Year 1 Home Learning (week commencing 27th April)

We are hope that you are all continuing to stay safe and well; and that you are enjoying completing some of these activities with your children.  Remember, these are suggestions and you do not have to do everything.  We know that there is lots of fantastic learning going on and we are enjoying receiving your photos and especially seeing the children, who we are really missing, proudly displaying their work.

Please find below the tasks for next week.

Maths

Go to:  https://whiterosemaths.com/homelearning/year-1/ and select ‘Summer - Week 1’.  Please watch one video each day and complete the linked activities. Monday - Can you make doubles for numbers to 20? Tuesday - Can you divide objects into equal groups? Wednesday - Can you share out objects equally? Thursday - Can you find a half of numbers to 20? Friday - Can you complete the Friday Maths Challenge? (NB. questions 1 and 2 are most appropriate for Year 1) Consolidate this learning with practical activities, such as: ·        using pairs of socks to work out doubles. ·        dividing toys into equal groups by arranging into rows and columns (i.e. making an array). ·        investigating different ways of sharing 24 objects equally (try sharing into 2, 3, 4, 6, 8 or 12 groups), ask “how many groups are there?” and “how many are there in each group?” ·        finding half of different shapes/helping to share out food, e.g. cutting a pizza/cake/chocolate bar in half etc.

English

Monday - Can you brainstorm words to describe a woodland scene? Look at the woodland images (or think about a recent woodland walk) and discuss what you can see.  Listen to an excerpt from a woodland soundtrack and talk about what you can hear. Use any available resources, e.g. coloured pencils, pens, crayons, scrap or natural materials, to create a picture of a wild woodland setting, imagining what it would be like to live there. Brainstorm words or phrases to describe the setting and record these for Wednesday’s session, e.g. golden leaves, twisted branches, wind rustling in the trees.  Use your sounds to help you write the words you think of. Tuesday - Handwriting Write each tricky word 3 times using your best pre-cursive handwriting. were   there   what   when   they   into Wednesday - Can you write a short narrative to describe a woodland scene? Look at the wild woodland picture you created on Monday.  Re-read the descriptive words and phrases written about the scene. Write a short paragraph to describe the scene.  Think about what you can see, hear, smell and feel.   ** Remember, sentences need capital letters, full stops and finger spaces. ** Thursday - Reading comprehension Choose one of the texts below based on your reading level and try to answer the questions. Red      Yellow      Blue      Green      Orange      Turquoise Friday - Can you write a poem about living in a woodland? Free Verse poems have no rhyming structure and often don't have a particular rhythm or syllable pattern; as their name suggests, they’re simply 'free'. They can be written by individuals, but also work well as collaborative poems, where members of a small group add individual lines – why not try writing a family poem with different members adding lines! Alternatively, an acrostic poem takes a word related to the theme and spells it vertically.  Each line starts with a letter of the word. Here are some examples to hopefully inspire you!

Science

Activity 1 - Can you identify and name common woodland animals? Woodlands are a fantastic habitat and provide homes to a wide range of different animals, including mammals, birds, reptiles, amphibians and fish. Find 5 different animals that live in woodlands and create a poster with the following information: ·        Name of the animal. ·        Picture of each animal. ·        Type of animal - i.e. mammal, bird, reptile, amphibian or fish. Useful resources: ·        https://www.woodlandtrust.org.uk/trees-woods-and-wildlife/animals/ ·        https://www.youtube.com/watch?v=OLBSOKqVNcU ·        https://www.youtube.com/watch?v=8vIrD13y8G0 Activity 2 - Can you make a nest or den for an animal? Build a nest or den for a woodland animal outdoors using sticks, twigs, leaves and other natural items.  Take photos of your creation.

Topic - D & T

Can you use natural resources to create a woodland wind chime? Get creative with this fun Woodland Trust Nature Detectives activity.

Daily Tasks

Letters and Sounds are now doing daily live phonics lessons.  These will take place Monday-Friday at 10.30am for Year 1 and at 11am for children who may need a little extra help with their sounds and blending.  There are useful videos available now to introduce the programme and explain how we teach phonics.

Remember that on a daily basis, we also expect children to read a book/use Bug Club to develop reading skills.

In addition, if you are a Lexia user, you can continue to use this from home. 

The Year 1 Team

Year 1 Home Learning (week commencing 20th April)

Welcome back.  We hope that you had a good Easter break with your children. 

This term, our topic is a science-based one called ‘Enchanted Woodland’, so this will be the focus of activities we post on this blog.  

Similarly, our English will be linked to our Power of Reading book, which also has a woodland theme.  The first two activities deliberately do not reveal the title of the book, looking instead at selected images from the text and asking the children to make inferences purely by looking at the pictures.  The first part of the story is not shared until the third activity.  If you have the book at home, please try to avoid reading ahead as this may affect your children's participation in some activities. 

Please note, our class email addresses for contacting Miss Wright and Miss Cobb are:

caterpillars@mulbartonprimary.norfolk.sch.uk

ladybirds@mulbartonprimary.norfolk.sch.uk

If you have any queries about the tasks set or would like to send photos of your child’s work, please use these email addresses.  As per the school email (sent before the Easter holidays), please limit emails to one per week.  Thank you.

Please find below the tasks we would like you to complete this week.

Maths

Go to: https://whiterosemaths.com/homelearning/year-1/ and select week 2.  Please watch one video each day and complete the linked activities.

·        Each lesson starts with a ‘Flashback’, which revisits concepts we have done previously.

·        The first lesson compares the capacity of different containers.  Consolidation activities could include investigating the following:

·        The remaining lessons introduce multiplication and division, looking at counting in 10s, making and adding equal groups and making arrays.  Consolidate this learning with practical activities, such as:

·        Sharing out toys equally between siblings.

·        Making arrays out of natural materials/toys, e.g. “Can you make an array with 3 rows and 5 columns?  How many are there altogether?”.

·        Working out how many squares there are in a chocolate bar (a perfect example of an array) and sharing the bar out equally!

English

Monday - Can you make inferences based on a picture?

• Look at the image below (or via this link) from the cover of the mystery book.

• Ask children to draw their own version of the character.
• What words or phrases can they think of to describe them?
• Ask questions to prompt thinking, e.g.:

·        Who are they?

·        What do you think you know about them?

·        What do they look like?

·        How do they feel?

·        What are they like?

·        Where do they live?

•         Ask them to write descriptions on pieces of paper to place around their drawing, e.g. scruffy hair, enormous, round eyes.

 Tuesday - Handwriting

• Write each tricky word 3 times using your best pre-cursive handwriting.

 said   have   like   some   come   little

Wednesday - Can you make inferences based on a picture?

•  Look at the image below (or via this link) from the final page of the book.  What else can we infer about the character in the story? 

•         Cut out speech bubbles to place around the picture drawn in Monday’s activity. 
•         Ask children to take on the role of the character and write a sentence in each speech bubble, such as:

·        My name is ...

·        I live ...

·        I am ... years old.

·        I like ...

·        My friends are ...

Thursday - Phonics

Mrs Childerhouse, Mrs Winsley and Miss Wright’s groups:

• Print/write out the phase 5 words and cut them out.  
• Hide them around your house/garden.
• Ask children to hunt for the words and sound them out.
• As an extra challenge, can they add sound buttons? e.g.

Miss Cobb and Mrs Longcroft’s groups - Revise all phase 3 sounds, then start to learn phase 5 sounds.

Friday - Can you write sentences using conjunctions such as ‘and’, ‘so’ and ‘because’?

• Watch the video of the author reading her story : https://www.youtube.com/watch?v=o9mamhbLZAE up to ‘...And she understood, and was happy...’ (1 minute, 18 seconds)
• Discuss what has been read.  Did it match what you thought about the character in the previous session?
• Discuss the title of the book: “Wild”.  What do you think this means?
• Is she like a normal little girl?
• How is she the same as us? How is she different?
• Would you like to live like her? Why? Why not?
• Ask children to write sentences to explain whether they would/would not like to live in the wild and why. 
• Use conjunctions such as ‘and’, ‘so’ and ‘because’ to justify their decision, e.g. “I wouldn’t like to live in the wild because...”   “I think it would be fun to live in the wild because...”
• Remember to use capital letters, full stops and finger spaces!

Additional activities

The author, Emily Hughes, has some fun activities that you might like:

https://pop-up-hub.com/resource/make-your-own-wild-fun-book-with-illustrator-emily-hughes/

Science/Topic - Enchanted Woodland

Activity 1

Tell children:

·       Plants are living things.  Common plants include the daisy, daffodil and grass.

·       Trees are large, woody plants and are either evergreen or deciduous.

·       Trees that lose their leaves in the autumn are called deciduous trees, e.g. oak, beech and rowan.

·       Trees that keep their leaves all year round are called evergreen trees, e.g. holly and pine.

·        Go for a woodland walk if you can do so safely; or explore the trees in your garden or local area.

·        How many trees can you find using the Leaf Spotter Sheet?

·        Can you identify examples of evergreen and deciduous trees?

·        You could also:

·        Take bark or leaf rubbings using wax crayon.

·        Look closely at each tree’s leaves and branches.

·        Lay on the ground and look up at the tree’s canopy.

·        Collect fallen twigs and leaves to create a picture/model at home.

·        Play ‘Find the tree’.  Blindfold one  person and lead them to a tree.  Ask them to ‘give the tree a hug’, feel its bark, smell it.  Now lead them away from the tree and challenge them to find their tree.

Activity 2

·        Draw a picture of a tree and label the following parts:

roots    branch    trunk    leaves    twig    blossom/berries

·        You could make your picture into a collage using leaves and twigs collected on your woodland walk, or cut out leaves from old magazines/scrap materials!

You might also like the interactive quizzes on the Woodland Trust website or this science website for fun videos and activities.

Art/Topic - Enchanted Woodland

·        Make a tree boggart using mud and a selection of natural resources    (NB. use mud as an alternative to clay).

·        Take a photo of your creation.

·        This is an example of ‘transient art‘ as it is moveable, non-permanent and made of a variety of objects and natural materials, such as grass, pebbles, sand, leaves, pine cones, seeds and flowers.

Daily Tasks

Remember that on a daily basis, children should also:

• practice phase 3/5 phonic sounds using flashcards/games, such as Time Challenge or Speed Trial, on Phonics Play.
• read a book/use Bug Club to develop their reading skills.

In addition, if children are Lexia users, they should continue to use this from home.

Thank you,
The Year 1 Team