Recite numbers in order to 10 (30-50M)
Find one less from a group of up to five objects, then ten objects (40-60M)
Use the vocabulary involved in subtracting (40-60M)
Say the number that is one less than a given number (ELG)
Practise counting to 10 and then 20 in different voices (whisper, shout, deep, squeaky, robot)- Can you show the numbers on your fingers?
Count down from 10
Recap previous lesson
Adding one more
Number got bigger
Jumped forward on the number line
Discuss the episode
Sing the 'Ten green bottles' use objects or drawing to represent the bottles and take one away watch time.
Discuss how many are left each time.
Can you write the number sentence?
10 - 1 = ?
What do you notice about the number blocks?
Which way do we go on the number line when we take one away?
Practise taking one away, to find one less.
Choose one or more of the activities below!
Can you write it as a number sentence?
Play spooky sounds to practise identifying the we have phonemes learned so far
See the activities in the pdf below
Read the sentences. What should be in the picture? Can you draw the picture?
Describe main story settings, events and principal characters (30-50M).
Hear and say initial sounds (40-60M).
Segment the sounds in simple words and blend them together (40-60M).
Uses some clearly identifiable letters, representing some sounds correctly and in sequence (40-60M).
Retell the story of Cinderella.
How do you think Cinderella was feeling at each part of the story. Can you use different vocabulary such as excited, overjoyed, shocked, alarmed.
discus key vocabulary for the story (Cinderella (name comes from 'cinders' meaning ashes), coach, coachman, palace, midnight)
What happened in this part of the story?
What did the prince decide to do?
How did he try Cinderella?
Can you think of a better way?
How might you find something or someone you had lost?
Look at and discuss these examples of 'Found posters'
Can you make a found poster for the glass slipper, to help the Prince find Cinderella?
* Please encourage children to sound out independently, emphasising sounds to support them but not telling them the spelling. Children should write words phonetically (as they sound).
Some children may make marks and tell you what it says, some may write initial and some final sounds and some children may write three or more sounds.