Suggested Activities – EYFS

Year group: Reception w/b: Monday 29thJune 2020

Further activities and information on useful websites is available on the school website:

https://www.sirjohnheron.newham.sch.uk/learning-at-home/

Talking tasks

Task: Look at the cards with the monsters on them and discuss them with your child. Ask the questions about the monsters. Some example questions could be:

● Which monster looks the scariest? ● Which monster looks the nicest? ● Which monster do you like? ● Which monster would you be friends with?

Encourage children to respond in full sentences. Key vocabulary to use: monster scary nice friendly favorite

Reading

Don’t forget to read with your child every day for at least 20 minutes a day.

RWI reading activities

Children learning Set 1 sounds should read the book

below this week:

Children learning Set 2 sounds should read the book

below this week:

Children learning Set 3 sounds should read the book

below this week:

https://www.oxfordowl.co.uk/api/digital_books/1223.html

https://www.oxfordowl.co.uk/api/digital_books/1448.html

https://www.oxfordowl.co.uk/api/digital_books/1417.html

These books are available for free on the Oxford Owl website – all you need to do to access them is to sign up to the website. Each book contains a guide for parents/ carers for how to use the RWI books. These are some of activities you can do with your child using each book:

● Before reading the book, do the speed sounds activity. For this, children point to the

sound in each box and say what the sound is. After doing it in order, they can practice

again by mixing up the order.

● On the next page of each book, there are the green words and red words for children to

practice before they begin reading the story. Ask them to look at each green word and

identify if there are any ‘special friends’ in the words (special friends are sounds with 2 or

3 letters). Then they should practice sounding out each green word by saying each of the

sounds in a word then putting them together to say the whole word. Red words cannot

be sounded out and therefore children will need to repeat saying the word several times

to help them remember it.

● Some books also contain an introduction which includes questions you can ask them

before reading the book.

● Now you are ready to read the book! Listen to children read out loud and help them

sound out words they are unsure of. Don’t forget about asking them to identify the

special friends.

● At the end of the text, there are some questions which you can ask your child.

● The final activity is speed words. Children should read these words without sounding out

as they can already practised them.

● Read the book again several times to help children to become more accurate and fluent

with text.

RWI speed sounds

Sounds and words to practice: Children learning Set 1 sounds should practice these sounds this week:

Writing rhyme: Down a horn,

up a horn and under head.

yawn

yellow

yes

yolk

Writing rhyme: Down the

robots back and curl over his

arm. rabbit

rain

rake

ram

Writing rhyme: Down and under, up to the top and

draw the puddle.

ugly

umbrella

unlucky

uncle

Children learning Set 2 sounds should practice these sounds this week:

oo

Writing rhyme: poo at the zoo

hoot

scoop roof food

ow

Writing rhyme: blow the snow

bow snow blow

ee

Writing rhyme: What can

you see?

sleep teeth weep cheek

Children learning Set 3 sounds should practice these sounds this week:

ai er

a-e

Writing rhyme: snail in the

rain

paint faint tail

mail

Writing rhyme: a better

letter

mother summer

computer flower

Writing rhyme: make a cake

behave whale parade stage

Steps to follow when teaching sounds and words (guide for parents/ carers): ● Show your child the sound first (eg ay) and get them to say it out loud several times.

● Then show them the picture which goes with the sound and say the phrase (eg may I play

for the ay sound). Get your child to repeat the phrase several times after you.

● Move on to reading the words containing the sound you have just practiced. First, ask

them to identify the ‘special friends’ and then sound out the word to read it.

● After a while, ask them to ‘fred in their head’ which means sound out each word in

silence in their head and then say the complete word to you.

● Over time, children will not need to sound out the word and should be able to read it

straight away when shown. Flashing words to them will help with this.

Physical development (do before a writing task)

Hand exercises to be done before starting to write:

Writing

Letter formation – practice writing these letters correctly: s e m r

Hold a sentence*: I see a monster. Write your own sentence about the picture above. Some examples could be:

● There is a green monster. ● He looks happy. ● They are nice.

For further challenge, encourage your child to add ‘and’ or ‘because’ in their sentences. Some examples could be:

● I see a green monster and he has sharp teeth. ● I am scared of them because they might eat me.

*Hold a sentence is an activity where children are given a sentence to write down. The teacher reads the sentence to the children which they practice saying out loud lots of times to help them remember it before asking them to write it down. Children can repeat the sentence out loud in lots

of ways including: jumping, clapping, and saying it in different voices (eg whispering, shouting). After this, you can ask them to write the sentence down.

Mathematics

Task: Take the children on a walk to the park or around the neighbourhood with a bag and invite them to collect things they see, such as twigs, conkers, ash keys etc. (of course, observing the usual health and safety precautions). You can also do this indoors if you don’t have access to an outdoor space. Look to collect a range of items around 8 would be a good number. Once you get home take the items out and lay them down in front of you both and start talking about what you have collected. You can arrange the items in a pattern, or by size, or colour, or even shape. These are some questions or ideas you can ask your child while discussing this with them. Describe with your child what the things you found look like. These are some example questions to ask:

● Tell me about your pine cones/leaves/ash keys. ● Have you seen shapes like these before? What have you seen that is similar? Different? ● Tell me about your display. Why have you chosen to arrange them like this? ● Tell me about your pattern. How does it go?

Extend their reasoning by asking them:

● Why do you think they are like ...? What is different/the same about these? ● Can you make your pattern longer/bigger? What would come next? Why?

Opening the Activity Out:

● Is that tray big enough? Can you find one that is? ● I wonder how many little fir cones you could fit in your bag? ● Can you make a different pattern using two sorts of things?

Key vocabulary: size biggest smallest bigger than smaller than largest order

Understanding of the world

Task: Family Tree Look for pictures of your family (mum, dad, siblings, aunts, uncles, cousins, grandparents) and make a family tree. A family tree is a way of showing the relationship between a number of people within a family. A family tree helps us to tell our family story and share information about our past. A family tree helps us to order information about our family, from the oldest to the youngest. You can use photos, drawings or words to help share information about your family. At the start of your family tree, we begin with you. If you have any brothers or sisters, they would fit in beside you. Your parents appear above you on a family tree. Your grandparents, your parents’ parents, appear above them.

You can use this template to make your family tree:

Or you can make your own using some paper and using a ruler to some string to connect the pictures together.

Key vocabulary: family tree parents family grandparents siblings

Don’t forget to send examples of your work to school via email:

info@sirjohnheron.newham.sch.uk

Don’t forget to include your child’s name and class in the email