Sunshine Home Learning Weekly Planning. Daily

object/visual timetable.

Fine motor- threading, inset puzzles, Lego etc name writing and recognition - practice name writing , sequencing letters of their name, finding letters for their name,

overwriting sounds, finding their name from a group of words.

Monday Maths: To take one in learned situations- Number rhymes e.g. “Five fat sausages sizzling in a pan, All of a sudden one went bang!”- Adult demonstrates counting the sausages into the pan, i.e. “Lets count together – One, two, three, four, five” Continuing to say the rhyme, taking one sausage and throwing into the air one sausage on the line “All of a sudden one went bang”. Continue saying the rhyme offering the child the pan and encouraging them to take one sausage at the right time. English: Box clever – choose a new theme- Clothes Naming words (nouns) - as the children are playing with certain toys, familiarise them with the names by commenting. Try to avoid asking ‘what’s this, what’s that’. Simply modelling the language will provide more learning opportunities than questioning. E.g. ‘The socks are blue’.

Tuesday Maths: To demonstrate understanding the concept of ‘many’ and ‘few’ i.e. chooses many crisps rather than one or two.- Snack time- At snack time small bowls are prepared of snacks they like e.g. ‘many’ raisins and ‘few’ i.e. about 3. The adult then offers the child both bowls for them to choose ‘many’ or ‘few’. *Making sure that the snack is one the child really likes and that they have not just eaten. English: Box clever: Action words (verbs) or phrasal verbs – as above, model a range of associated verbs as the children play e.g. ‘Zip up the coat’, ‘try on these shoes’, ‘dress up the dolly’ or ‘take off the hat’

Wednesday Maths: For the child to experience 1:1 correspondence in everyday situations- Decorating biscuits / buns- With adult directions e.g. “Give one to Sam, now one to Joe.....” Children take turns to give out a plate, a knife and a bun to each child. They then spread on the icing. Child gives out one sweet / cherry to decorate each bun. English: Box clever-: Describing words (adjectives) - select a few concepts you would like to work on. Model phrases as the children are playing e.g. ‘ look this t-shirt is dirty’ ‘these socks are clean’, ‘these dolly shoes are small’ ‘the teddy’s jumper is big’

Thursday Maths: To makes sets with one and with lots of objects.- Playing at giving presents- Adult demonstrates turning over a photo of another family member saying e.g. “I’m making a present for Mummy”, turning over a symbol saying e.g. “Lots”. Then filling the box with many items and taking it to Mummy saying “A present for you”. Mummy then opens the box and models surprise “Oh I’ve got lots”. Child to take turns to choose a person and symbol card and put lots / one in the box and give it as a pretend present. English: Box clever: Short sentences – add on words to the children’s language e.g. they say hat you say ‘yes it is a hat” or ‘It is a red hat” or ‘when it is sunny teddy wears a hat’’.

Friday Maths: To number names in everyday situations.- Counting books- Child shares counting book with an adult or in a small group. Teacher demonstrates pointing to and counting items in the book. Children take turns to count items in the book as they occur in the story. English: Box clever: Short story – tell simple, short stories to the children as they play such as ‘ To purpley’ by Jean Reidy. ‘blue hat, green hat’ by Sandra Boynton or watch some clothes videos, stories and songs such as Froggy gets dressed https://youtu.be/UveFBZ6Nn-c Or this is the way we we get dressed https://youtu.be/1GDFa-nEzlg Or maybe watch the Emperors new clothes.

Sunshine Home Learning Weekly Planning.

Weekly wider curriculum activities

Attention - see bucket planning for parents and bucket time ideas. stage 1 bucket 3 motivational toys. (Think of a key word/s to help create a theme e.g. word is wiggle - 3 toy ideas- magic wiggle worm, slinky dog or slinkies, Slippery water snake toy.

Speaking and listening- see speech language and communication ideas for parents. Attention and Listening – attention control, response, and gesture. Ask the pupil to listen to an instrument played behind a screen and to play the matching instrument Auditory Processing – listening and processing sound. Sort rhyming pictures – ensure that the pupil is told the word. It is not a test of memory but to see if they can hear the difference/similarity.

Life skills- see cooking and life skills overview. • To make some healthy snacks Making flap jack. Maybe you could make it a little special and cut the flap jack into shapes of different clothing items and decorate them with buttons and patterns. https://symbolworld.org/archive/learning/cooking/recipes/flapjack/flapjack1.htm

Phonics- see letters and sounds plan for parents. Main purpose ■ To talk about words that rhyme and to produce rhyming words Rhyming puppets Make up silly rhyming names for a pair of puppets (e.g. Fizzy Wizzy Lizzy and Hob Tob Bob). Introduce the puppets to a small group and invite them to join in story telling, leaving gaps for the children to fill in rhyming words, for example: Are you poorly Lizzy? Oh dear. Fizzy Wizzy Lizzy is feeling sick and...dizzy. Bob is very excited. Today he is going to be a builder. Hob Tob Bob has got a new...job.

Science- see kitchen science Super bouncing bubbles experiment. 1.Mix 1 cup of distilled water with 2 tablespoons of Joy or Dawn dish washing soap (these brands work the best). Distilled water is preferred over water from your tap because it contains less minerals and other contaminates that will destabilise the mixture. “Soft” water will work a bit better than “hard” water too. 2.Add 1 tablespoon of glycerin. This is the ingredient that gives the bubbles their super elastic strength. You can usually get glycerin from your pharmacist or local bomb maker, but you could try using sugar. 3.Use a bubble wand to blow the bubble. Wow! They are larger than normal bubbles. 4.Put on a pair of plastic kitchen gloves. With a little practice you should be able to catch/bounce the bubbles in your hand.

https://youtu.be/YLsDQKj6rbQ

Social skills and interaction- see reinforcement games for parents. Robot. The "Glomulator" -- draw buttons on paper, have you child press one -- it makes you "glom" (make something up!) press another one, you stop, another, you hop. He never knows quite what will happen.

Sunshine Home Learning Weekly Planning. Box Clever explained-

This information is to help you support your child at home with language it is designed to help develop their vocabulary, story telling and social skills.

Aim- Box Clever aims to provide play experiences at the same time as language stimulation. It involves:

• Play that is fun • Daily repetition

• Adults talking at the right level for the child’s understanding • Opportunities for play with peers

How? The basic idea of Box Clever is having a box full of topic related toys and a small group of children with an adult. During the session encourage your child to play with the toys and comment on what they are doing. Use the daily guide below to decide what type of things you will be commenting on or modelling. Themes

To set up Box Clever, decide for that week which topic you will be working on, for example: Mini beasts, under the sea, zoo animals, hospital, fire station, all about me, holidays, transport,

family, home etc. Boxes- Set up your box with a range of toys centred around that topic for example you could include related toys and action figures, story books, pictures, photos etc (think outside of the box!) Plans

Teaching by Talking- - Remember you don’t always need to ask questions! Modelling, expanding and commenting on language provides children

with lots of models to learn new words. - Give your child time to talk – leave pauses to see what language they are using before modelling.

- Follow the child’s lead – try not to tell them what to play with. This way their attention may last longer! - Encourage turn taking and playing together.

Websites to help your learning (if you do not remember your log in, please contact your year lead on….)

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/

https://login.mymaths.co.uk/myportal/library/11?login_modal=true

jumper coat hat

scarf socks trousers

T-shirt pants vest

shoes nappy gloves

up down

twinkl.com

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Which group of bears has more?

Which group of apples has more?

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Which group of cars has more?

Which group of sweets has more?

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Which group of bees has more?

Which group of dogs has less?

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Which group of fish has less?

Which group of crayons has less?

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Which group of butterflies has less?

Which group of flowers has less?