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Welcome to Woodville School

Summer week 5 w/b 18th May

Reception letter week 5

 

Hello children πŸ‘‹πŸ»

 

Wow, it’s the end of this half term already! We want to say well done πŸ‘πŸ» for all your efforts week after week. It feels like a very long time since Easter doesn’t it? But you have kept going and your grown ups too, so thank you. Friday is a non-pupil day and next week is half term πŸŽ‰ so there will be no home learning from us. 

 

We are pleased that you enjoyed the work we have been doing recently on animal life cycles and minibeasts πŸžπŸœπŸŒ. We have seen some super life cycles and lots of you sent us the results of your minibeast hunt. It was amazing to see just how many different types of minibeast you found - well done πŸ‘πŸ». Some of you have shown us that you are lucky enough to be watching ‘pet’ caterpillars πŸ› at home and waiting for them to turn into butterflies πŸ¦‹.

 

Mrs Guesdon has a pet. He is a cat πŸ˜Ίcalled Mr Smiggles and he loves to sleep. He can also be a bit naughty sometimes πŸ˜Ό eating things in the house he really shouldn’t! βŒ His favourite toy is a green mouse πŸ­ he likes to chase when it’s thrown and sometimes he ‘fetches’ it back like a dog so it can be thrown again! 


Mrs Wakeling doesn’t have any pets, but she does have birds in her garden.

 

Pets are lovely to have, but they need looking after well βœ…. This means giving them our time and care. They need the right food πŸ¦΄πŸ₯• and the right amount - not too much or too little. They need fresh water to drink πŸ’¦ and a comfortable home,  sometimes in a cage and sometimes in our house. They also need exercise too just like us πŸ˜€. 

 

Do any of you have pets? πŸ€” What do you do to look after them? 

If you don’t have a pet, do you have birds that visit your garden? Do you look after them? 

 

Pets are amazing 

πŸΎπŸΆπŸ±πŸΉπŸ°πŸΈπŸ”πŸ›πŸ΄πŸ’πŸπŸ¦ŽπŸ πŸΎ

 

We hope you have a lovely half term,

Stay safe, stay amazing β­οΈ

 

🌈Mrs Guesdon and Mrs Wakeling🌈

 

Picture 1
Picture 2

Understanding the World

 

Making a mini beast!

 

Dear children and grown ups, 

 

We thought you might like to make a mini beast πŸ›  so we have attached a sheet for you to print, cut out and either attach your creature with split pins, or if you don’t have any of those you could just glue the legs or other body parts on. πŸ¦‹ I don’t have those at home so please don’t worry, use what you have indoors and don’t go to the the shops especially. 

If you don’t have access to a printer either, that’s not a problem. You could draw your own mini beast from one you’ve seen, or even invent your own. Then you could cut it out and stick on its wings or antennae etc... 🦟 

πŸ•· You don’t have to use paper either, you might like making things out of felt, fabric or card. You might have some of those plastic stick on eyes, or pipe cleaners to make legs or antennae. If you’re like me, you might have an art and craft box, or shelf where you keep all of the things you need to make things. See what you have got and use your imaginations. 

Mrs.Guesdon and I will really look forward to seeing your ideas. 🐞 

Have a safe and wonderful half term too.

Mrs.Wakeling. 🌈 

Wellbeing Wednesday 

 

Hello children πŸ‘‹πŸ»

 

Did you know that nobody is perfect? Not even grown ups, your teacher πŸ‘©‍🏫 , people on tv πŸ“Ί or even the Queen πŸ‘‘! Because we aren’t perfect sometimes we need to ask others for help. 

 

Have a look at the first picture of the wellbeing monster and talk about your ideas (remember the talking toy rules πŸ§Έ ). 

 

Now sometimes when people ask for our help we say things like “I’m too busy” or “I don’t know”. This doesn’t make that person feel good πŸ˜ž. Sometimes when we can’t do something ourselves, instead of asking for help we moan πŸ˜« “I can’t do this”. Wellbeing monster has some suggestions for more positive things we could say to each other πŸ™‚. Have a look at them with your grown up and maybe you can print them out/copy some out and put them up somewhere at home to use this week.

 

Mrs Guesdon πŸŒˆ

Picture 1
Picture 2
Picture 3

Additional phonic games to play together

Additional phonic games to play together  1
Additional phonic games to play together  2
Additional phonic games to play together  3

Phonics

 

Dear parents (and children) please read the phonics notes that are on this week’s Literacy notes after the Talk for Writing ✍️ information, these were posted on Sunday for you and I have added them at the end of this note too. After that, have a look at the 3 videos posted on your Tapestry online journal and show them to your child, the explanations below are to help you set out the games so that your child can continue to develop their phonic and tricky word awareness and application through outside or indoor play. Some children will be able to help make and set up parts of the games. Please don’t think you need printed and laminated sound and word cards like the ones I used, just write them onto paper, card or even on stones. Below are more details about each game all of which can be played outside in the sunshine.

 

Learning sounds and tricky words through simple outside games.

PLEASE USE THIS WEEK’S FOCUS SOUND oa in these games.

You will need a grown up, or older brother or sister to help you make the game. You need, paper, pens or chalk, stones, a water pistol or Nerf gun or bean bag, some sand either in a sand tray or pit, some pegs or blu tac.

 

There are 3 games.  
Game 1
Practise your sounds by firing on them.

Write some sounds on paper or card or even on stones, weight the paper or card down outside with stones.
Someone calls out the sounds one at a time slowly at first.
You try to find and shoot at the sound with your water pistol/Nerf gun or throw a beanbag onto it. As you get better the caller shouts the sounds out more quickly.

To develop, after you are getting good at it, ask the other player to move the sounds around and repeat the game.

 

Game 2
Finding and matching the sounds by reading words.

Using a felt tip pen, write some sounds onto small clean dry stones with the help of a grown up. Hide these in some sand. Ask your grown up to write words that use these sounds onto card or paper and hide these in the sand. 
Find a stone in the sand and try to find a word that uses that sound by segmenting and blending. 

 

Game 3
Tricky word game
A grown up or older sibling writes out some of the phase 3 and 2 tricky words for you. Then they peg them around an outside or indoor space. They call the words out one at a time and you have to find the word by reading it and bring it back to them. If you have space and a soft area you could run back or make it into a competition with a brother or sister.

 

 

Please vary these games to make them fit your space, resources or child’s ability. If your child knows all these words use the high frequency word list in their reading diary to increase their knowledge of other words.

In all these games don’t be afraid to use some known sounds, or words so that your child enjoys success and also adapt them as your child shows more confidence. Please try to include a wide variety of sounds and words from phase 2 and 3 and revisit these simple games from time to time. 

Have fun and stay safe.

 

Mrs.W.

 

 

 

 

Phonics

 

This week we will be looking at oa and revising all phase 2 and 3 sounds generally while considering some other ways of making the sound.

 

YouTube

Start by watching this little You tube video of Geraldine Giraffe

 

Talk to your child about oa being a vowel digraphs which is 2 letters that make 1 sound.

 

Like Geraldine in the video look for things at home that might have the sound in them. For example coat, boat etc. If you have toys or pictures that use this sound then play a version of Kim’s game.

 

Show your child a toy goat, a small coat, a toy boat etc ask them to say what they are, write the words so your child can see them. Ask you child to write oa in the air.

 

Then hide the objects of pictures under a piece of cloth and ask your child to hide their eyes while you remove 1 object. When this is done show the children what is under the cloth now and see if they can think of what you have taken away. Use the sound to help them remember. Repeat for 5 mins.

 

Model writing a rhyming sentence using the sound for example:

 

I put on my pretty yellow coat and jumped on the blue boat with my friend Suzy the goat.

 

 

Encourage your child with support to read back the sentence. Ask them which sound have they been learning and can they see it, tell you the sounds and the words that contain it. 

 

Repeat using this sound but their ideas. 

The sillier the sentence you come up with the better they will learn.

 

The dancing goat was wearing my best raincoat when he jumped off the boat he learned how to float.

 

If your child likes Discovery espresso use this later in the week to consolidate their understanding of the sound, if they prefer use the sorting sound vowel digraphs and trigraph PowerPoint, this is good for revisiting all these sounds. If you have time, observe them to see which ones they are insecure on and revisit those if you have time. Feel free to develop their understanding by finding longer words that use the sound if they are already confident but start of with shorter words and test the water first.

 

I will post a teaching video too to support learning this phoneme.

 

Have fun and if you have time post me any great learning your child achieves.

 

Ask your child to try and spot these sounds when they are reading with or to you and anywhere else they read. 

 

Please remember that you are under no pressure from us to complete these activities but where possible completing home learning little and often will help your child to remember and apply the skills they have learned already in school.

 

Stay safe,

 

Mrs.W.

 

 

 

Maths

 

Good Morning children πŸ‘‹πŸ» 

 

This week’s maths is based on the story Superworm. It’s by Julia Donaldson who is one of our favourite authors πŸ“–. Do you remember we were reading lots of her books in story time at school? 

 

It’s also great that our maths has been linking to our minibeastsπŸ›πŸž learning theme, did you notice? 

 

Mrs Guesdon πŸŒˆ

 

 

Dear Parents 

 

Unfortunately Superworm is not on YouTube KIDS, however you may be able to find it elsewhere if you do not have the book. But please remember although it’s great to begin by reading the story, it is is not essential to the maths work.

 

White Rose Week 5

Superworm

Day 2, Day 4 and Day 5

 

https://whiterosemaths.com/homelearning/early-years/     

 

Resources you will need I have listed in the weekly overview.

I have carefully selected these lessons for their learning content, but if you need to change them according to your resources/child’s interest or you would like to do more of them then please do. 

 

 

Picture 1

Literacy Talk for Writing ✍️ and phonics Wk bg 18th May 2020

Literacy EYFS wk beginning Monday 18th May.

This week we are following Talk for Writing from pages 17-22. 

Page 17 making a feely tray for learning letter formation.

You will need a tray and a variety of sensory materials, please use what you have got and don’t worry about buying things you haven’t. You may have sand, sugar, flour (lucky you!) salt or shaving foam. 

Start by reading or encouraging your child to segment and read these words. Mention that these are actions and link them to the pictures. Ask your child if them can spot any digraphs they know, they might notice sh and ng etc...

Please model how to start each letter at the top and how to shape the letter for each word. Encourage your child to take their time and repeat the activity to help learn the letter shapes and words. Tell them that they are training their hands and brains encourage them to repeat the sounds aloud as they are writing.

 

Page 18 shared reading about a magical potion made by Mavis.

Please explain that this is a letter and ask your child if they know what a letter is and where they might see one. Hopefully they will know that letters come through the door. Talk about writing or typing letters and posting them with a stamp etc...

Read the letter to your child all the way through and then talk to them about who it is sent to (Mavis) and who has sent it (Bertie). Explain that letters are not always about potions but that they start with Dear and the name of the person sending it and that they end with who they are from. Look at the paw print, ask/tell your child it’s instead of signing their name. 

Read the first paragraph again and explain that this letter has a list of what is needed to make something. Point out this list and the refer to each of the bullet points and talk about what is needed.

Reading the instructions with your child.

Point out the use of numbers 1-5 and read each step of the instructions with and to your child. Explain that the numbers start with 1 because that is the first thing to do and each time a number is different explain that’s the next thing to do and so on. See if they know which number is the last instruction. Tell your child that these are instructions and that instructions tell us how to do or make something.

Tell your child that on the next page is a challenge where they have to try to make the potion in the letter by following all the instructions very carefully.

Page 19 Mavis Challenge. 

Have fun making this, or a version of this potion. You could use jelly, jam, ice, plastic toys etc... Please improvise with the ingredients if you need to, or with the tweezers, or cocktail sticks, you could use chopsticks, small tongs instead. Ask your child to refer back to the instructions and the list throughout the activity. Model doing this yourself for example you might ask your child what they have to do to the jelly cubes or jelly powder first, next etc...use these adverbs of time (first, second, next, after that etc) to help your child understand them.

Later in the week....

Page 20 
Following on from last week’s work about Understanding the World, this page is a mini beasts hunt. If your child completed this task, then this could be independent or even skipped. I would print a few copies of this sheet and put one on a clipboard with a pen and watch to see if they can carry this task out themselves if you have a garden or when you got for a walk. At school they love a list of items and a clipboard and because the task is familiar they enjoy working without adult support. 

If your child is particularly interested in a creature, encourage them to look very closely at it. Perhaps if you have one, use a magnifying glass. Compare body parts to their own, ask questions to encourage the children to observe and check. For example, how many legs can you see, what colour is it? Why do you think it has wings? And so on.  Keep their ideas, perhaps jot them down on post its for later reference.  Take a photo of the bug or ask your child to draw the creature. As an extension they could stick the post it notes around it. Retain this as a plan for later.

Reading - look at these fact files together. Explain that a fact file gives us a list of information about something including about a mini beast. Explain it must be fact (truthful) and not a story. 

Read and discuss the fact files together. Point out that they are about different mini beasts but they both use the same headings. Talk about the headings and say that they describe what the creature looks like and more. Explain that they are to tell people facts (information) about the creatures.

Page 21 and 22 are reading activities to learn about mini beasts. 

Using your child’s mini beast hunt photo/picture and post it notes as a plan and a starting point support your child in how to complete the fact file. Why not print one out for yourself and model completing it with a different mini beast to the one chosen by your child before you help your child to do their one.


Page 22 is the writing frame for making a mini beast fact file. Don’t panic if you can’t print it out, just copy the headings for your child. They will need you to read at least some of the headings and point out where to scribe their ideas, they should be encouraged to sound out the words they choose to use.


Phonics

This week we will be looking at oa and revising all phase 2 and 3 sounds generally while considering some other ways of making the sound.

YouTube
Start by watching this little You tube video of Geraldine Giraffe

Talk to your child about oa being a vowel digraphs which is 2 letters that make 1 sound.

Like Geraldine in the video look for things at home that might have the sound in them. For example coat, boat etc. If you have toys or pictures that use this sound then play a version of Kim’s game.

Show your child a toy goat, a small coat, a toy boat etc ask them to say what they are, write the words so your child can see them. Ask you child to write oa in the air.

Then hide the objects of pictures under a piece of cloth and ask your child to hide their eyes while you remove 1 object. When this is done show the children what is under the cloth now and see if they can think of what you have taken away. Use the sound to help them remember. Repeat for 5 mins.

Model writing a rhyming sentence using the sound for example:

I put on my pretty yellow coat and jumped on the blue boat with my friend Suzy the goat.


Encourage your child with support to read back the sentence. Ask them which sound have they been learning and can they see it, tell you the sounds and the words that contain it. 

Repeat using this sound but their ideas. 
The sillier the sentence you come up with the better they will learn.

The dancing goat was wearing my best raincoat when he jumped off the boat he learned how to float.

If your child likes Discovery espresso use this later in the week to consolidate their understanding of the sound, if they prefer use the sorting sound vowel digraphs and trigraph PowerPoint, this is good for revisiting all these sounds. If you have time, observe them to see which ones they are insecure on and revisit those if you have time. Feel free to develop their understanding by finding longer words that use the sound if they are already confident but start of with shorter words and test the water first.

I will post a teaching video too to support learning this phoneme.

Have fun and if you have time post me any great learning your child achieves.

Ask your child to try and spot these sounds when they are reading with or to you and anywhere else they read. 

Please remember that you are under no pressure from us to complete these activities but where possible completing home learning little and often will help your child to remember and apply the skills they have learned already in school.

Stay safe,

Mrs.W.

 

 

Overview of week 5 

 

 

LITERACY

This week we are following Talk for Writing from pages 17-22. 
Apologies as this is the week you need the resources I put on last week’s overview. Just use what you have don’t do additional shopping. 

Page 17 making a feely tray for learning letter formation.
You will need a tray and a variety of sensory materials, please use what you have got and don’t worry about buying things you haven’t. You may have sand, sugar, flour (lucky you!) salt or shaving foam. 

Page 18 shares reading about a magical potion made by Mavis

Page 19 Mavis Challenge. 
Have fun making this or a version of this potion. You could use jelly, jam, ice, plastic toys etc...

Page 20 
Another optional garden mini beasts hunt. This could be independent if your child has done this already or even skipped. We find at school that if we give them an activity they have done with an adult previously they actually love showing what they can do by themselves. Of course they love a list items and a clipboard too!

Page 21 and 22 are reading activities to learn about mini beasts. 

Page 22 is a writing frame for making a mini beast fact file. 
 

PHONICS

This week we will be focusing on oa, recapping all phase 2 and 3 sounds generally and other considering some other ways of making this sound.

 

MATHS
White rose week 5 
Superworm! 
Day 2: adding more, taking away, counting to 20, number lines.
Day 4: adding more, counting to 20. (Needs some tins of food, various sizes if possible, and money or pretend money).
Day 5: Length, height and distance. (Needs cooked spaghetti and food colouring/play dough, and sting/wool). 

https://whiterosemaths.com/homelearning/early-years/
 

WELLBEING WEDNESDAY 
Focus: Nobody is perfect. Thinking about using positive language. (No additional resources).

 

UNDERSTANDING THE WORLD 
Learning more about what makes mini beasts special.
Making a minibeast 

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