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Monday

RWI Phonics

This week, we will be learning a new sound from set 2 from RWI- 'ay'. (We started learning this sound just before lockdown, so some may be familiar with it.)

Watch the following clip of how to say and spot 'ay'.  The clip follows is a RWI format too.

Your child will be familiar with it.

Read Write Inc (RWI) Phonics Lesson Speed Sounds Set 2 - 'ay'

After the clip, remind your child the two letters that make the one sound that make the sound 'ay'.

Next, you are going to  practise 'ay' spellings with your child.

On a piece of paper, number on separate lines 1-4 and ask them to spell the following:

1. way 

2. play

3. tray

4.say

When saying each of the spelling, try to accentuation the sounds, e.g. w -ay is 2 sounds,  t-r-ay -is 3 sounds etc.

Please mark it with them, getting them to sound out their work. 

 

Maths- Halving and sharing

This week's focus is halving and sharing. This will hopefully compliment the doubling skills your child learnt a few weeks ago.

 

To begin with, today's activity is a very practical one, to show your child what is 'a half.'

You will need either play dough/plastercine/blue tac,  or something that can be cut up and put back together again. (Please do not worry if you don't have the above, rectangles/circles/squares cut out from magazine/newspapers etc will do.) AND small items to count out with e.g. coins, lego pieces, cereal flakes etc. 

 

Cut the 'item' in half and say, "I'm cutting this in half, a half for you for you and a half for  me." (make sure that one part is defininately smaller than the other part). Give the smaller part to your child and see their reaction. 

Hopefully they will protest and say things like " That's not fair, yours is bigger and mines smaller, or 'you have more', or mines a small part. "

If they don't, encourage them to look at the parts, inorder for them to repsond with the above. 

Tell them, that you are going to start again, roll up the play dough etc and cut it again, making the parts not equal again. State " Is this a half?"

Your child should protest again.

Ask them, what should we do? Encourage them to answer " make it the same... it should be fair... it should be equal etc."

Cut the item again, but before slicing, check with your child that the parts are equal. 

Repeat the cutting activity, asking your child to see if they can achieve 'equal, the same' parts. 

To summaries, encourage your child to say with you , "So a half means we have to have the same... equal... it has to be fair."

 

 Now use the counting items.

Hand over 4 items to them, and ask them "Can I have a half please?" See what they do. Hopefully, they should start the 'sharing method' of  'one for you and one for me'. If they don't, you take over, give them 1 item and you keep the rest. Ask "Is that fair?  Do you have the same number as me?" 

Now, see if they get it and they start the 'sharing method'

Hopefully, they should end up with 2 items each. Conclude with, "You have the same and I have the same. You have half, I have half- just like the playdough. Half of 4 is 2."

Repeat with 8 items... 10 items... 2 items...

After they have shared, always finish off the sharing by saying " you have the same and I have the same. You have half, I have half... Half of ?? is ?? . 

 

Throughout the week, if you are cuttting a cake, an apple, an orange, sharing something out, reinforce the 'the same number /equal parts'. 

 

 

Can Pedro's half his pizzas? Help Pedro halve his pizzas correctly. Powerpoint

Topic- Rosie's walk - A journey

This week, based on Rosie's walk, your child is going on a journey. A journey either in their garden/house and to school.

Throughout the week, some tasks may take you more than one day to complete. Don't worry, take your time and most importantly, have fun with it.

Your first task is to make a journey in your own home...a preposition walk. Using the prepositions from last week, make up a course that your child can physically do. 

For example: 

'over the couch... over the the pots'

'past the dog basket... past the flowering beds'

'through the kitchen... throught the grass'

'under the table...under the trampoline' etc

Have the prepositions written out. Get your child to physically do the actions, to make up the walk and jot them down because you will need this for the next session.

Ask your child to have a go at completing the walk a couple of times.  

Now that your child has completed the walk, can the adult have a go?

Be careful now... no trips to A&E please. 

 

 

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