RAB - In the event of closure
Daily Live RWInc Phonics Sessions
Set 1 Speed Sounds 9.30am & 12.30pm. Set 2 Speed Sounds 10.00am & 1.00pm. Set 3 Speed Sounds 10.30am & 1.30pm https://m.youtube.com/channel/
RWInc sounds and words Powerpoints
Children have been sent home with a home learning pack. (We will attempt to deliver any that we still have.)
This shows the 7 Areas of Learning which we plan for in the Foundation Stage and the learning intentions which we are currently focusing on. Next to each learning intention is a list of activities which will help children to achieve these aims (see purple link above).
All children have a preferred learning and working style and much of our work in Reception is practical. For this reason children in Reception have not been given an exercise book but have some worksheets, number cards and practical ideas so that parents and carers can support them in whatever way works best for them.
Below is the academic learning which it is important children consolidate over the next few weeks. Most of these are already activities which you do each week using the resources in the bookbags. It is important that children maintain this practice as otherwise they will forget what they have already learnt. I will add specific activities to support with this every couple of weeks via a blue link (see above).
- Understanding in depth, numbers to 10. We have assessed all children still at school and I will endeavor to send individual gaps home over the next week via parent hub. Children not at school have not competed these assessments so I have attached the list of objectives (see 'Home Learning' in blue below) so that you can work on those areas you feel your child still needs to consolidate.
- Learning to recognise and sequence numbers to 15. Number cards are in home learning packs and can be added to number wallets.
- Counting up to and back from 15.
- Recognising and describing 2D and 3D shapes. Use shape bags and talk about the number of sides (2D), edges, faces and vertices (3D) that each shape has and whether they are straight, curved or flat.
- Being able to work out which of two objects is longer and shorter.
- Being able to use water to fill a container full or half full and to say which of two containers holds more or less.
Online resources - Watch Numberblocks - Pause as you watch and discuss the maths. Most episodes focus on how numbers are formed from other numbers or how they can be segmented into smaller numbers. Children should be encouraged to use apparatus (counters, bricks, little characters) to show this. A particularly good episode for looking at number bonds of ten is called 'Ten Again'. (Children should be using the vocabulary more than, add and plus & less than, takeaway, subtract, minus.)
- Enjoying handling and sharing real book Read stories to your child encouraging them to join in. Ask questions about what they have read or ask them to predict what might happen next.
- Recognising all the set 1 (a-z, ng, nk, sh, ch, th) and set 2 (ay, ee, igh, ow, oo, oo, ar, or, air, ir, oy, ou) sounds.
- Reading words containing set 1 and set 2 sounds (Blending books, reading books, words on sound sheets)
- Recognising irregular high frequency words (Sight words in wallets).
Online resources - Use the Oxford Owl website for lots of free e-books. Phonics Play has lots of phonics games for blending real and nonsense words and recognising high frequency words.
- Writing words which contain set 1 and set 2 sounds Begin with CVC words (eg. dog, box, pan) then move onto similar words containing sh, ch, th (eg. shop, bath, chip). Finally try words containing set 2 sounds (eg. play, snow, star, fight) and words with more complicated initial and final blends (eg. splish, ground, farmyard). There are examples of these words on the sound sheets you child has been bringing home.
- Writing sentences which can be understood and are spelt in a way that is phonetically plausible The first step to supporting your child with their writing is to ensure that they have composed the sentencce verbally before they begin. Children can't write a sentence if they can't speak a sentence. Once they can speak their sentence, encourage them to say each word slowly so they can hear as many sounds as possible within a word. Encourage them to write each sound as they hear it. Whilst it is useful for children to know that some words are 'red' words which break the rules (eg. me, not mee, was not woz) at this stage it is more important that they are using their sounds to write in a way that is phonetically plausible. (eg. jiraf is perfectly acceptable at this stage as giraffe)
- Forming letters correctly. All children have a sheet in their pack which reminds them of the letter formation rhymes. They also have sheets on which to practise. All letters are grouped into families based on the way in which they are formed (eg. c,o,a,d,g,q all start with a caterpillar c shape). It is vital that children form letters correctly as if incorrect formation is repeatedly reinforced, they will find it difficult to alter once they start to join up.
UNDERSTANDING THE WORLD
- Learning about the changes that happen during the lifecycle of a person, a caterpillar and a frog. Most children have already learnt about how people and caterpillars change as they grow. Next week we will be looking at how frogs change.
- Understanding why Easter is the most important celebration for Christians. Children need to know the Easter story and understand how Jesus forgave those who did him wrong.
Online resources -Easter - http://resources.hwb.wales.gov.uk/VTC/ngfl/re/b-dag/ngfl-container/re-unit2-en.html Twinkl - This should become free for parents if schools shut and has lots of resources to support lifecycles and Easter