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Learning Together at Home 26.01.20

Tuesday 26th January 2020

Small Group Sessions: Group 1 – 10:00-10:30. Group 2 – 11:00-11:30

This week is a Scottish focus week for Burn’s Day! What do you already know about Scotland? Have you visited anywhere else in Scotland before? Could you find Scotland on a map or globe? We hope you enjoy learning about Scotland! Attached below is some Early Level Resources which you can pick and choose from. These activities are an extension to everyday learning. Feel free to do all of them or none at all!

I hope you have a lovely day! Looking forward to meeting with you later.

Miss McGillivray

Today’s Learning

Morning Routine

Wake up, shake up

Start your day like we always do in school! Here is the challenge – get someone in your family to do it with you! Say hello in French to someone like we do during the register!

Morning Workout!

It is important for us to make sure we exercise when we are not leaving the house as often! Have fun! Choose a fun Cosmic Yoga to do on Youtube.

Literacy:

Scottish week highlight: 

Listen to the Gruffalo in Scots 

First listen to the Gruffalo story 

And then to the Gruffalo in Scots  

What is  the difference? 

Can you understand all the words on the second video? Which words are the same and which ones are different? Could you make a list? 

Do you think you could give it a go at describing the Gruffalo using some Scottish words? Here is a list for the adult working with you to help you. 

Sounds 

Learning Intention (What we are learning today): 

  • I am learning that two letters together make one sound. 
  • I am learning to recognise the diagraph ee 
  • I am learning to segment, word -build and blend using ee 

Success Criteria (How can I show that I have learned and understood) 

  • I can identify that t and h together make the sound ee (two letters make one sound) 
  • I can read words that have the sound ee 
  • I can write words that have the sound ee 
  • I can identify words that contain the sound ee 

Please revise the ee sound from yesterday. Also continue to work on all the sounds worked so far and make words. Ask your child to make words and read them.

This week’s tricky words are: are / they. Please practise spelling and reading these words by making tricky word flash cards.

 I have linked below powerpoints to Block 1 and Block 2 tricky words. I have also linked a blank word wall where your child could write either ‘ee’ words or their tricky words creatively and colourfully onto the wall.

https://www.spellingcity.com/users/P1Lionsandtigers

Handwriting

Letters r and b (for Robert Burns!)  

Look at the video below. You can use a white board or a paper. It is useful for the children to have lines, so they have a reference and they can do all the letters the same size. 

Look carefully.  

  • We always start where the dot is, we go from the low left corner of the square to the top right corner of the square. 
  • We use the lines on the paper to help us to follow. 

Video:

https://teachhandwriting.co.uk/continuous-cursive-beginners-choice-2.html

Reading 

Today try to read the reading book without support. Take your time, it doesn’t matter if there are words that you find tricky and adult will be able to support you. 

If you want you could design a new front cover for your book: remember to include the title and author’s name.        

Maths/Numeracy  

Introduction 

Today’s number brain warm up is to do some number bond to ten practice.  

Ask an adult to say any number from 0-10, How quickly can you reply with the partner number?  (e.g., adult says 6, child quickly answers 4) 

If your child is consistently quick and accurate with pairs to ten, you can try pairs to 20, 

Learning intention 

To develop strategies including counting on and counting back 

Success criteria 

I can identify a ‘missing addend’ 

Watch this video. 

Now ask an adult to give you some more examples.  

Remember always to explain to your grown up how you worked out the answer.  

You and your adult together can choose the level of challenge. 

You will need – a collection of two different types of small items. 

 A piece of paper or card to screen the items. 

Can you use this skill in an every day situation ? 

e.g. There are 4 forks on the table, but 6 people are having tea. How many more forks will I need to get? 

RME: World Religions 

Learning Intention: 

I know what a belief and a religion are.  

To understand some aspects of the Islamic Religion and to discuss what they believe with an adult. 

Success Criteria: 

  • I can listen to an Islamic story and discuss what Muslims’ believe. 
  • I can share my thoughts about aspects within the story.  
  • I can be creative and use my imagination to bring the story I have heard to life. 

Activities:  

Starter – Discuss with your child what they remember about the story. If you wish to watch the story again, here is the link:  

‘The Islamic Story of the Prophets and the Ants and the Crying Camel.’ Please watch the video linked below: 

https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks1-the%20islamic-story-of%20the-prophets-and-the-ants-and-the-crying-camel/z4vprj6

Task: Create a bug hotel.  

The story is about caring for all creatures, no matter how small. Show how we can take care of the smallest creatures on the planet by creating a bug hotel. For example, a ladybug sleeping in a soft, cosy bed or a butterfly cooking yummy food. Be creative and draw/paint/build with your imagination!  

Extra Challenge – Write a few sentences, telling me what you have drawn to make sure all the bugs in your hotel are cared for. 

General Ideas

  • To help you with handwriting and review letter formation that we have already done you could use this:

https://www.ictgames.com/mobilePage/writingRepeater/index.html

  • This game is good for tricky words:

https://www.ictgames.com/littleBirdSpelling/

  • You could use this game to make and read sentences:

https://www.ictgames.com/mobilePage/sentenceSub/index.html

You don’t need a computer to do this game: write words that we have worked on and tricky words (some with capital at the beginning) and full stops. Ask your child to make sentences with them.

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