Embed Size (px)
Citation preview
Year One Remote Learning WB 1st February
PE Maths Phonics
English Wider
Curriculum
Mo
nd
ay
Double bounce
bronze skipping
challenge
Challenge
Video
To compare
objects within
50
Lesson Video
Phase 3 – ee
Lesson Video
Phase 5a – oe
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC – To identify
and name birds
What are birds?
- BBC Bitesize
Tue
sda
y
Cosmic Kids
Yoga
Lesson Video
To compare
numbers within
50
Lesson Video
Phase 3 – ee
Lesson Video
Phase 5a – oe
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
Computing
j2e
www.j2e.com
We
dn
esd
ay
PE with Joe
Wicks
Lesson Video
To order
numbers within
50
Lesson Video
Phase 3 – igh
Lesson Video
Phase 5a – au
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC – To identify
amphibians
What are
amphibians? -
BBC Bitesize
Amphibians
Thu
rsd
ay
Five a Day
Fitness
Lesson Video
To count in 2s
Lesson video to
be confirmed
Phase 3 – igh
Lesson Video
Phase 5a – au
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
IPC – To identify
where the
world’s oceans
are located
Lesson Video
Frid
ay
Andy Wild’s
Workout
Lesson Video
To count in 5s
Lesson video to
be confirmed
Phase 3 – oa
Lesson Video
Phase 5a – ey
Lesson Video
• SPaG
• Handwriting
• English
• Whole Class
Reading
RE – Being
Courageous
PSHE – Internet
Safety
Music –
Charanga https://charanga.
com/site/log-in/
How to use your home learning pack:
In this pack, you will find work for a week of learning across the curriculum. Try
to do every lesson for each day to keep up with your learning while you are at
home. You may find it helpful to cross off each lesson on the timetable once
you have completed it. Follow the success criteria for each lesson so you know
what to do; this is how we do it in school.
Parents:
Where possible, please start your child’s home learning at normal school time
in the morning; this will help the children stay in routine. They should also have
plenty of breaks, so they don’t get too tired! For maths, phonics and
handwriting, there are videos that teach you how to complete the work. Simply
click the link on the timetable, and it will take you straight to the video for each
lesson.
Don’t forget to continue using Numbots and PhonicsPlay at home. Remember
to encourage your child to read for pleasure and to share books together.
Useful websites:
Phonics Play
www.phonicsplay.co.uk
username: jan21 password: home
j2e
https://www.j2e.com/
Parents - Watch the ‘How to use’ video tutorial for J2E
http://tiny.cc/picturej2e
Five a Day TV
https://player.5-a-day.tv/
Username: clifton-primary-school-b128ly-home
Password: LZYR6bVd
Charanga - Music lessons
https://charanga.com/site/log-in/
From the Year 1 Team:
Miss Akhtar, Mrs Ali, Mrs Eggerton, Miss Naeem and Mrs Wood.
Monday- PE
Welcome to the KS1 Double Bounce Bronze Skipping Challenge.
The aim of this challenge is to complete as many skips as you can
in 20 seconds. Don't forget to check out the 'How to Guide' before
you submit your results for the challenge.
• To begin, the skipping rope starts behind you.
• Put your feet together as though they are stuck together with
glue.
• As the rope comes over the head and hits the ground you
need to jump and as the rope is in mid air put a second
bounce in.
• Make sure you turn from the wrists, relax and keep your arms
by your side.
• How many turns can be completed in 20 seconds?
• Once you've practised you can submit your scores below.
• Good Luck!
Monday- Maths
Parent Note:
Children need to watch the video link. https://vimeo.com/503099894
The teaching input will explain how to do each activity. The success criteria
below will explain how to do the first challenge. Where possible, children are
to work through the questions, they will get progressively harder.
Learning objective: To compare objects within 50.
Children compare two sets of objects using the language ‘more than’, ‘less
than’ and ‘equal to’. Children also use the inequality symbols to compare the
sets of objects. If children are struggling to understand how to use the
inequality symbols a visual may help them. (Guidance taken from White Rose
Maths).
Success Criteria:
1. Count all the objects
2. Group them into tens and ones
3. Fill in first ten frame
4. Draw the ones in the second ten frame
5. Count your counters to check your answer
Key Questions:
How could we arrange the objects to help us compare them?
What do <, > and = mean?
How do you know you have more or less?
Can you record your ideas in a different way?
Complete the number line.
Remember to start writing the number at the red dot.
Reasoning and Problem Solving
Please complete the additional reasoning and problem-solving question
below.
Mastery
Once your child is confident with the tasks completed, you can then move
onto the mastery problem below.
Monday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘ee’ grapheme.
Phase 5a: To read and write words containing the ‘oe’ grapheme.
If your child is in one of the following groups, you should focus on the Phase 3
grapheme. - Mrs Jabeen - Mrs Harsh
- Mrs Akhtar - Mrs Maheen
If your child is in one of the following groups, you should focus on the Phase
5a grapheme. - Mrs Ali - Miss Akhtar
- Miss Naeem - Mrs Wood/Mrs Eggerton
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - ee
Phase 5a grapheme: Lesson Video - oe
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘ee’ (Phase 3) or ‘oe’ (Phase 5a)
grapheme.
LO: To read and write words and sentences containing the ‘ee’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
weep meet sleep
beep sheep feet
deep seed keep
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
The sea is deep.
I like the sheep.
I will plant the
seed.
Choose a word containing the ‘ee’ grapheme from above. Write a sentence
with this word. For example: I wear shoes on my feet.
LO: To read and write words and sentences containing the ‘oe’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
toe foe goes
aloe doe oboe
Joe heroes tiptoe
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
Joe is my friend.
I tiptoed quietly.
I play the oboe.
Choose a word containing the ‘oe’ grapheme from above. Write a sentence
with this word. For example: I hurt my big toe when I was playing.
Monday – SPaG
Monday - Spellings Phase 3 WB 1.2.21
Spelling test date: Friday 5th February 2021
Please help your child to learn the spellings below by following
these steps:
1. Look at the first word.
2. Say the sounds together.
3. Blend the sounds and say the word together.
4. Ask your child to say the sounds, blend them and say the word
by themselves.
5. Repeat if necessary.
6. Fold the page to hide the words.
7. Ask your child to write the word from memory (no helping!)
8. Unfold the page to show the words and check the spelling
Repeat for the next word.
Look and Read Cover then write Check
seen
three
night
light
she
On the next page, practise using the spelling strategy to write the
words in different directions. Try not to look at this sheet when
writing the words.
Spelling activity:
Example
s e e n
e
e
n
Monday – SPaG
Monday - Spellings Phase 5 WB 1.2.21
Spelling test date: Friday 5th February 2021
Please help your child to learn the spellings below by following
these steps:
1. Look at the first word.
2. Say the sounds together.
3. Blend the sounds and say the word together.
4. Ask your child to say the sounds, blend them and say the word
by themselves.
5. Repeat if necessary.
6. Fold the page to hide the words.
7. Ask your child to write the word from memory (no helping!)
8. Unfold the page to show the words and check the spelling
Repeat for the next word.
Look and Read Cover then write Check
toes
foe
haul
taut
Mrs
On the next page, practise using the spelling strategy to write the
words in different directions. Try not to look at this sheet when
writing the words.
Spelling activity:
Example
t o e s
o
e
s
Monday – Handwriting
Learning Objective: To form letters from the one-armed robot
family correctly
This week your child will be practising the correct letter formation
for letters from the one-armed robot family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Monday - English
Parent Note:
Last week, your child imitated the adapted version of ‘Lost and Found’ by
Oliver Jeffers. They used actions to remember the sentences. Today, your
child will be imitating the whole story to ensure that they have remembered
each section confidently.
Please help your child to imitate each section of the story. Recite the text
aloud using the text map below.
Imitate
Learning Objective: To imitate a story.
Success Criteria:
1. Read the text below.
2. Look at each picture on the text map as you read the sentence.
3. Do the actions you have thought of to go with each picture.
Opening:
One day, a young boy found a small penguin.
The penguin looked sad so the boy decided to help him.
Build-up:
Penguins come from the South Pole.
They sailed away in a boat.
They rowed until they reached the South Pole.
Problem:
The boy put the penguin on the ice and said goodbye.
But the penguin looked devastated.
The boy realised that the penguin wasn’t lost, he was just lonely.
Resolution and Ending:
The boy headed back to the South Pole. He rowed as fast as a
spaceship.
The boy found the penguin.
They were happy so they rowed home.
Short Burst Write
Learning Objective: To use adjectives in a sentence
Success Criteria:
In the story, the boy realised that the penguin was lonely. This may have
made the penguin feel very sad. Can you think of any other adjectives to
describe how the penguin would feel? You can add more arrows if you need
to. One has been done for you.
upset
Use your ideas to write a sentence about how the penguin would feel
because he is lonely. As a challenge, you can use the conjunctions ‘and’ to
use more than one adjective, and ‘because’ to explain why.
For example:
The penguin is feeling upset and miserable because he doesn’t
have anybody to talk to.
If your child needs some support with their writing, you may use the word
bank below to structure a sentence.
penguin feeling sad upset unhappy
grumpy because friends
Monday – Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
Fill in the missing word. Tick one box.
The __________________ of paint got stuck.
cup
box
bucket
Whose bicycle did Floyd throw into the tree? Tick one box.
his friend’s bicycle
his brother’s bicycle
his own bicycle
Challenge:
What was the front door used to knock down? Write your answer on the line.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
And wouldn’t you know…
The bucket of paint got stuck. Then Floyd tried… a duck to
knock down a bucket of paint… a chair to knock down the
duck... his friend’s bicycle to knock down the chair… the
kitchen sink to knock down the friend’s bicycle… their front door
to knock down the kitchen sink…
Stuck (2011), Oliver Jeffers, HarperCollins
Monday – Science
Learning Objective: To identify and name birds
Parent Note:
Last week the children learned about mammals and fish. Remind your child
that:
• mammals include animals that are warm blooded vertebrates
(vertebrates have back bones) with hair and feed their young with
milk.
• fish are cold blooded animals that have moist skin covered by scales
and breathe through gills.
Today your child will be learning about birds. Ask them to name the parts of a
bird’s body. Do they notice what body parts only birds have? Can your child
name any birds? Use the video link and slides below to discuss the main parts
of a bird’s body and to name some birds.
What are birds? - BBC Bitesize
Label the picture of a Robin below. You may use the word bank below to
help you.
Tuesday- Maths
Parent Note:
Children need to watch the video link. https://vimeo.com/503102857
The teaching input will explain how to do each activity. The success criteria
below will explain how to do the first challenge. Where possible, children are
to work through the questions, they will get progressively harder.
Learning objective: To compare numbers within 50.
Building on previous learning of comparing practical objects within 50,
children now compare two numbers within 50 using the inequality symbols.
Children continue to use the language ‘more than’, ‘less than’ and ‘equal to’
alongside the correct symbols to compare numbers. (Guidance taken from
White Rose Maths).
Success Criteria:
1. Use cubes or draw the first number.
2. Use cubes of draw the second number.
3. Read the number sentence.
4. Is it true or false?
5. Tick the true sentences.
Questions to ask your child:
Which number is more? Which is less?
What could we use to represent the numbers?
What do <, > and = mean?
How do you know you have more or less?
What could you use to help you compare?
Complete the number line.
Remember to start writing the number at the red dot.
Reasoning and Problem Solving
Please complete the additional reasoning and problem-solving question as
part of the lesson.
Mastery
Once your child is confident with the tasks completed, you can then move
onto the mastery problem below.
Tuesday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘ee’ grapheme.
Phase 5a: To read and write words containing the ‘oe’ grapheme.
If your child is in one of the following groups, you should focus on the Phase 3
grapheme. - Mrs Jabeen - Mrs Harsh
- Mrs Akhtar - Mrs Maheen
If your child is in one of the following groups, you should focus on the Phase
5a grapheme. - Mrs Ali - Miss Akhtar
- Miss Naeem - Mrs Wood/Mrs Eggerton
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - ee
Phase 5a grapheme: Lesson Video - oe
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘ee’ (Phase 3) or ‘oe’ (Phase 5a)
grapheme.
LO: To read and write words and sentences containing the ‘ee’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
peep street queen
bleed speech week
feel see tree
Add the ‘ee’ grapheme to the words below.
Write the correct ‘ee’ words under the pictures below.
LO: To read and write words and sentences containing the ‘oe’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
toe goes tiptoe
heroes foe aloe
oboe doe Joe
Read the postcard below. Can you spot all the words containing the ‘oe’
grapheme? Underline the words and colour in the ‘oe’ grapheme.
Re-write some words that you found below. If you can, try to remember the
spellings.
_______________________ _______________________
_______________________ _______________________
Tuesday – SPaG
Learning Objective: To edit a sentence (question marks)
Question marks are used at the end of a sentence when a question
is asked. This type of sentence requires a reply.
This is a question mark
Read the questions below. Notice how they need a response.
What shows do
you watch on
the television?
I like watching
Charlie and
Lola.
What is your
favourite
colour?
My favourite
colour is
blue.
Edit the sentences below. Put a question mark or a full stop in the
boxes to finish off the sentences correctly.
Do you have a pet
I am good at swimming
What is your favourite fruit
Do you like playing in the snow
It was my birthday on Saturday
Tuesday – Handwriting
Learning Objective: To form letters from the one-armed robot
family correctly
This week your child will be practising the correct letter formation
for letters from the one-armed robot family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Tuesday - English
Parent Note:
In English lessons this week, your child will retell the adapted version of ‘Lost
and Found’ by Oliver Jeffers. They will use the actions they thought of last
week when they imitated the story to help them remember each sentence.
These actions will now help them write the story.
You may want to ask your child some questions to prompt their memory
about the opening section of the story. Here are a few examples:
• Who are the main characters?
• Where are the characters at the beginning of the story?
• What happens at the beginning of the story?
• Are the characters friends or strangers?
Your child will need to use the text map to help them write the story. You may
ask your child to point to each picture and remember the action as they
recite the sentences aloud.
Example:
The pictures below represent the following sentence:
One day, a young boy found a small penguin.
Once they have said a sentence aloud, ask your child to write it down.
Remind your child to use the success criteria when writing their sentence, with
particular focus on the use of capital letters, finger spaces and full stops.
Then, repeat this process for the next sentence.
Retell
Learning Objective: To write the opening of a story.
Success Criteria:
1. Look at the first sentence of the text map.
2. Point to each picture on the text map as you read the sentence.
3. Think about what the picture represents. You may wish to act out your
actions to help you remember.
4. Say the whole sentence aloud.
5. Write your sentence – remember to use the following:
6. Repeat these steps for the next sentence.
Opening:
Use the text map to help you write the opening below.
If your child needs a challenge, they may choose to include adjectives and
conjunctions in their writing.
Example:
One sunny day, a kind, young boy found a small, cute and fluffy
penguin at his door.
If your child needs help with their writing, you may use the template below.
One day a young boy __________________________________________________
________________________________________________________________________
The penguin ___________________________________________________________
_______________________________________________ decided to help him.
Tuesday – Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
Fill in the missing word. Tick one box.
A long-distance __________________ to knock down the rhinoceros.
boat
lorry
car
Which car was used to knock down the front door? Tick one box.
the neighbour’s car
Floyd’s friend’s car
the family car
Challenge:
What was the rhinoceros used to knock down? Write your answer on the line.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
The family car to knock down their front door… the milkman to
knock down the family car... an orangutan to knock down the
milkman, who surely had somewhere else to be… a small boat
to knock down the orangutan… a big boat to knock down the
small boat… a rhinoceros to knock down the big boat… a long-
distance lorry to knock down the rhinoceros…
Stuck (2011), Oliver Jeffers, HarperCollins
Tuesday – Wider Curriculum - J2E
Learning Objective: To create a Mix page which includes Paint and Write.
Parent Note:
In today’s lesson, your child will be using J2E – JiT5 to create a Mix of Paint
and Write.
We have learnt to use this application in school and some processes may be
familiar to your child.
The purpose of this lesson is to allow your child to become more confident
and independent through practise.
When creating a picture, remind your child that they are able to:
• Change the colour
• Change the size of the paint brush
• Add background of their choice
When writing a sentence, remind your child that they are able to:
• Change the font colour
• Change the font style
• Change the font size
Please remember to supervise your child when using the internet.
Step 1: Once you have logged in, select the JiT5 icon.
Step 2: Click on the ‘Mix’ tab in the top right-hand corner. Your background
should turn black and you should see the ‘choose a mix play’ layout option
appear, as seen below.
Step 3: Choose the option with ‘Paint’ and ‘Write’ and then press the tick
button.
Step 4: Draw your picture first. Use all the skills you have learnt in the previous
lessons. They are highlighted below to remind you.
Step 5: Once you have drawn your picture and you are happy with it, write
your sentence by clicking on the ‘Write’ section below. You will see all the
options on the left-hand side of the page change.
Select
colour.
Change
shade of
colour.
Change
size of paint
brush.
Select
textures.
Use of
stamps.
Step 6: Now write a sentence about your picture. Use all the skills you have
learnt in the previous lessons. They are highlighted below to remind you.
To help write your sentence, you may choose words from the word bank. Find
the relevant word back by navigating between the arrows. I have drawn a
picture of a prince and princess, so I have selected the ‘Fairy Tales’ word
bank.
Step 7: Once you have written your sentence and are happy with it. Name
and save your work as learnt in the previous lessons.
Change
font colour. Select font
style.
Change
font size.
Wednesday- Maths
Parent Note:
Children need to watch the video link. https://vimeo.com/503093819
The teaching input will explain how to do each activity. The success criteria
below will explain how to do the first challenge. Where possible, children are
to work through the questions, they will get progressively harder.
Learning Objective: To order numbers within 50.
Children order numbers using the language, ‘largest’, ‘smallest’, ‘more than’,
‘less than’, ‘least’, ‘most’ and ‘equal to’. They continue to use inequality
symbols to order numbers in ascending and descending order. Children
should be able to justify the order of numbers using their place value
knowledge. They need to know that they should compare the highest place
value column first (tens), then move onto the ones if the tens are equal.
(Guidance taken from White Rose Maths).
Success Criteria:
1. Count the counters in the first two ten frames.
2. Write the number in the box.
3. Repeat for the other two numbers.
4. Identify the smallest number.
5. Write it in the first box.
6. Identify the middle number.
7. Write it in the second box.
8. Write the greatest number in the last box.
Key Questions:
Which group has the most? Which group has the least?
How does knowing this help us order the groups from largest to smallest?
Can you build the groups using equipment and compare?
What is the smallest/largest number that could complete the empty box?
Complete the number line.
Remember to start writing the number at the red dot.
Reasoning and Problem-Solving
Please complete the additional reasoning and problem-solving question as
part of this lesson.
Mastery
Once your child is confident with the tasks completed, you can then move
onto the mastery problem below.
Wednesday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘igh’ grapheme.
Phase 5a: To read and write words containing the ‘au’ grapheme.
If your child is in one of the following groups, you should focus on the Phase 3
grapheme. - Mrs Jabeen - Mrs Harsh
- Mrs Akhtar - Mrs Maheen
If your child is in one of the following groups, you should focus on the Phase
5a grapheme. - Mrs Ali - Miss Akhtar
- Miss Naeem - Mrs Wood/Mrs Eggerton
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - igh
Phase 5a grapheme: Lesson Video - au
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘igh’ (Phase 3) or ‘au’ (Phase 5a)
grapheme.
LO: To read and write words and sentences containing the ‘igh’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
light sight fight
might high night
right bright thigh
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
I might be right.
The star is bright.
I sleep at night.
Choose a word containing the ‘igh’ grapheme from above. Write a sentence
with this word. For example: The stars are high in the sky.
LO: To read and write words and sentences containing the ‘au’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
pause launch Paul
taunt haunt haul
author August Saul
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
He is an author.
My birthday is in
August.
We had to pause
the film.
Choose a word containing the ‘au’ grapheme from above. Write a sentence
with this word. For example: The rocket launched into the sky.
Wednesday – SPaG
Learning Objective: To use question openers correctly (‘Who’ and
‘when’)
Many questions begin with the five ‘W’ words (who, when, what,
where and why). Today we will be learning to use the ‘who’ and
‘when’ question openers.
Choose an opener from the word bank to complete the sentences.
1. ______________________ can I go to the park?
When Who
2. _____________________ is hiding behind the sofa?
When Who
3. _____________________ is it your birthday?
When Who
Wednesday – Handwriting
Learning Objective: To form letters from the one-armed robot
family correctly
This week your child will be practising the correct letter formation
for letters from the one-armed robot family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Wednesday - English
Parent Note:
In English lessons this week, your child will retell the adapted version of ‘Lost
and Found’ by Oliver Jeffers. They will use the actions they thought of last
week when they imitated the story to help them remember each sentence.
These actions will now help them write the story.
You may want to ask your child some questions to prompt their memory
about the build-up section of the story. Here are a few examples:
• Where do penguins come from?
• What does the boy do to help the penguin?
• What happens next?
Your child will need to use the text map to help them write the story. You may
ask your child to point to each picture and remember the action as they
recite the sentences aloud.
Example:
The pictures below represent the following sentence:
Penguins come from the South Pole.
Once they have said a sentence aloud, ask your child to write it down.
Remind your child to use the success criteria when writing their sentence, with
particular focus on the use of capital letters, finger spaces and full stops.
Then, repeat this process for the next sentence.
Retell
Learning Objective: To write the build-up of a story.
Success Criteria:
1. Look at the first sentence of the text map.
2. Point to each picture on the text map as you read the sentence.
3. Think about what the picture represents. You may wish to act out your
actions to help you remember.
4. Say the whole sentence aloud.
5. Write your sentence – remember to use the following:
6. Repeat these steps for the next sentence.
Build-up:
Use the text map to help you write the build-up below.
If your child needs a challenge, they may choose to include adjectives and
conjunctions in their writing.
Example:
Penguins come from the cold, icy and frosty South Pole.
If your child needs help with their writing, you may use the template below.
Penguins come _________________________________________________________
_________________________________________________________________________
They ___________________________________________________________________
________________________________________________________________________
They ___________________________________________________________________
________________________________________________ the South Pole.
Wednesday – Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
Fill in the missing word. Tick one box.
A __________________ whale, in the wrong place at the wrong time,
to knock down the lighthouse.
happy
curious
clever
Where was the house before Floyd threw it into the tree? Tick one box.
across the street
over the road
behind the lighthouse
Challenge:
Why was the house no longer across the street? Write your answer on the line.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
The house across the street to knock down the long-distance
lorry… a lighthouse to knock down the house no longer across
the street… a curious whale, in the wrong place at the wrong
time, to knock down the lighthouse… and they ALL GOT STUCK.
Stuck (2011), Oliver Jeffers, HarperCollins
Wednesday – Science
Learning Objective: To identify an amphibian
Parent Note:
Ask your child to think about the different animals they have learned about so
far. Can they name and describe them to you?
Today your child will be learning about a group of animals called amphibians.
Amphibians are animals that are always found near water. Frogs, salamanders,
newts and toads are the most common amphibians. Use the video links and
the slides below to help your child to learn about amphibians.
What are amphibians? - BBC Bitesize
Amphibians | Educational Video for Kids - YouTube
Look at the animals below. Tick the ones that are amphibians. Tell someone
at home how you know.
Now have a go at this quiz about amphibians.
Tick one box to answer each question.
1. Where do amphibians live?
On land and in water
In trees
2. Which of these animals in an
amphibian?
A snake
A frog
3. Most amphibians have:
2 legs
4 legs
Thursday- Maths
Parent Note:
At the time of printing, today’s video was not available. We will tweet the link
to the video from the @CliftonPrim twitter account when it has been released.
Children need to watch the video link. Video TBC
The teaching input will explain how to do each activity. The success criteria
below will explain how to do the first challenge. Where possible, children are
to work through the questions, they will get progressively harder.
Learning Objective: To count in 2s.
Children build on their previous knowledge of counting in multiples of 2 and
go beyond 20 up to 50 They will apply previous learning of one more and one
less to counting forwards and backwards in twos. For example, two more
than and two less than. The 1-50 grid can be used to spot and discuss
patterns that emerge when counting in 2s.
Success Criteria:
1. Identify how many ten frames there are.
2. If the first one is full, that is one group of 10.
3. Count the ones
4. Add the two numbers together
5. Write the answer in the box.
Key Questions:
How can we count the pairs?
What does it mean to count in pairs?
Can we use tens frames to help us count in 2s?
Can you see any patterns when you count in 2s?
Complete the number line.
Remember to start writing the number at the red dot.
Reasoning and Problem-Solving
Please complete the additional reasoning and problem-solving question as
part of this lesson.
Mastery
Once your child is confident with the tasks completed you can then move
onto the mastery problem below.
Thursday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘igh’ grapheme.
Phase 5a: To read and write words containing the ‘au’ grapheme.
If your child is in one of the following groups, you should focus on the Phase 3
grapheme. - Mrs Jabeen - Mrs Harsh
- Mrs Akhtar - Mrs Maheen
If your child is in one of the following groups, you should focus on the Phase
5a grapheme. - Mrs Ali - Miss Akhtar
- Miss Naeem - Mrs Wood/Mrs Eggerton
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - igh
Phase 5a grapheme: Lesson Video - au
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘igh’ (Phase 3) or ‘au’ (Phase 5a)
grapheme.
LO: To read and write words and sentences containing the ‘igh’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
tight fright light
sigh night might
right delight flight
Read the story below. Can you spot the words containing the ‘igh’
grapheme? Colour them in using a coloured pencil.
The Light in the Night
LO: To read and write words and sentences containing the ‘au’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
pause haul launch
Paul taunt author
Saul launch August
Write the words. Then colour in the words which contain the ‘au’ grapheme.
Words:
launch
skirt
chair
beard
author
oil
haunt
cloud
August
Thursday – SPaG
Learning Objective: To use the question openers ‘when’ and ‘who’
to write a question
Many questions begin with the openers ‘when’ and ‘who’. Today
we will practise writing questions using these words.
Tommy asked Safaa a question but what could the question be?
Safaa has answered Tommy’s question.
Who is used to begin a question
when it is about a person.
When is used to begin a
question when it is about a time.
Hanna has answered, “My best friend is Hanna.” Her answer
includes a person (her friend Hanna). Therefore, this question must
begin with the opener ‘who’.
Tommy’s question must be:
My best
friend is
Hanna.
Who is your
best friend?
Use the openers ‘who’ and ‘when’ to write questions to the following
answers. Remember to use a question mark at the end of your
sentence.
My birthday
is in March.
My favourite
super hero is
Super Girl.
You can
have a play
date on
Saturday.
Thursday – Handwriting
Learning Objective: To form letters from the one-armed robot
family correctly
This week your child will be practising the correct letter formation
for letters from the one-armed robot family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Thursday - English
Parent Note:
In English lessons this week, your child will retell the adapted version of ‘Lost
and Found’ by Oliver Jeffers. They will use the actions they thought of last
week when they imitated the story to help them remember each sentence.
These actions will now help them write the story.
You may want to ask your child some questions to prompt their memory
about the problem section of the story. Here are a few examples:
• What did the boy do?
• How did the penguin feel?
• What did the boy realise?
Your child will need to use the text map to help them write the story. You may
ask your child to point to each picture and remember the action as they
recite the sentences aloud.
Example:
The pictures below represent the following sentence:
The boy put the penguin on the ice and said
goodbye.
Once they have said a sentence aloud, ask your child to write it down.
Remind your child to use the success criteria when writing their sentence, with
particular focus on the use of capital letters, finger spaces and full stops.
Then, repeat this process for the next sentence.
Retell
Learning Objective: To write the problem of a story.
Success Criteria:
1. Look at the first sentence of the text map.
2. Point to each picture on the text map as you read the sentence.
3. Think about what the picture represents. You may wish to act out your
actions to help you remember.
4. Say the whole sentence aloud.
5. Write your sentence – remember to use the following:
6. Repeat these steps for the next sentence.
Problem:
Use the text map to help you write the problem below.
If your child needs a challenge, they may choose to include adjectives and
conjunctions in their writing.
Example:
The young boy put the penguin on the cold and solid ice and said
goodbye.
If your child needs help with their writing, you may use the template below.
The boy _________________________________________________________________
____________________________________________ and said goodbye.
________________________________________________________________________
looked devastated.
The boy realised _______________________________________________________
____________________________________________________________ lonely.
Thursday – Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
Why did the firemen stop? Tick one box.
To watch what was going on.
To see if they could help.
To have a snack.
Fill in the missing word. Tick one box.
Firemen would definitely be noticed __________________ and Floyd
knew he’d be in big trouble!
lost
gone
missing
Challenge:
Which two things were the firemen stuck in between? Write your answer on
the line.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
A fire engine was passing and heard all the commotion. The
firemen stopped to see if they could help at all. And up they
went… first the engine, followed by the firemen, one by one.
And there they stayed, stuck between the orangutan and one
of the boats. Firemen would definitely be noticed missing and
Floyd knew he’d be in big trouble!
Stuck (2011), Oliver Jeffers, HarperCollins
Thursday – Geography
Learning Objective: To identify where the world’s oceans are located
Parent note:
Last week the children learned about the five oceans of the world. Today they
will be using a map to help them find the five oceans and locate which
continents they surround. Use the video link and the slides below to help your
child locate the five oceans and which continents they surround.
Where are the world's oceans? (thenational.academy)
Look at the map below. Have a go at finding the five oceans. Draw a circle
around each ocean.
Here they are. Did you find the five oceans?
Now we are going to find out which continents each of the oceans surround.
Below is a close up of the Atlantic Ocean. This ocean surrounds four
continents. These are: Europe, Africa, North America and South America.
Now we will take a look at the Pacific Ocean and find the continents it
surrounds. The Pacific Ocean is seen on two parts of the map as the world is
round. Have a go at finding the Pacific Ocean. Draw a circle around it. Can
you see which continents it surrounds?
The Pacific Ocean surrounds North America, South America, Asia and
Australia. Did you find the continents?
Use the maps below to help you find which continents the Indian Ocean,
Southern Ocean and Arctic ocean surround.
1. Which continents does the Indian Ocean Surround? Use the map below
to help you.
____________________________________________________________________
2. Which continent does the Southern Ocean Surround? Use the map
below to help you.
____________________________________________________________________
3. Which continents does the Arctic Ocean Surround? Use the map below
to help you.
____________________________________________________________________
4. Which Ocean only surrounds one continent? Use the map below to
help you.
Friday- Maths
Parent Note:
At the time of publishing, today’s video was not available. We will tweet the
link to the video from the @CliftonPrim twitter account when it has been
released.
Children need to watch the video link. Video TBC
The teaching input will explain how to do each activity. The success criteria
below will explain how to do the first challenge. Where possible, children are
to work through the questions, they will get progressively harder.
Learning Objective: To count in 5s.
Children build on previous learning of counting in fives to go beyond 20 and
up to 50 The 1-50 grid can be used to spot and discuss patterns that emerge
when counting in 5s.
Success Criteria:
1. Identify how many ten frames there are.
2. If the first one is full, that is one group of 10.
3. Count the ones
4. Add the two numbers together
5. Write the answer in the box.
Key Questions:
How can we count the groups of 5?
Can you describe the pattern when you count in 5s?
Will _____ appear on our number line? Why/why not?
Complete the number line.
Remember to start writing the number at the red dot.
Reasoning and Problem-Solving
Please complete the additional reasoning and problem-solving question as
part of this lesson.
Mastery
Once your child is confident with the tasks completed, you can then move
onto the mastery problem below.
Count in 5s
Friday - Phonics
This pack includes two separate phonics lessons based on where your child is
with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.
Phase 3: To read and write words containing the ‘oa’ grapheme.
Phase 5a: To read and write words containing the ‘ey’ grapheme.
If your child is in one of the following groups, you should focus on the Phase 3
grapheme. - Mrs Jabeen - Mrs Harsh
- Mrs Akhtar - Mrs Maheen
If your child is in one of the following groups, you should focus on the Phase
5a grapheme. - Mrs Ali - Miss Akhtar
- Miss Naeem - Mrs Wood/Mrs Eggerton
You will need to login onto PhonicsPlay to access some of the required
resources.
PhonicsPlay
Username: jan21
Password: home
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 2, Phase 3 or Phase 5a).
2. Watch the appropriate video with your child to help them to learn the
sound.
Phase 3 grapheme: Lesson Video - oa Phase 5a grapheme: Lesson Video - ey
3. Complete one of the following games (Buried Treasure, Dragons Den or
Picnic on Pluto). You will need to select either Phase 3 or Phase 5
followed by the appropriate grapheme.
4. Complete the sheet for either the ‘oa’ (Phase 3) or ‘ey’ (Phase 5a)
grapheme.
LO: To read and write words and sentences containing the ‘oa’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
boat moat goat
soap load oak
toad coat road
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
It is a loaf of
bread.
I have a red coat.
The toad is green.
Choose a word containing the ‘oa’ grapheme from above. Write a sentence
with this word. For example: The goats ate the sweet green grass.
LO: To read and write words and sentences containing the ‘ey’ grapheme.
Read the words below. Dot and dash the words to support your reading. The
first one has been done for you.
money key valley
donkey alley jersey
honey turkey hockey
Read the sentences below. Dot and dosh the sentences to support reading.
Match the sentences with the correct picture.
The bee likes
honey.
She has lots of
keys.
My favourite sport
is hockey.
Choose a word containing the ‘ey’ grapheme from above. Write a sentence
with this word. For example: I rode the donkey at the beach.
Friday- Spelling test
Ask a grown up at home, or an older brother or sister, to read your spellings to
you one at a time. Your spelling list is from Monday’s part of the pack. Listen
carefully to each word and write it neatly on the lines below. Once you have
finished, you and your grown up can mark your spellings. If you have misspelt
any of the words, practise them again on the back of this sheet.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Friday – Handwriting
Learning Objective: To form letters from the one-armed robot
family correctly
This week your child will be practising the correct letter formation
for letters from the one-armed robot family.
It is important to get our finger and hand muscles ready before
beginning handwriting. Click on the video link below to practise
some handwriting exercises.
Finger warm up exercises
Click on this next video link which will show you how to form the
letter below correctly.
Handwriting - Correct letter formation video
Friday - English
Parent Note:
In English lessons this week, your child will retell the adapted version of ‘Lost
and Found’ by Oliver Jeffers. They will use the actions they thought of last
week when they imitated the story to help them remember each sentence.
These actions will now help them write the story.
You may want to ask your child some questions to prompt their memory
about the resolution and ending sections of the story. Here are a few
examples:
• What did the boy do after he realised the penguin was lonely?
• How did the boy and penguin feel at the end of the story?
• What did they do next?
Your child will need to use the text map to help them write the story. You may
ask your child to point to each picture and remember the action as they
recite the sentences aloud.
Example:
The pictures below represent the following sentence:
The boy headed back to the South Pole. He rowed
as fast as a spaceship.
Once they have said a sentence aloud, ask your child to write it down.
Remind your child to use the success criteria when writing their sentence, with
particular focus on the use of capital letters, finger spaces and full stops.
Then, repeat this process for the next sentence.
Retell
Learning Objective: To write the resolution and ending of a story.
Success Criteria:
1. Look at the first sentence of the text map.
2. Point to each picture on the text map as you read the sentence.
3. Think about what the picture represents. You may wish to act out your
actions to help you remember.
4. Say the whole sentence aloud.
5. Write your sentence – remember to use the following:
6. Repeat these steps for the next sentence.
Resolution and Ending:
Use the text map to help you write the resolution and ending below.
If your child needs a challenge, they may choose to include adjectives and
conjunctions in their writing.
Example:
The young boy quickly headed back to the frosty South Pole. He
rowed as fast as a speedy spaceship.
If your child needs help with their writing, you may use the template below.
The boy _________________________________________________________________
_____________________. He rowed as fast as a ______________________________
The boy ________________________________________________________________
They were so happy _____________________________________________________
_________________________________________________________________________
Friday – Whole Class Reading
Learning Objective: To answer comprehension questions.
Success Criteria:
1. Read through the text.
2. Read the question carefully.
3. Look at how many boxes need to be ticked.
4. Find the answer in the text and underline it.
5. Tick the correct box.
What was the final object that Floyd used for the kite to come unstuck? Tick
one box.
a knife
a saw
the firemen
How did Floyd feel when we went to sleep that night? Tick one box.
delighted
happy
exhausted
Challenge:
Why did the kite fall from the tree? Write your answer on the line.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Then he had an idea, and went to find a saw. He lined it up as
best he could… and hurled it up the tree. And that was it! There
was no more room left in the tree and the kite came unstuck.
Floyd was delighted. He had forgotten all about his kite and put
it to use immediately, enjoying the rest of his day very much.
That night Floyd fell asleep exhausted. Though before he did, he
could have sworn there was something he was forgetting.
Stuck (2011), Oliver Jeffers, HarperCollins
Friday – RE
Learning Objective: To explore the meaning of courage
Parent Note:
Ask your child if they know what the word ‘courage’ means. Explain that
courage is showing strength during challenging and tricky situations. Work
through the scenarios below and discuss with your child when they have
shown courage and how it felt.
Showing courage during tough times doesn’t mean
holding it all in. It means talking to an adult you trust about
how you are really feeling, sharing any worries you have and
asking for help. Asking for help is a courageous thing to do.
Being courageous can also mean saying ‘no’ to something
that isn’t good for our physical or mental health.
No!
It can also mean stepping outside of your comfort zone and
challenging yourself.
Being courageous can also mean you have a go at
something new. Maybe that could be joining a
new sports club or learning a new skill.
Design a poster that shows some examples of courage. These can
be examples of when you have shown courage in your own life.
Friday – PSHE
Learning Objective: To understand that information can stay online for a very
long time
Parent Note:
Talk to your child about what information might be shared online. Expect
answers such as name, likes, dislikes, family members, holidays and hobbies.
Explain that information shared online can stay online for a very long time. Talk
in general terms about privacy settings and limiting who information can be
shared with.
Use the thought bubble below to write about the different types of information
that can be shared online and may stay online for a long time.
Online information
birthday party
Friday – Music
Charanga
https://charanga.come/site/log-in/
Sign in to Charanga:
Select the correct lesson (Year 1, Autumn 1, Hey You! Lesson 1)
Follow the steps on the right-hand side of this page.
Well done for an amazing week of learning. Your teachers are very proud of
you. Here is a colouring sheet for you to colour.
Maths Answers
Monday
1a. 12 counters
1b. 14 counters
1c. 12, 14, apples, children
1d. No because there is not enough apples for each child to have one.
2a. must be less than 17
2b. 20
2c. must be more than 24
2d. 6
Reasoning challenge:
Dexter is correct but he has used the wrong symbol.
Encourage children to use the correct language of ‘more than’, ‘less than’ or
‘equal to’
Tuesday
1a. false
1b. true
1c. true
1d. true
1e. false
2a. less than
2b. greater than
2c. greater than
2d. equal to
3.greater than, equals to
4.various answers
Reasoning:
Teddy’s number could be 21 or 22 It can’t be 20 as this is one more than 19
Wednesday
1a. 11, 19, 20
1b. 30, 12, 22. In order: 12, 22, 30
2a. 31, 32, 36
2b. 29, 39, 49
3.41, 28, 17
4.various answers between 24-40
Reasoning:
The wrong inequality symbol has been used. It should be 12 < 21 < 33 < 35 or
35 > 33 > 21 > 12
Any number from 27 to 40
Thursday
1a. 2, 4, 6, 8, 10
1b. 12, 14, 16, 18, 20
2.123.7 pairs circled
4a. 6, 8, 10, 12, 14
4b. 14, 10, 6, 4
4c. 16, 18, 20, 22, 24
Reasoning:
38, 36, 34 Possible answer: Children will not say 25 because it is not a multiple
of 2, they will say 28, 26, 24 and 22
Sometimes. It depends on your starting number. For example 1, 3, 5… Also for
12, 14, 16, the tens digit is 1
Friday
1. 5, 10, 15, 20
2.25
3. 35 petals coloured
4a. 15, 20, 25, 30, 35
4b. 35, 30, 25, 20, 15
4c. 35, 40, 45, 50
Reasoning:
Annie is wrong because 43 does not end in a 5 or a 0
If she makes 9 flowers she will use 45 counters.
27 because you would not count it if you were counting in 5s. Children also
may give other responses.
