Phonics:

Please use this link to access the phonics lessons for your child. There are several parts for each year group, all of which we would like the children to complete. These are best done daily, but we understand if you do these at a time in that day that is appropriate for you and your child.These lessons are available from 9.30 each day for 24 hours. More information for parents can be found here.

Reception: Set 1 lessons: Speed Sounds, Word Time Reading Lesson, Spelling Lesson and Red Words 1.

Year One: Set 3 lessons:  Speed Sounds, Set 3 Spelling, Reading Longer Words, Red Words 2 and Read and Hold a Sentence 1. 

Year Two: Complete the worksheet, by clicking here and complete ONE per day.

Maths: 

Year 1 and 2:  Your Maths lessons can be found in your text book and practice book. Both are allocated to you on Active learn. 

Year One: Textbook 1B Unit 8 Lesson Four, Practice Book 1B Unit 8 Lesson Four Pages 35, 36 and 37.

Year Two: Textbook 2A Unit 3 Lesson Eight, Practice Book 2A Unit 3 Lesson Eight Pages 97, 98 and 99.

English:

Learning Objective: To write a book review.

Recap on what you remember from the story 'Don't Read this Book!' and 'The Princess and the Pea'. 

Reread 'Don't Read this Book!' discussing the pictures and encouraging close observation. 

What do you notice here?

What is the King doing?

As you read the story, copy the gestures and actions shown.

Identify details from traditional stories and visual links with the story-writing theme. E.g. Quill, letters and scrolls). 

Look at page 28-29: Where is the pea? Who is wearing a crown?

Year One and Two:

Identify details relating to The Princess and the Pea - complete a table with similarities and differences between the two stories. 

Then write a book review for the story you prefer - did you enjoy it? Why? Which is your favourite part? Least favourite part? See the attached worksheet below, if you are unable to print, use the questions from the sheet and complete it in your exercise books.

Challenge:

Don't Make a Sign!

Make your own big warning sign. What could you tell people not to do?

Science:

What does a plant need to grow?

Please watch these videos on BBC Bitesize.

Then see the attached presentation below. There is no expectation for you to plant a seed.  If you do not have any seeds or bulbs at home, you could  use an onion bulb and apple seeds. When planting the onion in soil, plant it with the top of the bulb above the level of the soil. With apple seeds, wash them in warm water and remove any apple from them.Allow the seeds to dry out for three days before planting.We will be planting some seeds in school then planting them in four conditions to see how they grow. We will photograph and update you weekly on their growth. In Purple Mash there are sheets to record the progress of your seeds or bulbs. There are four sheets, one for each of the conditions; water and sunlight, water and no sunlight, no sunlight and water, and no sunlight and no water. Try to plant in at least two different conditions so you can compare the progress.

We would also like you to complete the prediction worksheet attached at the bottom, predicting how the plant will grow in the four different conditions. There is no need to print the worksheet, you can draw the symbols for the conditions they are planted in and write your prediction. 

PSHE:

Read the scenario:

Zane and his sister Zoe are 6 and 7 years old. They have recently both lost a tooth and Zoe
has had her hair cut. At 3 years old they both went to the same nursery and then moved to reception in the same school. They have moved house twice. First they lived in a big house and then they moved to a small bungalow.
Zoe has lots of new friends since moving into Year 2.
Zane has joined a new football team and Zoe has just started gymnastics.

Can you identify all the changes that have happened in the story so far?

Can you think of any more changes that may have happened that they may have happened that they may not have included in the list?

Pick some of the changes and ask them to show the emotions that Zane and Zoe may have felt at that time. 

This may give you the opportunity to discuss the positve and negative attitudes to change.