Friday 15th January
8:45 - 9:00 Handwriting Practise
Practise writing the lowercase and uppercase ‘g / G’
You need to try to write on the line whilst using lead-ins and lead-outs. You don’t need lead-ins and lead-outs for capital letters.
Please see the demonstration video and example below.
9:30 - 10:00 Phonics with Mr Elks
Today we will be exploring the 'oo' (Tricky Witch) sound.
I have emailed the Zoom link to parents.
I will be showing the ‘Phonics-oo-powerpoint’ during the Zoom meeting.
Afterwards, watch the ‘Looking for a Good Book’ video and the ‘Alphablocks – Book’ video.
I would like the children to practise their blending skills by reading 'oo' Tricky Witch nonsense words using the flashcards.
Then, I would like the children to practise their segmenting skills by spelling 'oo' Tricky Witch real words
(see powerpoint) which their parent/carer says out loud.
Write sentences including at least one of the 'oo' Tricky Witch real words. Remember to use a capital letter at the beginning and a full stop at the end.
Practise blending and segmenting ‘oo’ words by completing the Purple Mash activity (see 2Dos).
10:00 - 10:15 Story Time
10:30 - 11:30 Writing
LO: To be able to sequence sentences to form a narrative.
Sequence sentences means writing sentences in chronological order – from what happened first to what happened last.
A narrative is a story.
Today, you will be reading the last pages of ‘Katie in London’.
As you read the pages with your parents, discuss what is happening and how the characters are feeling in the text (story) and the illustrations (pictures).
Write your own version of this part of the story (see below example).
You will need to:
- Remember what happened.
- Think about how you would write about it in your own words.
- Write your sentences in order.
- Think about what you want to write and say it out loud first.
- Sound out (segment) words when you are spelling them.
- Write on the line.
- Use finger spaces between words.
- Use lead-ins and lead-outs.
- Use capital letters at the beginning of a sentence and for names or characters/places.
- Use full stops at the end of a sentence.
- Re-tell this part of the story by drawing pictures (in order), including simple sentences.
- Re-tell this part of the story using the ‘2 Create a Story’ activity on Purple Mash (see 2Dos). Remember to draw your illustrations (pictures) in order and to write sentences underneath your illustrations.
- Use describing words (adjectives) to describe the characters and the settings.
- Use joining words (and, but, so, because, etc.) to add extra detail.
- Use fronted adverbials (Then, Next, Afterwards, Finally, etc.) to sequence your sentences.
- Write speech between the characters.
- Retell the whole ‘Katie in London’ story (pages still available on school website).
It was a fun and summery day as Katie peacefully sat in a leafy park. She was enjoying the fresh smell of the newly cut grass with a friendly lion. Suddenly, Katie remembered something incredibly important.
“We have to meet Grandma at Trafalgar Square!” she gasped.
“I can take you” suggested the kind lion.
As quick as they could, they sped through the busy streets of London. They frantically dodged large buses and weaved in between shocked pedestrians.
When they got to Piccadilly Circus, the panting lion was confused and wildly circled around the old statue. Thankfully, a helpful police officer noticed their problem and dutifully guided them to Trafalgar Square.
When they arrived, they saw that Grandma was peacefully sleeping on a comfortable bench. Then, some noisy pigeons flapped past her and work her up.
“Oh. Hello Katie. Have you been here long?” asked Grandma.
“No. not long at all,” replied a relieved Katie.
As Katie and Grandma slowly walked back home, the tired lion took a well-deserved nap on a stone platform. He was so exhausted that he transformed into a glorious statue so that his rest could not be disturbed.
11:30 - 12:15 Maths
LO: To be able to order objects.
Please watch the Maths input video or powerpoint below. You could also watch the Numberblocks video below.
Ordering means putting things in a sequence from smallest to greatest or greatest to smallest.
Smallest means the lowest amount and greatest means the highest amount.
Today we are ordering objects (amounts), not numerals (numbers).
Main Activity (see examples below):
Make four different amounts of everyday objects (e.g. pencils, straws, eggs, etc.)
Put them in order from smallest to greatest.
Draw pictures to represent your ordering in your book and show (write underneath) which amount is the smallest and which amount is the greatest.
Next, put them in the opposite order from greatest to smallest.
Draw pictures to represent your ordering in your book and show (write underneath) which amount is the greatest and which amount is the smallest.
Repeat the above activity using different amounts of different objects.
Please take photos of you ordering real objects and remember to show me that you know which amount is the smallest and which amount is the greatest.
Complete this activity by only using small amounts of objects. Instead of drawing pictures in your book to represent your ordering, you could verbally explain your ordering.
- Label your pictures using numerals or number words.
- Use comparison symbols ( < > = ) between each amount to show the order.
Look at the Maths plenary document below. Discuss the 'True or False' question.
This is a very important activity that help the children to grow their reasoning (problem solving) skills.
Optional Extra Practise:
Complete the ‘Sequencing Numbers’ Purple Mash activity (see 2Dos).
Main Activity Examples
13:15 - 14:15 RE
LO: To be able to explore how the special meal for the parish family is prepared.
Use the picture from Church’s Story 1 pages 26 – 27 (see below) as you tell the following story.
Last Sunday, when I went to church with Dad and Grandma, Mr Sheridan asked my friend Clare and me if we would take up the gifts of bread and wine to the altar in the procession of gifts. I had never done it before and I felt quite excited. When the time came, I held the dish with the altar breads, which are called hosts, and carried it very carefully. Clare carried the wine and Mr Sheridan and Grandma took up the collection. Father James smiled at me. “Thank you, Clare and Tom,” he said. When I returned to my seat, I watched Father James offer the gifts and listened as he asked God our Father to bless the bread and wine that would become Jesus for us. We all replied, “Blessed be God forever.”
Talk about bringing forward the gifts of bread and wine and the collection in the Preparation of the Gifts. Some children may have had experience of this at church on Sunday or at a school Mass.
The gifts represent us giving of ourselves.
- What is the food and drink for the special meal?
- What did Father James do with the gifts of bread and wine?
- What did the people reply?
SUGGESTED ACTIVITIES (please complete at least one)
- In chronological order from first to last, draw pictures to show what happens during the Preparation of the Gifts and talk about it.
- Use the Lunch Time prayer (see below) as a guide and then write and illustrate your own thank you prayer for God’s gift of food.
- Write a litany of thanks for all God’s gifts. This is a list of all the things that you are thankful for. Try to include the response ‘Blessed be God forever’ between each thing that you are thankful for.
14:15 - 14:45 Year One Awards with Mr Elks.
I have emailed the Zoom link to parents.
Today, I want to celebrate your hard work by presenting some children with special award certificates.
14:45 - 15:15 Computing.
To be able to design a video game.
The other day, I added the ‘3D Maze’ activity as a 2Do on Purple Mash.
Today, I have timetabled this time to allow you to focus on this activity if you have not completed it already.
If you have already completed it, try to make another 3D maze game.
You could try to change the layout, the walls, the floor, the background, the enemies and the rewards.
Remember to save your work, hand it in to me and write a comment.
Please see the guide below. This guide is very in depth and shows you all of the possible things you can do in this activity.