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:
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.
- Write each tricky word 3 times using your best pre-cursive handwriting.
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:
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.
·
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
The Year 1 Team
