EYFS Home Learning - WB 15/6/20 Weekly Topic: Potions and Dreams

Spellings/phonics F – To learn Phase 4 blends and clusters – pr, sk, nch, scr F – To learn Phase 4 high frequency words – come, were, there, little

• Day 1 – Look, say, cover, write, check (x3) • Day 2 – ‘Roll, Read & Draw’ game. • Day 3 – Find and highlight the HFWs within the sentences • Day 4 – Phonics play – phase 4 ‘Dragon’s Den’

https://www.phonicsplay.co.uk/DragonsDen.html Username – March20 Password - home

• Day 5 – Rhyming generation – use the following words to create a rhyming string.

Day 1 Look, say, cover, write, check

Day 2 Read, roll and draw

Sounds 1st Attempt 2nd Attempt 3rd Attempt

pr

sk

nch

scr

HFWs 1st Attempt 2nd Attempt 3rd Attempt

come

were

there

little

Roll a dice. Read the word from the chart that is next to the number rolled and then draw a picture for the word.

1 printer

2 skunk

Day 3 Highlight the HFWs- come, were, there, little

I will come with you to the shop.

They were happy to play at the park.

There is a parcel at home for you.

I have two little sisters. Day 5 Rhyming string

Reading Individual reading Read your individual reading book from your colour-banded selection online.

3 bench

4 screw

5 princess

6 skirt

goat coat boat

print

skid

bench

screw

Example  

Class reader ‘Be a Good Friend’ – Galaxy Reading Planet Yellow https://my.risingstars-uk.com/ Day 1 – Predict Look at the front cover – discuss what the story might be about. Is the book a fiction or non-fiction text? How do you know? Now read the title. Does your prediction change? Day 2 - Read Search the book looking for emotive language. Use the grid below or your English book to record one example from each page of the book. Read the book using echo reading – your grown up or the computer reads the sentence and the you echo read it back to them. Day 3 - Clarify Are there any words in the text that you do not understand? Define these unfamiliar words with your grown up. Can you think of a synonym for some of these unfamiliar words? Day 4 – Question Answer the questions from the ‘Talk about the book’ section at the back of the book. Day 5 - Summarise Complete the quiz at the back of the book.

English F- To use personal pronouns F- To recognise past tense verbs F- To use time connectives F- To order sentences F- To recount a dream

Emotive language (emotion words)

Day 1 - This week we will be working towards writing our own recount. What is a recount? (Answer = a recount is the retelling of an event or experience). Recounts are written in the first and/or third person using the pronouns- I, me, my, mine and he, she, them, their, her, him. Watch the video using the following link; https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zxdhsg8 and then complete the activity located at the bottom of the webpage. Now that you have some understanding of this concept, finish the attached sentences, by writing in the missing personal pronouns. Day 2 – A recount is always written in the past tense. This is because the event/experience that you are recounting has already happened. When writing in this tense you should remember to use past tense verbs. Past tense verbs often end in –ed, here are some examples; walked, listened, talked, opened, laughed. However, not all past tense verbs follow this pattern! There are sometimes some cheeky verbs- ran, swam, ate. If you need some more work on this concept before completing today’s activity please use the following link; https://www.youtube.com/watch?v=KjVH7AOtLjs Now follow the instructions on the attached resource to complete todays task. Day 3 – Today you will be learning about time connectives. What are time connectives? (Answer = A time connective is a word or phrase which refers to the time in a sentence and tells the reader when an action is happening). Explore the attached word mat by reading and highlighting any time connectives that you know and understand. Now use your word mat to work through the attached activity. Day 4 – When writing a recount it is important to write your sentences in chronological order. What does chronological mean? (Answer = chronological means putting things in the order of time). If needed watch the following video to develop your understanding of this concept; https://www.bbc.co.uk/bitesize/topics/zhk82hv/articles/zydsb82 Then complete the quiz at the bottom of the webpage. You will now need to revisit the sentences from yesterday’s session. You may have noticed that these sentences are in a jumbled order and therefore do not make sense as a recount. I would like you to put them into chronological order so that they form a well written recount. Day 5 – Today you will be writing your own recount based on a dream that you once had. If you are struggling to think of ideas, watch the following video; https://www.literacyshed.com/dream.html and choose one of the dreams to recount. Remember to include of the following key features in your recount; personal pronouns, past tense, time connectives and chronological order. There is a recount writing frame attached if you need some support structuring your writing.

Day 1 Personal Pronouns

Personal Pronouns I you he she we they

me my his her us them Use the above personal pronouns to complete the following sentences;

1. Would ___________ like some cake for dessert?

2. I love ___________ sister. ________ is kind.

3. ___________ are both good friends.

4. _________ were happy when the train finally arrived.

5. Sam is funny. __________ makes everyone laugh.

6. ________ would like you to follow ________ please.

Day 2 Past Tense Draw lines to match the picture to the correct word and finish the sentence by adding -ed.

Day 3 Time Connectives Word Mat

Time Connectives Sentences

Use the timetable and the above time connectives to complete the following sentences;

__________ we choose our own activities to do in the afternoon. ___________ it is lunch time. __________ we go outside for break-time. __________ we do our Phonics. __________ lunch we do maths. ______ _______ we usually do English. __________ we come into school and do the register.

Time Connectives now first after that next

finally before then after

Day 4 Ordering Time Connectives Sentences

Finally we choose our own activities to do in the afternoon.

Now it is lunchtime.

Next we go outside for break-time.

Then we do our Phonics. Before lunch we do Maths.

After that we usually do English. First we come into school and do the register. Day 5 Recount Writing Frame

Who? What? Where? When?

First… Then…

Next… Finally…

Maths Warm up maths activities for ‘Addition within 20’: Say one more than a given number to 20 Add two groups of objects together Robot Addition https://www.topmarks.co.uk/addition/robot-addition Addition to 10 https://www.topmarks.co.uk/addition/addition-to-10 Mental Maths Train https://www.topmarks.co.uk/maths-games/mental-maths-train F- To add by counting on F- To make number bonds F- To add by making 10 F- To compare number sentences F- To solve one-step problems Day 1 – This week we will develop our knowledge of Addition. What is addition? (Answer = the process of adding something to something else). Watch this video; https://www.bbc.co.uk/bitesize/topics/zwv39j6/articles/z8hyfrd to help your understanding and then complete the activities and quiz which are found at the bottom of the webpage. Now that you have a basic understanding of addition, I would like you to complete the attached ‘number line’ activities. Day 2 – Today we will explore the concept of number bonds. Number bonds are the pairs of numbers that make up a given number. Read through the PowerPoint about Number Bonds to 10; https://www.tes.com/teaching-resource/the-gruffalo-number-bonds-to-10-ppt-6097566 Now complete the attached part-whole models using the number bonds to 10 facts. Day 3 – In this session we will add by making 10 and so you may need to draw upon your new knowledge of number bonds to help you. Read carefully through the attached example and then have a go at answering some of the questions using this method. This is a tricky concept to grasp, but if you can remember to make 10 and then count on, you should quickly get the hang of it. Day 4 – Can you remember the important vocabulary used when comparing numbers? These symbols may help you to remember them; < > = (Answer = greater than, less than and equal to). You will need to use these terms in todays session when comparing number sentences. See the attached example and then complete the rest of the tasks. Day 5 – You will now use all of your knowledge of addition to solve one-step word problems. You will need to read the word problem carefully and I recommend you underline the numerals ready for recording your number sentence. See the attached and example and complete the given word problems.

Day 1 Number line addition

Repeat as necessary with various number combinations (examples below).

Day 2 Number Bond Facts

4 + 3 =

8 + 9 =

14 + 5 =

11 + 3 =

Number bond - Part Whole Models

Day 3

Day 4

Use the Tens Frame (below) to come up with some more number sentences to compare.

10 10 10

10 10 10

5 9

Tens Frame

Day 5 Word Problem Example Jo has 3 cats He brought 2 more. How many cats does she have altogether? 3 + 2 = 5 Word Problems Jane collected 6 shells from the beach and Lucy collected 2. How many shells do they have altogether? Tom has 4 toy cars. He bought 7 more. How many toy cards does he have altogether? Kate scored 5 points and then she scored 5 more. How many points does Kate have altogether? Jon saw 2 boys and 11 girls at the park. How many children did Jon see altogether? Polly has 10 dresses and her mum buys her 1 more. How many dresses does Polly have now? Access the White Rose activities for this Home Learning; https://whiterosemaths.com/resources/schemes-of-learning/primary-sols/ Click Year 1, Number: Addition (within 20), under Spring.

Topic project – Potions and Dreams Make magic wand fruit kebabs Continuous provision area ideas Role-play area

• Re-enact a dream • Pyjamas dress up

Creative area

• Design your own dream • Create a dream catcher https://www.activityvillage.co.uk/make-a-dreamcatcher • Make a star and moon mobile

Technology area

• Watch the BFG by Roald Dahl • Look at the stars and moon through a telescope • Play the Worst Witch game; https://www.bbc.co.uk/cbbc/games/the-

worst-witch-magic-adventure-game Maths area

• Order potions based on their capacity • Create the perfect potion using the numeral

instructions

Writing area • Write instructions for making a potion • Record a dreams diary • Draw in the dark with a torch

Book Corner

• Read ‘George’s Marvellous Medicine’ by Roald Dahl • Read ‘Where the Wild Things Are’ by Maurice Sendak • Find the meaning behind your dreams

Finger gym area • Make a magic wand using natural resources • Magic colouring pages

Small world area

• Sort animals into two groups- day and night • Build a bedroom den

Construction area

• Construct your dream house • Build a monster

Sandpit area

• Create a sand timer • Make a dream jar using different coloured sand

Water tray area

• Potions capacity- explore, pour and measure using ml • Explore colour changing water using food colouring

Investigation area

• Bubbling Magic Potions Science experiments • Create and try the potions (food tech) • Create shadows behind a white sheet

Physical area

• Move through an obstacle course whilst blindfolded • Parachute game with cloud, moon and star cut outs- use parachute to

throw them into the ‘sky’

The above activities are to give you ideas of things to do in each learning area based on our new topic ‘Potions and Dreams’. I appreciate you may not have

access to all of the resources to complete these exact activities and so feel free to adapt them as necessary.