Please find below the tasks for next week. (Sorry for any inconvenience caused by links not working Friday/Saturday, all are now up and running)
Maths
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Select ‘Summer - Week 4’ (w/c
11th May). Please
watch one video each day and complete the linked activities. To continue using the worksheets, you will
need to click the link beside each objective, i.e. click on the word Monday to get Monday's worksheet.
Alternatively, you may prefer to try the BBC Bitesize activities.
Monday - Can you add by making 10?
Tuesday - Can you subtract numbers to 20?
Wednesday - Can you solve problems using addition
and subtraction?
Thursday - Can you use compare addition and
subtraction number sentences?
Friday - Can you complete the Friday Maths
Challenge?
Consolidate this learning
with practical activities, such as:
·
practising
number bonds using songs such as:
·
https://www.youtube.com/watch?v=GyK8iEO5-GI (number bonds to 10) and https://www.youtube.com/watch?v=MmLMU8BqyKw (number bonds to 20)
·
practising
adding and subtracting using toys or any other resources around the home.
·
play
some of the addition, subtraction and number bond games in the homework
section on Education City.
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English
Monday - Can you make a story map
to re-tell the Wild story?
Ask children to recap what happens in the
story. Is this how they thought the
story would end? Did they expect her
to go back to the woods? Look at the story map sheet and discuss
any key points they may have missed.
Ask children to draw a picture in the large box to go with each piece
of text from the book.
As they draw, ask children to think of words
to describe how the character feels at that point, e.g. worried, anxious,
upset, frustrated, etc. Discuss how
her emotions change throughout the story.
What is her highest point emotionally?
Her lowest? Write their ideas in the smaller box under each
picture. Try to think of ‘better’
words than the standard happy, sad, angry.
Explain to the children that words that mean the same are called
synonyms.
Tuesday - Handwriting
Write each tricky word 3 times using your
best pre-cursive handwriting.
she her was
looked asked could
Wednesday - Can you write thought
bubbles to express the character’s feelings?
Re-watch the video of the
author reading her story : https://www.youtube.com/watch?v=o9mamhbLZAE.
Discuss the story with the children and ask:
·
Why
do you think she destroyed the house?
·
Was
this acceptable behaviour?
·
Was
it understandable that she reacted in this way?
·
What
did you like/dislike about the story?
·
Does
it remind you of any other stories you have read/films you have seen?
Ask children to look back
at the story map completed in Monday’s session. Re-read the words they used to describe the
character’s emotions at each stage.
Ask children to write a thought bubble for each picture to express how
she is feeling and why, e.g. for the 6th picture (Enough is
enough!), she might be thinking “I just want to scream! I don’t like it here and I want to go back
to my friends in the wood!” Ask
children to read out their thought bubbles.
Thursday - Phonics
Can you complete the Phonics I Spy game by finding
things around your house with the different sounds in? Now, use your sounds to try and spell the
word.
Friday - Can you draw a story map
for your own story?
Explain to children that Wild follows a
similar pattern to the Claude stories that we read in school, i.e:
·
Beginning - the
character(s) and setting are introduced
·
Middle - a
problem occurs
·
End - the problem
is resolved.
Ask children to imagine they are a child
living in the woods like in the Wild story; and to think about the following:
·
Where do you
live/sleep?
·
How do you
feel about living here?
·
Who are your
friends?
·
What
adventures could you have?
·
What could go
wrong?
·
How does the
problem get fixed?
Ask children to create their own story map to show the
beginning, middle and end of their story.
They can draw pictures, write words to summarise the story or use a
combination of words and pictures. Ask
them to re-tell their story using their pictures as a prompt.
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Science
Can you sort the animals into
groups?
Look at the animal cards (just use cards 1-5) to find out about the five main
vertebrate groups (mammals, amphibians, reptiles, fish and birds) and their
features. Discuss questions such as:
·
What is your
favourite animal?
·
What group is
it in?
·
How do you
know? e.g. it has feathers, it has
fins and gills
Print and cut out the animal pictures and sorting
sheet. First, ask children to suggest
different ways to sort the animals, e.g. has fur/ doesn’t have fur, lays eggs/gives
birth to live young, lives on land/in water/both etc and sort them into these
simple groups.
Now ask them to sort them into the five main
groups and stick the pictures in the boxes on the recording sheet. If you do not have access to a printer,
children could draw animals to go into each of the five groups, or do the
activity verbally.
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Geography
Can you create a picture map of a
fantasy woodland?
Ask children to think about the features a fantasy
woodland might have, such as fairy doors, tree houses, rope ladders, fairy bridges,
toadstool circles, dens etc. Draw a
simple picture map of an imaginary fantasy woodland. Also include natural and
man-made features such as evergreen and deciduous trees, paths, grassy areas,
a stream, gates, fences. Create a
simple key to show what each symbol on the map represents.
As an extension of this activity, children could make
their fantasy woodland using natural materials.
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Computing - Internet
Safety
Can you learn about staying safe
on the internet?
and select Home Activity Pack 1. This will give you two activities about staying
safe online, including a link to a short, age-appropriate video (watch
Episode 2 - Sharing pictures).
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Daily Tasks
Phonics - using Letters and Sounds daily live phonics lessons. Sessions 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.
Reading - a book/comic/Bug Club to
develop reading skills. We will allocate
extra books on Bug Club when we notice you are getting low, or you can let us know when you
email us.
In
addition, if you are a Lexia user, please continue to use this from home.
The Year 1 Team
