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Friday 10th July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning with a dance.

Time to get moving.

Literacy Time:

Shared Learning Intention: I can think of a story beginning so I can write my story

What Makes A Good (WMAG) Story: Think about stories that you enjoy. What are the key ingredients? Use your full sentences to explain.

Select the same book from yesterday and re-read the beginning of the story to the child. Ask the child the following questions: 

  • Where does the beginning come in a story? 
  • What do you find out at the beginning of the story? (The characters & the setting)
  • Who are the characters in the story? 
Explain to the child that today they are going to create their own beginning of a story. Refer to WMAG story and the key ingredients required for the beginning. 

Think about how your story will begin. See the pictures below: 
Child to talk about the beginning of their story. Adult to support child now to write down the beginning of their story. 

Child to read out the beginning of their story. 

EXT: What makes a good middle of a story?

Maths Time:

Shared Learning Intention: I can use objects so that I am able to share different amounts equally.

Starter: Play game where children are sharing with two groups

https://pbskids.org/curiousgeorge/busyday/dogs/

Main: 

Q: what does ‘whole’ mean? 

Q: what does sharing mean?  ‘sharing’ is when the whole has been shared into equal groups so the amount in each group is the same. 

Q: what is the difference between sharing and halving? 

Q: what is the different between doubling/halving?

Give the child a piece of paper and tell them to label it ‘whole’ 

this is where the whole amount they are going to share will be placed. 

Adult to model drawing 3 circles ‘plates’ on their paper/board and have counters (objects) ready on another piece of paper (stuck to the board)

Child to do the same. Child to have counters/objects in a pile near their paper/board (not on the ‘whole’)

Model the problem; place 6 counters on the ‘whole paper’ and explain there are 6 apples in my basket so 6 is the whole amount, I need to share these between three people. How can I do this? Model sharing equally by placing one apple in each ‘plate’- ‘one for me’ one for x’ ‘one for y’ then repeat until all ‘apples’ have gone. 

Check they have been shared equally by counting the amounts in each circle/plate. 

Model sentence: there were 6 counters, I shared them into 3 parts, each part has 2. 

Repeat again with 9 ‘apples’- encourage child to support you to share. (put them on the whole amount on the paper)

Child have a go on their own with 3 circles sharing 12 ‘apples’ (remind them to put their whole amount on the paper before sharing into equal groups). 

Create What Makes Good (WMG) sharing:

-Look at the whole amount

-Take one objects and place into one part at a time

-Keep sharing one at a time into each part until all objects in the ‘whole’ have gone. 

-Count each part to check they have the same amount.

EXT: This time, another friend has joined the party; we have to add another plate, draw 4 plates and place a different amount in the ‘whole section.

Phonics Time:

REVISIT: Write sounds learnt so far – how many can the child get in 1 minute? Write how many they do on the paper/board, challenge the child to beat their score tomorrow.

INTRODUCE NEW SOUND

Explain that today we are looking at the ‘nd’ consonant blend. 

BLEND AND SEGMENT

Read words and challenge child to blend in their heads and then read the word:

hand, find, band, wand, land, kind.

What other ‘nd’ words can the child think of? Adult to list the child’s ideas on the paper/board.

  • sand 
  • pond
  • mind
  • wind

APPLY

Model how to write the ‘nd’ letters, child practise writing in the air with their fingers and then on their paper/board. 

Adult to read the following sentences out and then child to write the sentences on their paper/board. 

  • I have a bump on my hand.
  • Can you find the car?
  • She has sand in her socks.
  • He was kind to me.

EXT: challenge child to come up with their own sentence containing a word with the ‘nd’ consonant blend. Child to write the sentence independently. 

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

That is all for today. We would like to hear from you so please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a lovely weekend!

The Reception Team

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Thursday 9th July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning with a dance.

Time to get moving.

Literacy Time:

Shared Learning Intention: I can listen to a story so I can discuss the content and the structure. 

What Makes A Good (WMAG) Story: Think about stories that you enjoy. What are the key ingredients? Use your full sentences to explain. 

Select a different story with the child to read (of your choice). Remind the child what an illustrator and author is and highlight who they are for the story that you have selected. 

Read the story to the child. 

 What happened at the beginning/ middle/ end?
Who are the characters in the story?
Where is the story set?
In the middle of the story there is usually a problem, what was the problem in the story?

Was this a good story? Why was it a good story? Refer to WMAG story that was written with the child earlier in the lesson. 

EXT: Can you think of a different way that the story could have ended?

Maths Time:

Shared Learning Intention: I know what the word sharing means so that I can work out how to share objects. 

Main: Show ‘Sharing Max the Monkey’s Bananas (see pictures)

Explain that there are 12 bananas that is the WHOLE amount and Max wants to share with his friends. 

Q: what does WHOLE mean- whole means all of something. 

Q: what do you think the problem is? 

Q: how will they each get some of the food? 

Introduce the word ‘share’

Q: what does share mean?

Mind map their ideas, Q: when have you shared? 

 Highlight that ‘sharing’ is when the whole has been shared into equal groups so the amount in each group is the same. 


Q: is it fair to give one Monkey all the bananas? 

Go through the slides and discuss whether the bananas have been shared equally or unequally. 

Q: is this equal? How do you know? 

Explain to child that we need to count each group to make sure the amount is the same. 

Model sentence- Max had 12 bananas then he shared them with 3 friends, they each get 4 bananas. Etc. 

Phonics Time:

REVISIT: 

Sit down/stand up if you can hear the (all sounds learnt so far) use digraphs to practise hearing the sounds in the word. 

INTRODUCE NEW SOUND: 

Explain that the alphabet is split into two parts, one part is vowels (a, e, I, o u) and one part is consonants (the rest of the alphabet)

Today we will be talking about consonants, and more importantly consonant clusters.

When we see two consonants together (so any letters that aren’t a, e, I, o, u) we can automatically blend them together for example: (use examples from video below).

We don’t need to segment them separately e.g. l, a, m, p – we can quickly say l, a, mp.

Explain that today we will be learning the ‘st’ consonant blend. Let’s watch this video to help us think of more words.

What other ‘st’ words can you think of? Adult to list the children’s ideas on the paper/board.

BLEND AND SEGMENT: ‘st’

Adult to write the words: below on the IWB for the children to read:

  • stop
  • nest
  • stick
  • stairs
  • lost
  • rest

APPLY:

Model how to write the letters ‘st’, then ask child to write using their magic fingers in the air, then on paper/boards. 

Adult to read the following sentences out and then child to write the sentences on their paper/board. 

  • The egg is in the nest.
  • I got lost in the park.
  • I need a rest.
  • Let’s play stuck in the mud.

EXT: challenge child to come up with their own sentence containing a word with the ‘st’ consonant blend. Child to write the sentence independently. 

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

Well done all for your continuous involvement. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a fantastic day!

The Reception Team

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Wednesday 8th July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning with a dance.

Time to get moving.

Literacy Time:

Shared Learning Intention: I can listen to a story so I can discuss the content and the structure. 
What Makes A Good Story: Think about stories that you enjoy. What are the key features? Use your full sentences to explain. 
Adult to scribe WMAG story so that you can refer to this throughout the week. This should include: 
Beginning
Middle
End 
Characters
Settings
Narrative Language (First, Next, Last, Finally, Once Upon A Time)
Select a story with the child to read (of your choice). Remind the child what an illustrator and author is and highlight who they are for the story that you have selected. 
Read the story to the child. 
At the end of the story you could ask the child the following questions: 
What happened at the beginning/ middle/ end?
Who are the characters in the story?
Where is the story set?
In the middle of the story there is usually a problem, what was the problem in the story? 

Was this a good story? Why was it a good story? Refer to WMAG story that was written with the child earlier in the lesson.  

EXT: Can you think of a different way that the story could end of?

Maths Time:

Shared Learning Intention: I can use marks s so that I am able to find the half of different amounts up to 10 and then 20. 

Main:  Explain that today we will be using marks to find half of different amounts. Child will need their paper/board and pens. 

Draw a Whole, part part model on the board. Child to draw this on their paper/board alongside you. Adult to support child to make their model. NB: Whole-part-part model sections need to be big enough to put 10 objects in.

Adult to choose a number (NB even numbers) e.g. 2. Model drawing 2 dots in the WHOLE section and writing the numeral 2 above it– then ask child that we want to make sure both parts get the same.

Q: what can we do? 

Encourage child to say ‘half’ or share equally. 

Model sharing the objects equally. Crossing out a dot from the WHOLE and drawing it in the PART’ and then repeating that again this time drawing the second dot in the other PART (remember to cross off in the WHOLE each time, until all the dots in the WHOLE have been moved equally into the 2 parts. 

Q: How many do we have? Adult to count the amount.  

Q: Is it equal, how do you know? 

Adult to say: first there were 2 dots, I halved the amount so now there is one in this part and one in the other part. So, half of 2 is one.

Repeat again with a different amount. 

Child to use marks/dots to half 4, 6, 8, 10 12, 14, 16, 18, 20 on their Whole-Part-Part model.

Phonics Time……….

Tricky words day

Blending and segmenting with tricky words: 

Let’s watch this video:

Phase 4 Tricky Words Song Sight Words for said, have, like, come, some, what, when

The tricky words for today are: like and come (talk about ‘like’ as a diagraph i-e as well).

Adult model a sentence for the child. Example I like to walk to school. Then ask the child to come up with their own sentences. REPEAT for ‘come’.

Now, we would like you to have a go at reading tricky words in a sentence:

Finally, adult to read the following sentences out and ask child to write the sentences on their paper/board… 

  • I like to sing.
  • Can you come with me to the park?
  • I like sweet plums.
  • Can you come with me to the shop?

EXT: children to make up and write their own sentences using at least one tricky word (like or come).

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

Well done all for your continuous involvement. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a fantastic day!

The Reception Team

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Tuesday 7th July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning with a dance.

Time to get moving.

Literacy Time:

Shared Learning Intention: I can read my letter to my adult so that I can make comparisons. 

WMAG sentence: Think about the sentence. Make sure it makes sense. Say your full sentence.

Refer to the letters we wrote on Monday. Ask child to read through their letter on their own, then read it to their adult. Child to read then ask the following questions, then switch so the other reads.

Q: what makes the letter a good letter? They used ‘dear’ and ‘from’, they used their phonics, good handwriting, finger spaces etc. 

Once the child has read the letter, ask:

Q: what is the same in your letter?

Q: what is different?

Explain that now you can draw a picture to go with your letter. Encourage them to draw a picture that matches what they have written about in their letter (e.g. I love unicorns – draw a picture of them on a unicorn). 

Maths Time:

Shared LI: I can use marks so that I am able to find the half of different amounts up to 10 and then 20. 

Explain that today we will be using marks to find half of different amounts. Child will need their paper/board and pen. 

Draw a Whole, part-part model on the board. Child to draw this on their WBs alongside you. Adult to to support child to make their model. NB: Whole-part-part model sections need to be big enough to put 10 objects in.

Adult to choose a number (NB even numbers) e.g. 2. Model drawing 2 dots in the WHOLE section and writing the numeral 2 above it– then ask child that we want to make sure both parts get the same.

Q: what can we do? 

Encourage child to say ‘half’ or share equally. 

Model sharing the objects equally. Crossing out a dot from the WHOLE and drawing it in the PART’ and then repeating that again this time drawing the second dot in the other PART (remember to cross off in the WHOLE each time, until all the dots in the WHOLE have been moved equally into the 2 parts. 

Q: How many do we have? Adult to count the amount.  

Q: Is it equal, how do you know? 

Adult to say: first there were 2 dots, I halved the amount so now there is one in this part and one in the other part. So, half of 2 is one.

Repeat again with a different amount. 

Child to use marks/dots to half 4, 6, 8, 10 12, 14, 16, 18, 20 on their Whole-Part-Part model.

Phonics Time……….

REVISIT:

Recap sounds learnt to date using Jolly Phonics songs: 

https://www.youtube.com/results?search_query=jolly+phonics+phase+3

Explain that today we are recapping all the sounds we know to date.

Show sounds written out on post-it note or paper/board and see how many they can recognise in a minute 

Recap what we spoke about yesterday with consonants and vowels.

Do you remember which 5 letters are vowels?

What do we do if two consonants are next to each other? That’s right, we blend them automatically and read them as one sound.

BLEND AND SEGMENT 

Children to look at pictures and write a short sentence or caption.

(Bump lamp, jump, hump)

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

That’s all for today! Once again, we would like to say well done to you for your hard work. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a fantastic day!

The Reception Team

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Monday 6th July 2020

Good Morning Parents, Families & Children. 

We hope you have had restful weekend and our geared up for this week. 

Let’s start of our morning with a dance.

It’s the “Krazy Krew – Big Fish Little Fish”

Literacy Time:

Shared Learning Intention: I can use my phonics so that I can write a letter. 

WMAG letter: Write who it is to. Add some interesting information/questions. Use your phonics/finger spaces/full stops/caps. Write who it is from. 

Refer to letter from Friday’s lesson. 

Q: can you remember what we need to include in our letters to the care home? Refer to Friday’s points: 

  • Start with ‘Dear Resident’ so we know who the letter is going to.
  • Include some information about yourself: My name is, I am X years old. I go to Heavers Farm primary school.
  • Tell them something interesting about yourself e.g. ‘I like to make cakes. My favourite cake is…’
  • Ask them a question. How are you? What is your favourite food? What do you like to do?
  • Finish the letter with ‘From…’ so they know who it is from. 

Allow child to have a think about what they would like to write about in their letters. 

Write their letters/draw their pictures. 

Adult to support child with their writing.

Read the letter to your adult. 

Remind child that we will write the address on the envelope – Q: why is this?

Maths Time:

Shared LI: I can use objects so that I am able to find the half of different amounts up to 10.

Starter: TTYP: Q: what have we been learning about in maths?  what is half? What is the whole?

draw a domino with 4 dots 2 on one side and 2 on the other. 

Child to do the same on a small piece of paper. Ensure dots are obvious far apart (at either end of the board) Ask child to show ‘half’ but drawing a line. 

Ask child to show you. Repeat on the other side with a different amount. 

Main:  Explain that today we will be using counters/objects to find half of different amounts. Child will need some objects/pencils/counters and their paper/boards and pens. 

Draw a Whole- Part-Part model on paper/board. Child to draw this on their paper/board alongside you. NB: Whole-part-part model sections need to be big enough to put 10 objects in.

Adult to choose a number (NB even numbers) e.g. 2– explain we are halving 2, Model placing 2 objects in the WHOLE section– then ask child that we want to make sure both parts get the same.

Q: What can we do? 

Encourage child to say ‘half’ or share equally. 

Model sharing the objects equally by moving one object at a time into each part until all the objects in the WHOLE have been moved equally into the 2 parts. 

Q: How many do we have?

Q: Is it equal, how do you know? 

Model sentence: First there were 2 pencils, I halved the amount so now there is one in this part and one in the other part. So half of 2 is one. 

Repeat again with a different amount. 

Below are pictures to help model for the child.

Half of 2 is?

Half of 4 is?

Child to have a go at finding the half of 4, 6, 8, 10 objects and their own Whole-Part-Part model to half different numbers. (0-10).

Phonics Time……….

Recap sounds learnt to date using Jolly Phonics songs: 

https://www.youtube.com/results?search_query=jolly+phonics+phase+3

INTRO NEW SOUND

Explain that today we are recapping all the sounds we know to date.

Adult to write down the sounds (zz, qu, ch, sh, th, ng, ai, ee, oi, ow, oa, oo, ar, or, ur, er)

see how many they can recognise in a minute. 

Explain that the alphabet is split into two parts, one part is vowels (a, e, I, o u) and one part is consonants (the rest of the alphabet)

Today we will be talking about consonants, and more importantly consonant clusters.

When we see two consonants together (so any letters that aren’t a, e, I, o, u) we can automatically blend them together for example: (use examples from video below)

We don’t need to segment them separately e.g. l, a, m , p – we can quickly say l, a, mp

BLEND AND SEGMENT 

Child to read these words and the captions:

Lamp

Bump

Damp

Hump

Jump

Rump

My lamp is the best

I have a bump on my hand

I can jump high

 EXT: to write longer sentences using the connectives ‘and’ and ‘because’. 

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

Thank you for your hard work. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a great day!

The Reception Team

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Friday 3rd July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning!

It’s time for the Banana Banana Meatball.

Literacy Time:

Shared Learning Intention: I can think about my letter so that I can write it.

WMAG sentence: Think about the sentence. Make sure it makes sense. Say your full sentence.

Recap: show child the pictures of the care home from yesterday.

Q: what is a care home? Can you remember what kind act we are going to do to make the people who live here smile?

Explain that today we are going to look at what a letter is then think about what we are going to write. (For your information the link to the charity it is being organised through: https://communityseniorletters.com)

Q: What is a letter? When you write to someone with some information or questions, then put it in the post. The postman will then deliver the letter to them. 

Adult to model letter at the front of the room, ask child to help you to sound out the words. Talk them through the key features of our letters:

  • Start with ‘Dear Resident’ so we know who the letter is going to.
  • Include some information about yourself: My name is, I am X years old. I go to Selsdon/Heavers primary school.
  • Tell them something interesting about yourself e.g. ‘I like to bake cakes. My favourite cake is…’
  • Ask them a question. How are you? What is your favourite food? What do you like to do?
  • Finish the letter with ‘From…’ so they know who it is from. 

Ask child to think about what they would like to write in their letter and share with you.

Please see a sample letter one correctly written the other, written with the help of the children using their sounds.

Maths Time:

Shared Learning Intention: I can use objects so that I am able to find the half of different amounts up to 10.

Prepare some shapes for child to use before the lesson. Child to have a set of shapes- cut out on paper- square, circle, rectangle, triangle, heart, diamond. Etc.

Starter: Look at the shapes and show me thumbs up or down if the shaded part shows half or not? Adult to select the correct answer.

http://www.snappymaths.com/counting/fractions/interactive/halfornotimm/halfornotimm.htm

Main: Adult to have larger versions of all shapes (A4/A3) to model showing half. 

Give child the shapes that you have cut out. Pretend these are cookies/biscuits. 

Q: what does half mean? half’ is when the whole has been shared into two equal groups so the amount in each group is the same

Q: what is the ‘whole’ 

Q: where do we cut/mark to show half? 

Explain that we want to half these ‘cookies’ and share with a friend. 

Adult to model by folding the shape in half to get the middle line-and then shade half to highlight it has been halved. Model this again with another shape. 

Child to then have a go at halving their shapes and shading only half in. 

Phonics Time……….

REVISIT by writing sounds learnt so far – how many can the child get in 1 minute? Write how many they do on the paper/board, challenge the child to beat their score tomorrow

Explain that today we are looking at the ‘ure’ sound. This sound normally comes at the end of the word.

Let’s watch Geraldine the giraffe:

ead words and then caption. Challenge children to blend in their heads and then read the word. 

Cure

Pure

Manure

Secure

The doctor will cure you

The butter is so pure and soft

Model how to write the letters, practice writing in the air with their fingers and then on paper/boards. Child to write the following sentences on their paper/boards:

  • The chair is pure wood
  • The wolf will lure you to her den

EXT: challenge to come up with their own sentence containing a word with the ‘ure’ sound. Child to write the sentence independently. 

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

That’s all for today! Thank you for your hard work. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a fantastic day!

The Reception Team

Posted in Uncategorized

Thursday 2nd July 2020

Good Morning Parents, Families & Children. 

Let’s start of our morning!

It’s time for the Dinosaur Stomp! Pretend to be a dinosaur stomping through a forest! We want to know what dinosaur you were. 

Literacy Time:

Shared Learning Intention: I can talk about my life so that I can compare it to someone else’s. 

Now WMAG sentence: Think about the sentence. Make sure it makes sense. Say your full sentence.

Recap yesterday’s discussion about the differences before and during corona virus. 

Show pictures of the care homes for the letter writing (powerpoint). Heavers – Acacia Care Centre. Selsdon – James terry Court.

Q: Do you know what this place is? This is a care home.

Q: Do you know what a care home is? Explain that a care home is a place that elderly people go to be taken care of. There are lots of people that live together and there are nurses there that will help them. 

Q: do you know anyone who lives in a care home?

Q: how do you think that their time during corona has been different to yours? 

Discuss and explain if needed that a lot of people in elderly homes have not been able to leave their home because it is very important that we keep them safe at home. 

Q: do you think that they have been visited by their family? Why/why not? It is very important that elderly people are extra-careful to make sure they don’t catch corona virus. 

EXT Q: how do you think they might have been feeling throughout corona virus?

EXT Q: if they are feeling sad, how do you think they could feel better? Refer to pictures of the care home activities (painting, dancing etc). Also, could speak to family/friends on the phone/facetime. 

Explain that we are going to write a letter to people in this care home. This will make them smile because they will know that people care about them. It means we are doing something for our community, which means helping the people around us. 

EXT Q: what other reasons can you think of that make this a nice thing to do?

Maths Time:

Shared Learning Intention: I know what the word half means so that I can work out how to half amounts.

Adult to draw 3 pizzas using all of an A4 piece of paper or personal choice can cut out a circle and draw pizza on it.

(optional can cut circles and give to each child)

Starter: Give child 2 pieces of paper/circles refer to the ‘party’ scene yesterday. Tell the child that they are going to design their own pizza- they have to use the WHOLE paper and pretend that is the pizza. 

(May take longer than a normal starter) 

Main:

Recap yesterday’s learning-

Q: what does ‘whole’ mean? 

Q: what does half mean?  ‘half’ is when the whole has been shared into two equal groups so the amount in each group is the same

Display the two pizza on the board- one folded/line equally in half, the other folded unequally. 

Q: which of these pizza shows half? How do you know? 

Using the third pizza you drew. Model halving it. Tell the child that you both will share this pizza. 

Q: how can we make it fair? 

Adult to model folding the pizza in half- so that the halves are both equal/same, explain that you are halving down the MIDDLE so that is equal. Adult could model using scissors if child also have scissors to cut. 

Model halving the half again. 

Child to half their pizza- using their 2 pieces of paper to explore half. (adult to cut extra pieces of paper/circles just in case child needs to start over) 

EXT: Ask child if there is another way to fold it. Have a go.

Phonics Time……….

Revisit Sit down/stand up if you can hear the (ch, sh, th, oo, oi, oa, etc…..) use digraphs to practice hearing the sounds in the word. 

Explain that today we will be learning the ‘air’ sound. You usually hear this sound at the end of the word. 

Let’s see what Geraldine finds:

Get the child to read ‘air’ words then captions:

Chair

Hair

Stairs

Funfair

Let’s go upstairs

I will meet you at the funfair

My hair has lots of curls

Finally model how to write the letters, then ask chn to write using their magic fingers in the air, then on paper/boards. Write the following sentences: 

  • My hair has lots of curls
  • I lost a pair of socks
  • This chair is so hard
  • The fox was in her lair

EXT: to write longer sentences using the connectives ‘and’ and ‘because’. 

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and a full stop at the end of your sentence. 

That’s all for today! Thank you for your hard work. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a great day!

The Reception Team

Posted in Uncategorized

Wednesday 1st July 2020

Good Morning Parents, Families & Children. 

Are you ready Penguins? Penguins attention!!

Maths Meeting!

Do you know what today’s date is? 

If today is Wednesday, what day was it yesterday? 

What day will it be tomorrow? What month are we in? 

If yesterday was 30th, what will today be? How do you know? 

Why don’t you tell your adult what today’s date is? 

Have a go at writing it.

Literacy Time:

We would like you to discuss your life before Covid-19 and during Covid-19 so you can discuss differences and similarities. 

Let’s remind ourselves of WMAG sentence: Think about the sentence. Make sure it makes sense. Say your full sentence.

Adult to explain that things have been a little bit different recently.

Q: why is this? Because of covid/lockdown…

Draw a line in the middle of the board/paper with ‘before’ and ‘after’ columns on each side (in bullet points). Have a discussion. Remind child to use full sentences and scribe the sentence as child says their sentence.

Q: what was different before corona? Encourage child to talk about their experiences before lockdown. Model sentence: ‘Before corona…we could hug our friends.’

Go to our friends/families houses, everyone was at school, we could go to the cinema/out to eat. 

Q: what is different now? Model sentence: ‘Since corona virus, we need to socially distance.’ 

We need to wash our hands a lot, social distancing, not sharing toys, sitting at tables, not going out too much, wearing gloves or masks when we go out, can’t see grandparents. 

EXT: Think of a family member/friend/someone you know. How has your time during the corona virus been different to theirs?

Maths Time:

Today we will be talking about what the word half means so that we can work out how to half amounts. 

Adult to show “Party scene’ PPT

Explain that these two children are at party- 

Q: what can you see?

Q: what do you think they will do? 

Explain that there is a WHOLE pizza, WHOLE cake etc and that these two children have to eat the same food, but we have a problem. * star word- WHOLE- whole means all of something (note not ‘hole’- may have to explain that this ‘hole’ has a different meaning)

Q: what do you think the problem is? 

Q: how will they each get some of the food? 

Introduce the word ‘half’

Q: what does half mean? 

 Highlight that ‘half’ is when the whole has been shared into two equal groups so the amount in each group is the same.

Encourage child to talk about what they can do with the pizza, cake, pie etc so make sure that both children get some of every food. 
Q: is it fair to give one child all the pizza and the other all the cake? 

Q: what if she/he wanted the cake too? 

Mind map ideas from your child: –

Child to use their ruler/their hand as an imaginary cutting tool. 

Show the next slides- explain that we will have to ‘half’ the food to give to each child. 

Q: what does half mean? 

We have a whole pizza- both children need the same amount so it is fair…Q: what do we have to do?

Q: where should we cut the pizza/cake for it to be half and equal. 

Child to use their imaginary cutting tool to cut the pizza, adult to show next slide where the pizza is cut in 2. Model sentence- I had a whole pizza then I cut it in half now I have 2 halves. /parts.

Phonics Time……….

Revisit previously learnt tricky words:

Have a go at reading tricky words in a sentence:

We went into the woods

All of my books are so big

You will be good at church

Her hair is under her helmet

Child to write the following sentences: 

  • We are crossing the road
  • They look so sweet
  • She was sad to be going
  • We do not run on Monday

EXT to make up and write their own sentences using at least one tricky word.

Remember to:

Think about your sentence, 

Say your sentence out loud, 

Count the words on your fingers, 

Write them down beginning your sentence with a capital letter, Finger spaces and 

A full stop at the end of your sentence. 

That’s all for today! Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have a great day!

The Reception Team

Posted in Uncategorized

Tuesday 30th June 2020

Good Morning Parents, Families & Children. 

Let’s start our morning with Koo Koo Kanga Roo – Awesome Rainbows (Dance-A-Long)

For Literacy today:

We want you to look at another life-cycle and compare between the two. 

Don’t forget to think about the sentence. Make sure it makes sense and say your full sentence.

Q: what is a life-cycle? A life-cycle is the changes that an animal goes through in their life. Every animal goes through a life-cycle, but they are often very different from animal to animal.

Refer to yesterday’s vote about the life-cycle you are going to learn about today – ladybird, frog or moth. Show video on the life-cycle of chosen animal. (See yesterday’s blog post)

After video:

Q: what is the first stage of the life-cycle?

Q: what is the next stage of the life-cycle?

Q: Think about the stages of a Butterflies life-cycle. 

What is the same? E.g. a ladybird also goes into a cocoon/pupa like a butterfly.

What is different? E.g. a frog starts as a tadpole then grows its legs, but a caterpillar grows wings.

EXT Q: can you think of any other animal life-cycles to compare to the ones we have talked about today? (e.g. humans, birds, mammals).

EXT Q: is there anything else you would like to know? Your child to ask questions for adult to google how to find out new information.

 Maths:

Now Maths, can you use objects or marks to find the double of different amounts. 

For starters: https://www.ictgames.com/mobilePage/archeryDoubles/index.html

play Robin hood doubling- select the correct number. (goes up to double 10)

Child to use available resources to help solve the doubling. 

Remind your child of WMG doubling. Explain that yesterday we used marks. Model this and ask your child to guide you to solve a doubling problem. 

Refer to WMG doubling using objects 

  • Look at the first number/amount
  • Count it or say the number
  • Count out the same amount again.
  • Stop when you have the same amount. 
  • Count how many you have altogether. 

Show the Ladybird Doubling powerpoint.

Using the images and the word problem shown on screen, encourage your child to use their resources (objects, fingers or paper/board) to solve the problem, adult to model using marks and also model using objects before revealing the next slide with the answer. 

Q: how many spots on the ladybird?

Q: if we double, what do we have to do?

Q: how many do we need to double?

Q: how can we show this? What can we use? 

Q: how may altogether? 

Additional game: Daily 10, select: Purple menu level 2, blue menu: doubles/halves, Green menu: doubles up to 10.

https://www.topmarks.co.uk/maths-games/daily10

EXT: using marks or sums to write alongside the doubling problem.

Finally, For Phonics:

Can you recap sounds learnt to date using Jolly Phonics songs: 

https://www.youtube.com/results?search_query=jolly+phonics+phase+3

Explain that today we are looking at the ‘ear’ sound. This sound normally comes in the middle or at the end of the word.

Let’s watch this video:

What other words can you think of.

Adult to model how to write the letters, then ask the child to write on paper/boards. Write the following sentences: 

  • My ear hurt and I was in pain. 
  • She had tears down her cheeks
  • He has a brown beard. 

EXT: to write longer sentences using the connectives ‘and’ and ‘because’. 

A massive thank you to you all for your continued support and involvement. Please do not forget to get in touch either via the blog or email.

reception@heaversfarm.croydon.sch.uk

Have fun and stay safe!

The Reception Team