Week 1 summer 1 2020
New this week- As well as this plan, I will download a separate phonics plan. Children were in two groups when we finished school. My group or Miss Smith’s group. I cannot put names on the website so you need to ask your child whose group they were in- Miss Smiths or mine. They should know. You then need to look at the correct plan for your child. Some children are working on phase 3 and some on phase 4. This is the most important thing you can do, keeping up with your child’s phonics. A quick daily session will help to keep them where they should be.Thank you!
New topic-What is a reflection?
Play ideas for home-
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.
Make magic mirrors with foil.
Water play- Make an evil potion, colours, glitter, apples, funnels etc.
Literacy- Snow White-Use your own copy or www.Twinkl.co.uk has its own version
Look at title and discuss what chn know about this story. Who has it at home? What do you like about it? Who are the good and bad characters? Read together, discussing key points as we read. Re-cap on stranger danger and how Snow White answered the door to a stranger. Who can say a sentence into the magic mirror about Snow White, the Witch, a Dwarf etc?
Choose a Dwarf, draw a picture of him, write his name and write three things about him e.g. he has a beard, he is Sneezy, he has white hair etc.
Ask a grown up to draw you a magic mirror. Inside a Magic Mirror picture write what the Queen said about Snow White.
Handwriting- Ll formation. Practise writing in upper case, L and lower case l.
- 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.
Maths- daily plan
Volume and capacity
This week, children will use simple everyday language to compare volume and capacity using the terms full, empty, nearly full and nearly empty in the context of liquids (water) and solids (sand).
You could use the bath, a sand pit, a bucket with water in, a plant pot with compost in, a washing up bowl with lentils or rice in.
KEY LANGUAGE : tall, taller, tallest, full, empty, nearly full, nearly empty, more, most, less, least, nothing.
COMMON MISCONCEPTIONS Children may think that taller containers always hold more. Ensure that children have experience of a range of containers so that they can see that capacity depends on the width of the container as well as the height.
Children may struggle to understand that two different shaped containers can have the same capacity. Give children plenty of experience with different containers that have the same capacity and encourage them to pour the water from one to another, checking that it is full.
Day 1- Understanding that volume can be measured in cups.
Introduce a baking activity to prompt use of the language around volume and capacity. Encourage children to make sure the cups are full when measuring. Model the correct terminology: more or less when comparing two items and most or least when comparing three or more.
GET ACTIVE Use a recipe for cupcakes or fairy cakes where the measurements are in cups (4 cups of flour, 4 cups of margarine, 4 cups of caster sugar, 2 eggs, for example). Follow the recipe with children, ensuring that the cups are full when measuring. When spooning the mixture into cake cases, discuss how full the cases need to be and what might happen if the cases are full. ASK • How do you know a cup is full? • How many full cups do you need? • Does it matter if you do not fill the cups? • Why do you fill the cake cases nearly full, not completely full, when baking?
Day 2- Recognising when a container is full.
In the sand or water area, encourage children to explore the concepts of full and not full with containers. Ask: Do you always need the same amount of sand or water to fill a container?
GET ACTIVE Encourage children to experiment with filling buckets and other containers in the sand and water areas and talk about how much is in each container.
Encourage discussion around what full means (nothing more will fit in). In the sand and water areas, set up the some buckets and invite children to see whether they can fit more sand into the sand buckets. Repeat with the water buckets. Ensure they understand the concept of full. Can they use the word empty to describe a bucket with nothing in it?
In the water or sand area, provide buckets or cups and encourage children to make some full and some not full. Sort the cups into two different groups and label them full and not full. Help children to understand that not full can describe a variety of amounts, as long as the container is not completely full.
DEEPEN In the water or sand area, provide buckets or cups and encourage children to fill them with different amounts of water or sand. Ask: What words can you use to describe the cups that are not full? Can you describe them as nearly full, nearly empty, empty? Ask children to order 3–5 containers from full to empty.
GET ACTIVE Encourage children to fill buckets to make sandcastles and explore what happens if they do not fill the buckets completely. Ask: Can you use a nearly empty bucket of sand to make a sandcastle? Can you use a half-full bucket? How many ladles of sand fill this bucket?
Day 3– Comparing volume by identifying the more and less full of two identical containers.
Put a small amount of water in a clear cup. Colouring the water with food colouring will make it easier for children to see. Ask children to put more water in their own cup. Ask: How can you check you have more? Line up two of the cups and ask: Which cup has more water? Repeat with three cups. Which cup has the most water? Repeat the activity, half filling your cup and challenging children to put less water in their own cup.
DEEPEN Provide children with a range of cups. Fill one cup with water and ask children to choose another cup and put less water in it. Ask: If the cup is a different type of cup, how can you check that there is less water? Make sure there are at least two identical cups so that children can use identical containers as non-standard measures to check.
GET ACTIVE Children work in pairs or small groups to make mud smoothies with sand or soil and water to pour into plastic cups. Each pair should make one full cup, one nearly full cup, one half full cup, one nearly empty cup and leave one cup empty. Encourage children to describe each cup using the correct mathematical language: This cup is full/ nearly full/half full/nearly empty/empty.
Day 4- Comparing the capacity of containers of different sizes and shapes.
Show children two different but similarly proportioned containers and fill one until it is full. Ask: Do you think the other container will hold more, less or the same? Pour the liquid into the other container and discuss what it means if it overflows, is full or is not full. Ask: Which container holds more? When children become more confident predicting this, use containers that have very different proportions.
DEEPEN Explain to children that you think the tallest container will hold the most water. Provide children with a range of containers and let them investigate your theory by pouring the water from one container to another. Can they prove you wrong?
GET ACTIVE Provide sets of different-sized containers (labelled in some way) for children to describe and order. Encourage them to work in pairs or small groups to find out which container holds the most by filling the containers with water and pouring them from one to another. Make sure some of the containers hold the same amount. Children then put the containers in order, from the one that holds the most to the one that holds the least.
Day 5- Using non-standard units to measure capacity.
Fill it up. Provide children with sand, various large containers and some smaller containers or utensils to use as non-standard measures, such as a large cup, a small cup, a ladle and a spoon. Challenge them to estimate how many of the large cups it would take to fill a container. Ask: Do you think it would take more or fewer small cups to fill the container? Encourage children to choose the most appropriate utensil for the container. Some children may be keen to record how many cups it takes to fill each container. Discuss what this tells them. Ask: How can you compare how much these containers hold using this way of filling them up? If one container takes 6 cups to fill it and another container takes 5 cups to fill it, which container holds more? Can you compare the containers if you used different-sized cups to fill them?
Reflect or not? Provide the children with a range of objects that do and do not have reflective surfaces. Ask the children to explore the objects for their reflective properties and then sort the items into two groups: reflective and non-reflective. Ask ‘Do some objects reflect better than others?’ and ‘Why do you think that is?’ As a challenge, ask the children to order the reflective objects from least to most reflective!
Reflective objects might include CDs, cutlery, mirrors, mirrored tiles, tin foil and a ceramic tile. Non-reflective objects might include a wooden block, piece of clothing, book, toy, paper and a carpet tile.
Place a range of reflective and non-reflective objects in the investigation area with two baskets for sorting. Label the baskets ‘reflective’ and ‘non-reflective’ to encourage the children to sort the objects.
What is a reflection? Sit with children and provide each with a handheld mirror. Ask the question ‘What is a reflection?’ Listen to the children’s responses. Encourage them to look closely at their facial features and describe them in detail. Ask questions such as ‘How many different colours can you see in your eyes? What can you see inside your mouth? Can you count your freckles?’ Model useful vocabulary for the children to listen to and then use themselves. Encourage the children to use vocabulary associated with the theme, such as reflection, reflective, the same and different.
Activity- ‘Can you draw your portrait?’
Reflections tree! Provide a range of shiny baubles/old cds along with pipe cleaners or string for the children to thread through the eye holes. Show the children how to loop the pipe cleaners to make a ‘hanger’ and encourage them to write their name on a bauble using a permanent marker. Allow the children to hang them on a tree branch (secured in a bucket with soil) or a pre-lit tree. Encourage the children to add other shiny and reflective objects to the tree. The children might even want to add some objects from home!
Test the children’s items to see if they have reflective properties. Ask questions that prompt their thinking, such as ‘What is your object made from?’ and ‘How did you test to see if your object was reflective?’
Physical Development- gross motor skills-
Can you go for a walk and find a hill. Wear some old clothes. Can you roll down the hill? Can you run down the hill? Can you run up the hill? Can you run and touch the nearest tree on the hill? Can you chase someone down the hill? Can you roll a ball down the hill? Can you roll a ball up the hill? Can you chase a ball down the hill? Can you bounce a ball off the hill? Can you throw the ball to someone in the middle of the hill? At the top? Next to you? How many times can you bounce the ball without dropping it?
For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) you could play ‘Operation’, Ker Plunk, pop bubble wrap, use chop sticks to pick up dried peas, pasta shapes, thread different sized beads on a string.
Outdoors- Find a pond with a grown-up. See if there is any frog spawn or tadpoles. Talk about how frog spawn changes and what will happen next. (Life-cycle). Can you come back next week and see how it’s changed? There are loads of activities on www.Twinkl.co.uk about the life cycle of a frog.