^This time has been dedicated to responding to what your parents have put onto Tapestry and calling/video chatting with you for a catch up about how you are getting on.

Please follow this link to arrange a booking time for a face to face chat with me: https://outlook.office365.com/owa/calendar/wybbookingsinfinityacademiescouk@infinityacademies.co.uk/bookings/

Maths Shape Space and Measures Session 1

See video. Today we are exploring how to make a balance scale using a coat hanger so that your children can compare the weights of the birds we have learned about so far.

Maths Shape Space and Measures Session 2

Use the RSPB’s website to find out the lengths of this week’s birds. Encourage and support your child in measuring out lengths of ribbon, wool etc. for these birds, label them and add them to their display. Can they put them in order from longest to shortest? Encourage them to compare some of the lengths of ribbon to things around the house. Is a robin bigger than your TV? Could a blackbird fit inside your lunchbox?...

Maths Number Session 1

Encourage your child to go out into the garden or to look out of the window and try to spot this week’s birds. Birds move very quickly so they may need to continue to build on their estimating skills – taking a really good guess at how many birds they see. Encourage them to note down what they see and then add the groups together. They could represent the birds using objects to help with this e.g. robins could be pieces of pasta and goldfinches could be Lego bricks. How many birds did they see altogether?

Maths Number Session 2

To practice their adding skills there are a couple of CGP Maths book activities I would like the children to complete.

P11 activity 1 then P9 activity 2. If your child is feeling confident with this they can then complete P9 activity 1 and P11 activity 2 but please give them objects to help to answer these questions.

Phonics Warm Up

To get the children thinking about Phonics we usually do a daily warm up which includes saying the sounds that we can see presented to us, singing the alphabet song and then reading and spelling at least 5 of the tricky words that we have learned so far. There is a warm up video on the video resource section of the website (found here: https://wyberton-primary-academy.primarysite.media/media/phonics-warm-up-video-sound-recall-summer-term) that runs through all of our sounds or you could encourage your child to use their sound mat. The tricky words that we have covered so far are: I, to, the, no, go, we, me, be, she, he, have, what, you, are, was and love. Perhaps you could write these onto paper and display them on the wall for your child to practice spelling and reading.

Phonics Session 1

After a warm up watch the video, found in the video resource section, introducing ‘oo’ (like in food). These sessions are most effective if you do not tell your child what the new sound is going to be. This encourages them to discover it for themselves.

At the end of the video your child will be encouraged to create their own phoneme frame to use to practice reading words that contain our new sound.

Phonics Session 2

After a warm up watch the video, found in the video resource section, introducing ‘ew’ (like in crew). These sessions are most effective if you do not tell your child what the new sound is going to be. This encourages them to discover it for themselves.

At the end of the video your child will be encouraged to create their own phoneme frame to use to practice reading words that contain our new sound.

Phonics Session 3

After a warm up watch the video, found in the video resource section, introducing ‘ue’ (like in true). These sessions are most effective if you do not tell your child what the new sound is going to be. This encourages them to discover it for themselves.

At the end of the video your child will be encouraged to create their own phoneme frame to use to practice reading words that contain our new sound.

Phonics Session 4

After a warm-up please help your child to log-into their SpellingShed account. I have set them an assignment that helps to revise last week’s sound ‘oa’. Their log-in is found in an observation in their Tapestry journal.

Phonics Session 5

After a warm up help your child to add sound buttons and then blend to read the information text about robins – found in your week 2 pack. Here is a completed one if you are not sure what sound buttons are needed. The blue words are tricky words. Look carefully for the trigraph ‘dge’. There are a couple of sounds that have not been introduced to the children yet (ar and oo) – explaining that they will be learning these soon helps them to understand that their reading progress is part of a learning journey.

I have a phonics introductory video saved on the video resource section of the website if you are not sure what some of the terms being used are. https://wyberton-primary-academy.primarysite.media/media/phonics-at-wyberton-primary-academy 

UW Session 1

This week are target birds are the robin and the goldfinch. Take some time to explore the RSPB’s website for each of these birds encouraging your child to notice how they look the same or different, how their young are the same or different and why this might be the case (often younger birds are duller colours to help to camouflage them in the nest), where they live in our country and what they like to eat – do they like to eat the same things? Maybe you could take some notes on their weights and lengths, in your handwriting book, ready for your maths sessions later in the week.

https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/bird-a-z/robin/

https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/bird-a-z/goldfinch/

Collaborative Write

This week the collaborative writing sentence is going to be ‘Robins like to eat worms and seeds.’ Look out for a video that will model this for the children on the video resource section. Encourage your child to watch the video every day, with their sound mat with them. On Friday they should have a go independently at writing this sentence on the bottom of their robin worksheet.

Reading Session

In your week 2 pack you will find a text about goldfinches. Please help your child to add sound buttons and then blend to read the information text about these birds. Here is a completed one if you are not sure what sound buttons are needed. The blue words are tricky words. The ‘smiley face’ sound button indicates a split-digraph.

I have a phonics introductory video saved on the video resource section of the website if you are not sure what some of the terms being used are. https://wyberton-primary-academy.primarysite.media/media/phonics-at-wyberton-primary-academy

This reading session is an opportunity to expand the children’s vocabulary. You are invited to explore the meaning of the word ‘migrate’ – I have circled it here because it is a tricky word that I forgot to highlight in blue. I have included a map for you to try to find Spain and then perhaps you could use the internet to investigate the meaning of the word ‘migrate’.

Quick captions

This is a daily opportunity for your child to exercise their writing skills without any rehearsal time. Please tell your children the caption they need to write and then encourage them to use their sound mat to help them to write it.

Art 1

Draw a robin. Encourage and support your child to use the RSPB’s website page about robins https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/bird-a-z/robin/ to look closely at the shapes and colours that make up a robin’s body. Using the robin sheet, in your week 2 booklet, encourage your child to draw a robin and then colour it using the correct colours. You might like to talk about how a robin is the same or different to the birds we looked at last week.

If they are becoming frustrated at not being able to create the correct body shapes yet then you could try printing a picture of a robin and encouraging them to trace around it. This is not cheating.

Art 2

Draw a goldfinch. Encourage and support your child to use the RSPB’s website page about goldfinches https://www.rspb.org.uk/birds-and-wildlife/wildlife-guides/bird-a-z/goldfinch/to look closely at the shapes and colours that make up a goldfinch’s body. Using the goldfinch sheet in your week 2 booklet, encourage your child to draw a goldfinch and then colour it using the correct colours. You might like to talk about how a goldfinch is the same or different to a robin or the birds we looked at last week.

Again, if they are becoming frustrated at not being able to create the correct body shapes yet then you could try printing a picture of a goldfinch and encouraging them to trace around it. This is not cheating.

Music

On the RSPB's website you can listen to the song of the robin and the goldfinch. After listening to both try to talk about how they are the same or different. Are they fast or slow? What instrument do they sound like? Are the noises high or low pitched? Can you make the noises yourself?

A couple of years ago the RSPB released a piece of music called ‘Let Nature Sing’ which is a collection of bird songs pieced together with the message that we all need to help to protect nature. Here is a link to a YouTube video of this. https://www.youtube.com/watch?v=NtHsK-fyye4 Please make the decision if you would like your child to just listen or to watch the video and listen as the video is of a shadow puppet theatre of birds but the ending is not happy. In the classroom we watch it to 1minute 20secs and then listen to the rest. Can your child identify any of the birds they are hearing in this piece of music?

Lots of you have told me that your children have been trying to use a recorder to attempt to imitate the sounds that birds make. I have found a great lesson explaining the basics of recorder playing here: https://www.youtube.com/watch?v=x-b8uOcBv0g maybe your child could watch this and start to develop their recorder skills. Please note there is no requirement for you to take part in this or to buy a recorder - it is intended as an option for those who already have one.

PE

This week’s ball skills progress on from passing a ball in a straight line to being able to dribble the ball. Try placing 2 objects (like 2 balled up jumpers or plant pots) a little way apart and trying to tap the ball lightly with your foot as you walk with it between the 2 objects. You can gradually add more objects to your course. Can you move the ball in a wiggly line? Can you move the ball along a zigzag line? Can you count how long it takes to do your course? Can you get faster at completing it?

UW Technology

To enable the children to be able to access laptops and other devices they need to become familiar with a keyboard. Please encourage them to use a keyboard you have at home or this picture of one, to complete the missing keys on the worksheets in their week 2 resource pack. The missing keys should spell some tricky words.