|Week Commencing||Overview of Week||Activity 1||Activity 2||Activity 3||Activity 4||Activity 5|
Children will be focussing on the book Gruffalo Crumble and other recipes by Julia Donaldson
The focus is sentence structure - full stops and capital letters.
Phonics focus - phase 3
Phonics - air
Sit with a screen/barrier in between yourself and an adult (e.g. a large hardback book) with a few Lego bricks (identical sets of e.g. three bricks). Partner A is to build a basic model out of their bricks and then aim to give partner B instructions for replicating their ‘model’. Afterwards turn round and check each other’s models to see how close they were. Ask children, How similar were our models? What went right? What went wrong and why?
Make a poster/sign for something in the classroom, e.g. Hang your coat here. Wash your hands.
Phonics - ure
Read page 10 of Gruffalo crumble and other recipes (Terrible tusks)
(please email teachers if you need a copy of the recipe)
Follow the instructions to make the Tusk recipe. Model saying aloud and then writing an instruction for the Gruffalo to follow e.g. Slice the banana. Cut the mango.
Children to orally rehearse and then write their own bossy instructions for the Gruffalo, e.g. Wash your hands. Eat the fruit.
Remember to use you sound buttons - dots and dashes.
Phonics - er
Read and follow the sequence of instructions for ‘Fox’s Sandwiches’ (p32),
Children to write some simple sentences telling the reader how to make the fox’s face, e.g. Cut the bread into a circle.
THINGS TO REMEMBER;
a list for gathering all the right things we needed first,
specific detail of what to use (e.g. circle cutter)
not too many things in one-step or sentence
picture of the finished thing.
Phonics recap - air/ure/ur
how many words can you write with each sound - 2 minutes for each sound
What word is missing from my sentence?
Press the…into the bread.
full sentence we need to have somebody (noun) doing or being something (verb). The example above misses out the noun, the thing (‘circle cutter’). Look at this example with children: You don’t the rest.
You don’t what the rest? You don’t forget, you don’t bin, you don’t share….we don’t know yet what the recipe wants us to do. What was missing this time?
Give children some further examples of their own to write out, with either the verb or noun missing.
Phonics -tricky word all
Play ‘Sentence Match-Up’, where the aim of the activity is to read some beginnings and ends of simple single-clause sentences, e.g. Pick up / the coat. Put it on / the peg. Now wash / your hands.
Use some everyday contexts and highly familiar decodable and tricky words so that the children are freed up to concentrate on helping you with the sentence structure issues. Model trying out matching the beginning with varying provided endings, e.g. Pick up…the peg. Does that sound right? Can we do that in real life? Pick up….your hands. Really? What does that mean? Let’s try it again – Pick up…the coat. Yes, that sounds right. That’s a sensible instruction and it makes sense.
Invite children to match and write out the given beginnings and ends of instructions, e.g. Draw with / your pens. Run with / your feet. Sing with / your mouth. Listen with / your ears. Dance with / a smile.
Children could move on to completing given parts of instructions, checking their writing makes sense and is clear, e.g. Put the…, Pick up your….
Science - animals including humans
Music - rapping and syllables
RE- special books for Christianity and Judaism
Art - choose an animal toy. Put it behind your book in the line of sunlight/ or a lamp and sraw around its shadow. Can you add your own detail e.g. eyes, whiskers?
Think about which colours you will use to colour it in?
Watch video about Judaism and Hanukah. Discuss key events, rituals etc. Do Christians celebrate a holiday similar to this?
Draw a picture which represents your favourite part of Christmas?
Can you find two differences between Christmas and Hanukah?
Music - what type of music have we been listening too? Ask your parents what their favourite style of music is and why. Tell them what you liked about the rap Hey you!
We have spoken lots about syllables recently. Can you count the syllables in everyone's name in your household (including pets?
Science - grouping animals.
Write three headings -
water/ farm/ zoo.
Can you draw examples of animals that live in these three different places.
Begin to think about how they are different
PSHE - how many feelings can you name? Can you pull faces that show how you are feeling? How can you tell if someone is feeling sad/angry/happy?
Choose one negative feeling e.g angry and one positive feelings e.g. excited and draw a picture of times when you have felt these ways