The work below outlines what we are doing in class this week. Please ensure alongside this you are reading with your child every day, teaching them phase 5 phonics using the links on the main Year 1 page, daily maths in everyday life such as board games, baking or even just using websites such as Top Marks to work on their number bond knowledge.
We will be introducing counting in 2s with the children, with the focus on number lines. As a group we will be making our own number lines, only placing objects on the even numbers. For example, 2 would have 2 raisins, 3 would be blank, 4 would have 4 raisons. In school we will be using Numicon pieces, 2p coins, socks and fingerprints. Please feel free to use different objects as the children see fit as it is important that they can link their learning to real life objects in preparation for the problem solving aspect of maths later. How long can you make your number line? can you could forwards from zero? what about a given number? Can you write the number names as well as the numerals?
If your child is confident, talk about 2 more/2 less, odd/even numbers.
Introducing the topic of toys, we will be working on a class word bank thinking about toy related vocabulary. Have a look at some of your child's favourite toys. Can they think of adjectives to describe the nouns? Can you help them to think of better ones? Have a look at some of your old toys online or in real life if possible! Talk with grandparents or older family friends about the toys that they enjoyed as a child. Explain how the toys were played with making links to your child's favourite toys.
Write down names of toys and any words related to the toys such as robotic, soft toy, characters, play, played, marbles etc. Discuss initial sounds to help with spellings- use sound buttons where appropriate. Children may like to recap their recent learning in science and discuss materials that the toys were/are made out of. Take the time to encourage their interest for this topic with discussion and play, and really ensure the English vocabulary is there for them to be able to use throughout this half term.
SPaG- ed endings. We will be beginning with word matching as a whole class. Children will have a word and try to find their past tense partner. Perhaps you could write some words yourself and go on a hunt around the house to find them and pair them up? We will also introduce the terminology of 'past tense'.
play-played My grandad played with ...
want-wanted When my mum was little, she wanted...
Make sentences with children once you have discussed a topic and found a comparison such as those above. Encourage children to use whole sentences when speaking. Orally rehearse sentences with them, talking about capital letters, spaces, full stops as well as a conjunction 'and' or 'but' to extend their sentences. Use props such as pictures of older toys and their current toys to encourage this extension. e.g. I play with Lego and my dad played with Lego as well. I jump on a trampoline but my mum jumped on a bouncy castle. Try to get the children to write at least 2 sentences. If they require encouragement, they could draw a picture for each one- using labels as they learned last term of course!
Discuss with your child what they can buy at the shops and explore the experiences they have of shopping. Children need to be able to discuss why we need money, talk about the different forms money comes in and explain when I might use each form of money.
pictures show different forms money can take. Show your child pictures that show coins, bank notes, contactless payments, bank cards, online money transfers. Talk about how the different things are useful in different scenarios. With all these possible ways to pay for things, explain to children that it is important to keep all these forms of money safe and discuss how we can look after each method of payment.
The aim of computing this week is to teach children what an algorithm is. We are going to do this by creating step-by-step instructions using pictures. The children should build a simple model using 5 blocks (you may choose to add or remove blocks to suit your child), taking a single photograph at each stage. Can they take a clear photograph for someone else to follow? They should then pull apart all their bricks and give their tablet, with the photos open, to another person (perhaps a parent). Children must then see if they can follow the pictorial instructions given to them to recreate the model
Line drawing. Over this term we are going to look at texture but to begin with, we are going to draw a basic bear using this tutorial. After this, we will explore textures and pencil pressure and finally we will be able to compare our drawings. For now please just follow this simple tutorial to practise drawing the outline. Compare to a teddy you have at home once completed- what is the same, what is different, what are they proud of, what would they like to improve?
The aim of this lesson is to ensure children can describe what toys are made from today, explain how toys from today work and that they can name three ways we can find out about the past. Children should draw their favourite toy from today. Encourage children to describe what their toy is and what it does, what it looks like and what it is made of. Encourage your child to write three or four clues describing their favourite toy. Remind them not to reveal the toy’s name. Read the riddles to each other; can they guess which toy is being described?