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 Ten, Practice Book 1B Unit 9 Lesson Ten, Pages 79-81
Year Two: Textbook 2B Unit 7 Lesson Four, Practice Book 2B Unit 7 Lesson Four Pages 44-46
Learning Objective: Rewriting the problem in the 'Jack and the Beanstalk' story.
Now we have written the beginning of our tale, we are going to focus on the problem.
This is where something in the story doesn't quite go to plan. What is the problem in the Jack and the Beanstalk story?
I might write something along the lines off...
Eventually, Miss Mawby got back to her farm. Her friend Mrs Bye threw the beans out of the window!
"Oh, Miss Mawby. What use are beans?!!" she cried.
"There...magic." whimpered Miss Mawby.
The next day, Miss Mawby woke up to a huge beanstalk in her garden. She decided to climb it.
Eventually Miss Mawby reached the top of the beanstalk to find a magnificent castle. She was stopped by Mrs Phipps.
“You shouldn’t’ be here. A giant wizard will cast a spell on you!” she explained.
“Fee Fi Fo Fum, I smell the blood of an English man!” “Quick it’s the giant, hide!” said Mrs Phipps.
The Giant Wizard had many gold coins. He started to count them. The giant fell asleep.
Miss Mawby crept out of the shadows of the castle, grabbed three gold coins and ran home.
You need to include what happened to the beans, where your beanstalk grew, what is at the top of your beanstalk and introduce the first item to be stolen.
Year One - Write the problem in your story ending on of your sentences with an adverb.
E.g. Miss Mawby climbed the beanstalk quickly.
Year Two - Write the problem in your story, ending one of your sentences with an adverb seperated by and.
E.g. Miss Mawby climbed the beanstalk quickly and quietly.
Don't forget your captial letters, full stops and finger spaces. I also want to see joined up writing!
This week we are thinking about what plants need.
Remind the children about the cress that was planted in the previous lesson, and ask children to predict which cress will have grown the best. Encourage the children to give reasons for their answers. Compare the tray from outside and the tray from inside. Check and measure the growth of the sunflower seeds and the bulbs and work as a class or with an adult to create a bar chart showing the progress of the plants.
Using the lesson presentation below, explain that plants grow
best at a suitable temperature, but this temperature differs from plant to plant. Ask the children if they
can remember the other two factors that they have learnt affect plant growth.
Plants We Eat: Take suggestions of plants or parts of plants that we eat. Explain the main groups of
edible plants, with examples, inviting children to name foods that they recognise, and familiar ways
that they eat these foods. After this, give children one minute to suggest five examples of food that
comes from plants.
From Farm to Fork: Explain that most of the plants we eat are grown on farms, before they are sold to shops and bought and eaten by us. Watch the video to explore some of the different strategies used by farmers to make sure their plant crops grow well.
Please complete the worksheets below. Children write a description of what their plants would need to grow well.
Reception: Talk to your grown ups about what a plant needs to grow well.
Year 1: Complete the two star worksheet
Year 2: Complete the three star worksheet
By the end of this session:
Reception: I say that plants need water, light and warmth to grow well.
I can give examples of plants we eat.
Year 1 : I can name the 3 things that plants need to grow well.
I can name food crops.
Year 2 : I can name the 3 things that plants need to grow well.
I can name food crops.
I can explain that different plants have different needs.
Introduce the idea of loss by explaining that Jamie, who is 7 years old, has recently lost his favourite teddy bear while he was on holiday. Jamie has slept with his teddy for 7 years and he loves it very much.
Draw a gingerbread outline to represent Jamie.
On the inside write/ suggest how you think Jamie feels?
On the outside explain how you think Jamie’s behaviour may have changed?
If you were Jamie’s friend how would you support him? Name 3 things you might do.
What things from your box might help Jamie?
Unfortunately not the ones with chocolate chips.
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