All About Ash - Reception
Prime Areas of Learning
Over the next few weeks we will be practising to achieve the following in each area of learning:
Personal, Social and Emotional-
Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Children talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.
Communication and Language-
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Children know the importance for good health, of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Please click here for ideas and suggestions to support the Prime areas of learning at home.
Specific Areas of Learning
Over the next few weeks we will be practising to achieve the following in each area of learning:
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World-
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Art and Design-
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Please click here for ideas and suggestions to support the Specific areas of learning at home.
Week Beginning-1st June
Please refer to the information on the left of this page for Home Learning Expectations for the second half of the summer term.
Today's challenge is to learn how to put a duvet cover and pillow case on your bed or someone else's bed- I know this sounds funny- but it is a great way to develop your fine motor muscles and also a good life skill to learn. It is harder than you think- ask mums and dads! Extra challenge- strip and then remake your whole bed including the sheet.
Practise GPCs s a t p i n m d g o c k ck e u r h b f f l ll ss j v w x y z qu sh ch th ng ai ee igh oa oo ar or ur oi ear air ure er . Play Flashcards on phonics play. Sing the alphabet song.
Teach reading CVCC words by writing ten on a whiteboard. Soundtalk and blend. Add the letter t to make tent. Soundtalk again. Ask your child to join in. Repeat with bend, damp. Soundtalk is when you speak like a robot- t-e-n-t, b-e-n-d
Lowercase/ uppercase letter match- Write out the letters of the alphabet both in lowercase and uppercase- ask children to match the pair of letters.
Play Buried Treasure on phonics play with words: tent, damp, lump, bend, mend, fump, hent, yend- if you prefer you can write the words out and use 2 containers at home one for treasure and one for nonsense words.
Write out the sentences below and ask your child to read it.
Help! I got a bump on the leg.
A tent will get damp in the rain.
Milk is good for teeth and gums.
Extra challenge- dictate and ask your child to write out the sentence remembering finger spaces and capital letters/ full stops.
Recap phase 2 and 3 tricky words- maybe with a game of bingo or by writing a list.
Today's challenge is to write some sentences about about yourself- please use your phonics and sound words out. Don;t forget your finger spaces between each word. You could make a fact file or leaflet all abut you. You might want to include things that I might not know about you. Please share your writing on Tapestry.
Play Quickwrite Graphemes- call out a sound and ask children to write the corresponding letter or letters for each one.
s a t p i n m d g o c k ck e u r h b f f l ll ss j v w x y z qu sh ch th ng ai ee igh oa oo ar or ur oi ear air ure er
Play back to back with these words on paper and you will use them later- tent, damp, hump, bend, mend, fump, hent, yend then sort the words into real and alien words- a great way to do this is to try and put the words into a sentence- does it make sense? Play pass the pot with these sentences- remember the song- pass, pass, pass the pot, pass it round and round, when it stops take a card, can you read the sentence?
Mum said, “It is best not to jump on the bed.”
A lost chimp felt so sad he wept.
This belt is so tight, it hurts my waist.
Read and display around your house
Today's challenge is all about role play. Dress up, make props and create your own story. It can be about any topic you like but please act it out and take on the role of different characters. You might want to even use a story you know and create the next chapter or a new adventure.
Phonics Challenge Recap all previous learnt sounds with actions- magic paint the sounds in your garden with water, a splash of food colouring and a paint brush. Focus on any that your child is finding tricky to remember. This activity can involve using phoneme frames- this page gives you a little more information https://www.twinkl.co.uk/teaching-wiki/phoneme-frame. You do not have to use a phoneme frame- the children can just write the words but it helps them to visualise how many letters they need. Create these words using a phoneme frame or with magnetic letters: bump, jump, went, tent, damp, bend, mend.
Dictate these sentences and ask children to write on their whiteboards:
I can boast that I had toast for my lunch.
I think that pink socks might be the best.
If you feel down in the dumps then jump and sing.
Today's challenge is to create a pavement obstacle course (see picture for ideas). Add as may different shapes as you can. Can you make a list of all the shapes you use?
Practise GPCs particularly any that you are finding tricky. Play Flashcards on phonics play or go outside and chalk
Write the word he on a whiteboard. Check that your child can read it. Say a sentence using the word. Soundtalk the word, raising a finger for each phoneme. Ask your child to do the same. Discuss the letters required for each phoneme, using letter names. Ask your child to trace the shapes of the letters with their fingers. Rub the word off the whiteboard and ask your child to write the word on their own whiteboards. Repeat with she, we, me be.
Play Phoneme Frame or just write/ create with magnetic letters-Read out words one at a time and ask your child to create them in the phoneme frame with magnetic letters or grapheme cards or write them in. Words: help, just, chimp, roast, pond, nest, milk. Read a sentence. Ask your child to write the sentence on their whiteboard. If they are finding writing very difficult then they could create the sentence from magnetic letters. Encourage your child to soundtalk words. Check each letter and tick all the ones they have right. Encourage them to correct any mistakes.
The chimp sings a song as he jumps up and down.
We put the tent next to the pond.
He put the milk in the sink.