Opal home learning- week 5

Week 5 summer 1 2020

Topic-What is a reflection?

Play/creative ideas for home-

Creative- Use wooden bricks or lego to dip in paint if you have it, and make a gingerbread house picture by printing with your bricks/lego. There are also Hansel and Gretel colouring pictures on Twinkl you could print off.

Messy- If you have some baking sprinkles/sugar strands, can you tip them on a flat surface inside or outside and write tricky words in them or practise writing your sound of the day in them? Or you could make a sticky picture with them, on a piece of paper, with glue.

Construction- Use lego, wooden bricks, or other construction toys to build a gingerbread house.

Set up a fancy dress shop with dressing up clothes and a mirror.

Shiny things table- Display a range of shiny objects and materials for chn to handle and explore. Include cds, foils, polished objects, mirrors, reflectors.

Literacy- Hansel and Gretel- topic link to reflections (pebbles that reflect in the moonlight). Please use your own version of this story or a Twinkl e-book or audio book.

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.

Day 1

Look at title and discuss what chn know about this story. What do you like about it? Who are the good and bad characters? Read together, discussing key points as we read. Should the chn have gone into a stranger’s house? Discuss stranger danger. Are they happy with the ending?

Writing task- Write sentences to match story board pictures from Twinkl or if you cannot use these, choose 2-3 pictures from the story and write sentences to match them. Read the sentences to an adult. Practise writing on lines if you have lined paper available.

Day 2- Re-cap on the story from yesterday and what we learnt about stranger danger.

If possible, read a paper copy of the story today and compare the two stories. How are they different and the same? Do we like one better than the other? Which one do you prefer? Why? Download the ‘Witch Wanted’ poster off Twinkl. Model/discuss how to write the ‘Witch Wanted’ poster. What will you write?

Writing task- Fill in the ‘Witch Wanted’ poster. Send your work to Mrs M.

Day 3, 4, 5.

Handwriting- Qq formation. Practise writing in upper case, Q and lower case q. (The lower case q needs a flick at the bottom of it, not a straight descender as shown).

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 are learning about the days of the week, reciting the names and ordering them and will use language related to time such as ʻyesterdayʼ, ʻtodayʼ and ʻtomorrowʼ. They will begin to recognise oʼclock times on analogue and digital clocks and match these to key events in their daily routine and in stories. Children will also use the language of position and direction, including ʻleftʼ and ʻrightʼ in the context of games.

KEY LANGUAGE : Sunday; Monday; Tuesday; Wednesday; Thursday; Friday; Saturday; weekend; today; tomorrow; yesterday; after two sleeps, time; clock; oʼclock; hour; long hand; short hand; digital clock; analogue clock; clock face, left; right; turn, sideways; backwards; forwards.

  • COMMON MISCONCEPTIONS: Children struggle to remember the order of days. Children are not familiar with analogue clocks, they may be more familiar with the digital format. Children confuse the long and short hands. Children forget which way to write an L and so canʼt remember which is their left hand; some children are likely to confuse left and right for some time.

At the end of the week children should be able to…..

  • recite the days of the week in order
  • use the vocabulary of today, yesterday, and tomorrow, after one/two sleeps
  • begin to recognise oʼclock times on analogue and digital clocks
  • say which is the hour hand and which hand tells us it is an oʼclock time
  • begin to know the time of key events in the school day
  • say which is their left and which is their right
  • turn left and right
  • follow and give directions using the language of sideways, forwards and backwards.

Day 1-

Main Focus Know the days of the week in order and know which days are week days and which are weekend days. Use the language of today, tomorrow, yesterday.

  • Peg days of the week cards along a washing line. Read each one in turn. Which days are we at school? Draw a big red dot on each of these days. Which days are weekend days? Draw a big blue dot on Saturday and Sunday.
  • Talk about what happens on each day and ask which day children like best and why.
  • Children close their eyes while you remove a card. When they open their eyes, choose a child to say which day is missing. Repeat several times.
  • Play ‘I’m thinking of a day’. Give children clues for a day of the week and children guess which day it is, e.g. I am thinking of the first day we go to school after the weekend. I am thinking of the day after today. I am thinking of the day after two more sleeps. I am thinking of yesterday. I am thinking of a day beginning with ʻmʼ. If possible, ask confident children to ‘be the teacher’ and give clues for a day.

Leave days of the week cards out so children can go back to them throughout the day and order independently.

Day 2-

Main Focus Use a story to introduce oʼclock times.

  • Read a story involving telling the time to the hour, e.g. Whatʼs the Time, Mr Wolf?
  • Go back through the story and show each time on a geared clock. The long hand points to the top to tell us that it is an oʼclock time, the short hand tells us what hour it is, so itʼs nine oʼclock.
  • Ask a child to move the long hand all the way round and tell children which oʼclock time is showing now. The long hand moves round the clock once every hour. Remember that an hour is quite a long time! Whilst the long hand moves round, the short hand moves very slowly to the next number, so now the clock shows ten oʼclock. Discuss what happened in the story at each time that you show on the clock.
  • Ask different children up to move the long hand round the clock to show the next oʼclock time, each time discussing what happened in the story at this time.

Repeat with a digital clock if you can. Point out how the first number changes; this is the hour. Explain that there are always two zeros after the two dots when it is an oʼclock time.

Task- Make some o’clock time cards e.g. 12 o’clock, 10 o’clock etc. Place them face down on the floor. Use an analogue clock. Children pick a card, read the time and put the correct time on the clock e.g. 10 o’clock, they put the long hand on the 12 and the short hand on the 10. How many can you get right?


Day 3

Main Focus Associate oʼclock times with key events in the day.

  • Show 8 oʼclock on a geared clock. Point out that the long hand is pointing to 12, so it is an oʼclock time and the short hand is pointing to the 8 so it is 8 oʼclock. This is the time that you might have your breakfast.
  • Move the long hand round the clock once. Point out how the hour has moved from 8 to 9. Itʼs now nine oʼclock. Thatʼs when school starts!
  • Together count on in steps of one hour to 12 oʼclock as you move the hour hand round. Lunchtime! Carry on counting on in steps of one hour. Three oʼclock, home time! … six oʼclock. Teatime!eight oʼclock. Bed time.
  • Ask children to stand in a space so that they have room to move their arms. Show 8 oʼclock on a digital clock. Ask children to show the same time on an analogue clock using their arms! (Be aware that children are likely to show the time as it looks right to them, and so the opposite way round to you.) Repeat for 9 oʼclock, 10 oʼclock… 7 oʼclock.
  • Set the digital clock to 8am, and then move it forwards by an hour each time, as children count on in steps of one hour. Pause to say what happens at particular times of the day, as they did earlier with the analogue clock.

Point out oʼclock times on both clocks during the day to help children associate key events with times on the clock.

Task- Match oʼclock times on analogue clocks with the same time on digital clocks. Re-use your o’clock cards and then make some digital time cards e.g. 08:00, 13:00, 20:00. Children take turns to play with an adult. The aim is to find a matching pair of times. Children keep taking turns and find as many matching pairs as they can.

Day 4-

Main Focus Know which is left and which is right; turn left and right.

  • Show children how they can make an ʻLʼ-shape using their left hands: holding their hands vertically, fingers together, thumbs ʻstuck outʼ. Remember, L is for left! The other hand is the right hand. Lots of people write with their right hand, do you? Who writes with their left hand?
  • Play ʻSimon saysʼ. (Children must only obey the instruction given by the teacher if it is preceded by ʻSimon says…ʼ).
  • Ask children to stand up. Call out instructions such as: Simon says put up your left hand. Put up your right hand. Simon says touch your right knee. Now touch your left knee. Did you catch anyone out? Simon says shake your right arm. Shake your left arm. Simon says touch your left foot. Touch your right foot.
  • Ask children to stand facing the front. Stand in front of them facing in the same direction, holding the steering wheel (or you can just pretend to be holding a steering wheel). Weʼre all going to drive out of the school car park. Make car noises. Now weʼre going to turn left onto the road. Turn left, asking children to copy you. Weʼre coming up to the traffic lights, slow down and turn right. Turn right so children can see what to do. Weʼre driving up the hill and coming up to the cross roads, slow down… and now we turn left. Oh no, I canʼt remember which way is left, show me! Continue like this, asking children to turn left and right.

Use left and right as part of your everyday routines to reinforce the directions, e.g. When youʼve tidied up, come and sit on the carpet and put your left hand in the air. After PE, Put your right shoe on first. Try and eat your snack with your left hand. Some people will find that very easy, and others will find it difficult! Why is that?

Day 5-

Main Focus Follow and give directions, using left, right, sideways, backwards and forwards.

  • Take children into a big space. Check that children can remember which is left and which is right. Hold up your left hand. Shake your right hand. Turn left! Turn right!
  • Call out instructions such as: Take one step forwards and then turn right. Move two steps sideways to the right and then turn left. Take two steps backwards. Demonstrate moving forwards, sideways or backwards if necessary, facing the same direction as the children.
  • Use chalk to draw large circles to represent crocodile infested swamps. Tell children what these are.
  • Ask for a volunteer to be blindfolded.
  • Children help you to give instructions to the child to get from one end of the hall to the other, without falling in a swamp.

Ask children to work in pairs. They take turns to give instructions to their partner to get from one side of the area to the other without stepping into the swamps. The partner giving instructions follows them so that their instructions can be heard and also to help them to work out which way their partner needs to turn. If they feel confident the child being given instructions can close their eyes.

Topic- This week would have been R.E. week. We would have been learning about special places.

R.E. task-

Split a piece of paper in half by drawing a line or folding it in half. On one side write ‘a place that is special to me’ and on the other side write a ‘special place for Christians’. Fill your half in about your special place. For the other side, go on a walk to the church. Sit in the church yard and draw the church looking for special features e.g. the clock tower, stained glass windows, grave stones, the shape of the doors and windows, the shape of the actual building. If you want to develop this further, you could look on Twinkl for information about the inside of a church. How many new words can you find out from inside a church e.g. font, altar, pew, aisle, lectern etc. What are these things used for?

Reflection task-

Can you make your own book about reflections? It could be a mini book, an exercise book, a scrap book, a piece of paper folded in half. What could you put in it? Photos, drawings, images of reflections from the internet? Can you label your pictures or write sentences about them? Can you write about your favourite part of this topic?

Reflection investigation-

Secret code!

Children will-

  • use a mirror to ‘decode’ the words
  • put the words in order to form a simple sentence or clue
  • read the clue
  • find out what is hiding in the secret location

Hide a series of ‘Mirror word cards’ in envelopes around the setting. Ask the children to search for the envelopes and bring them back to a central place.
Encourage them to think how they might find out what each word says. (Use a mirror).
The words give the children a secret message when ordered in a certain way. Place a secret object or person for the children to find in the place that the sentence spells out. What you hide is up to you!

You will need:

  • ‘Mirror word cards’.
  • an object or person to hide the envelopes.
  • mirrors for decoding messages.

Physical Development/outdoors- gross motor skills-

Can you build a giant gingerbread cottage outside with old cardboard and other junk materials?

Can you find some shiny pebbles or stones on a walk or in your garden and make a path with them in your garden for someone else to follow? (It could lead to your gingerbread house).  Use positional and directional language from maths.

Can you go to the shops and buy some sweets to decorate your gingerbread house with, using your money skills from last week?

Can you follow someone’s directions: left; right; turn, sideways; backwards; forwards or can you give someone these directions to follow?

Can you draw a giant clock, with chalk, outside getting the numbers in the right place? What time will you draw your hands showing?

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) in a bowl, can you use your fingers to make breadcrumbs like Hansel? Can you go outside and sprinkle the breadcrumbs around your garden to make a path. Watch through the window to see if any birds eat your breadcrumbs. Can you identify any of the birds or draw them?