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Now that some children have returned to school, our home learning suggestions will be shared in a different format which hopefully will solidify all pupils learning.

Miss Colbourne and I will choose key activities for the children to complete each week.  These will be set as 'in school' challenges.  If your child is not attending school, we would ask you to try and complete these at home. 

There will also be additional home learning challenges set.  These will be suggestions rather than an activity completed at school.

Week 13th July 2020

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

 

Discuss going on a holiday in the sun.  What things might you need to pack to wear?  What would not need to go in a suitcase.  What things might you need to keep yourself safe in the sun?

 

Activity

 

Children to write a list of the things they would like to pack if they were going on holiday.

 

(Suitcase PDF)

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

Initial discussion

 

Discuss with your child their first year at school.  What were their highlights, what did they enjoy doing daily etc.

 

Activity

 

Write your answers to a memory page.  Add a picture of your first day at school (One can be found on your Tapestry journal) and take one for your last.  (If you are not at school, maybe pop your uniform on and have a photo at home). (School Memory write up PDF)

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

Suggested additional activities

  • Handwriting practice – ensuring correct formation.  The children do not need to include the whoosh in; however, they do need to include the flick out. (Handwriting sheets PDF)
  • Play the summer pairs matching game from Twinkl (PDF)
  • Label a seaside picture (PDF)
  • Write your Summer wishes (PDF)

Week 6th July 2020

 

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

 

https://www.youtube.com/watch?v=aynZh1-fsBg

 

Rewatch the story of Rosie’s walk.  However, do not focus on Rosie, watch what happens to the Fox. Where is he hiding?  What happens to him first, next, after that, later on, finally?

 

Activity

 

Children to draw a story map of all the accidents that Fox has.   Once complete can the children retell you what happened in the correct order. 

 

An example map has been added below to support the children.  The first box contains an ‘early one morning’ sunshine in it to start the story. The second box needs fox hiding under then hen house.

 

Story map – PDF

Story map fox complete – PDF

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

Initial discussion

 

Discuss what it means when something rhymes.  Watch the Youtube clip 

https://www.youtube.com/watch?v=qhBk2_Zclt4 

 

Can you think of any words that rhyme with fox? 

 

Activity

 

Children to write 5 words that rhyme with hen and 5 that rhyme with 5.

 

(Rhyming string PDF)

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Suggested additional activities

  • Simple sentence writing linked to Fox’s Walk e.g. The fox fell in the pond. The fox was under the hay.
  • Handwriting practice – ensuring correct formation.  The children do not need to include the whoosh in; however, they do need to include the flick out. (Handwriting sheets PDF)
  • Discuss the fox’s position using the picture cards (Positional language PDF)

Week 29th June

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

 

https://www.youtube.com/watch?v=aynZh1-fsBg

(This is a little slow but is quite sweet)

 

Enjoy the story of Rosie’s walk.

 

Look closely at what Rosie did in the story. Where did Rosie go first? Where did she go next? After that? Then? Later on?

 

Activity

 

Children to draw a story map of all the locations Rosie visited.  Once complete can the children retell where Rosie went in the correct order. 

 

An example map has been added below to support the children.  The first box contains an ‘early one morning’ sunshine in it to start the story.

 

Story map – PDF

Example Story map - PDF

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

Initial discussion

 

Reread Rosie’s walk – focus on the positional language used in the story – under, over, past, behind etc.

 

Activity

 

Talk a walk with a toy, place it in as many different locations as possible.

 

Encourage the children to use positional language accurately as the toys are placed. E.g. on top of a wall, next to the toaster.  

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Suggested additional activities

  • Simple sentence writing linked to Rosie’s Walk e.g. Rosie is on a walk. Rosie can see a pond. Etc (Rosie’s Walk Paper PDF if you wanted themed paper)
  • Use your farm story sack or farm toys to make up other adventures for a chicken.
  • Complete the book review on Rosie’s Walk. (Book review PDF)
  • Write simple captions of labels on pictures from Rosie’s Walk (Labels PDF)
  • Practice letter formation using the flick line.  (PDF available.  Please encourage the flick line out of the letter; however, we will introduce the whoosh in when the children are ready.

  • Research chickens – find out about their day, how they change over time, habitats etc.
  • Write a list of breeds of chicken.- there are loads – who knew!
  • Watch the video – Spring Chicken – try to learn the song.  It is one of my favourites to sing in a Spring assembly https://www.youtube.com/watch?v=IEey4LZLeGw

Don’t forget – other possible daily activities:

 

Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!

 

Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?

 

Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line!

 

Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

Week 22nd June
 

 

 

In school

At home

Monday

And Thursday

Initial discussion

 

Enjoy The Tiger who came to Tea again     https://www.youtube.com/watch?v=BXgW9UCgpc8&list=PLK8m89kQUgFbznSJFYlBzrCIx-qs854dN

 

Discuss how you could change the story, maybe a different animal could come.  Children to come up with their own version of ‘The ??? who came to tea.’

 

Activity

 

To draw a front cover for their story of ‘The ??? who came to tea.’

 

(Front Cover – PDF)

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

 

 

 

Initial discussion

 

Looking at your front cover from yesterday. Think of a few things the new animal might like to eat in your house.  It could be things they normally eat, or you could come up with some ideas of special treat foods they may enjoy.

 

Activity

 

Children to draw three new food items for their animal to enjoy. Each food should be accompanied by a simple sentence e.g. ‘It ate all the …’  ‘He liked the …’ ‘She ate every ….’

 

(Story boxes - PDF)

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Suggested additional activities – science link

 

This is a tricky concept so please only discuss what you think is suitable for your child

  • Use the Powerpoint to think about food chains (Food Chain powerpoint)
  • Sort animals into carnivores, herbivores and omnivores. Can you think of any others?  (Sorting PDF(Carnivore – meat eater, Herbivores consume plants, Omnivores eat both)
  • Play the food chain game or make paper chains to think about what animals eat.  (Food chain game PDF Paper chains PDF) (These are much harder challenges)
  • Write a list of your favourite foods
  • Write a list of animals
  • Write a riddle (clues) for someone to guess what animal you are thinking of e.g. It has 4 legs. It has a tail. It says woof!

Don’t forget – other possible daily activities:

 

Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!

 

Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?

 

Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line!

 

Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

Week 15th June

 

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

 

https://www.youtube.com/watch?v=BXgW9UCgpc8&list=PLK8m89kQUgFbznSJFYlBzrCIx-qs854dN

 

Introduce ‘The Tiger who came to Tea.’  Read or listen to the story and discuss: what you liked about the story, what you didn’t like, how you would feel if the tiger came to your house, what would you give him?

 

Activity

 

Children to draw or collage a plate of food for the tiger.  Several different foods to be added for the tiger to enjoy.

 

(PDF – Plate or a paper plate to be used.)

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

 

 

 

 

 

Initial discussion

 

https://www.youtube.com/watch?v=BXgW9UCgpc8&list=PLK8m89kQUgFbznSJFYlBzrCIx-qs854dN

 

Reread or listen to ‘The Tiger who came to Tea.’ As a class or family create a list of favourite fruits and vegetables.  What do you think the tiger might like to eat? (Meat)

 

Activity

 

Children to write a meat list for the tiger including an adjective e.g. sliced ham, warm bacon, sizzling sausages etc

 

(PDF – Meat list)

 

Complete a suggested activity if your child is now attending school.

 

Attempt this activity during the week if your child is not going to school

 

Suggested additional activities

  • Make invitations for toys or family members to join you for a tea party. (PDF - Invitation)
  • Sequence the story using cards (PDF – Sequencing cards - two versions available smaller colour version, larger black and white)
  • Hide and seek the Tiger words around the house or garden. Can you read what you find (PDF – Tiger words – printer settings may need to be changed as there are lots and they are large)
  • Write a Book review on ‘The Tiger who came to Tea.’ (PDF – Book review)

Week 8th June

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

Share ‘We’re going on a Bear Hunt again  - link if needed https://www.youtube.com/watch?v=0gyI6ykDwds

 

Ask the children what their favourite part of ‘We’re Going on a Bear Hunt’ is.  Talk about why they have chosen this bit and share different thoughts as a family.

Adult to choose their favourite part.  Model writing a simple sentence to match that section e.g. I like it when it is snowing.

 

Explain to the children that they are going to write a simple sentence using the correct punctuation – capital letters, finger spaces and full stops.  Children to have their RWI mat available to help with letters and sounds.

 

Activity

 

Children to draw their favourite scene around the ‘We’re going on a bear hunt’ family, using the correct colours for the job.  

 

Once complete, children to write a simple sentence starting with

 

I like it when …  

 

If ready, children can be encouraged to write an extended sentence using ‘because.’

 

(PDF - Bear Hunt Scene)

 

Complete a suggested activity if your child is now attending school as a keyworker pupil.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

 

 

 

 

 

 

 

 

 

 

 

 

 

Initial discussion

 

Focussing on the Bear section of the ‘We’re Going on a Bear Hunt’ story.  Children to come up with adjectives to describe the Bear.  Look at different features and come up with lots of different options. e.g. fluffy, brown, short, furry, soft, hairy (tail)

 

Activity

 

Children to have a picture of the bear.  What could you say to describe them? Children to write simple sentences. 

 

It has fluffy legs.

 

(PDF - Bear Describing)

 

Complete a suggested activity if your child is now attending school as a keyworker pupil.

 

Attempt this activity during the week if your child is not going to school

 

 

 

 

 

 

Suggested additional activities

  • Label parts of a bear. (PDF – Bear Labels)
  • Hide words from the Bear Hunt story around the house or garden. When you find them, can you read them? (PDF – Bear hunt words – They can be printed smaller they come out very large)
  • Learn the two Bear Hunt songs (Twinkl Powerpoints)
  • Read as many bear stories as you can; there are loads.
  • Listen to Mrs Cook and Mrs Vaughan read bear stories online on the Burton Website https://burton-ceps-redesign.primarysite.media/

Week 1st June

 

Please see table below for guidance on this week’s learning for literacy.

 

In school

At home

Monday

And Thursday

Initial discussion

 

Teacher will read ‘We’re going on a Bear Hunt.’

Children to retell the We’re Going on a Bear Hunt with Michael Rosen on YouTube

https://www.youtube.com/watch?v=0gyI6ykDwds

 

Activity

 

Children to draw a story map for each setting in the story. Once created they are to use their map to tell the story to a friend or adult.

 

(see example below)

 

Complete a suggested activity if your child is now attending school as a keyworker pupil.

 

Attempt this activity during the week if your child is not going to school

 

Tuesday and Friday

Initial discussion

 

Children to retell the We’re Going on a Bear Hunt story alongside Michael Rosen

https://www.youtube.com/watch?v=0gyI6ykDwds

 

At each scene, children to come up with other words Michael Rosen could have used to describe the location.  Teacher to scribe.  Discuss adjectives and why some are more exciting than others. e.g. long way grass could become tall, green grass etc.

 

Activity

 

Children to have photos of each scene to label with one or two adjectives. 

(PDF below - scene adjectives)

 

Complete a suggested activity if your child is now attending school as a keyworker pupil.

 

Attempt this activity during the week if your child is not going to school

 

 

Suggested additional activities

  • As a family create a new story of ‘We’re going on a bear hunt.’  Each person to think of a different place the family in the story can go. Can two adjectives be thought of to match that location, e.g. tall, spooky tower.
  • Children to draw a map of different locations for their made up version of ‘We’re going on a bear hunt.’ Maybe they could change the animal they are looking for.
  • Make a ‘We’re going on a bear hunt’ story map (Cut and stick PDF)
  • Read as many bear stories as you can; there are loads.
  • Listen to Mrs Cook and Mrs Vaughan read bear stories online on the Burton Website https://burton-ceps-redesign.primarysite.media/

Literacy activities that support learning:

 

  • Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends! Mrs Steel has added some speed sounds to the Video Resource Centre.
  • Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?
  • Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line!
  • Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

 

Weekly activities 18th May 2020:

  • Listen to Miss Colbourne read ‘Duck in the Truck’. It is another story about a duck but this one gets into a spot of bother and his friends have to help him!
  • What happened in the story? Where does the story take place? What is the problem for the duck? How does the problem get solved? Who are the characters in the story?
  • Can you try and retell the story using any of the story language we learnt at school – ‘once upon a time’, ‘first’, ‘then’, ‘next’, after that’, ‘later on’, ‘unfortunately’ and ‘finally’. Can you remember any of the actions that we used? (Google ‘Pie Corbett actions’ and he can show you!)
  • Can you draw a story map for the story? Don’t forget to use arrows to show what happens next.
  • RHYMING! This is a tricky thing for some of us to do but if we persevere we will be able to do it!
  • What rhymes did you spot in the story? Can you think of rhyming words for other farm animals like pig, cat or dog? Have a go at writing them down.
  • Play ‘I spy with my little eye something that rhymes with…’ E.g. I spy with my little eye something that rhymes with hair? Chair!
  • Think of silly rhyming sentences - I saw a pig in a wig! A parrot ate a carrot! Snakes like cakes! We’re sure you can be more creative than us!
  • Have a look at the links and powerpoint that we have added below.

English activities for the week beginning 11th May 2020

 

Daily activities:

  • Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!
  • Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?
  • Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line! 
  • Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

 

Weekly activities:

For the next two weeks we are going to be finding out about farms. We know that we should have been going on our farm trip this week and whilst we are sad about that we also know how lucky we are to live in such a wonderful area where we might even see a farm animal when we’re out having our daily exercise.

  • Listen to Miss Colbourne read ‘Farmer Duck’ on the Video Resource Centre.
  • Listen to Mrs Vaughan read ‘Grandad’s Farm’ by clicking on the link on our ‘Topic’ page.
  • These two stories have very different farmers! Can you write some super sentences about the stories? What was your favourite part? What did you think about the farmer? Or the Duck?
  • Both farmers have lots of jobs to do on the farm. Can you write a list of the jobs that they had to do? Remember to use your Fred Talk and special friends.
  • Write a list of all the jobs that you have to do at home? Do you need to make your bed? Take your plate back to the kitchen? Tidy your toys? Brush your teeth!
  • We have really been enjoying seeing your alliteration ideas and would you like to think some of more alliteration for farm animals! Can you draw a pretty pink pig or a lovely little lamb?
  • Have a look at the links we have added below.

English activities for the week beginning 4th May 2020

 

Daily activities:

  • Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!
  • Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?
  • Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line! 
  • Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

 

Weekly activities:

This week we would like you to think about flowers and plants once more before we start a new mini topic next week!

  • Have a look at this video on YouTube   https://www.youtube.com/watch?v=FcZG2xXd5Ko&feature=youtu.be&fbclid=IwAR2OjwchD8Q8jzWh3YDhNZm8QlmvKhnvz1r8YTmMJqDDqoyyTQukHQBdLQs
  • Can you write a list of all the flowers that are in your garden or the plants and flowers that you spot when you go for a walk? Don't forget to listen out for the sounds that you can hear, use your Fred Talk skills. Are there are Special Friends that you need to use?
  • Draw pictures to match your list!
  • Have a think about alliteration (where the words all start with the same sound such as six sizzling sausages in sauce). Try and think of some alliteration for flowers or plants or vegetable names... red roses, groovy grass, cool carrots... I'm sure that you will think of better ones than us! Some of these words might be tricky to write down so ask your grown up to help you. The important thing with this is for  you to think of the words, maybe you could write down the sounds you hear and your grown up could finish it!
  • Have a go at drawing pictures to match your alliteration! What would groovy grass look like or a cool carrot?!
  • Watch this video about what a plant needs to grow (It's quite catchy!)  -                                      https://www.youtube.com/watch?v=dUBIQ1fTRzI
  • Can you make a poster telling people all the things that a plants need to grow? Don't forget that Miss Colbourne has read some stories that might help and put them in the Video Resource Centre!
  • Have a look at the documents that we have attached below.

English activities for the week beginning 27th April 2020

 

Daily activities:

  • Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!
  • Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?
  • Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line! 
  • Watch the RWI lessons on YouTube! If you are finding that your child is fluent with set 2 sounds then please start to have a look at  set 3. Similarly, if you have found that your child is able to read the Oxford Owl RWI books fluently (and on more than one occasion) and are able to answer comprehension questions then please have a look at the next colour level up. Do what you feel is right for your child. Our key criteria at school is fluency and comprehension.

 

Weekly activities:

Miss Colbourne has read a story called 'Jasper's Beanstalk' and has added it to the Video Resource Centre on the school website. (There is also another story on there too!) We would like you to listen to the story first! There are some activities that we would like you to try...

  • Can you plant a bean (or a seed) like Jasper? What will you need? What will you do? Perhaps you could write a set of simple of instructions or draw and label what you used.
  • Can you keep a diary, over time, showing us what happens to your bean?  This could be done through drawings, photos or writing.
  • Have a go at writing super sentences about Jasper and his beanstalk. What was your favourite part of the story, why? Don't forget our punctuation superheroes!
  • Imagine that a beanstalk has grown in your garden, what would be at the top of the your beanstalk? Draw a picture and do some writing to tell us!
  • Have a go at singing our days of the week song - https://www.youtube.com/watch?v=HtQcnZ2JWsY
  • Have a look at documents below - can you complete any of them?

English activities for the week beginning 20th April 2020

 

Daily activities:

  • Speed sounds! How quickly can you say all of the sounds? Don't forget to spot the Special Friends!
  • Reading - share a RWI online book from Oxford Owl or share a favourite book from home. Did you spot the Special Friends? Did you use your Fred Talk? Were there any Red Words?
  • Handwriting practice - don't forget your 'crocodile fingers' when you hold your pencil and remember that some of the letters need a 'weeee' line! smiley
  • Watch the RWI lessons on YouTube!

 

Weekly activities:

  • We would love to know what you have done over the Easter Holidays. How many Easter eggs were you lucky enough to have? Did you have an egg hunt around your garden? Did you facetime your family? Have you watched any super films or done some cooking? What have you been doing for your weekly exercise?  Please can you write Miss Colbourne or Mrs Vaughan a letter telling us all about what you have been up to? Think about what you are going to write and write some super sentences! Don't forget Captain Capital, Sally Space and Full Stop! Use your Fred Talk to help you with your spelling and can you include any red words (the, my, like, we...)? Don't forget a picture too, we always love seeing your drawings! Please upload your letters to Tapestry and we can't wait to see them!
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