Listen to one of our favourite phonics songs to get started
Teach your child the tricky word were. Practice it by writing it down for them, letting them write it and then challenge them by covering it and asking them to write it again. Continue to practice this new tricky word over the week.
Now we’re going to play a game of Full Circle. In this game you’re going to write one word and then change it to a new word by only changing one sound! Rewrite the new word next to the last one so that you can easily see which sound is changed each time. You’ll end up writing the same first and final word which is why this game is called full circle. Adults don’t show the children the words, instead say them outloud and then chop up the words so that your child can hear each sound clearly. Some of the words are real and some are nonsense.
crab, grab, gran, bran, brat, grat, crat, crab
Here is an example of how the children can write their words or a list format is fine too.
Maths
Remember our work on place value? We are continuing with some more fun number games this week using what we know about place value to partition numbers (sort them into tens and ones).
Take a look at the circles and lines below. You may recognise these from our part part whole work from a while ago. The whole number features in the large circle at the top and we use the two smaller circles to look at ways of making that number. In this case we’re going to be splitting the big number into groups of tens and ones. For example, 14 has one group of 10 and 4 ones so in the two circles below 14 is represented by a 10 and a 4. Work with your child to partition the other teen numbers. If they are feeling confident why not give the bottom line a go. Talk about twenties and that a number in the twenties has two groups of 10. 21 would be represented by a 20 and a 1, but make sure your child understands that 20 is two groups of 10. If they’re doing well with these numbers draw some of your own circles and practise with higher numbers up to 99!
Today we are going to think about what helps to make a good sentence. You need a capital letter at the start, full stop at the end and some interesting vocabulary like adjectives and verbs.
Have a look at the sentence below written by Goldilocks. Read it and then see if you can spot all the great things she has remembered to make it a good sentence.
Now have a look at Baby Bear’s sentence. I think he needs some help! He needs a mini teacher like you. What punctuation is missing? Could you add another adjective to make it even better? Can you rewrite the sentence to make it even better?
Literacy
To continue with our learning about settings, let’s have a look at these different settings from traditional tales. Can you tell which story they are from from looking at the picture?
Choose which one you like the best and discuss what you can see in the setting.
Have a go at writing down some labels to describe what you can see. In the setting for Jack and the Beanstalk I can see fluffy clouds, a strong tall beanstalk, a magnificent old castle.
Afterwards, have a look outside your window and see if you can describe the setting that you live in. What is your favourite part about your garden or the view from your window?
PE
For today’s session choose one or all of these Kidz Bop songs to copy the moves and dance along to. Give it lots of energy to get your heart rate going.
Stand up and get ready to join in with this alphabet dance…
Have a go at playing the buried treasure game below on Phonics Play. Choose which digraphs or trigraphs you would like to focus on in the phase 3 section. After reading the word, discuss what it might mean and say it in a sentence. This should help you to figure out if it’s a real or silly word!
Now have a go at writing your own silly and real sentences. You could base them on our traditional tale characters. For example….
The big bad wolf has red fur.
Little Red Riding Hood went to see her granny.
Literacy
This week we are going to explore the settings of different traditional tales. Talk to your child about settings and what this is. Talk about your local setting and compare it to a busy city center. Talk about differences and similarities.
Choose your favourite traditional tale and have a think about the setting. Look through the pictures inside the story book or pause the story online. Can you describe the setting? What can you see? What sort of feeling do we get about the setting? Does the setting change through the course of the story?
In Little Red Riding Hood, she has to walk through the deep dark woods to get to her granny’s house. How would you feel walking through here? What might you hear or see? What is the setting like at the beginning and at the end of the story?
You could even think about how the story would be if the setting was different. If Little Red Riding Hood had to walk across the beach to visit her granny, would she still meet a wolf on her travels?
Spend lots of time chatting about this to your families or friends.
This week, as part of our focus on ‘Changing Me’, we will be looking at how we express how we feel when change happens. One of the best ways that we can do this is to immerse ourselves firstly in our growing understanding of all the cycles that happen in nature and all around us, all of the time.
I thought that we would start with a mindful moment. For those in school at the moment, you may want to use your time by our school pond to think about cycles in nature. Those at home may also have a garden or a pond space where you could enjoy a moment of awe and wonder or alternatively you might want to join the BBC Springwatch team for some beautiful ‘Pond Perfection’.
Cycles in nature can teach us so much. Within these cycles there are times of new life, growth, beauty and abundance, and also times of die-back and decay. Each stage has a critical role to play in maintaining the cycle. Cycles are the beating heart of sustainability.
When we look at nature we are reminded that this time of year is a time of awakening, a time of new life, and the signs of new life around us can give us a strong sense of hope, especially during the trickiest of times.
I wonder how many cycles you can think of in nature which teach us about re-birth, starting all over again and transformation into something breathtakingly beautiful? Have a look at the images below and share what you already know about these cycles. Do these cycles ever end?
I know that many of you are also already experts when it comes to the life cycle of plants. At the beginning of lockdown, many of you planted seeds and looked at transforming a part of your home or garden by growing your own flowers, fruit or vegetables. The keen gardeners amongst you have already told me about the excitement that you have witnessed in your pots and growing spaces.
Harry in Foundation practically burst when he realised that these …
turned into these, due to his nurture and careful watering.
And some of you are also experiencing your first sweet and juicy harvests!
I would love to see what has happened in your pots and gardens over the last few months. I wonder if you have managed to grow something that you’ve been able to include in a meal or whether your efforts to attract bees and other pollinators have been successful?
During lockdown and this current time, we are all experiencing many different emotions. At times we may feel excited about life returning to ‘normal’ again but we may also be feeling anxious about change and whether things will still feel the same.
Cycles remind us that there’s always a second chance and that we have endless opportunities in life to start all over again. As we emerge from lockdown, it’s starting to feel a little like that. In some ways we have a chance to start all over again, returning to some of the really good bits that we genuinely missed but maybe replacing some parts of our life that weren’t missed with something much more enjoyable, healthy and worthwhile.
We’ll finish today’s assembly with a story that involves one of the life cycles that you may have talked about today, and one that we talk about ALL the time in school – the butterfly.
You will know that caterpillars can struggle to emerge from their cocoons. This struggle is what gives them their beautiful colouring and wings that make them strong enough to fly. If we were to poke the cocoon, to let the butterfly inside out, it would simply emerge as a limp and colourless butterfly. If we allow nature to take its course and for changes to work their magic, the beautiful butterfly will have wonderful days ahead, soaring in summer breezes and flitting from one beautifully scented flower to another.
It is the same for us, making a new start is always worth it and like the caterpillar we will change in the process. There is no limit to the new starts we can have or the beauty that can emerge if we allow a struggle to work its magic and change our future.
So – your task this week is to focus on cycles in two places.
I would love you to share an update on your growing projects and it would be wonderful if you could include your ‘before’ alongside your ‘after’ photo
Or;
You may want to share some of your learning around nature’s cycles this week.
Enjoy your week, wherever you may be learning. Here’s to a celebration of cycles in nature at the end of the week and a chance to catch up with your green-fingered transformations.
I look forward to seeing some of you in school and also want those at home to remember that any temporary struggles are sometimes just what we need to make those wings strong and colourful. I can’t wait to see you soaring in Liscombe St again soon!
Thank you for sharing all the wonderful learning that has been happening this week, both in classrooms and in your homes. It has been great to see that our love of learning still shines bright, wherever we may be.
I have also really enjoyed reading your reflections on this week’s assembly and talking to parents about it on the gate. So many people have acknowledged how important it is to talk about diversity and have recognised that within our own community, diversity is the absolute glue that holds us together and makes us even stronger as a whole.
This week we have celebrated …
A chance to focus on the ‘unique’ and ‘special’ positives within us at a time when some of us are feeling a little uncertain about what is going on around us and how we feel about ourselves
Children who have two beautiful different coloured eyes … that match their cat’s different coloured eyes!
Children who recognise their own distinctive creativity, humour and kindness
Freckles! – A sign of true beauty
Our hands as a reminder about diversity – one child explained that all our fingers belong to one hand but aren’t the same. Divided they can’t perform any task completely but together everything can be done
Children who are able to read and speak Slovakian
Recognition of the diversity that existed amongst dinosaurs
One child’s ability to always make others laugh, including the time that he dressed up as a chicken and danced outside his granny’s window during lockdown to cheer her (and other passersby) up
Children who are experts on the monkey bars who can dangle for longer than any other member of the family
And people who have actively supported other people’s rights. Dorothea and Orson reminded me that at the start of Mary Poppins, Mrs Banks comes back from a march with a Votes for Women banner, singing “Well done, Sister Suffragettes” and Rosie told me about one of her favourite quotes reminding us of the need to always show kindness to others …
Thank you once again for all of your lovely images and emails. I hope that you can now sit back and enjoy a celebration of everything that makes us unique and special, as well as the learning that we are all particularly proud of this week.
Another piece of work that I am particularly proud of this week is Miss Barnes’ final Damers recipe book – the Damers Sweet Treats! Thank you to everyone who has contributed to these recipe collections and a huge thank you to Miss Barnes for creating such a beautiful legacy of this time within our community.
Our story today is ‘The Lion Inside’. I wonder if you can work out why I chose this story today and how it fits with our theme this week?
Look after that mouse and that lion inside you and make sure that you use them as best you can, especially if you think anyone is being treated unfairly.
I hope that you have all enjoyed this week as much as I have, seeing our new arrivals in school and also seeing all of the amazing learning that is still happening in homes has filled my heart with joy I have to say. Keep up the good work Team Damers as we all gradually steer our way back to our Damers home.
Today we decorated our own gingerbread person to celebrate our first full week of traditional tales. We were so excited to create our own designs. They tasted delicious and we compared ourselves to the fox in the story who ends up eating the gingerbread man.
Explain that you are going to draw something and your child is to have a go at writing the word to match the picture as quickly as possible on their own. Below are a list of suggested words that include a range of digraphs, trigraphs and consonant blends or feel free to make up your own words.
hands tree lightning milk clown flowers pond tent wind
Creative
Make a diorama
This week we would love you to have a go at making a diorama (see pictures below) of your favourite fairy tale. You can use an old box that you don’t need any more and paint the setting of your story, this might be the woods, a castle or a little house in the forest. Think carefully about what you might see in the setting of your story and try to add all the details you can. If your setting is of the woods, why not collect some sticks and leaves when you next go out for a walk? Next think about the characters in your chosen story, you could make these out of little bits of card or use existing toys. Finally think about any other details that might be in the story and add those, for example 3 bowls for the 3 bears porridge. Most importantly get creative and have fun.
Oh no! The tricky words have been scrambled up, can you unscramble them?
Work with a partner or on your own and look carefully at the words, can you see what the word is supposed to be and put the letters in the right order. Write them down but correctly this time!
Maths
Have a listen to this song!
Have some fun today with the following place value games. These games are to support the last two weeks learning and should be used as a recap. If there are other games or activities that your child has enjoyed over the last two weeks please feel free to repeat them.
Read the sentence slides below. Can you become digraph spotters? Spot all the digraphs in the words, count on your fingers how many you can find in the sentence. Use the basic code in the back of your reading diary to play bingo. Place a button, coin or piece of pasta on top of all the digraphs you find in the sentences. Don’t forget the double consonants (these aren’t in your basic code) such as ll, pp. Can you do the same with the tricky words? How many different tricky words can you find in the sentences?
Maths
Get your maths brains warmed up with this Grab a Ten song
Have a look at the numicon plates below. What is the total number using your knowledge of 10 for each pair?
Explain how you know. Can you record it as an addition number sentence?
Use the link above to practise making the teen number above using arrow cards. Start by having a play with the programme and figure out how to make teen numbers (and higher numbers if you choose). Once you are familiar with the arrow cards challenge your child to make a number. Call out a number and let them have a go at creating it using the arrow cards. Ask them to tell you what their number is made of i.e, what the digits represent.
Exploring place value using a ten frame
Create two ten frames at home, see the examples below.
Use a baking tray and some tape to section the tray into 10 equal sections
Use a large egg box (cut off two holes from a box of 12)
Draw your own
Practise using your ten frames to create different teen numbers. This will reinforce the importance of ten in a teen number. Encourage your child to not count out the ten when filling their first frame but to remember and know that a teen number always has ten which means we must always fill a whole ten frame first and then count out the ones for the second ten frame. Use whatever you can find at home to fill the ten frames, coins, buttons, dried lentils, raisins.
Today you will be looking at the pictures below and thinking of a short sentence to go with the picture. For example, for the first picture you could write The good witch cast a spell.For picture 2, The beanstalk is big.For picture 3, The big pig had a big sack. These are just some examples of what your child could write, they might have their own ideas! Don’t forget to use the Basic Code in the back of your reading diary and the tricky words on the lists we sent home if your sentences include them.
Picture 1
Picture 2
Picture 3
Literacy
Show your child the pictures of the good characters and bad characters below. Talk to your child about these characters. How would they describe the characters? Try and get them to expand on the simple ‘good’ and ‘bad’ vocabulary and ask them to explain why they think that. Model describing your child to them using a range of vocabulary to describe your child’s traits and personality. Get your child to do the same with the characters and tell you. Take some of their suggestions and write them on a piece of paper to create a key words sheet (they’ll be able to use this later on in their writing so keep it). Get your child to help you segment the words as you write them or get them to have a go at writing some of the words too. In school we like to do shared writing where the children support the teacher to write and they get to see some good writing being modelled. You don’t have to pick all three pictures to talk about (unless you want to), just choose your favourite.
The Three Little Pigs
Goldilocks & The Three Bears
Jack & The Beanstalk
Little Red Riding Hood
PE
Join in with this Fairytale Fitness yoga session. Can you tell which traditional tale it’s going to be about from looking at the picture?
