EYFS Home Learning - WB 8/6/20 Weekly Topic: Mythical creatures

Spellings/phonics F – To learn Phase 4 blends and clusters – bl, fl, gl, pl F – To learn Phase 4 high frequency words – like, so, do, some

• Day 1 – Look, say, cover, write, check (x3) • Day 2 – ‘Pick a Picture’ game. Children match picture to each of the

sounds. • Day 3 – Write HFWs into full sentences • Day 4 – Phonics play – phase 4 ‘Sentence substitution’

https://www.phonicsplay.co.uk/SentSubPhase4.html • Day 5 – Hangman – use words that contain the sounds; bl, fl, gl, pl

Look, say, cover, write, check

Pick a Picture

Sounds 1st Attempt 2nd Attempt 3rd Attempt

bl

fl

gl

pl

HFWs 1st Attempt 2nd Attempt 3rd Attempt

like

so

do

some

HFW sentences like – I like to walk in the countryside. like – . so – It is so hot outside in the sunshine. so – . do – You do not know where my coat is. do – . some – Would you like some cake with your cup of tea? some – . Reading Individual reading Read your individual reading book from your colour-banded selection online. Class reader ‘On My Plate’ – Galaxy Reading Planet Yellow https://my.risingstars-uk.com/ Day 1 – Predict Look at the front cover – discuss what the story might be about. Is the book a fiction or non-fiction text? How do you know? Now read the title. Does your prediction change? Day 2 - Read Search the book looking for high frequency words. Use the grid below or your English book to record one example from each page of the book. Read the book using echo reading – you or the computer reads the sentence and the child echo reads it back. Day 3 - Clarify Are there any words in the text that you do not understand? Define these unfamiliar words with your grown up. Can you think of a synonym for some of these unfamiliar words?

Examples

Day 4 – Question Answer the questions from the ‘Talk about the book’ section at the back of the book. Day 5 - Summarise Complete the quiz at the back of the book.

High Frequency Words

English F- To use adjectives F- To locate adverbs F- To describe a story setting

Day 1 - This week we will be working towards writing our own description. What is a description? (Answer = a description describes a person, place or thing in such a way that a picture is formed in the reader’s mind. Descriptive writing uses all of your five senses). Watch the ‘Descriptive Writing’ video to see the process involved in describing a setting; https://www.bbc.co.uk/bitesize/clips/z2vpyrd Now that you have seen an example I would like you to choose one setting from ‘The Snail and the Whale’ book to describe. You may wish to reread this story to refresh your memory before starting! I would like you to follow the same process of word gathering as seen in the video and so you will need to consider the following;

1. What can you see? 2. What can you hear? 3. What can you feel? 4. What can you smell? 5. What can you taste?

Use the attached ‘senses’ sheet to record your nouns. Remember nouns are people, places, things and/or animals.

Day 2 – Descriptive writing relies heavily upon the use of adjectives. What are adjectives? (Answer = describing words). In descriptive writing adjectives most frequently describe a noun. Watch this video https://www.youtube.com/watch?v=7cwu9rirxV4 to help develop your understanding of this concept. Try to complete the featured sentences verbally (or written- see attached sentences), whilst watching the video and make sure your chosen adjective suits the setting that you are given. Now refer back to your ‘senses’ sheet from yesterdays learning. I would like you to add an adjective to describe each of the nouns in your word bank. You can record these on the same sheet or rewrite both the adjective and noun on a new sheet if needed.

Day 3 – Another important feature of descriptive writing are adverbs. What are adverbs? (Answer = adverbs modify adjectives. In a sentence they usually show when, how often, where or the manner in which something happens. Adverbs often end in ‘ly’). Look at the attached descriptive sentences- can you locate and circle all of the adverbs that have been used? Now refer to your word bank on your ‘senses’ sheet and think of some of your own adverbs to accompany your adjectives and nouns. Day 4 – Using your ‘senses’ sheet as a guide- write your own description of a setting from the book ‘The Snail and the Whale’. You should aim to write at least 4 sentences and you can use the attached writing frame as a guide if you wish. Day 5 – Today you are going to evaluate your descriptive writing by using the attached checklist. What do you like best about your writing? Is there anything that you would change? Day 1 Senses Sheet - nouns

Day 2 Complete these sentences by writing in an adjective It was very ______________ in the Antarctic.

The trees next to the mountains were ______________.

The city was ______________.

The __________ castle was very _________. Day 2 Senses Sheet – nouns and adjectives

Day 3 Adverb locater I can see the blue sea stretching silently away into the distance. The waves surge angrily towards the cliffs. The waves crash violently into the dark rocks with a deafening noise. Overhead a seagull hovers on the wind shrieking loudly.

Day 4 Writing Frame

I can see ______ …. A _____ sounds like.…

The _____ feels like…. A _____ smells of…. I can taste _____.... Day 5 Descriptive Writing Checklist

Key feature ✔ or x

CL & . 5 senses

Adjectives Adverbs Nouns

Maths Warm up maths activities for ‘Place Value within 20’: Practise counting forwards to 20 Practise counting backwards from 20 Place Value Basketball https://www.topmarks.co.uk/learning-to-count/place-value-basketball Caterpillar ordering https://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering Ladybird Spots https://www.topmarks.co.uk/learning-to-count/ladybird-spots

F- To represent numbers F- To use the part-whole model F- To find one more/one less F- To compare numbers F- To order groups of objects What is Place Value? Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2. Day 1 – Today you will continue to develop your knowledge of Place Value, however, we will now be using numbers to 20. Complete the attached table by using concrete and pictorial representations- concrete representations can include; numicon, Base 10, cubes, counters, etc. Please try to use multiple representations for this task rather than repeating the same one. Day 2 – Now we are going to focus on tens and ones. You need to know that each number from 11 to 19 has ‘1 ten and some ones’. For example 17 has 1 ten

and 7 ones. Base 10 is a super resource for introducing this concept. A stick represents 1 ten and a single brick represents 1 one. Complete the attached activity, which features the part-whole model and Base 10. Repeat with other Base 10 examples as necessary. Day 3 – Today you will be finding one more and one less using numbers to 20. You will need to apply your counting skills and some resources such as number lines and number tracks. Select a teen number card and record the numeral that is one more and one less. Look at the attached example to guide you. Complete at least 4 of these using a different teen number each time. Day 4 – Once you are confident with making and exploring numbers greater than 10, you should move onto comparing groups of numbers. Remember to use the vocabulary; greater than, less than and equal to throughout todays session. Complete the ‘which is greater’ task and repeat as necessary with other groups of cubes. Day 5 – You are now going to practise ordering groups of objects from smallest to greatest. Order the attached images of crayons- you will notice these pictorial representations are similar to the concept of Base 10, one box of crayons represents 1 ten. Now read and complete the attached word problem. Day 1

Numeral Representation

17

13

11

Day 2

Day 3

Day 4

Day 5

Word problem

Access the White Rose activities for this Home Learning; https://whiterosemaths.com/resources/schemes-of-learning/primary-sols/ Click Year 1, Number: Place Value (within 20), under Autumn.

Topic project – Mythical creatures Create a fairy garden Continuous provision area ideas Role-play area

• Pretend to be a mythical creature – unicorn, dragon, troll • Make and cast spells

Creative area

• Design your own mythical creature • Mythical creature colouring • Create your own Greek pottery

Technology area

• Myths and legends quiz • Explore BBC website – myths and legends section • Read factual information about Greek Myths https://www.greekmyths4kids.com

Maths area

• Unicorn dot-to-dot • Measuring mythical creatures • Magical estimation and counting https://www.twinkl.co.uk/resource/t-n-7224-magical-estimation-and-counting-powerpoint

Writing area • Write a mythical setting description • Describe a mythical creature using adjectives • Story map your own mythical story

Book Corner

• Read myths and legends – Usborne Books have some lovely children’s versions

• Research myths and legends www.history-for-kids.com/myths-and-legends.html

Finger gym area • Create a cardboard box maze • Mythical creature matching game

Small world area

• Play dragons and castles • Hide and seek dragon eggs • Sorting everyday animals and mythical animals into groups

Construction area

• Build a magical kingdom • Use Lego to build a dragon

Sandpit area

• Create a labyrinth • Draw mythical creature faces in the sand

Water tray area

• Make mermaids for the water tray • Create a magic potion

Investigation area

• Myth buster activities https://www.care.com/c/stories/3867/science-experiments-at-home-14-mythbuster-ac/ Physical area

• Practise Ancient Greek Games Running, jumping, discus throwing, wrestling, boxing, etc.

• Navigate a homemade labyrinth

The above activities are to give you ideas of things to do in each learning area based on our new topic ‘Mythical Creatures’. I appreciate you may not have

access to all of the resources to complete these exact activities and so feel free to adapt them as necessary.