Week 1 summer 2 2020
Topic-What can you see in the summer?
I am now teaching again every day and planning the work for the children at school and at home. I will continue to work hard to make both of these experiences my very best for the children. I have not got the time now though to re-phrase all the planning so that it says ‘at home’ for example. It may now say ‘in the classroom’ or ‘at school’. If you are working at home, please take this to mean ‘at home’ and adapt any wording yourself from now on. Thank you.
Play/creative ideas for home-
Creative- Draw brightly coloured summer flowers for display. 2. Make paper plate sunflowers with sunflower seeds in the middle.
Messy- Wet sand for building sandcastles!
Imaginative- Create a beach scene or swimming pool with your lego, barbies, play mobil etc. Can you make a swimming pool out of an empty ice cream tub or washing up bowl? Can you make a sun lounger?
Set up an ice cream parlour to role-play buying and selling ice creams.
Make a weather chart to record the weather each day. Download one from Twinkl (weather display set).
Literacy- Summer is Here! book, by Heidi Pross Gray- linked to the new topic. See video.
When writing, it is best to get the children to spell things on their own using their phonetic knowledge rather than them copying your writing or you spelling it for them. At the end of a typical Reception year they get the Early Learning Goal for writing if they can use their phonic knowledge to write words in ways which match the spoken sounds. They can write common irregular words. E.g. tricky words and high frequency words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. This has to be independently, without adult support.
Share the book Summer is Here! Can they anticipate the repeated phrasing? What do you think we will see on a summer walk?
Go on a summer walk and look for signs of summer.
As we walk, talk about what they can see, hear, smell etc.
Back in the classroom, talk in partners about what they see, hear, smell and model how to write these sentences.
Writing task- Write the sentences
I can see………….
I can smell …………….
After our summer spotting walk. Extend further if you have time to I can hear…… I can feel…..
What signs of summer did you see on the walk? Encourage the chn to share their observations, after talking in partners. Remind them about the book we read yesterday.
Compare the things they saw to the things observed in the book.
How are they the same/different?
Model writing a list on the board. Read through the list together.
Writing task- Write, in sentences, about what they like about summer. Which high frequency words can they spell without any help?
Day 3, 4, 5.
Handwriting- Rr formation. Practise writing in upper case, R and lower case r.
Extra challenge for the handwriting- can they sit at a desk and use a pencil with correct tripod grip? Can they hold the paper with one hand to stop it moving and write with the other hand? Can they write on lined paper and try to keep their letters an equal size and shape?
- Practise letters and sounds on your sound mat.
- Read to a grown-up.
- Share a story book together and talk about the story.
- Practise your tricky words- reading and writing them. (3 a day).
- Read an e-book on book club.
- Have a go at ‘Phonics Play’ – some games are free.
Phonics plans are on a different download- phonics needs to be done daily for 20-30 minutes.
Maths- daily plan
This week, children begin to learn to count in 2s, 5s and 10s. They count sets of objects, including fingers, using ʻclever countingʼ instead of counting in 1s. They learn the pattern of counting 2s, 5s and 10s, recognising that 10s numbers, for example, all end in 0. They sort numbers into odd and even numbers, and revisit doubles and halves.
KEY LANGUAGE : ten; twenty; thirty … one hundred; count in 10s; : two; four; six… twenty; count in 2s; five; ten; fifteen … fifty; count in 5s; odd; even; share; fairly, half; double.
- COMMON MISCONCEPTIONS: children say thirteen, fourteen for example instead of thirty, forty, find it difficult not to count on in 1s, have difficulty saying the teen numbers, do not realise that each child needs to have the same number of cubes when sharing, count incorrectly and therefore are wrong in deciding whether they can share or not share the cubes evenly (give these children the lower number cards), have difficulty saying the teen numbers; listen to see if they say ʻ-teenʼ rather than ʻtyʼ. donʼt know the double/half of their number (you could help them by discreetly making a matching tower or helping them to halve their tower), donʼt understand the terms ʻdoubleʼ and ʻhalfʼ.
At the end of the week children should be able to…..
- begin to realise that we donʼt have to count objects in 1s
- begin to count in 10s
- see that 10s numbers end in 0
- count in 2s
- count in 5s
- see that numbers in the 5s count end in 0 or 5
- begin to identify odd and even numbers
Day 1- Introduce ʻclever countingʼ of objects in groups of 10; recite counting in 10s; see that 10s numbers end in 0.
- Put 100 pieces of pasta or lego etc on floor. Adult arranges them into groups of ten. We can count all the pieces in ones, but look how they are already arranged in groups of ten. Count the first group to show this.
- We can use ʻclever countingʼ to count on in 10s. Move all the pieces to the right as children see them, and as you count in 10s: ten, twenty, thirty … one hundred. One hundred pieces! That was much quicker than counting them in ones.
- Repeat several times so that chn become more confident.
- Now use your fingers and thumbs to count in tens to hundred.
- Print off a number square to support counting in 10s so children can see how these numbers are written as they say them. They flash their hands as you count in 10s. You could colour each number when you say it to highlight it. What do you notice about these numbers? They all end in a zero! Repeat until chn are confident.
Task- Make number cards which have the tens numbers on – 10, 20, 30 etc. Chn could make these. Then use lego to make tens sticks to match each number. How far can you go? Keep practisng counting on tens as you work. Can you order your tens sticks correctly?
Day 2- Find a total amount of money in 2p coins by counting in 2s; look at the pattern when counting in 2s.
- Use the number square and say that we are going to say every other number. Point to 1 with fingers to your lips, point to 2 and say, two , point to 3, fingers to lips, point to 4 and say, four , and so on until 20. We said every other number; we were counting in 2s.
- Show the ten 2p coins pegged to the washing line. How much money do you think we have here? Count along the line, tapping the first coin twice as you whisper one , say two , tap the second coin twice, whispering three , saying four and so on until you reach 20. Twenty pence.
- This time letʼs miss out the whisper numbers and use clever counting in 2s! Together count along the line of coins in 2s: two, four, six… twenty. Twenty pence.
- Put a sheet over the last five coins. How much do you think there is this time? Whisper to your partner.
- Together count in 2s along the line to find out.
- Repeat, covering a different number of coins from two to eight and counting in 2s to find the total.
- Look at the twos pattern on a number square. What do you notice?
Task- Physical Resources
10 pairs of items e.g. socks / shoes / toys with two eyes.
Say to children that they are going to use their clever counting to count all the items. Weʼre not going to count in 1s. Do you think we should count in 2s, 5s or 10s? Why? Use counting in 2s to count the total number of items.
Day 3– Begin to count in 5s; see that multiples of 5 end in 5 or 0.
- Use a number square to support counting to at least 50 in fives. Emphasise the 5s and wave your hand in the air as you do so: one, two, three, four, five (wave one hand), six, seven, eight, nine, ten (wave both hands). Colour each 5s number on the 100-square to highlight it each time you emphasise it.
- Look at the numbers we said loudly. What do you notice? They all end in 0 or 5. Look how they are in two lines down the 100-square.
- Practice counting in fives with your hands until confident.
Task- Paint your hand and print. Do this 10 times. Count in fives using the hands. When dry, hang on a washing line and practice counting in fives.
Day 4- Identify which numbers are odd and which are even.
- Use card or paper to make two labels: ʻoddʼ and ʻevenʼ and place each of the labels inside, or above, one of the hoops.
- Children sit in a circle, working in pairs. Place some tubs of cubes around the circle.
- Give a number card (from 2 to 20) to each pair. They take this number of cubes and try to share the cubes fairly between themselves.
- Afterwards, discuss how some numbers of cubes could be shared fairly and others couldnʼt because one was left over.
- Ask the pairs of children who could share their cubes fairly to come and place their number cards in the hoop labelled ʻevenʼ. These numbers are the even numbers because we can share them evenly between two people.
- Ask the other children to come and place their number cards in the hoop labelled ʻoddʼ. These numbers are called odd numbers. When you try to share them fairly, you get an odd one left over. We can only share them fairly if we cut that left over cube in half, and weʼre not going to do that!
- Ask children who had odd numbers to retrieve their number cards and draw a blue circle around their number. Those who had an even number on their cards draw a red circle around their number.
- As a class, arrange the cards in order after 1 on the washing line.
- Ask children to look where the odd numbers are on the washing line. Point to each number in turn. As you point to each number ask children to say if the number is odd or even, so that they say the pattern: odd, even, odd, even….
Task- Re-sort all the odd and even numbers into the hoops and practice identifying which numbers are odd and even.
Day 5- Match numbers 1 to 5 with their doubles and numbers 2, 4, 6, 8 and 10 with their halves, using towers of cubes to help.
- Collect four sets of number cards 1, 2, 3, 4, 5, 6, 8 and 10. Do not use the numbers 7 and 9. (Note: if you need fewer than 32 cards, leave out one number and its double so that the game still works.)
- Children sit in a circle. Give them one number card each. They build a tower of cubes to match the number on their card. They hold up both the card and tower so the rest of the children can see it.
- All children who are holding the number card 2 look to find your double. Children look to find a child who is holding four cubes and the number 4 card. The first correct pair to find each other swap both towers and number cards and sit back down.
- Repeat with other doubling questions, asking children with 1 to look for double 1, with 3 to look for double 3, with 4 to look for double 4, with 5 to look for double 5.
- After a while ask children who are not looking for their double to think whether they are holding the answer. If so they can call out to a child who is looking for their double, e.g. if you ask children holding 4 to find their double, children with 8 can call them over.
- Ask children who had doubles to hold up their number cards. What do you notice about these numbers? They are even numbers. All doubles are even numbers.
Repeat, this time asking children with 2, 4, 6, 8 and 10 to look for half of their numbers.
Children match domino ends so that one has double the number of spots as the end of the domino it touches, i.e. 3 matches 6, 4 matches 2 and 1 matches 2. Challenge children to make the longest line that they can.
Extend by: asking Which dominoes are not used? (Those with 5) Why? (Because we donʼt have the double to match and we canʼt halve 5 without cutting a spot in half.)
What’s in the bag? Fill a beach bag with a range of summer-themed items. Items could include a packet of sunflower seeds, a sun hat, sunglasses, a passport, a summer holiday brochure, sun cream, a pair of summer sandals and a watermelon. Ask the children to name the items as you reveal them from the bag and say or show how they are used. Then, ask the children to suggest other summer-themed items that you could add to the bag. What do they suggest?
Write labels for the things in the bag. Go and find some other things you could add to the bag. Write labels for these also.
Shadow measuring. Search outside for shadows made by the summer sun. Show the children how to ‘draw around’ the shadow using chalk. Challenge the children to say which shadow they think is the longest then check by measuring using a range of non-standard measurements. Non-standard measures could include, wooden blocks, string or their hands.
Summer sports. Working outdoors, provide baskets of brightly-coloured balls in a range of sizes, including beach balls. Allow the children time to explore different ways that they can use the equipment including throwing, catching, rolling and kicking. Challenge the children to work in pairs to create a game using the balls. Extend the level of challenge by asking children to create a scoring system, recording scores on a whiteboard as they play.
Fill balloons with water and leave outdoors for children to carry along a route. Include steps if possible so that children have to walk up and down.
Physical Development/outdoors- gross motor skills-
Play in the water this week if you have water play opportunities at home. Try putting something new in the water like a tea set or wooden spoons and sieves. Can you transport the water from your tray into a bucket? Use washing up bowls or buckets if you don’t have a water tray.
Make a den in the shade. Talk about what the shade means and what it feels like to be in the shade.
Look at the sky and observe clouds and aeroplane trails.
Identify summer smells such as cut grass, scented flowers and sun cream.
Listen for signs of summer such as bees buzzing, birds singing, children playing and lawnmowers humming.
Help to water the garden with a watering can or hose pipe!
What is the weather like today? Draw/paint a picture.
Sow a variety of grass seed in different tubs or planters.
For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) – Learn how to make a daisy chain.