Here are all the documents you need for the Phase 2 work for Reception and Year 1

 

Phonics:

Phonics Phase 2 home learning

 

English:

Rec: Bedtime for Monsters by Ed Vere and  A Brave Bear by Sean Taylor and Emily Hughes
w/c 4th &11th May: Reception-Unit
**NEW** w/c 18th May:  Reception: The Amazing Adventures of Max

Year 1: How to Find Gold by Viviane Schwarz  and  Rapunzel by Bethan Woollvin
w/c 4th & 11th May: Y1-Unit
**NEW** w/c 18th May:  Y1 Pippety Skyrocket

 

Maths:

Year 1: Maths Year 1 week beginning 20 April
w/c 4th &11th May: Year 1 maths multiplication and division
**NEW** w/c 18th May: CanDoMaths Workout  with CanDoMaths Workout 1.7 Answers

 

Music:

New Charanga Unit: Big Bear Funk
Login here: http://www.makemusicgloucestershirecharanga.org.uk/yumu/login

 

***NEW*** English and Maths work for W/C 18th May 2020

English and Maths work 
Reception/Y1 classes  English 

Reception are to work their way through The Amazing Adventures of Max : download here
Year 1s are to work their way through Pippety Skyrocket : Download here
Each pack is roughly 1-2 weeks worth of work.

Maths

Recognise, name and discuss the properties of 2D and 3D shapes.

2D shapes

  • Square
  • Rectangle
  • Circle
  • Triangle

3D shapes

  • Cube
  • Cuboid
  • Square Based Pyramid
  • Cylinder
  • Sphere
  • Cone

Vocabulary: 2D shape, 3D shape, polygon, flat, curved, straight, round, hollow, solid, corner, point, pointed, face, side, edge, end, sort, make, build, draw

Suggested activities

  • Hunt for shapes around your home
  • Collect some 3D shapes and sort them according to their properties
  • Build with 3D shapes, e.g. boxes, Lego, other construction materials and toys
  • Draw 2D shape pictures and label the shapes
  • Write a list of shapes

There will be no PowerPoint this week but please take a look at these Can Do Maths Shape questions. Also please keep checking Tapestry as there may be some surprises from the teachers!
CanDoMaths Workout 1.7
CanDoMaths Workout 1.7 Answers

Have fun everyone!

 

English and Maths work for w/c 4th & 11th May 2020

English and Maths work 
Reception/Y1 classes 

English

Please see the T4W packs on the school website. Each pack is roughly 2 weeks worth of work. 

Reception are to work their way through ‘Mavis the Magical Cat’ : Reception-Unit
Y1s are to work their way through ‘Sidney Spider – A Tale of Friendship’ : Y1-Unit
If you would like to look at both stories please do.

Maths 

Reception Maths
Please continue with the following 

Counting / ordering and number bonds (addition and subtraction) 

  • count things of different sizes, count things that can’t be seen e.g. sounds and actions. 
  • Count toys, pairs of socks and other things in the house and garden.  Listen out for the correct pronunciation of the teen numbers.
  • Count forwards and backwards to 10 and then 20 – starting at different numbers. Counting rhymes can help with this.
  • Order numbers to 20 – make some number cards and practise number formation.
  • Discuss numbers that are one more than and one less than a given number, e.g. five is one more than four and twelve is one less than thirteen.
  • Play dice games and find the number of things represented on the dice. Use two dice – find out how many altogether (total) and then match the correct number of objects. Move on to three dice… Use two dice to compare numbers – difference between eg 2 and 4 – the difference is 2
  • Play track games. Discuss counting on… I am on four… I am going to count on 5… Ensure counting on starts on the next number. Make a number track outside with chalk or draw one and make a trach game.
  • Learn addition and subtraction number bonds for the numbers up to ten and beyond… 

https://nrich.maths.org
www.topmarks.co.uk

 

Reception
Subtraction 

  • Take away from a group – physically remove a number of objects from a group (subtract) and count to find out how many are left. When we subtract the group gets smaller.
  • Subtraction stories / subtraction number problems.
  • Eg There were ten apples on the tree and Mum picked 6. How many were left on the tree?
  • I ate seven cakes. There were twelve earlier. How many are left?
  • One day eleven superheroes flew to another planet. Five came back and six stayed for a sleepover.
  • Nine Lego people were on my model. My brother took three for his model so I only had six left.
  • Start with small numbers to begin with. Children who have lots of experience of partitioning numbers will understand that if there are eight to begin with and four have been subtracted there will be four remaining. Four and four make eight.
  • Children need opportunities to say how many are hidden in a known number of things. For example: ‘Five toys go into a tent, then two come out. How many are left in the tent?’ The child should respond that there are still three toys in the tent. This can be practised by playing hiding games with a number of objects in a box, under a cloth, in a tent, in a cave, etc.

 

Addition and Subtraction

  • Moving forward and back on a number track (addition and subtraction).
  • Explore addition and subtraction by moving forwards and backwards along a number track. Tracks can be up to ten and then progress up to 20.
  • Add spots, Numicon or objects to the number track if your child needs support to recognise numbers. 
  1   2   3   4   5   6   7   8   9 10

 

Year 1 

Please see the next maths PowerPoint on the school website (Year 1 maths multiplication and division). Maths will continue using the same format with Mrs Saeed’s daily lessons. We will be moving on to 

  • doubling of numbers to 10,
  • halving of numbers to 20, 
  • counting in 2s, 5s and 10s, 
  • multiplication using equal groups, repeated addition and arrays,
  • division as grouping and sharing. 

My Maths will continue alongside the daily lessons. 

Remember, there are lots of opportunities for maths while doing other things ie measuring heights of plants, weighing and measuring when baking, timing how long activities take to do and noticing numbers in the environment whilst out for daily exercise.

If you have any queries, please email your child’s class teacher via the class email. 

 

Year R/Y1 Home Learning W/C 20.04.20
Reading Please read to your children each day. Discuss the story, setting and characters as you read. Can you decide on a “Word of the Day”? Choose a word that isn’t familiar but can be explained simply and then used in another situation.

There are also many books being read online for children to listen to. Please use your PhonicBug Active Learn login to find phonic reading books for your child to read. These go as far as orange level.

Also encourage children to read picture books with support. Children enjoy familiar books so they may want to read the same books over and over again. To begin with some children may read the book by telling the story through the pictures.

Phonics The phonics document (Phonics Phase 2 (pdf)) will indicate the point at which the Reception children and Year 1 children have reached so far.

The tricky words are also on the phonic document. Tricky words cannot be sounded out – the children need to learn these as sight words.

When children know the phonemes in Phase 3 they can progress onto Phase 4.

The children will have phonic practice in their reading books found on Phonic Bug Active Learn – all children have been sent a log in.

The websites below have very good resources and are free at this time.
https://phonicsplay.co.uk and https://new.phonicsplay.co.uk/

Year 1 have the opportunity to use Spelling Shed – Year 1 children have been sent a login  https://www.edshed.com/en-gb

English CLPE Take 5 EYFS – Bedtime for Monsters by Ed Vere
CLPE Take 5 EYFS – A Brave Bear by Sean Taylor and Emily Hughes
CLPE Y1 Take 5 – How to Find Gold by Viviane Schwarz
CLPE Y1 Take 5 – Rapunzel by Bethan Woollvinhttp://www.bethanwoollvin.com/rapunzel information about the author
https://www.youtube.com/watch?v=Qst6Yw7w9EQ all pages of the book as shown
https://www.youtube.com/watch?v=vwJNr3kRWdM a discussion about the bookWhen writing we ask the children to –

Think It

Say It

Write It

Read It

Edit It
(for Year 1 with support)

Please encourage the children to segment words to write e.g. c – ar – d card, sh – o – p shop, s – t – r – o – ng strong.

Please write down for them stories the children make up. This develops their ideas and gives them the opportunity to invent stories without the worry of writing. They could then illustrate them, add speech bubbles and think bubbles…

In Reception and Year 1 we use speech bubbles for speech. Inverted commas are introduced in Year 2.

Any writing is valid – single words, labels, lists, phrases, single sentences, stories etc…

Emergent writing is when your child says they are writing and you cannot decipher it. This is fine – and to be encouraged – when children are first learning to write.

Maths Reception Maths

 Counting – e.g. count things of different sizes, count things that can’t be seen e.g. sounds and actions. www.topmarks.co.uk

  • Count toys, pairs of socks and other things in the house and garden.  Listen out for the correct pronunciation of the teen numbers.
  • Count forwards and backwards to 10 and then 20 – starting at different numbers. Counting rhymes can help with this.
  • Order numbers to 20.
  • Discuss numbers that are one more than and one less than a given number, e.g. five is one more than four and twelve is one less than thirteen.
  • Play dice games and find the number of things represented on the dice. Use two dice – find out how many altogether and then match the correct number of objects.
  • Play track games. Discuss counting on… I am on four… I am going to count on 5… Ensure counting on starts on the next number. 

Partitioning

Explore a range of ways to partition a whole number by identifying the pairs of numbers that make a total. This can be done by physically separating a group, or constructing a group from two kinds of things

  • Lego towers – When you snap your tower into two parts how many bricks do you have in each part? 10 Lego bricks in a tower could be split into 1 and 9, 2 and 8, 3 and 7 etc. Make towers of smaller numbers than ten and larger numbers than ten as appropriate.
  • Put things in two containers in different ways, e.g. beads in two bowls or Playmobil people in two boxes. How many are in each box? Can you do it a different way?
  • Make a number with two kinds of things. For example, make a fruit skewer with five pieces of fruit, using a bowl of bananas/strawberries to choose from. Make more than one. Are they the same? How are they different?
  • Bunny Ears – Using your fingers like bunny ears. “With two hands, show me five fingers. Can you do it in a different way? OR “Show five fingers altogether with another person.”

Addition (add, more, plus, sum, total, altogether)

  • Combine two groups of objects to find the total by counting all the objects… (How many altogether? ) Use toy cars or Lego or Playmobil people, stones in the garden and sticks. What else could you use?
  • Count on to find the total – four add four… count on 5,6,7,8 to find the total.
  • Solve problems by adding two single digit numbers – make up addition story problems, e.g.
  • Five fish were swimming in the pond and then five more appeared. How many fish are there altogether? There are ten fish altogether.
  • You can draw pictures for your number problems.

Videos, photographs and notes will be uploaded onto Tapestry to support learning.

 

Year 1 Maths

Addition and Subtraction (within 10, bridging 10, add and subtract 10)

  • A set of Addition and Subtraction lessons will be available from the website (Maths Year 1 week beginning 20 April (ppt)) and daily accompanying videos and notes will be uploaded onto Tapestry to support learning starting Monday 20th April.

Ongoing Maths Skills

  • Make some number cards from 0-20 and practise ordering these
  • Count in 1s from 0 to 20 and in 1s from 20 to 0
  • Count in 2s, 5s and 10s
  • Represent the number bonds to 10 e.g. 1+9, 3+7, 8+2 etc using everyday household objects or Numicon. How many different ways are there of making 10? Can you work out some number bonds to 20?
  • Learn halves and doubles of numbers up to 20

 

Place Value

  • Make some number cards from 0-100
  • Can you order the number cards in a long numberline, or create your own hundred square?
  • Pick a number. How many tens does the number have? How many ones (units) does the number have? Can you make this number using everyday household objects or Numicon?
  • Pick two numbers. Which number is the largest? Which number is the smallest? How do you know? Can you prove it?

 

Year R/Y1 summer term 1 units
Art Joan Miro – Spanish artist – (1893 – 1983)

  • What can you see in Miro’s art?
  • Look at the colours, shapes and lines. Can you see people and animals or birds? What symbols can you see?
  • How could you make pictures in the style of Miro using coloured pens or pencils, paint or collage?

YouTube has many clips about Miro. The Garden, Juan Miro Animated Painting is fun to watch.

Science Science – Floating and Sinking – Reception (Year 1 if you would like to)

Explore floating and sinking… Some objects stay on the top of the water. This is called floating. Some objects fall to the bottom. This is called sinking. A stone is heavier than water, so it sinks to the bottom. The air inside a floating toy is lighter than water, which makes the toys buoyant and keeps them above the surface.

  • Find some objects at home to test. Do they float or sink? Can you make a prediction before you test? A prediction is when you make a decision based on what you already know. If you are wrong don’t worry.

 

Science – Animals – Year 1 (Reception if you would like to)

The children need to understand that animals have different diets. They also need to be able to classify animals as herbivores, omnivores or carnivores.

  • Talk about different animals and what food they eat (including pets). Subsequently discuss how different animals eat different things.
  • Find out the meaning of carnivore, omnivore and herbivore. Think of a selection of animals and find out what they eat.
  • Classify means ‘to sort’. Can you classify animals according to what they eat? Record this by drawing pictures… Making lists… Making little books e.g. My Carnivore Book
  • What about humans? Discuss…

 

History/
Geography
Topic: Our Local Area – Reception and Year 1

With warmer weather on the way and many of you walking for daily exercise, this is the perfect time to get to know your local area.

  • When walking for daily exercise see if you can remember what you have seen when you get back and write a list or draw some pictures. E.g. hills / valleys / buildings / common land / woodland / fields / streams and rivers / ponds / bridges / roads / footpaths / canals / railways…
  • Draw a map of your route to school, church or another familiar place. Use drawings as symbols and complete your map with a map key if you wish. How many different features of your local area can you remember?
  • Draw maps of fictional places in books. There could be a fairy-tale castle on your map, or perhaps a river or waterfall.
  • Compare your local area with contrasting places around the world. Do the buildings look the same? What about the trees?
  • Think about your favourite places. Why are they your favourite places? You could write about each place and explain why you like it there so much.

 

Topic: Weather and the Seasons – Reception and Year 1

  • Keep a weather diary over the next few weeks, and draw weather symbols to represent the weather each day. If you have a thermometer, measure and record the temperature – if not, jot down whether it is hot, warm or cold outside.
  • Present a weather report with a homemade microphone and TV. Video yourself and pop it on Tapestry if you wish.
  • Look at BBC Weather to spot weather symbols and talk about the forecast with your family. Will it influence what you wear that day, or what you do with your time? Why?

These are only ideas – we look forward to seeing what you get up to. Have fun!

RE Reception

This term’s RE unit is “Which places are special and why?”

Explore the following questions:

  • Where do you feel safe? Why?
  • Where do you feel happy? Why?
  • Where is special to me?
  • Where is a special place for believers to go? What makes this place special?

Find places around your home (e.g. a den, a trampoline, a bedroom) to help children talk about why some places are special, what makes them significant and to whom. Talk about when people like to go there and what they like to do there. Are they places to be happy, to have fun, to be quiet or to feel safe?

Are there special places we cannot go to at the moment?

Create a special place at home: a space for quiet reflection. Talk about how to use this well, so that everyone can enjoy it.

Go for a nature walk, looking for natural objects that inspire awe and wonder; talk about how special our world is, and about looking after it. Put some of your child’s ideas into practice, e.g. planting flowers, recycling, etc.

 

Year 1

This term’s RE unit is “How should we care for others and the world and why does it matter?”

Talk about the benefits and responsibilities of friendship and the ways in which people care for others. Talk about characters in books exploring friendship, such as Winnie the Pooh and Piglet or the Rainbow Fish. Explore stories from the Christian Bible about friendship and care for others and how these show ideas of good and bad, right and wrong, e.g. Jesus’ special friends (Luke 5:1–11), four friends take the paralysed man to Jesus (Luke 5:17–26), ‘The Good Samaritan’ (Luke 10: 25–37); Jewish story of Ruth and Naomi (Ruth 1–4).

Ask your child to draw a picture of a friend. Ask your child to describe their friend’s special skills, leading to the idea that we all have special skills we can use to benefit others.

Think about Genesis 1 (the story of creation): retell the story, remind each other what it tells Jewish and Christian believers about God and creation (e.g. that God is great, creative, and concerned with creation; that creation is important, that humans are important within it).

Talk about ways in which Jews and Christians might treat the world. Genesis 2:15 says they are to care for it, as a gardener tends a garden. Investigate ways that people can look after the world and think of good reasons why this is important for everyone, not just religious believers.  Think about how you can care for the people and plants living in your home and garden.

Tapestry link Aqua Log on to Tapestry in the usual way
Tapestry link Midnight Log on to Tapestry in the usual way
Tapestry link Teal Log on to Tapestry in the usual way
Resources link /homelearning/2020/04/08/reception-and-year-1-resources-for-phase-2/