Working at home-Opals 11.5.20.

Week 4 summer 1 2020

Topic-What is a reflection?

Play/creative ideas for home-

Creative- Print off, or get on screen, some sea creature photos. Can you paint a picture of a sea creature using the photos as stimulus?

Technology- Watch the ‘Little Mermaid’ or download the songs to listen to. Can you make up a sea creature dance? You could also find some real-life videos about sea creatures to watch.

Water play- Can you make an under the sea scene with pebbles, sand, shells. Do you have any divers you could add or any sea creatures?

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- The Rainbow Fish by Marcus Pfister. If you have a copy of this, that’s great! If not, there are some on U-Tube which are ok. Twinkl has lots of Rainbow Fish resources to use alongside this book. They also have a book called Starry-Eyed Stan which conveys a similar message as the Rainbow Fish and it is based under the sea. It just doesn’t have a fish with shiny scales!

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– Introduce the story. Look at title and discuss what chn know about this story. What do you like about it? Where is the story set? Read together, discussing key points as we read. Why did the RF not want to share his scales? How can the RF be happy? Would you be able to share something precious to you? What? How did it make him feel to share his scales?

Writing task- Finish the sentence opener. ‘The Rainbow Fish’ ………….. this is an open-ended sentence and children write whatever they choose to finish the sentence. E.g. had shiny scales, didn’t want to share.

Chn practise writing on lines on paper and reading the sentence back to an adult.

Day 2- Re-cap on story from yesterday. Who can tell me something about it? What happened at the beginning, middle, end? Think of a friend you would like to share with at school. Who would you share with? Why? What would you share? Why is it good to share? How does it make you feel?

Writing task- write your friends’ names on scales and then write some things you’d like to share on scales. Match up your friends’ names to something you’d like to share with them. Can you put those two words into a sentence with a capital letter and full stop? Can you read your sentence back to an adult? E.g. John, Troll, ‘I would share my troll with John’.

Day 3, 4, 5.

Handwriting- Pp and Oo formation. Practise writing in upper case, P O and lower case p o.

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.
  • Do you have any sea creature information books or story books to read at home?

Phonics plans are on a different download- phonics needs to be done daily for 20-30 minutes.

Maths- daily plan

This week the children will familiarise themselves with coins and our money. They will begin to learn the value of coins and to compare and order them according to value. They will learn their names and begin to play with money in a shop context.

Before you start show children your purse or wallet and look at what’s inside. Talk about the coin part and what coins you have, the notes part and what notes you have and then the cards. How do you use cards? Talk with children about why you need money and how you can get money. During the week take them to a shop and allow them to use money or a card to pay for something. What kinds of things can you buy with coins, notes, cards?

KEY LANGUAGE : coin; money; one; two; five; ten; twenty; fifty; pence; pound, value; amount; total; how much; sort; more than; less than set, add.

COMMON MISCONCEPTIONS: Not differentiating between the size and value of coins, thinking the biggest ones are worth the most. Thinking there is a coin for each number e.g. 4p coin. It is difficult sometimes for children to understand that you combine coins to make amounts and that you can get change.

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

  • Outcomes-at the end of the week children should be able to recognise and name coins 1p to £2
  • compare and sort coins according to value
  • begin to combine two or three coins to make small amounts under 20p
  • make teen amounts of money using coins
  • add small coins with ease, e.g. 2p + 1p = 3p

Day 1-

Main Focus

Introduce coins and begin to compare and order according to value.

  • Tell the chn they will be learning about money and the coins. Show children the real coins.
  • Show children a 1p coin. Turn it over to show the heads side. How much is it worth? Name it and show the writing on the coin.
  • Allow children to handle the coin.
  • Stick the real coin on the whiteboard using sticky tack.
  • Repeat for all the coins to £2 in order of least value to highest value. Ask children if they know how much each coin is worth. What would it buy? Would it buy more than the previous coin?
  • When each coin has been named, described and stuck on the whiteboard, hand out a real coin to every child. Ensure you hand out all types 1p to £2.
  • Ask children holding a 10p to stand up. Encourage children to support each other with identifying which coin they have. Ask children to describe their coins. What helps you to know it is a 2p? It is brown, quite big, a circle, it has a 2 on it and says two pence, etc. (Be aware that the design of coins varies according to which issue they are. The most recent coins do not have a numeral on them.)
  • Ask them to sit down then ask all children with a £2 coin to stand. Continue for all coins.

If you could keep a coin which one would you want? Why? Establish you can buy the most with the £2 coin; it has the highest value. You canʼt buy anything with the 1p or 2p coins; they are worth the least; they have the lowest value.

Task- Make coin rubbings or draw round the coins and write the value on each one, in order.

Day 2-

Main Focus

Recognise and name coins, working out how much you have in total from two coins (amounts under 20p).

  • Pass around real coins for children to handle − one of each.
  • Tell the class we will sort the coins into two sets. Create two areas for sorting. Label them ʻMore than 20pʼ and ʻLess than 20pʼ.
  • Ask a child holding a coin which coin it is. Can you describe it? Which set does it go in? Is it worth more than 20p or less than 20p? Ask the child to put the coin in the correct area.
  • Sort all coins 1p to £2 in any order but leave the 20p until the end.
  • Ask the class which set the 20p goes in. Discuss, explaining it doesnʼt go in either set as it is not more than 20p or less than 20p so it goes outside the sets.
  • Point at the less-than-20p set. How much do we have in here altogether? Discuss how we can work out the total amount of money by adding the four coins together.
  • Reveal the number sentence on the screen 5p + 2p + 1p + 10p = ?
  • Hand the real 5p to a child and all hold up five fingers. Hand the 2p to the child and all put up two more fingers. How many fingers do we have now? Add the 1p in the same way. Establish that 5p + 2p + 1p = 8p. If we have 8p and we add 10p how much money is that? 10 + 8 = 18p.

Task- Make some paper purses labelled with 3p, 4p, 6p, 7p, 11p, 15p. Show children the purses with the different values written on them and tell them we need to put the right amount in each purse. Begin with the purse showing 3p on it. Encourage children to work out the different ways of making 3p. We can use three 1p coins or a 2p and a 1p. Repeat for each purse.

Day 3

Main Focus

Recognise and name coins; work out how much two coins are worth in total (amounts under 20p).

  • Set up a shop with items for sale, e.g. some toys. Label each item with a large price tag, large enough for the class to see. Price tags should be for 3p, 6p, 7p, 11p, 12p, 15p.
  • Tell children you are having a sale and ask children if they want to come shopping!
  • Ask a child to come out and choose an item from the shop, e.g. the toy marked 7p. They show the class. How much is this? 7p.
  • You need to use some coins to make 7p. How could you do this?
  • Discuss with the class which two coins the child will need to buy the toy. Which two coins can we use to make 7p? Encourage children to make suggestions. If a child suggests starting with a 5p discuss which other coin they need to go with it. Establish the two coins that make 7p are 5p and 2p because 5 + 2 = 7 and 2 + 5 = 7.
  • When the child has paid for the toy, reveal the number sentences to check.
  • Repeat, choosing different toys from shop. If you have a till, chn could put the money in it.

Task- Leave the toy shop out for children to play with during the day. You could change the prices.

Day 4-

Main Focus

Recognise and name coins working out how much two or three coins are worth in total (amounts under 20p).


  • Tell the class you have set up a sweet shop/ or other food product!. Have some real or toy bags of sweets labelled with large price tags, large enough for the class to see: 4p, 6p, 7p, 8p, 10p, 13p.
  • Choose a child to come and be the shop keeper. Tell the class this sweet shopkeeper only expects exact money, no change given!
  • Ask a child to come and choose some sweets, the shopkeeper should tell the child the price e.g. 7p,
  • The rest of the class can help the child to select the correct coins (two or three). Stick the coins to the board to show the coin number sentence e.g. 5p + 1p + 1p = 7p.
  • Repeat for other items choosing different children to come shopping and asking the class to help them. Which coins will they need? Is that enough? Do we need more? Is it too much now?

Task- Leave the sweet shop out for children to play with during the day. You could change the prices.

Day 5-

Main Focus

Make teen numbers using 10p coins and other coins, recognising teen numbers are ten and some more.


  • Tell the class we will be making teen numbers using coins. Ask children to work in pairs (Adult is the pair). Give each pair a card with a teen number of pence on it. 
  • Choose the pair of children who have 13p on their card. Demonstrate how they will need a 10p coin and two other small coins to make their amount: 10p and also 2p + 1p.
  • Say that everyone will need a 10p coin and one or more small coins to make their amount.
  • Allow pairs of children to work out which coins they need. They can use real coins or toy coins to make the correct amounts.
  • Rehearse making all the amounts.
  • For each teen number, emphasise how we always need a 10p and then some more coins, e.g. 15p = 10p + 5p, 12p = 10p + 2p, etc.

Task- Can they make all amounts from 11p-19p using 10p and some more. How could you make 20p?


Mirror me! Working in a big space, ask the children to find a partner. With a partner of your own, model how to mirror movements with one person leading and the other following. Encourage the children to work together to mirror a sequence of movements using different parts of their body. Ask children who do it well, to demonstrate to others. Confident children should be encouraged to mirror more challenging movements, such as hopping or skipping.

Feelings. Working with a small group of children ask ‘How are you feeling today?’ Give each a handheld mirror and ask ‘How does your face change when you smile? How does your face change when you are sad? How does your face change when you are angry?’ Ask the children to make these expressions in the mirror and explain what happens to their faces. Encourage the children to draw a picture of their face showing a particular emotion. Those children who are able can add a sentence or caption such as ‘When I am happy my eyes crinkle’ or ‘When I am sad my mouth turns down’.

Display a range of photographs and paintings that express emotion. Examples include, The Scream by Edvard Munch, Mona Lisa by Leonardo da Vinci, Frightened Girl by Roy Lichtenstein, The Weeping Woman by Pablo Picasso and Happiness by Leonid Baranov. Offer a range of drawing, painting and textural materials for children to respond to the images.

My other half! Take a portrait photograph of each child and print them in colour on A4 paper. Cut each picture in half down the main line of symmetry and stick it on a white piece of paper. Provide mirrors for the children to see how their face changes as they alter the angle of the mirror. Encourage the children to use a range of drawing materials to draw the other half of their face.
Practitioner note
These images will make a great display! Ask the children to create labels and captions for their finished drawings.

Physical Development- gross motor skills-

Can you wash your scooter or bike this week? Get a bowl of soapy water and a soft brush or cloth and give it a good clean! Can you dry it with a towel and give it a polish?

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) you could make a rainbow fish with different textures of scales. Blue pebbles, tissue paper, holographic paper/card, foil etc. Use a Rainbow Fish template from Twinkl or ask an adult to draw you a Rainbow Fish to decorate. Can you find anything in the garden to use to decorate your fish?


  • Can you do the water play activity outside?
  • Can you go for a walk and look for reflections? Can you photograph them?
  • Take some foil outside and paint on it or draw on it or can you make something in 3-d out of the foil?