Week 2 summer 2 2020 plans 8.6.20.

Week 2 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- 1. Make boats for floating and sailing. Can you add sails? 2. Collect natural things such as leaves, flowers and feathers. Make a picture outside with them.

Water- boats that float and corks. Materials that sink- can you talk about floating and sinking accurately?

Set up an ice cream parlour to role-play buying and selling ice creams.

Continue to use the weather chart. Download one from Twinkl (weather display set).

Reading- Find as many Julia Donaldson books on Bug Club or at your house as you can and enjoy on your own or with an adult.

Literacy- The Little Boat by Kathy Henderson and Birdsong by Julia Donaldson- 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.

Day 1

The Little Boat. Introduce the rhyme. Look at the pictures. What can chn see? What do they think the rhyme will be about? Start reading and listen for rhyming words. As we read, discuss what the words mean and what is happening in the rhyme. How did he feel at the end of the rhyme? Why? Have any of you ever made a boat to float on the sea? What do you like doing at the beach?

Writing task- Finish the sentence….. At the seaside I like to __________.

Day 2- Birdsong.

Introduce the rhyme. It is by a famous author called Julia Donaldson. What else has she written?  Look at the pictures. What can chn see? What do they think the rhyme will be about? Start reading and listen for rhyming words. As we read, discuss what the words mean and what is happening in the rhyme. When we went on our summer walk, we heard lots of birdsong. What did it sound like? Model how to write ‘In the school garden, I heard a bird and write the sound they made’. Can we write the rest of the rhyme and add new lines? Read finished rhyme together.

Writing task- Chn finish the rhyme- In the school garden I heard a bird: Finish the rhyme with the noise of the bird and a sentence about what happens next.

Day 3, 4, 5.

Handwriting- Ss formation. Practise writing in upper case, S and lower case s.

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 is all about counting, ensuring all children can count on and back to/from any number to 20. Children also rehearse counting to 100 and begin to cement in the patterns of numbers in the count and the special ʻtensʼ numbers. They are introduced to counting in 10s to 100.

KEY LANGUAGE : numbers to 20; nought; zero; on; back; backwards, numbers to 100, ten; twenty; thirty; forty; fifty; sixty; seventy; eighty; ninety; one hundred,

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

  • count on and back from any number to 20
  • begin to recognise that 0 is zero
  • count to 100
  • count from 10 to 100 in 10s

If you Google ‘Splat 100 square’ you should be able to download an interactive 100 square that you can ‘splat’ the numbers on.

Day 1- Count on and back from any number to 20; recognise 0 as nothing.

  • Make a pegged number line 1 to 20 using the washing line and pegs and number cards.
  • Explain that today we will be counting on and back from any number to 20.
  • Use the pegged number line to count to 20 and back in unison as a class.
  • Adult to generate numbers between 1 and 20. As a class, count back from this number to 0 then ask children to count on from the number to 20.
  • Repeat several times with different numbers.
  • If children struggle with the counting, use the pegged number line. Allow partners to support, counting together.

          Ask children to show you no fingers standing up. This is nought or zero. Show the matching number card 0. It means no fingers.

Task- This is an opportunity to check each childʼs progress with counting; both matching one-to-one when counting objects and also simply chanting the numbers in order. This can be done at any time, because it may take only a few minutes. Ask individual children to count up to 20 and then back from 20. If the child struggles to do this, can they count up to and back from 10? Any child who counts to 20 easily should be asked to count as far as they can.

Day 2- Count to 100 independently and recognise the pattern of 10s in the counting chant.

  • Use a puppet to count to 100 with the class in unison.
  • Tell the class to listen carefully to the puppet. It sometimes makes mistakes so children will have to help it.
  • As a class, count from 1 to 100. (Use a hundred square as a counting/visual aid). The puppet should make a couple of mistakes, e.g. puppet counts 10, 11, 13, 14, and later 48, 49, 60…. Allow children to pause and correct the puppet.
  • Then choose a child to come and choose any number on the 100-square. This time the class and puppet count on from this number in unison; they can count two decades.

Repeat a few times using different start numbers.

Task- Give your child a copy of a blank 100/number square. Children should write the numbers in to complete their 100-square. They should do this over a few days or weeks, not all at once, coming back to it when they want to. Children should be encouraged to answer questions and discuss the numbers as they complete the 100-square, e.g. What comes next? What comes at the end of the row? Can you see any patterns? How many 10s are in the teen numbers? How many rows of numbers do you have to write? How many numbers are there altogether on the square? How many numbers have you written with a 3 in?

Day 3 Count to 100 independently and recognise the pattern of 10s in the counting chant.

  • Look at a 100 square. (Splat 100 square).
  • Ask the class if they think they can count to 100 on their own. Explain we are going to use our fingers and every time we say a 10s number we will hold our hands up and wiggle our fingers. Model counting from 1 to 20, releasing a finger with each count and wiggling all ten fingers on 10 and 20.
  • Encourage the class to count without you, using their fingers to help them. When they get to 10, 20, etc. they wiggle their fingers. Allow them to count up to 100.
  • Try to observe who knows what comes after 39, 59 or 79, etc. Which children are confident counting to 100?
  • How many 10s did we count? How many 10s in 100? Discuss this. If children use the 100-square to show how many there are, praise them for excellent thinking and explaining.
  • Check how many 10s there are in 100 by counting to 100 again using fingers. This time, at each 10s number, ask a different child to stand up. At the end, count how many children are standing. Ten! There are ten 10s in 100 .
  • Show on the 100-square that there are ten 10s in 100: 100 is ten 10s .

Task- Reinforce counting in tens or to one hundred throughout the day. If you can load ‘Splat 100 square’ onto your computer, chn can use this independently, splatting the numbers as they count or splatting the tens numbers.

Day 4- Count in 10s to 100.

  • Ask children how many 10s are there in 100.
  • Show Number square. (Use splat 100 square). Show multiples of 10 in a colour. Count down the 10s column with the class..
  • Emphasise that these numbers are the ʻcup-of-teaʼ numbers where we have reached the end of a row on the grid and so we get a cup of tea: Thirty , forty , fifty , etc. (Emphasise the ty part each time). This helps children to distinguish the multiples of 10 from the teen numbers (thirteen , fourteen , etc.)

Repeat the counting down in multiples of 10 several times, with children wiggling their fingers.

Task- Play the next tens game. You count in tens to 60. What comes next? Child counts in tens to 30, they ask, what comes next? Repeat several times with different numbers. You could also make a pack of tens cards- 10-100. Mix them up and ask child to arrange them in correct order from 10-100 and then backwards.

Day 5- Count in 10s to 100.

  • Splat 70 on hundred square and then practice counting in tens to 70. Repeat with different tens numbers.
  • Can chn count backwards in tens from 50, 90 etc?
  • If you hide a tens number, can they see which one is missing?
  • Ask children who are ready, to tell you how many 10s there are in 70. How can we check? Discuss. Count in 10s to 70, counting out a finger for each 10 to show there are seven 10s in 70.

Repeat to show how many 10s in 50.

Task- Play missing tens game. Ask child to order tens numbers 10-100 and then adult hides a tens number. Which number is missing? Repeat with child hiding the number and adult guessing. Repeat several times.

Topic-

Little box of sunshine! Fill a small box, bucket or tin with a range of summery goodies. Write a label that says ‘Here’s a little box of sunshine to brighten up your day’. Open the box and talk about the contents, smelling and tasting certain objects and explaining why they make you feel happy. Ask the children ‘What would you add to your own little box of sunshine?’ Encourage the children to share their preferences, ensuring they listen to other people’s ideas. Children may like to bring in items from home to add to a class box of sunshine.

The box could include a tiny packet of lemon drops, a packet of sunflower seeds, a colourful picture, a yellow ‘happy’ badge or sticker, a tiny yellow bear and some lemon or orange scented soap.

Task- Write about what you would put in your box of sunshine.

Hedgerow investigators! Take a walk along the roadsides, meadows and hedgerows to find wildflowers and plants that are growing in the local environment. Provide children with a spotting sheet that includes the plants: daisy, dandelion, dock, poppy, buttercup, speedwell, cow parsley, nettle and red campion. Take hand lenses to look closely at examples they find. Provide digital cameras or tablets for the children to take photographs. Back in the classroom, encourage the children to talk about the flowers and plants they found and to describe their features. You could upload children’s photographs to the IWB to look at more closely. Children might also like to make a drawing or diagram of their favourite flower or plant.

Task- Dry and press examples of wildflowers and plants. 

Designer sunglasses. Provide a range of sunglasses, pictures or the real thing, for children to explore. Encourage them to look closely at their design and function. Ask the children to design a pair of sunglasses that they would like to wear. They can be as imaginative and unique as they like! After drawing their designs, provide children with baskets of recycled materials including card, foil, feathers, soft sculpting wire, plastic strips, polystyrene, clear plastic sheeting and coloured cellophane. Ask ‘Which materials do you think will be best for making your design?’ Allow children time to make their designs using the materials provided and other materials they suggest. Provide a range of tools and materials for construction including a glue gun, tape, split pins and staples.

It is important to remind children not to look directly at the Sun even when wearing sunglasses.

Offer a range of different types of sunglasses for children to try on. Place a large plastic mirror in the area for children to look at their reflections.

Physical Development/outdoors- gross motor skills-

If you didn’t get time to finish last week’s activities, continue with those- there were a lot! Or if you did, here are some new ones……

Paint your outside walls. Get an old paint brush and a bucket of water and ‘paint’ your outside walls!

Listen to the sounds of birds outside. You could record them then go on RSPB bird song identifier and find out what birds are in, and around, your garden.

If you have any toy birds, take them outside and give them a fly around your garden.

Can you make something to fly outside like a kite or a paper aeroplane?

Find some safe water to float your boat if you made one. Does it float?

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) – Transfer sunflower seeds or other seeds from one pot to another using tweezers. If you don’t have tweezers, use chopsticks or a teaspoon!