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Thursday 7th January

8:45 - 9:00 Handwriting Practise


Practise writing the lowercase and uppercase ‘a/A’

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 A | Pre-cursive Letter Formation

Learn to Write the Letter A | Pre-cursive Letter FormationThis video shows and explains the pre-cursive letter formation for the letter a. Cursive handwritin...

9:00 - 9:30 Reading Lesson


LO: To be able to infer how a character is feeling.


Please see the picture of the infer viper below. He helps us to understand how characters are feeling when we read a story. 

Read the text and explore the illustrations. 


Discuss answers to the below questions and remember to explain your answers by referring to words/phrases from the text or to what is happening in the illustrations.


  1. How is the café worker feeling?
  2. How is Mr Brown feeling when he leaves the café? 
  3. How does the driver feel about Paddington?
  4. Why did the driver stare at Paddington?
  5. Why did the driver growl?

9:30 - 10:00 Phonics Zoom with Mr Elks


I have sent the Zoom link to parents via email.


Today we will be exploring the 'ea' (long E grapheme) sound with the help of Green Froggy. 


We will watch the power point together during the zoom meeting.


After the Zoom Meeting, please watch the video below.


I would like the children to practise their blending skills by reading 'ea' real and nonsense words using the flashcards below.


Then, I would like the children to practise their segmenting skills by spelling 'ea' words which their parent/carer says out loud. 


Extra Challenge:

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



If you have time, try to practise some off the high frequency words. See high frequency words flashcards below.

If I was a

10:30 - 11:30 Writing


LO: To be able to describe a setting.


A setting is a place in a story.


See the page from Paddington Bear below. 


Parents/carers should read the text whilst the children listen to the paragraph and explore the illustration. 


Explain that the illustration shows the setting – the place where Paddington is at that point of the story. 


Discuss what you can see in the picture, e.g. buildings, trees, bus, taxi, people, pigeon, sky, traffic sound and smell of the air.


Discuss how to describe these parts of the setting. You can describe the size of the buildings; the mood of the people; the amount of traffic; the weather; the type of plants; what the pigeons are doing and the colour of the trees. 


Imagine what noises you would hear; what you would feel and what you would smell if you were there. 


Please try to write more than one sentence describing what you can see, hear, feel and smell in the setting.


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 challenge:


Try to describe the setting using more than one sense by using 'and/but' to join words/phrases.




The sun was shining.


There were cars and big red buses everywhere.


People were waving at the bus stop.


The street was busy but friendly. 


There were tall buildings and bushy trees.


The pigeons fluttered across the clear sky.


The air smelled fresh and felt warm.


You could hear loud car horns and lots of footsteps.

11:30 - 12:15 Maths


LO: To be able to represent Tens and Ones. 


Please watch the Maths input powerpoint below.


Choose a number between 11 and 20.


Split the number into its Tens and Ones and represent this by drawing ten frames.


Do this again with other numbers between 11 and 20. You can do each number in order from 11 to 20 or go backwards from 20 to 11.


Please see example below.



Try representing the Tens and Ones using objects instead of drawings.


Extra challenge:

Try to do the same activity using some numbers between 21 and 50.



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

13:15 - 14:15 RE


LO: To be able to explore a Catholic Mass.


Use the following story to explain that Catholics go to Mass on Sunday.  


Last week, I asked Mum why we always went to Mass on Sunday morning.  Mum said Sunday was a special day for the friends of Jesus.  “It’s a day when the parish family gather together to remember Jesus, a day when they celebrate Jesus’ love,” she told me.  “It is a very special meal that Jesus asked us to celebrate to remember him.  It helps us love Jesus more.”


After Mass, Mum bought me a book in the little shop at the back of church.  It is all about Sunday.  It has pictures of what happens at Mass.  When we got home, Dad read it with me.  I can remember lots of things it told us.  There is a picture of the priest welcoming all the people.  He reminds them that they have come together to remember Jesus and his love for them.  He says a prayer.  Everyone sits down to listen to stories about Jesus.  They say prayers thanking God for sending Jesus.  Some receive Holy Communion, and some receive a blessing.  The priest sends people home to take Jesus’ love out to everyone they meet.


Teaching Point


When Catholics celebrate Mass, they are celebrating Jesus’ special meal.  Jesus feeds us with his Word and himself in Holy Communion. 




  1. What do Gary and his family do on a Sunday morning?
  2. Why do they go to Mass? 
  3. What do they do there?




Draw a story board to show some of the things that happen during Mass: 

the welcome, listening to stories about Jesus, receiving Holy Communion or a blessing and taking Jesus’ love to everyone.


Use the story and pictures (see below) to help you identify what happens during Mass.

14:45 - 15:00 Story Time 


Please read 'The Bear Who Came to Babysit' to your child and discuss what they remember and what they liked from the story.