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.
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.
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 9 Lesson Five, Practice Book 1B Unit 9 Lesson Five, Pages 64-66
Year Two: Textbook 2B Unit 6 Lesson Eight, Practice Book 2B Unit 6 Lesson Eight Pages 27-29
Learning Objective: To identify and understand the characters in 'Maximus and the Beanstalk'.
To start today's lesson off, we're going to look back at some of the predictions made and carry on reading the 'Maximus and the Beanstalk' story.
We are then going to recap on what has just happened, is the Giant the same as last week's story? What is different in this story?
Who are the main characters in the story? and what do we know about them?
Read page 6-7, where is the dialogue? How could we read it? - practice reading it in different voices and expressions.
Then go to page 10-11, where is the dialogue again? and how could we read it? - practice reading it in different voices and expressions.
Year One - Complete the character rating sheet with full sentences explaining why you have rated Maximus and Jack good or bad.
Year Two - Complete the character rating sheet, using evidence from the story to justify your opinions.
Don't forget to use full stops and captial letters and year two's don't forget to joining your writing!
You have been recording the weekly progress of your seeds and bulbs.
This week we are going to find out and describe how plants need water, light and a suitable temperature to grow and stay healthy by comparing the growth of the seedlings under different conditions. The children will use their observations to explain what plants need. They will also gather and record data to help in answering the questions by measuring the results of the plants in different conditions. They will then record the results of the comparative test.
The children will then focus on temperature and plant some cress seeds in different areas to compare their growth.
Recap what we have done:
Do you remember when we planted some seeds for our comparative test?
In a comparative test, you look at things closely to see what is the same and what is different.
What conditions have we given our plants?
Tell someone how you think that each plant will have grown.
This is your prediction.
Record the results of your plants progress on the plant growth table provided or the one you have made at home, or use the Purple Mash one.
Discuss what conclusions you have come to.
Watch the presentation and plant some cress seeds or other seeds you have to hand. It could be apple pips, or orange seeds. Plant one outside and one inside. What is your prediction?
By the end of this lesson children will be able to:
Reception : Explain what plants need to grow well.
Year 1: Worksheet with 1 star. Explain what plants need to grow well; Give reasons for their answers; Measure the growth of plants with support with a ruler; Record the growth of plants by drawing or writing.
Year 2: Worksheet with 2 stars. Explain what plants need to grow well; Give reasons for their answers; Measure the growth of plants with a ruler; Record the growth of plants by drawing or writing.
There are times when we all have to go through changes. Actually we are all experiencing something very different at the moment with lockdown and the Corona virus. It is tricky for everyone, adults included. Let’s think of things that will help us to feel better. It is important that even when a change does not feel good we are able to think of positive things to help us to cope.
If you had a box where you could keep things that make you feel better, what would you put in your box?
Unfortunately not the ones with chocolate chips.
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