Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Year 1 work for W/C Monday 11th May.
Day/Subject Phonics English Maths Topic
Monday Use phonics play website
and the flashcard racing
game in interactive
resources to revise phase 3
and 5 sounds.
Remind children of the oa
and oe sounds for making
the o sound. Practise
reading in words like float,
toast, goes and toes.
The phonics sound for today
is “o_e” (as in phone).
This sound is called a split
digraph because it is split
apart by another sound. For
example in phone, the o
sound is split apart by the n.
We can identify a split
digraph by looking for the
naughty e at the end of the
word!
Warm ups –Ask the children
what an adjective is? It is a
describing word! Pick an
object and write as many
adjectives about it as you
can.
Writing focus:
This week we are writing the
traditional story of Little
Red Riding Hood.
Today we are reading the
story and children can draw
the story map.
We have used 3 different
pieces of paper, one for the
beginning, one for the middle
and one for the end.
Draw it like a book so the
pictures go across the page.
A story map is the story in
pictures like the one below:
Warmups – Count to 100.
Challenge: Count on from a given
number, for example 22 to 67.
Practise number formations – say a
number to the children and write.
Focus on pronouncing teens and ty
numbers. Work up to 100 during the
week.
Challenge – Can they write numbers to
20 in words?
Recap < and >. Greater than and less
than symbols – the < opens up to the
biggest number. Then you say __ is
greater than __.
For example 18 < 35
This week we are starting a small
module on money.
We will be using slides from power
maths which will be attached to
Tapestry and at the bottom of this
document.
Today the focus is on coin recognition
– children will need to be able to
identify the value of coins. Make sure
Science: Unit of Work:
The Human Body:
The 5 Senses
Recap the last couple
of lessons of work on
naming parts of the
body and identifying
the five senses and the
parts of the body they
relate to (looking at
their senses poster).
Recap taste and the
adjectives used.
Learning Objective: I
am learning about
touch.
Today we are
investigating touch! We
will be introducing all
the vocabulary for
touch in a sensory
search around the
house.
The aim of this lesson
is to explore the
Keep reminding children to
spot the naughty e at the
end of the word.
Can the children say o_e in
different voices?
Use the phonics packs for
words that the children can
first read and then write.
Look at sentences.
Challenges – Can they think
of any words with the sound
in?
Can they read alien words
with the sound in?
An alien word is a nonsense
word like drote and plome.
Can you say a sentence with
an o_e word in for them to
write?
The text of the story is at
the bottom of the plan (or
you can use another example,
but try to add similes and
adjectives). Sometimes texts
are smaller to help children
write it.
Children will then use this
story map to help them write
it.
Children will need to be able
to read the story using their
maps.
Once read:
Task is to draw the story in
pictures to help learn it.
Take a picture for Tapestry
to also describe the shape and
colour of coins.
Ask questions like I am a small
silver circle coin, what am i?
The slides show the older coins
because they have the value on them.
Remind children of p for pence and £
for pound.
Challenge – look at new coins.
Work through slides and write
answers to questions if you can on any
paper.
Take a picture for Tapestry
different adjectives
we can use to describe
how objects feel. For
example, rough,
smooth, bumpy or soft.
On a piece of paper,
write the word touch
in the middle and then
write all the different
adjectives the
children use to
describe the objects
they touch in a mind
map.
They can also write
the object for a
challenge.
Take a picture of the
food paper for Tapestry
Tuesday Use phonics play website
and the flashcard racing
game in interactive
resources to revise phase 3
and 5 sounds.
Remind children of the ee,
ea and ey sounds for
making the e sound. Practise
reading in words like sheet,
stream, dream, turkey and
chimney.
The phonics sound for today
is “e_e” (as in time).
This sound is called a split
digraph because it is split
apart by another sound. For
example in these, the e
sound is split apart by the s.
We can identify a split
digraph by looking for the
naughty e at the end of the
word!
Keep reminding children to
spot the naughty e at the
end of the word.
Warm up – Similes challenge
– pick an object and describe
it with similes (for example
the pen is as green as grass).
How many can you think of?
Read the story to the
children again to help them
learn it.
Then read the story using
the story map’s pictures,
this will help the children
when writing it.
Children are used to using
story maps, they say the
sentence first and then
focus on the skills of writing
rather than what is needed
to write necessarily.
Task: Comprehension
questions – on a piece of
paper, write the question
number and then the answer.
1) Who were all the
characters in LRRH?
2) Who was the bad
character in the
story?
Warmups – Count to 100.
Challenge: Count on from a given
number, for example 22 to 67.
Count back from 30.
Practise number formations – say a
number to the children and write.
Focus on pronouncing teens and ty
numbers. Work up to 100 during the
week.
Challenge – Can they write numbers to
20 in words?
This week we are continuing our
module on Money.
Recap < and >. Greater than and less
than symbols – the < opens up to the
biggest number. Then you say __ is
greater than __.
For example 18 < 35
Recap coin recognition, including
values and using shape challenge
questions.
We will be using slides from power
maths which will be attached to
Tapestry and at the bottom of this
document.
Geography:
Unit of Work:
Geography of the UK.
Recap last lessons work –
show children a union
flag, do they remember
its name?
Show them a picture of
the UK, can they name
it?
Do they remember the
names of the 4 countries
of the UK?
Can they remember much
about England? Their
flag?
Can they remember
Scotland? The flag?
Capital city?
Learning Objective:
What is Wales?
Suggested Activities:
Create a fact sheet
about Wales.
Find Wales in the UK,
what do you notice? Is
it the biggest country?
Can the children say e_e in
different voices?
Use the phonics packs for
words that the children can
first read and then write.
Look at sentences.
Challenges – Can they think
of any words with the sound
in?
Can they read alien words
with the sound in?
An alien word is a nonsense
word like stepe and bleme.
Can you say a sentence with
an e_e word in for them to
write?
3) Who was Little Red
Riding Hood going to
visit?
4) What questions did
the Wolf ask LRRH?
5) Where did the wolf
put grandma?
6) What did the wolf put
on?
7) Why did the wolf do
that?
8) What did LRRH shout
when she saw the wolf
in bed?
9) Who came to help
LRRH and Grandma?
10) What did they do at
the end of the story?
You can take a picture of
the answers to post on
tapestry.
If they need to, children
can read back the story
using the story map.
Today we are working on the value of
notes and the £ symbol.
Work through slides and write
answers to questions if you can.
Take a picture for Tapestry
Where is it? What
country is Wales
connected to?
First, draw Wales the
best you can.
Learn about the flag
and symbol of Wales –
research online about
the leeks/daffodil and
draw the Welsh flag.
Can you research and
write what the biggest
city, the capital city,
of Wales is?
Can you research some
pictures of Wales and
its landscapes?
Mountains, lakes and
cities?
Any more facts?
Draw your favourite
landscape picture.
Resources: Pictures of
Wales.
Wednesday Use phonics play website
and the flashcard racing
game in interactive
resources to revise phase 3
and 5 sounds.
Remind children of the ue
sound, why is special?
What letter does it start
with? U! So it makes the
U sound. Any more? Yes!
UE makes the ue as in
statue and ue as in glue.
Practise reading in words
like venue, statue, glue and
blue.
The phonics sound for today
is “u_e”. This can make two
sounds like the ue digraph.
Today we are learning it as
in flute.
This sound is called a split
digraph because it is split
apart by another sound. For
example in flute, the ue
sound is split apart by the t.
We can identify a split
digraph by looking for the
Warm up – Read the story to
the children again to help
them learn it.
Then read the story using
the story map’s pictures, this
will help the children when
writing it. See if the children
can read it independently.
Children are used to using
story maps, they say the
sentence first and then
focus on the skills of
writing rather than what is
needed to write necessarily.
Task: Write the beginning of
the story.
Children are to use their
story maps to write the
story, not just copy the text.
Remind children of capital
letters at the beginning of
sentences, full stops at the
end, finger spaces, small
neat writing and writing on
the line!
If you find your child’s
handwriting isn’t their best,
try lined paper if possible.
Warmups – Count to 100.
Challenge: Count on from a given
number, for example 35.
Count back from 50.
Practise number formations – say a
number to the children and write.
Work up to 100 during the week.
Recap counting in 2s, 5s and 10s.
This week we are continuing our
module on Money.
Recap < and >. Greater than and less
than symbols – the < opens up to the
biggest number. Then you say __ is
greater than __.
For example 18 < 35
Recap coin and notes recognition,
including values and using shape
challenge questions.
We will be using slides from power
maths which will be attached to
Tapestry and at the bottom of this
document.
Today the focus is on counting the
value of coins.
Paths – emotional
development lesson.
See what feelings the
children can remember
learning about in paths,
what comfortable and
uncomfortable feelings
can they remember?
Including happy, sad,
excited, worried, proud
calm/relaxed and love.
Today we are going to
be learning about a new
feeling called worried.
Ask the children if
they think it is
comfortable or
uncomfortable? Why?
Explain that feeling
worried is an
uncomfortable feeling,
but it is ok to feel it.
When you are worried
you are thinking about
something and it is
making you sad.
naughty e at the end of the
word!
Keep reminding children to
spot the naughty e at the
end of the word.
Can the children say u_e in
different voices?
Use the phonics packs for
words that the children can
first read and then write.
Look at sentences.
Challenges – Can they think
of any words with the sound
in?
Can they read alien words
with the sound in?
An alien word is a nonsense
word like stume and plufe.
Can you say a sentence with
an u_e word in for them to
write?
Make sure they are doing
their best handwriting as
well.
Maybe use a checklist to help
children remember.
Take a picture for Tapestry
Then as a challenge, drawing an
amount using the coins value.
This can just be circles with the
value, like 2p written in the middle of
them.
Work through slides and write
answers to questions if you can.
Take a picture for Tapestry
Give the children some
examples of times you
have felt worried (and
what you did to make it
better), and a picture
if you can of someone
looking like they are
worried. Talk about
what they notice about
the facial expressions.
Then ask the children
to think about times
they have felt worried.
For example friends,
family etc…
Task – create a
worried mind map
where you write the
word love in the middle
of the paper and the
children write times
they have felt worried.
Take a picture for
Tapestry
Thursday Use phonics play website
and the flashcard racing
game in interactive
resources to revise phase 3
and 5 sounds.
Remind children of the ue
sound, why is special?
What letter does it start
with? U! So it makes the
U sound. Any more? Yes!
UE makes the ue as in
statue and ue as in glue.
Practise reading in words
like venue, statue, glue and
blue.
The phonics sound for today
is “u_e”. This can make two
sounds like the ue digraph.
Today we are learning it as
in cute.
This sound is called a split
digraph because it is split
apart by another sound. For
example in cute, the ue
sound is split apart by the t.
We can identify a split
digraph by looking for the
Warm up – Read the story to
the children again to help
them learn it.
Then read the story using
the story map’s pictures, this
will help the children when
writing it.
Children are used to using
story maps, they say the
sentence first and then
focus on the skills of
writing rather than what is
needed to write necessarily.
Task: Write the middle of
the story.
Children are to use their
story maps to write the
story, not just copy the text.
Remind children of capital
letters at the beginning of
sentences, full stops at the
end, finger spaces, small
neat writing and writing on
the line!
Make sure they are doing
their best handwriting as
well.
Warmups – Count to 100.
Challenge: Count on from a given
number, for example 35.
Count back from 50.
Practise number formations – say a
number to the children and write.
Work up to 100 during the week.
Recap counting in 2s, 5s and 10s.
This week we are continuing our
module on Money.
Recap addition sentences – write
them and solve using dots.
Recap coin and notes recognition,
including values and using shape
challenge questions.
Today we are going to be adding coin
amounts. This can be done either by
counting on from the biggest coin, for
example 5p + 2p + 1p could be worked
out as 5, 6 7, 8p! Or with dots.
Work through pages and write on
separate pieces of paper. Number
the problems 1) 2) etc…
Take a picture for Tapestry
Music afternoon part 3!!
(Due to popular demand)
Part of year 1 is to learn
how to evaluate the
music and songs that
they hear.
We have learnt various
terms including the pitch
of a song moving our
hands up for high and low
for low, tempo as in the
speed of the song and
the beat of the son, how
it makes us move.
Here is a list of some of
the songs we have to
listen to in year one, pick
a few and listen to them
with your children, can
they say if they like it or
not and why?
Can they use our
vocabulary?
Eensy, Weensy Spider
Five Little Ducks That
I Once Knew
naughty e at the end of the
word!
Keep reminding children to
spot the naughty e at the
end of the word.
Can the children say u_e in
different voices?
Use the phonics packs for
words that the children can
first read and then write.
Look at sentences.
Challenges – Can they think
of any words with the sound
in?
Can they read alien words
with the sound in?
An alien word is a nonsense
word like scute and wupe.
Can you say a sentence with
an u_e word in for them to
write?
Maybe use a checklist to help
children remember.
Take a picture for Tapestry
How Much is that
Doggie in the Window?
I Had a Little Nut
Tree
When you have
finished, share your
favourite songs with
your children and see
if they have some
favourites!
Post some examples on
Tapestry 😊
Friday Use phonics play website
and the flashcard racing
game in interactive
resources to revise phase 3
and 5 sounds.
Use the lorry game to read all
key common exception words.
Spellings day – use the year 1
spellings sheet in home packs
to do a mini spelling test –
write words and then see what
words children need support
on, then repeat writing those.
If they need a challenge, look
online for year 2 words.
Writing challenge – can you say
a sentence to the children
with some key words? Can
they write it? Repeat.
Then read some phase 5
sentences.
Warm up – Read the story to
the children again to help
them learn it.
Then read the story using
the story map’s pictures, this
will help the children when
writing it.
Children are used to using
story maps, they say the
sentence first and then
focus on the skills of
writing rather than what is
needed to write necessarily.
Task: Write the end of the
story.
Children are to use their
story maps to write the
story, not just copy the text.
Remind children of capital
letters at the beginning of
sentences, full stops at the
end, finger spaces, small
neat writing and writing on
the line!
Make sure they are doing
their best handwriting as
well.
Warmups – Count to 100.
Challenge: Count on from a given
number, for example 35.
Count back from 100.
Practise number formations – say a
number to the children and write.
Work up to 100 during the week.
Recap time work this week.
Toady is the number fluency challenge
– can you represent numbers in lots of
different ways?
For example:
Say a number to the children and
they…
Write the number (like 33)
Draw the number in ten frames;
Draw it in base 10 (how many tens and
ones)
Art task: To draw
pictures, illustrations,
for your story!
Draw pictures for the
beginning, maybe on the
back of your paper, the
middle and the end of
the story. Include
characters. Take your
time
Please try to upload
pictures onto Tapestry
Maybe use a checklist to help
children remember.
Take a picture for Tapestry
Write it in words
Draw in dots:
Partition it in tens and ones
33
! l
30 3
Then write 30+3=33.
Write and do a couple of examples.
Take a picture for Tapestry
Beginning:
Once upon a time there was a happy girl called Little Red Riding Hood but her mum called her Red.
Red lived in a little house near a dark forest. The forest was as dark as night.
One morning mum asked Red “Can you take this picnic to Grandma?”
Red said yes, so she picked up the picnic and started walking to Grandma’s house in the forest.
Middle:
There were two roads to Grandma’s house, but Red was late so she walked down the short road.
After that, Red saw a sign that said Beware the Big Bad Wolf.
“What does Beware mean?” Red thought.
Suddenly the Wolf jumped up and asked “Can I have that yummy picnic?”
Red said no because the picnic was for her grandma walked on.
Sadly, the wolf was hungry so he ran to Grandma’s house and locked her in a box. Next, the wolf put on grandma’s clothes and went to bed.
Then Red got to Grandma’s house and went inside.
When Red saw the Wolf in bed in Grandma’s clothes, she screamed help!
End:
Luckily a tree cutter was walking near Grandma’s house and heard Red screaming so he ran to help.
He saw the wolf and scared the wolf away with his sharp axe. The axe was as sharp as a knife.
After that he rescued grandma from the box and grandma asked the tree cutter “Would you like to stay and eat my picnic with Red?”
He said yes and they all lived happily ever after.
Monday
See if children can work through
the slide.
Share with the children:
Challenge: Look at new coins to try and recognise them:
Example of question: I am a small silver circle coin, what am i?
Tuesday
See if children can work through
the slide.
Share slide with children (seeing the notes say the value on them and the £ symbol):
Challenges. Can talk about answers to write on a piece of paper.
Wednesday
See if children can work through the
slide.
Share with children:
Work with children and write on a piece of paper. Challenge: Draw coins to a value – for example 10p, 20p…
This can be circles with the value in the middle.
Number the jars on a separate piece of paper, write the adding sentence and use dots to solve. For example: 1) 1p + 1p + 1p = 3p
Thursday
See if children can work
through the slide.
. . .
BIG CHALLENGE: