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Thursday 4th February

Maths 

WALT: 
Recite numbers in order to 10 (30-50M)
Show an interest in representing numbers (30-50M)
Realise not only objects, but anything can be counted, including steps, claps or jumps  (30-50M)
Count objects to 10 (40-60M)

 

 

Warm up
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

Count 10 of each action (claps, jumps, clicks, nods, stamps)

 

Activity

Making ten

Can you fill the ten frame to make ten? How many more do you need to add?

Can you write a number sentence to show this?

 

Follow-up Challenge

Explore different ways of making ten.

Can you make a ten frame and fill it in different ways?

 

Make a giant ten frame on the floor, using: tape, chalk or rope - Can you fill your ten frame (one object per box?) How many more spaces do you need to fill? 

Can you write a number sentence to show this?


Fill it again with different objects.

 

Phonics

WALT:

Recognise the new tricky word 'me'
Hear and say initial sounds 
Blend for reading
Segment for spelling 

 

Input 

Revisit

  • Recap all letters learned so far: s a t p i n m d g o c k ck e u r h b f ff l ll ss v j w x y z zz qu ch sh th ai
  • Read tricky words: I no go to the into he she we

Teach

  • Introduce new tricky word 'me' (what two letters make 'me'?)
  • Can you think of any sentence using 'me'
  • Sing the tricky words song and introduce new tricky word song for me
  • Practice writing 'me

Practise

  • Read sentence containing the word 'me'

Apply

  • Write a sentence using 'me'

 

Follow up Challenge

Play tricky word bingo or ask your grown up to hide tricky words (I no go to the into he she we me) around your house. Simply write them on sticky notes or strips of paper. 

  • Can you go on a tricky word hunt and find them all?
  • Can you read the words that you find?
  • Can you write the words that you find?

Literacy

WALT: 

Give meaning to the marks I make (40-60M).
Segment the sounds in simple words and blend them together (40-60M).
Use some clearly identifiable letters, representing some sounds correctly and in sequence.(40-60M).

 

 

Recap the story, using the pictures:

 

 

 

Think about this part of the story where Jack returned home with the magic beans that he had sold Daisy for.

  • Was Jack right to sell her for beans?
  • What did Mum want Jack to come back with?
  • How did she feel about Jack coming home with beans instead of money?
  • Can you make an angry face like Mum?

 

Now pretend that you are Jack, and write a letter to Mum to say sorry for selling Daisy for beans.

 

* 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.

 

Example:

 

Remember to:

  • Rehearse your sentence verbally 
  • Write one word at a time
  • Sound out the words with your robot arms
  • Write the sounds that you hear (words do not have to be spelled correctly, they should be spelled as they sound)
  • Use the sound mat to identify the letters and form them correctly
  • Tricky words that we have learned should be spelled correctly I no go to the into he she we me (find them on the sound mats)
  • Use finger spaces between words (not letters)

 

Please find our new sound mat below.

 


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