2a. Week Nine Monday 8th June
Home Learning Plans
Week Beginning: Monday 8st June 2020
Dear Willow Class parents/carers and children,
The core learning for this week is set out below.
All children should read an age appropriate text for a minimum of 20 minutes per day. This can be a reading book or sharing a picture book with an adult. When completing guided or supported reading of an age appropriate text, focus on factual questioning. Use the factual section of this questioning tool to generate questions that challenge your child to recall what has happened in the story.
-When did the character go to the shops?
-What did they do next?
-Who is in the shop?
-Where are the characters going?
You can also visit the Oxford Owl website. https://www.oxfordowl.co.uk/
Or you can use reading resources via https://connect.collins.co.uk/school/Portal.aspx
Click on the Teacher Portal and enter:
Password: Parents20! And click Login
I have included reading comprehensions on the Emperor Penguin and the Amazing Antarctic for you to complete.
This week’s spelling and phonics work concentrates on words with –tch sounds, splitting words into syllables and alternative spellings for the ‘ai’sounds.
Below are some activities that you could use for phonics/spellings. Remember, each day you can continue to explore the letter sounds by using chalks, magnetic letters, playdough or you could write them in flour, sand or with a pencil. You could play a game of “snap” or “pairs” with the sounds you have learnt so far.
You are welcome to continue doing activities from the Talk for Writing pack: Sidney Spider - A Tale of Friendship.
Alternatively, there are some activities to complete based around the Antarctic. Look at the video on BBC bitesize and the Powerpoint on the Antarctic included in this pack.
What would you take if you were visiting the Antarctic? Write your list on the sheet included in this pack.
Look at the information pack on Antarctic animals and write a fact file about one (or more) of them. You could do your own research to find out more information. There are writing templates included.
Look at the Powerpoint on Antarctic explorers. Imagine you are an Antarctic explorer and write a diary entry about your journey to the South Pole.
Make a presentation about what you have learnt about the Antarctic and the South Pole. You could explain who works near the South Pole and what plants and animals live there. You could explain how you think expeditions to Antarctica might be different today from when Robert Scott, Edward Wilson and Ernest Shackleton set off to try to find the South Pole.
This week we are learning about position and direction. There are a range of activities to explore.
Describing turns: Talk about and play a game involving clockwise and anticlockwise turns. Explain that we use the term clockwise to describe the direction the clock hands move and that anticlockwise is the opposite direction. Talk about ‘full’ turns, ‘half’ turns, ‘quarter’ turns and ‘three-quarter’ turns to describe turns made by objects you have at home.
Children should practically turn objects, shapes and themselves in different directions. Children should investigate whether they can finish facing the same direction if they complete different turns. What is each turn called? Is there only one direction shapes/objects can move in? Does it make a difference which way the shape / object / person is turned? What will the shape/object look like before or after the turn? Give the children instructions using the language ‘quarter turn’, ‘half turn’, ‘three quarters turn’ and ‘full turn’ and see if they can follow them. There are worksheets and questions included for you to use if you want to.
Describe position 1: Today the children will be exploring the language ‘left’, ‘right’, ‘forwards’ and ‘backwards’ to describe position and direction. They will describe the position of objects and shapes from different starting positions. You could use board games such as Snakes and Ladders and Twister to explore positional language. Where possible, this concept should be explored practically. What are the different directions we can move in?
How would I get to the ………? How could you describe the movement? How could we record the movement? How would I get from the ……. to the ………?
There are worksheets and questions included for you to use if you want to. You could also use 2Go on Purple Mash to explore movement and direction.
Describe position 2: Today the children will build upon directional language ‘left’ and ‘right’ to assist with describing position. They will describe position using: ‘top’, ‘in between’, ‘bottom’, ‘above’ and ‘below’. You should explore the position of objects and shapes from different starting points. Where possible, this concept should be explored practically. Where is the _____ in relation to you? What is (in front) of you? How can we describe the position of _____? Can you create your own instructions to build a tower?
There are worksheets and questions included for you to use if you want to.
Using prepositions: Today the children will use positional language to describe where objects are. This includes in, behind, above, below/underneath, in between. Place objects in your home in different positions and describe where they are. Look at the sheet with Max the dog on. Can you describe where he is? You could also play the preposition tree game.
Problem Solving: Look at the problem solving sheet which covers topics from this week. Can you solve them? Check the answers when you have finished.
Please pick activities of your choice from the wider curriculum matrix which was sent out with last week’s pack. Don’t forget to share pictures of your completed work with me, or any other activities you have been doing. The class email is: firstname.lastname@example.org.