^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.

PSED Grounding Exercise 2

Spotting a Rainbow

Grounding exercises help to bring an anxious mind back into the present moment by focusing on what is around you. Whenever you are feeling like your emotions are getting a bit too big it’s time to ground.

Last week I showed you the 5, 4, 3, 2, 1 activity – you can still use this one alongside this week’s technique.

Spotting a rainbow involves trying to spot all of the colours of the rainbow in your surroundings. Just like last week you do not have to say these out loud, you could list things in your head.

After taking a couple of deep breaths look around you.

What can you see that is red?...Orange?...Yellow?…

Maybe your child would like to create a small picture of a rainbow that they could keep with them, in their pocket, to take out whenever they feel like they want to do this exercise.

Maths Shape Space and Measures Session 1

Patterns

This week we are going to start to develop our awareness of what a repeating pattern is. Developing an awareness of pattern helps young children to notice and understand mathematical relationships. Patterns are found in many places in nature – such as the black and yellow stripes of a wasp or the circular pattern found in the eye of a peacock’s feather. A repeating pattern has a unit that repeats itself so in this pattern: blue, green, blue, green, blue, green, blue, green, the unit of repeat is ‘blue, green’.

On your daily walks, perhaps you could help your child to collect items that are safe to take home and then use these to try to create a simple repeating pattern e.g. leaf, twig, leaf, twig… Or you could use items that you find around the house such as pasta and Lego. Try to stick with only 2 items at the moment but vary the patterns e.g. leaf, leaf, twig, leaf, leaf, twig, or pasta, Lego, Lego, pasta, Lego, Lego,…

Maths Shape Space and Measures Session 2

Spotting errors in patterns

An important skill for children to develop is to be able to spot where a pattern has gone wrong and then be able to put it right. So, if our pattern went blue, green, blue, green, blue, green, green, blue we would know that there is a blue missing in between the two greens near the end of the pattern.

Encourage your child to create a simple repeating pattern using their found objects. Ask them to close their eyes. Whilst they are closed change one thing about the pattern to create an error. When your child opens their eyes encourage them to spot what is wrong, explain what is wrong and then put it right. This can become a fun game between the two of you – try swapping roles.

Last year, in school, we created simple repeating patterns using apple chunks and raisins. We threaded these onto wool using a blunted chunky needle, and then hung them outside for the birds. I am NOT suggesting that you have to do this. It was a nice way to use pattern to support our bird topic.

Maths Number/ Shape Space and Measures/Music Session 1

Video. How many days are there in a week? Join me to learn a really catchy song to help you to remember not only what the days of the week are but also how many there are. I sign this song using BSL. Don’t worry if it takes quite a few practices to remember the signs – it took me a long time as well!

I sing and sign along with this video https://www.youtube.com/watch?v=g6ieNjmokMc set to play at .75x the normal speed (at normal speed it’s too fast for my fingers to keep up!)

Maths Number Session 2

Today use what you learned about the number of days there are in a week to answer the third question on your robin life-cycle sheet.

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 ‘or’ (like in fork). 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.

To practice your skills this week I’ve suggested at the end of the video that you could try a game of hide and seek with ‘or’ words. Here’s a list you could use: pork, fork, born, story (s-t-or-/ee/ the letter y at the end of this word is making an /ee/ sound – just the same as in the words happy and funny), morning, worn, cord, north

Why not continue to have a look on the phonics play website – its free again for the period of lockdown! Here is the link and the log in details.

https://www.phonicsplay.co.uk/

username: jan21

password: home

Or

Have a look at this game (there is also a free ap that you can download):

https://www.ictgames.com/mobilePage/forestPhonics/index.html Which supports spelling development by giving your child a word to spell and a selection of sound cards to use to do it. They could practice all of the sounds we have learned so far using this game.

Phonics Session 2

After a warm up watch the video, found in the video resource section, introducing ‘aw’ (like in saw). 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.

To practice your skills this week I’ve suggested at the end of the video that you could try a game of hide and seek with ‘or’ and ‘aw’ words. Here’s a list you could use: pork, fork, born, story, morning, worn, cord, north, saw, lawn, fawn, crawl, shawl, hawk, claw, straw

Phonics Session 3

After a warm up watch the video, found in the video resource section, introducing ‘au’ (like in Paul). 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.

To practice your skills this week I’ve suggested at the end of the video that you could try a game of hide and seek with ‘or’, ‘aw’ and ‘au’ words. Here’s a list you could use: pork, fork, born, story, morning, worn, cord, north, saw, lawn, fawn, crawl, shawl, hawk, claw, straw, August, sauna, taut, maul, Paul, sauce, haul, pause

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 ‘u-e’. Their log-in is found in an observation in their Tapestry journal.

Phonics Session 5

After a warm-up, read the robin life-cycle text to your child. Encourage them to recognise some sounds and words and to chat about the changes that they can see happening in the pictures. There are some comprehension questions to try to complete as well – but this could be done at another time if your child has already sat for a long time to read the text. The answers are ‘blue’, the male or daddy robin will bring her food, and 4.

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 bird is the magpie. Take some time to explore the RSPB’s website for this bird 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 as the birds we have been looking at already?

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

Poetry starter 11-13

This week, instead of a collaborative write, I’m inviting your child to use their imaginations to add some lines to a well-known poem about magpies. Encourage them to watch the video – showing the rhyme being performed using BSL, then each day try to add one more line – it does not have to rhyme. On Tuesday ask them to think of what they might receive if they saw 11 magpies. On Thursday what they might receive if they saw 12 magpies and on Friday what they might receive if they saw 13 magpies. I would love to compile these into our very own poetry book so please put a photograph of your child’s finished poem onto Tapestry.

Music

Pitch

Have a look at this great video on YouTube https://www.youtube.com/watch?v=kvwUBKPgU5A&list=PLjdf5yEC6qDhJLlAI7nGm_1ahnys4wU-e&index=1&t=25s with a music teacher called Meg who is going to teach us all about pitch.

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 magpie. Encourage and support your child to use the RSPB’s website page about magpies

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

to look closely at the shapes and colours that make up a magpie’s body. Encourage your child to use a plain sheet of A4 paper to draw this bird. If they have paints maybe they could try to paint a picture of it as well.

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 magpie and encouraging them to trace around it. This is not cheating.

Art 2

Working from your drawings and paintings completed in the last art session, now try to create a magpie sculpture. Start with a screwed-up piece of A4 white paper for the main body and add parts from there. There are some great examples of blackbirds, sparrows and robins created at home on our previous weekly pages if you need some inspiration.

https://www.wybertonacademy.co.uk/week-1/

https://www.wybertonacademy.co.uk/week-2/

PE

This week I invite you to have a go at some yoga with the YouTube channel cosmic kids’ yoga. We have a lot of children who are loving dinosaurs at the minute so I’ve found this yoga routine for them called Tiny T-Rex https://www.youtube.com/watch?v=rnlDBKD2S78&list=PL8snGkhBF7ng6WUUGkeTlYyb2EREkjaoW&index=15

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 4 resource pack. The missing keys should spell 4 tricky words this week.