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Monday 18th January

8:45 - 9:00 Handwriting Practise

 

Practise writing the lowercase and uppercase ‘j / J’

 

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.

Learn to Write the Letter J | Pre-cursive Letter Formation

This video shows and explains the pre-cursive letter formation for the letter j.

9:00 - 9:30 PE with Joe

Join in with this live PE session at 9am.

9:30 - 10:00 Phonics with Mr Elks

 

Today we will be exploring the 'oa' (Miss Oh No) sound.

 

I have emailed the Zoom link to parents.

 

I will be showing the ‘Phonics-oa-powerpoint’ during the Zoom meeting. 

 

Afterwards, watch the ‘Going to Score Some Goals’ video and the ‘Alphablocks – Toad’ video.

 

I would like the children to practise their blending skills by reading 'oa' nonsense words using the flashcards.

 

Then, I would like the children to practise their segmenting skills by spelling 'oa' real words

(see powerpoint) which their parent/carer says out loud. 

 

Extra Challenge:

Write sentences including at least one of the 'oa' real words. Remember to use a capital letter at the beginning and a full stop at the end. 

 

Plenary

Practise your blends by completing the Purple Mash Phonics activity (see 2Dos).    

Practise reading some high frequency words from the powerpoint below. 

Going to Score Some Goals

Phonics - oa - Miss Oh No - video

Alphablocks - Toad

Explore the 'oa' digraph with the help of the Alphablocks.

10:30 - 11:15 Writing

LO: To be able to describe a character.

A character is a person or animal in a story.

You can describe a character by using your senses (sight, hearing, smell, touch, taste) and writing about how it looks, sounds, smells, etc. 

 

Today, you will be reading the first pages of ‘Katie in Scotland’. 

As you read the pages with your parents, discuss how Nessie (The Loch Ness Monster) looks.

Explore his appearance in the illustrations and listen to how he is described in the text.

 

Think about his colour, his size and what his body has that you don’t.

Imagine what sounds he might make, how he might smell and how he might feel if you touched him.

Pretend that you are trying to explain who Nessie is to someone who doesn’t know about him. 

 

Main Activity:

Use your senses to help you describe Nessie.

Use describing words (adjectives) to describe Nessie in detail.

Describe how he looks, sounds, smells and feels.

Do not just describe the colour. 

 

Key skills:

  • 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.
  • Use full stops at the end of a sentence.

 

Extra Support Activity: 

  • Draw a picture of Nessie and label it with describing words/descriptive phrases.

 

Extra Challenge Activity:

  • Use varied (different) and interesting (not simple words) adjectives in your sentences.
  • Use adverbs to add extra detail, e.g. He has an incredibly long neck.
  • Use joining words (and, but, so, because, etc.) to add extra detail to your descriptive sentences. 
  • Write a simile, e.g. He is as large as a dinosaur. He smelled fresh like the Scottish air.

 

Example:

Nessie is a strong green creature with an incredibly long neck. 

The beast has a bulbous hump and a slivery tail.

All over his body are jagged spikes and rough scales. 

He is as large as a dinosaur and he smells fresh like the Scottish air. 

The monster has a friendly but loud voice.

Nessie is comfortable to sit on because his body is soft.

Katie in Scotland - 1st extract

11:15 - 11:30 KS1 Assembly

I have sent the Zoom link to parents via email.

This is an extra Zoom meeting for all KS1 children and hosted by Mrs Huotari.

11:30 - 12:15 Maths

LO: To be able to order numbers.

 

Please watch the Maths input video or powerpoint below. You could also watch the Numberblocks video below.

 

Ordering numbers means putting numbers 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 numbers (numerals).

 

Main Activity:

Choose 3 different numbers up to and including 20.

Write the numbers in order from smallest to greatest (in your book). 

Draw pictures to represent your numbers and show (write underneath) which is the smallest and which is the greatest.

Next, write the numbers in the opposite order from greatest to smallest (in your book). 

Draw pictures to represent your numbers and show (write underneath) which is the greatest and which is the smallest.

Repeat the above activity using different numbers up to and including 20

 

Extra Support Activity:

Complete this activity by using numbers between 0 and 10.

Use object and draw pictures to help you order amounts.

Use a number line (see blow) to help you order the numbers and identify which number is the smallest and which number is the greatest. 

 

Extra challenge Activity:

  • Order groups of four numbers between 21 and 50.
  • Write numbers as words
  • Use comparison symbols ( < > = ) between each of the four numbers to show the order.

 

Plenary:

Look at the Maths plenary document below. Discuss the 'True or False' question. 

This is a very important activity that helps the children to grow their reasoning (problem solving) skills. 

 

Optional Extra Practise:

Complete the ‘Order Numbers’ Purple Mash activity (see 2Dos).

Maths - Order numbers - input

This is the video version of the input powerpoint.

Numberblocks - Big Tum's Mystery Pattern

Explore how to order numbers by finding missing numbers.

Main Activity Examples

Extra Support Example

Number Lines

13:15 – 14:15  Geography

 

 

LO: To be able to explore the differences between Scotland and Northern Ireland.

 

 

This term, we are learning about the UK.

 

 

The UK is made of 4 countries. These countries are England, Scotland, Wales and Northern Ireland

 

 

These countries are close together and have many similarities, e.g. they all speak English.

 

 

These countries have many differences too, e.g. different flags.

 

 

Please research information about Scotland and Northern Ireland (See below fact cards).

 

Key Questions for each country:

 

  • What is its capital city?
  • What famous landmarks (buildings) are in its capital city?
  • What famous natural landmarks (mountains, lakes, etc.) does it have?
  • What is its national dish (food)?
  • What is its national flower?
  • What is its national animal/bird?
  • What is its favorite sport?
  • What is its population?

 

Main Activity: 

 

Create a colourful and interesting poster to represent your information.

Include facts about Scotland and Northern Ireland.

Include pictures to represent differences between the two countries.

 

Extra Support Activity:

 

Research information about Scotland and Northern Ireland together using the internet or the fact cards (see below).

Parents could write down facts, then the child could draw pictures to illustrate the facts.

 

Extra Challenge Activity:

Create a fact file about Scotland or/and a fact file about Northern Ireland using Purple Mash (see 2Dos).

 

14:15 - 14:45  Show and Tell with Mr Elks.

I have emailed the Zoom link to parents. 

 

I will start by reading the beginning of ‘Paddington’s Guide to London’.

We will be exploring this very interesting non-fiction book in every afternoon Zoom meeting for this week.

 

Next, we will share what we have done over the weekend.  

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