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‘Together we learn, believe and achieve’
School is partially reopening for COVID-19 Key Workers, Vulnerable, Class R and Class 1 children from 02.06.2020. Daily learning is still posted on our class pages.

Class 1

‘Together we learn, believe and achieve’

Class 1 Home Learning

 

It's Thursday! wink

I still haven't heard from many of you since my last email. Please drop me a line so I know you are all ok!

Stay safe,

Mrs Roll smiley

 

 

Mr. Qureshi has very kindly set up Class 1 on TimesTables Rockstars!

All the children have their own log-ins. Please email me if your child would like to use TTRS and I will send you the details.

 

Please make sure you are reading with your child everyday!

The Oxford Owl website has a huge number of banded ebooks - do have a look if you are struggling to find appropriate reading material!

https://www.oxfordowl.co.uk/for-home/reading-owl/library-page

 

Mrs Wickham very kindly brought the following link to my attention - since we have been doing a lot of work around animals, the children may wish to have a look. It’s a 24h webcam on a natural park in Tembe, Africa. With a bit of luck and patience, you’ll be able to see different animals drinking from the watering hole. Grace's family so far have seen wildebeests, warthogs, hyenas, and this morning, an elephant!! How exciting! 

https://www.africam.com/wildlife/tembe-live-wildlife-channel/

 

 

 

Thursday 4th June 2020

 

Exercise – Joe Wicks children’s workout… (The Body Coach TV (youtube)) …or get out in the garden!

 

Phonics – Phonics Play website (Username: march20, Password: home) – This is also available on Apple devices at new.phonics.play.co.uk. Play the flashcards game to revise all of phase 3 and 5 sounds (this activity stays the same because the children need to revise all the sounds daily).

We are learning alternative spellings for the /c/ phoneme.

Practise reading the tricky words: some, come, were, who 

Write the words cat, lick, kit, box, school, fox, queen for chn to see.  Ask chn to read the words aloud to you and soundtalk them.  Which phoneme do these words all contain? Ask children to soundtalk each word as you draw sound buttons.  Highlight the button that makes the /c/ phoneme in each word.

Ask children to help you write sentences on a piece of paper. 

‘The quick fox kicks like a cat.’ 

‘A box of cookies is quite cool.’ 

‘Can a skunk quack like a duck?’ 

 

English – L.I. To be able to sort ideas giving reasons for choices.

Ask chn to get out their ideas from yesterday on how we can help our world.

Look together at the children’s ideas and discuss why they thought that was particularly important. Give chn your own opinions on their ideas, modelling how they can support and justify their ideas and opinions, using appropriate language and listening carefully to other people’s views.

Discuss with chn if they know what the main types of conservation are (Environmental, Human, Animal and Marine). Discuss these and what each one means. Ask them if they think they would be able to sort their ideas into these four types of conservation. Do any of them belong in more than one group? Why? Take all the ideas and categorise them into different types of conservation. You may wish to display these somewhere if you have space.

Finish the session by reading the book to the chn, allowing them to join in when they can.

 

Maths – Please see attached links for this unit’s ‘Volume and Capacity’ Workbook and Textbook. You don’t need to print these…children can write the answers from the WB into their Maths books…they should draw the pictures if it helps them.

Lesson 2: Finding Volume and Capacity. Textbook pages: 116 – 117.

If possible, this lesson would be best done outside.

L.I. To be able to find the volume and capacity of a container using non-standard units.

To begin this lesson, present chn with 2 different containers. Ask them which container has the greater capacity. (This will be a new word, so describe 'capacity' as the amount of liquid a container can hold when it is full.) Prompt them to suggest how we can prove their hypotheses. Introduce the 'cup system' and show chn the picture in Let's Learn. The bottle fills 3 cups and the mug fills 2 cups, so the bottle has a greater capacity. We call the cups 'units'.

For struggling learners, the materials are important, as is the repetition of the phrasing, i.e. water from the bottle fills 3 cups. The capacity of the bottle is 3 units.

For advanced learners, ask them if we could use different-sized cups to measure the two containers. Would that measure capacity we could compare? Why or why not?

Next, ask chn to predict which of the containers they were shown at the beginning of the lesson will hold more water. Help them to fill both containers and pour their contents into cups of the same size, observing how many cups each container fills. Then ask them explain to you if they were right or wrong and how they know.

During Guided Practice, pupils are identifying the number of units in 2 containers. The capacity of the plastic cup is the unit of measure. This reinforces the idea that when a container is emptied out, it can fill up other containers.

Workbook Pages: 128 - 129

 

Art – Ask chn to think back to their endangered animal yesterday. Can they remember its habitat? Was it hot or cold? What does their animal look like? Does it have specific features that make it stand out? It may be helpful to have a picture of the animal for the chn to use. On a large piece of paper, ask the chn to paint a scene from their endangered animals’ natural habitat. Encourage them to keep it simple – a forest, a desert, grassland, the sea…

While this is drying, on another piece of paper, ask them to draw their animal. Try and get them to think about the sizing – it needs to look in proportion with the background! They could use colouring pens to colour the animal, or crayons, paint, or tissue paper/collage. They should cut out their animal and stick it onto their background to create a stunning masterpiece which will accompany their information poster.

 

Story - Ask chn to choose a picture book they enjoy and read it together.

 

Diary

 

 

Wednesday 3rd June 2020

 

Exercise – Joe Wicks children’s workout… (The Body Coach TV (youtube)) …or get out in the garden!

 

Phonics – Phonics Play website (Username: march20, Password: home) – This is also available on Apple devices at new.phonics.play.co.uk. Play the flashcards game to revise all of phase 3 and 5 sounds (this activity stays the same because the children need to revise all the sounds daily).

We are learning alternative spellings for the /ee/ phoneme.

Play the game Quickwrite Graphemes to practise writing GPCs that have been learned in earlier phases – au, ow, oo.  Where children know more than one grapheme for each phoneme, encourage them to write them all down. 

Encourage chn to try to remember the Best Bet for spelling words containing the /ee/ phoneme from yesterday.  Practise reading sentences that contain various spellings of the /ee/ phoneme; 

‘The chief jumped in the deep, freezing sea with a squeak.’

‘He had a dream about magic beans that made him scream.’

‘The beast machine ate a feast of green peas.’

Chn chn to write the sentences down from you dictating them.

 

Maths – Please see attached links for this unit’s ‘Volume and Capacity’ Workbook and Textbook. You don’t need to print these…children can write the answers from the WB into their Maths books…they should draw the pictures if it helps them.

Lesson 1: Comparing volume and Capacity. Textbook pages: 114 - 115

L.I. To be able to compare volume and capacity using the terms 'more than' and 'less than', 'full' and 'empty.'

To begin this lesson, set up 3 identical beakers/bottles of water on a table. Label the containers A, B and C. Fill container A, leave container B empty and fill container C about halfway. Let chn know that the 3 containers are the same size and ask how we could compare them.

Prompt chn by introducing some of the language, telling them your friend said container B is 'empty'. How might we describe the other two? Continue prompting chn’s thinking in order to consider the terms 'full', 'empty', 'more than' and 'less than'. Use comparative language, for example, 'container C has more water than container B' or 'the amount of water in container C is more than the amount of water in container B'. How might we describe container A and C and/or A and B?

For struggling learners, provide them with the vocabulary required for the activity on a separate sheet of paper with pictures showing what the key words mean. (See ‘Capacity and Volume Word Cards’ in Doc Links). As you work with them, refer back to the pictures and reinforce the key words.

For advanced learners, ask them how they might know if there is more or less water in a container of a different size. Ask them how they could test which container had more, less or the same amount if the containers were different. If possible, provide them with containers of different sizes and let them explore this.

During Guided Practice, chn are reinforcing their understanding of comparative language, comparing 2 and then 3 containers of water. Lines are drawn on the containers to guide chn to compare the water levels.

Workbook Page: 127

 

English – As previously mentioned, our new book for this term’s English work is ‘Ten things I can do to help my world’ (PDF version in Doc Links). We are going to be focusing a lot on conservation.

L.I.  To use spoken language to develop understanding through imagining and exploring ideas.

Without reading the book to the children, show them the last illustration in the book, of the earth with the flap down: ‘I love my world.’ Ask the children to discuss with you what this means to them.

What does it mean to love your world?

How do we show the world that we love it?

Does everyone show that they love the world?

Do WE show it all the time?

Show the front cover of the book to the children and discuss with them why they think the world might need some help. How can and do we help our world?

Ask the children to think about all the ways they can think of that we can help our world. Chn should write their ideas on small separate pieces of paper (or use the lightbulb template under Doc Links) so their ideas can be sorted tomorrow.

Share ideas.

 

Topic – L.I. To use basic geological vocabulary to talk about habitats.

To begin our Topic this term and link with our English, as well as our ‘Animals’ unit in Science from last term, we are going learn about some endangered animals around the world. What does the word endangered mean? What endangered animals do the chn already know about? Do they know where they live? What is a habitat? Can you name any habitats and the animals that might live within them? What is the climate is like where the endangered animal lives? What do they eat? Why are they endangered? Over the next two weeks, the chn are going to create an information poster about an endangered animal of their choice.

The WWF website https://www.wwf.org.uk/ has the top endangered animals around the world and lots of information about them.

For this week, chn should choose their animal, find out where it can be found in the world and what its habitat is like. They should be able to locate the place(s) where it lives on a world map. If they can, they should also find out what the climate is like. Make sure they make a note of these as they will need the information to do their poster next week.

 

Story - Ask the chn to choose a picture book they enjoy and read it together.

 

Diary – What you write in your diary will now depend a lot on whether you are at home or at school. So, instead of asking questions everyday, I will simply leave ‘Diary’ at the end of the day’s planning to remind you to keep up with it! If you are at school, perhaps you could do your diary entry in the evenings. Don’t forget to always write 3 things you are grateful for each day! 😊

 

 

Tuesday 2nd June 2020

 

Exercise – Joe Wicks children’s workout…(The Body Coach TV (youtube))…or get out in the garden!

 

Phonics – Phonics Play website (Username: march20, Password: home) – This is also available on Apple devices at new.phonics.play.co.uk. Play the flashcards game to revise all of phase 3 and 5 sounds (this activity stays the same because the children need to revise all the sounds daily).

We are learning alternative spellings for the /ee/ phoneme.

Practise spelling the tricky words:  said, so, have, like

Play Word Sort (Phonics Play Phase 5C resources) with /ee/ words.  Discuss which grapheme appears to be most popular.  Encourage children to look for particular patterns and rules.  Help them to establish the Best Bet for spelling words containing this phoneme.  Can chn think of words for each of the Best Bets?

 

English L.I. To be able to write a book review.

Ask the chn what their favourite book is (make sure it is one they have read recently) and explain that today, they are going to be telling everyone else about their favourite book! They are going to be writing a book review so that other people know what it is about and how good it is. They may use the book review template in Doc Links, or use their own format, thinking about these subheadings…

Name of book

Author

What the book is about

Why I like it

Who I would recommended the book for and Why

Star Rating

Picture

 

Maths – Our new unit ‘Volume and Capacity’ will begin on Wednesday so that chn going back into school will all be starting from the same point.

L.I. To solve problems involving money.

Yesterday, the chn should have chosen the toys for their shop and given them all prices. Today, they will be selling them!

From yesterday - I’d like the children to recap some of their money work. What do they remember? How can you tell which coin is which? If I have 2 10p coins, how much money would I have? Allow them set up a mini shop within your home/garden. The chn could chose some of their toys (perhaps old ones they no longer play with, which could eventually go to a charity shop) and label each toy with a price. I would encourage them to keep the prices to a rounded 10p and below £2. This will probably take them quite a while. Allow them to use coins and make sure they understand what they are writing. Discuss why they chose those prices…why is this toy more expensive than that one? Who do you think this toy would be good for? Are older toys always less expensive than newer ones?

Today, ask chn to arrange them as they would be in a shop. Ask a sibling, family member (perhaps over video call) or yourselves, to pick out a few toys that they would like to buy. Chn must use coins to work out how much the purchase is going to cost. Repeat for other items. You could extend this further, if your child is ready, to working out change. So, if you chose three items costing 10p, 20p and 40p. Once, your child has worked out the total would be 70p, give them £1 and ask for the change. Please be aware, this is quite advanced so don’t worry if your child isn’t ready for this step!

If your child likes to hold on to old toys and their room could do with a clear-out, you could use this activity as part of a reward system. Once they have priced their toys, ask them to add all the prices up and so long as they’ve agreed for those toys to go to charity/be sold (when it’s safe), that final price could be added to their pocket money or put towards a treat at the end of lockdown. That is obviously just an idea and totally up to you – and certainly don’t tell chn the plan before they’ve priced their toys!!!

 

Science – L.I. To think about what flowers and trees we know.

Our Science topic for this term is Plants. Today, I would just like the chn to think about what plants and tress they already know the names of. Ask the children to draw and label all the types of plants/flowers/trees that they know. If they can, they could write what is special about each one and how they would identify it in their garden/on a walk.

 

Diary – Some of you are back to school tomorrow! How are you feeling? Remember the 3 things you are grateful for today.

 

Story – Ask chn to choose a picture book they enjoy and read it together.

 

 

Monday 1st June 2020

 

Exercise – Joe Wicks children’s workout…(The Body Coach TV (youtube))…or get out in the garden!

 

Phonics – Phonics Play website (Username: march20, Password: home) – This is also available on Apple devices at new.phonics.play.co.uk. Play the flashcards game to revise all of phase 3 and 5 sounds (this activity stays the same because the children need to revise all the sounds daily).

We are learning alternative spellings for the /ee/ phoneme.

Practise saying the /ee/ phoneme together. 

Play Phoneme Spotter (Phonics Play Phase 5C resources) - Read the Phoneme Spotter text together: 

Dear Granny,

We are having a lovely time by the sea. We have been very lazy and spent lots of time asleep on the beach. I’ve been spending my pocket money on freezing cold ice cream. Maybe tomorrow we will go for a donkey ride. They are not cheap, but it would be a real treat.

See you next week.

Love, Neil.

Give children copies of the text and ask them to identify all the words containing today's phoneme.  Share results together.  Identify all the different graphemes that can be used to represent the phoneme.

 

MathsOur new unit ‘Volume and Capacity’ will begin on Wednesday so that chn going back into school will all be starting from the same point.

Today and tomorrow, I’d like the children to recap some of their money work. What do they remember? How can you tell which coin is which? If I have 2 10p coins, how much money would I have? Allow them set up a mini shop within your home/garden. The chn could chose some of their toys (perhaps old ones they no longer play with, which could eventually go to a charity shop) and label each toy with a price. I would encourage them to keep the prices to a rounded 10p and below £2. This will probably take them quite a while. Allow them to use coins and make sure they understand what they are writing. Discuss why they chose those prices…why is this toy more expensive than that one? Who do you think this toy would be good for? Are older toys always less expensive than newer ones? Once they have priced all their toys, tell chn that tomorrow, they are going to be selling their toys!

On Tuesday, ask chn to arrange them as they would be in a shop. Ask a sibling, family member (perhaps over video call) or yourselves, to pick out a few toys that they would like to buy. Chn must use coins to work out how much the purchase is going to cost. Repeat for other items. You could extend this further, if your child is ready, to working out change. So, if you chose three items costing 10p, 20p and 40p. Once, your child has worked out the total would be 70p, give them £1 and ask for the change. Please be aware, this is quite advanced so don’t worry if your child isn’t ready for this step!

If your child likes to hold on to old toys and their room could do with a clear-out, you could use this activity as part of a reward system. Once they have priced their toys, ask them to add all the prices up and so long as they’ve agreed for those toys to go to charity/be sold (when it’s safe), that final price could be added to their pocket money or put towards a treat at the end of lockdown. That is obviously just an idea and totally up to you – and certainly don’t tell chn the plan before they’ve priced their toys!!!

 

English – L.I. I can write about my feelings.

Today, I’d like chn reflect on their last 6 weeks of learning from home. I’d like them to explain how they think it went and how they felt about it. A lot of chn kept diaries last term so they can use what they wrote in those, to help them today.

Discuss the following with the chn. Chn may wish to write key words that they think of during the discussion, so they can use them in their writing.

What did you think when the government first said schools were closing? How did you feel? What was it like having mummy/daddy as your teacher? How did you feel not seeing your friends every day? Did you learn anything new while you were at home, like a new sport or hobby? Do you feel proud of the work you did?

Try and draw out conversation in these questions as at first, you will probably get one-word answers. Show chn how to turn their key words and phrases into full sentences. They should focus on their feelings when writing. Complete a sentence or two with the chn, showing how they can edit and improve their writing adding adjectives. They must remember finger spaces, capital letters and appropriate punctuation. They can either write in single sentences, or as a paragraph, if they feel able to.

 

RE – Key Questions ; Think about times when you do the right thing and are rewarded. You might get a sticker for a good piece of work, or a certificate for a special achievement.

What about times when no-one is looking? Do you still choose to do the right thing? Why might this story be good to think about at New Year?

Talk about New Year celebrations. Can the children remember what they did? Were they allowed to stay up late? Did they wear new clothes and go to a party? Who had fireworks to celebrate New Year?

Share a clip of firework celebrations for example London 2018:

https://www.youtube.com/watch?v=21EJMIdK1_g

Remind the children of Diya’s story last week which is remembered at Diwali the festival of lights. Explain that Diwali is a bit like a New Year celebration. Hindu people make sure their houses are clean and welcoming, they wear new clothes, get together for parties and sometimes have fireworks too. Pranav’s family light lots of tiny lamps called divas in the hope that Lakshmi the goddess of wealth will follow them to visit their home and bring them blessings for the year ahead. Pranav loves this story at Diwali.

As Diwali approached one year long ago, a King in the north of India gave his wife a beautiful necklace of pearls as a gift. The Queen was delighted with the gift and said she would wear it always, only removing it when she absolutely must.

On the morning of Diwali the Queen went to bathe in the river, leaving her necklace with her clothes. A crow saw the necklace sparkling in the sunshine, picked it up and flew away! The Queen was so upset that the King offered a reward for the person who found the necklace.

Meanwhile, the crow had flown over a poor part of the city and swooped down to pick up some food. He dropped the necklace on the washerwoman’s doorstep! The washerwoman was very poor. She thought the necklace was the most beautiful thing she had ever seen and wondered about keeping it. Then she thought about selling the necklace to buy some food. Just then the washerwoman heard the King’s decree and she ran to the palace to return the necklace. Instead of accepting the generous reward which the King offered her, she asked him to proclaim that no lights would be lit for Diwali apart from hers. He promised. So, that night when Lakshmi, the goddess of wealth, performed her annual duty of spreading wealth amongst the most brightly-lit houses, the washerwoman’s house was the only one she could find.

Pranav thinks the washerwoman did the right thing. He also thinks the washerwoman was very clever because instead of taking the reward she chose to have blessings from the goddess Lakshmi. What do you think?

Try a couple of the activities below to help children to remember the story and reflect on what they have learnt.

Role play the story using masks/dressing up.

Write about a time you did the right thing.

Make bead necklaces.

Find out about pearls.

Create crow sock puppets.

Investigate how children celebrate Diwali.

 

Diary – It’s a brand new week and a brand new term!! Have you been keeping up with your diary over the half term break? Did you have a good time? What did you do?

Some of you are going back to school on Wednesday and some of you will be staying at home – how are you feeling? Are you excited? Happy? Anxious? Or even a bit worried about what is to come? Maybe it’s a mix of feelings? Don’t forget to think of 3 things you are grateful for today!

 

Story Ask the chn to choose a picture book they enjoy and read it together.

 

 

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