right of the video, labelled as ‘get activity’.
To continue developing the children’s ability to group objects, we would like the children to practise grouping different objects. E.g. giving them 12 objects and asking them to put them into 3 equals groups.
Then a file labelled ‘maths 2’ will be uploaded on facebook. We would like the children to continue grouping items and writing how many items are in each group and how many groups there are. Please remember that if you cannot print this, you could use your own items to group and the children can draw them themselves.
For lesson 3, we would like the children to look at some problem solving and reasoning. The activity will be uploaded on facebook as ‘maths 3 problems’ and ‘maths 3 reasoning’. Again all the activities are based on grouping items and they are activities that you can answer on plain paper rather than printing. All activities encourage the children to draw the items. As Year 1 maths is heavily practical. It would be lovely to see the children grouping some items practically too. This also means that they don’t always have to record their answers, this could be done verbally.
Listening to stories. David Walliams is reading stories at eleven, aloud. Worldofdavidwalliams.com
Spelling- Please help your child to spell the first line of words on the common exception sheet (sent last week). There are 12 of them.( the, a, do, to, today, of, says, said, are, were, was, is) They don’t need to write them, they can call them out to you. If they are confident with the spelling, say a sentence to you using them. Maybe set a timer and see how many times they can write the word in half a minute, can they beat you? Play hangman with these words. Can they read the word? There are games on phonic play to support the reading of these words.
For the next couple of weeks we are going to work on the story Jack and the Beanstalk. Please share this version of the story with your child. Please either read to them, share the reading or let you child read it to you. The focus for this is changing your voice and adding expression to bring the story to life.
Read the story of ‘Jack and the Beanstalk’. https://www.dltk-teach.com/rhymes/beanstalk/story.htm
However, if you would prefer to listen to the story you can.https://www.youtube.com/watch?v=_VCpAYajmvo
After watching please discuss the story as this will help the children understand it. Here are some questions to help you but please ask as many as you would like.
After this, we would like the children to act out part of the story, where your child is one character and you are another character then read part of the story where you can act out and use expression. We hope you enjoy this, we do this a lot in school.
Can the children draw pictures to sequence the order of the story?
Ask the children to talk to you about a story map. This is where pictures are drawn to show the progression of a story. Below is an example for the story ‘Owl Babies’.
Ask the children to draw their own story map of Jack and the Beanstalk and then to tell you the story verbally, using their story map.
If the children would prefer to sequence the story, asequencing sheet will be uploaded on facebook for them to arrange the story into the correct order. When they have arranged the pictures ask them to retell the story verbally.
Challenge - when they are retelling the story remind them to add expression when a character is speaking.
Sorting objects into animal, plant groups.
Ask the children how they know something is an animal? (Moves, eats, has babies, produces waste) brainstorm all the animals they can think of. No need to write just talk about them include insects.
Ask the children how do you know something is a plant? (Stem, petals, leaves, flower, roots) brainstorm all the plants they can think of.
Show the children the pictures below and sort into groups of animal or plants. You can do this verbally or by cutting and sticking.
Challenge can the children explain why they are putting each picture into each group?
What are drugs?
Talk to the children about medicine and explain that they are good drugs that make us feel better but must only be given by a responsible adult.
Talk about all the different types of medicine and what it’s used for or why we have them.
-Liquid E.g. Calpol
-Eye/ear drops and what it is used for.
-Injections and why we have them.
-Pumps for asthma etc.
Discuss that there are drugs in these medicines but they help us to feel better.
Show how they go into our body. Discuss or draw onto the body.
Sorting fruit and vegetables.
Make a list of all the fruit and vegetables they know.
A fruit is the sweet and fleshy product of a tree or other plant that contains seed and can be eaten as food.
The original meaning of a vegetable is still commonly used and is applied to plants collectively to refer to all edible plant matter, including the flowers, fruits, stems, leaves, roots, and seeds.
Sort their list into fruits and vegetables
Challenge- Could they say which part of the plant they were eating and write it underneath?