Our topic for this half term is ‘Fairy Tales’. To begin this topic I would like you to first of all write a list of all the fairy tales that you already know. Could you talk to a grown up about your favourite fairy tale? Why is it your favourite? Can you retell your favourite fairy tale to a grown up in your own words? Which is your favourite character? Is there a baddie in the story? Is there any text which repeats? How does a fairy story begin? What words usually start a fairy story? What words usually appear at the end of a fairy story?
Following your discussion surrounding fairy tales could you talk to other members of your family. Perhaps you could ring other family members? Could you find out which fairy tales are their favourites? Maybe you could make a list? Have a go at writing the list yourself.
We are going to be learning about a particular fairy tale. I am not going to tell you which story we will be learning about just yet. Let’s play a guessing game...
I’m going to post a picture clue from the fairy tale we will be learning about. Look carefully at the clue, what can you see? What could it be? What makes you think that? Talk to an adult about your thoughts.
Here are a couple more photo clues? Remember to talk about what you can actually see in each clue, don’t just guess the story. When you have looked at each clue and talked about them, then try to make a guess.
Right... I wonder if you guessed right? Here is the new story we will be learning about...
Did you guess?
Now before we start reading the story the next task that I would like you to do is to look carefully at the front cover of the book and answer these questions with your adult.
1. Describe what you can see on the front cover.
2. What is the title of the story?
3. How do you know who wrote this story? What do we call a person who writes a story? Can you find their photo by searching for them on the internet?
4. Do you know who illustrated this story? What does an illustrator do? Do you think that they have done a good job? Would you have drawn different things on the front cover if you were the illustrator?
5. Can you write a list of all the things that you already know about this story? See if your adult can write down all of your ideas. You might be able to tell this story in your own words. If you can see if your adult can write down your story before we start our learning.
When you have answered the questions about the front cover, now take a look at the back cover. Can you help your grown up to read the blurb on the back? Remember that the blurb tells us what the story is going to be about.
I received this tonight, what a lovely piece of writing. If you do any wonderful Three Little Pigs work please send it to me xx
I sent out a Marvellous Me message to ask you to collect a box and turn it inside out and put it back together. This box is going to be a very important part of your learning. It is going to become a story box and bit by bit I am going to help you to create it.
Don’t do anything with your box just yet. Keep it somewhere safe and I’ll tell you as we complete each stage.
Surprise! I've managed to actually record myself! It's taken me four days to manage that without interruption or disaster! Now at last we can share the story together! Listen to the story and also watch the story on You Tube- Oxbridge Baby- The Three Little Pigs. When you have done that and all the pre- reading tasks we are ready to begin our learning...
The next task I would like you to try is to think about the Three Little Pigs story and without looking write down a list of characters from the story. At school we call this ‘who’ and we record our answers on a big piece of orange card on the wall. When you have done it, read through the story again and check that you haven’t missed any character out. Now answer these questions...
1. Which is your favourite character?
2. Why are they your favourite?
3. Can you describe you favourite character to an adult?
When you have completed the characters task, the next thing that we would look for in class is the setting of a story. We write this in red! We talk about what is meant by setting (where the story, or parts of the story take place). Talk to your child about this and write down where the story is set.
Now can you talk together about the start of the story. Think about all the things that happen at the beginning of the story. We write this information in green. We then write 'What happened?' in yellow and 'What happened next?' in purple. We finish by writing what happens at the end in blue.
I'll post a picture of our 'Supertato' colourful story so that you can see how it developed.
Inside your new pack are some sheets linked to our three little pigs learning. I’ll add some teaching tips below to support you in completing these sheets below.
Sorry it’s upside down, I can’t get it right.
Do this task first, Talk about the story of the Three Little Pigs with a grown up. Listen to the story again if it helps. Then see if you can cut and stick to create the story map. Those of you who want to extend your learning and need more challenge, try to write a sentence to match each picture.
Oh my goodness, technology is failing me tonight! You will have to imagine its the right way up or stand on your heads? Either way? ha ha.
Anyway do this task next. Can you design a new house for the Three Little Pigs to live in together? Think about making the house safe and strong. You can extend your learning by adding labels to your design.
If you feel adventurous, have a go at making this.
Next have a go at ordering the story to create a story board to support your learning.
Next make the set of finger puppets and have a go at re- telling the story with different members of your household. Maybe you could FaceTime friends or family and perform the story for them with your puppets?
Finally have a go at writing your own version of the story of The Three Little Pigs. If you are finding writing tricky then try to write a sentence about your favourite part of the story, for example- ' the wulf (phonetical) fell in the pot'. I would expect your child to be able to remember and write the word 'the' at this point in the year, it's a tricky truck word remember.
Please remember to keep all the work that you do about The Three Little Pigs together with your box. Hopefully you have a box by now. What I would like you to do with the box is to create a story box.
Can you decorate three sides of your box during this week, leaving one side clear? I would like you to decorate one side as the straw house, one side as the stick house and one side as the brick house. Be as imaginative as you can, use collage, real sticks, print bricks etc. Don't rush this project, make it something to be proud of.
Ok, just for fun I thought that we could do a little quiz? There are ten questions. You will need to pause me after each question to allow you time to write down the answer. I had to talk fast to make sure that I got all the questions in before technology let me down! Write the answers to your questions in a list next to the numbers. I'll post the answers underneath. Good Luck! Let me know how you get on!
1- The Big Bad Wolf
2- Magic Beans
4- The Troll
6- A Golden Ball
7- A Fox
10- One Hundred Years
This week can you make the fourth side of your story box? I would like you to create a front cover for your story box and attach it to the front. The front cover needs to include-
A title- The Three Little Pigs
The author- Your name
The illustrator- Your name
A wonderful illustration to give readers clues about what the story is going to be about. Include characters and setting in your illustration.
Please send me pictures of your completed story boxes xxxx
This week I would like you to complete your Three Little Pigs project. I would like you to create your own set of puppets to add to the box. Be imaginative, use anything you like, make finger puppets or hand puppets or a glove puppet or puppets on sticks? Make three pigs, a mummy pig and a big bag wolf. When you have made your puppets, I would like you to practise a show using the puppets to tell the story of the Three Little Pigs. It is fine if members of your family join in too! then I would like you to write an invitation to a friend or member of your family to tell them about the show and invite them to watch through facetime? Send the invitation (ideally in the post) and include a ticket and possibly a program too (if you are feeling extra creative).
Have a lot of fun performing with your family, show your audience what you have been learning about! Most of all enjoy this part of the learning.
Week 6- 25th May
Well, wow, what a massive amount of learning we have done about The Three Little Pigs! I have been so proud of you and I have loved seeing what you have done at home. This week I would just like you to do a week learning about another fairy tale. Use what we have done with The Three Little Pigs and do a shortened version of this project with another story.
Consider exploring- Hansel and Gretel, The Princess and the Pea, Rumplestiltskin, Puss in Boots or if you would like a bigger challenge- The Magic Paintbrush. The Magic Paintbrush was one of my favourites as a little girl. It is not very well known but is about a boy whose paintings became real. I used to wish that I could paint things and they became real. Wouldn't that be wonderful? I know that Julia Donaldson has done a rhyming version of this story. Let me know which story you choose and send me photos if you can.
Hi, thought I'd record you another version of the Three Little Pigs to enjoy!
Every day spend time practising your counting, count in 1’s, 2’s, 5’s and 10’s. Try to listen to the big numbers songs on you tube and the doubles song.
During the summer term in maths it is very much about us embedding learning. We don’t introduce any new learning at this point but we go deeper and develop better and more secure understanding of what we have already learnt.
I will give you a task to try during week one at home to support shape space and measure and also a task to support number.
Week 1 ( 20th April)
Shape, Space and Measure
This week can you revisit weight? Can you have a look in your house and see what equipment you have to measure weight? Do you have any equipment which would allow you to weigh yourself? If you do, can you have a go? Do you have any equipment at home which allows you to weigh food? Could you have a go at weighing different items and then make comparisons? What is the heaviest thing you can find? What is the lightest? Can you order the items you discover according to their weight?
Maybe you could have a go at doing some baking this week at home? Some of you have already done some as I’ve seen on the photos. Can you weigh out the ingredients yourself?
Week 1 (20th April)
This week focus heavily on the numbers 0-20 again. We addressed one number per week before Easter. Re-cap the numbers with your child at home. Use the number block clips on you tube to remind your child of each number. Practise representing the number with any resources you have at home... Can you bring me 1 apple? Can you find me 2 books? can you bring me 3 pencils? etc.
Have a go at writing the numbers together. If you have some stickers at home you could try to write the numbers and beside them use the stickers to represent the value of the numeral. Make your own number flash cards. Practise identifying the numeral quickly and see if you can get faster- try to beat your time every day?
Do the same with number lines 0-20. Make your own little number cards (two sets) and practise putting them in order. Use the other set to race your child and try to complete the number line as quickly as you can.
You could play 'missing numbers' using your number line too. Make a number line and take it in turns to close your eyes. The other person takes a number away. Can you spot the missing number?
Another game we play sometimes is guess the number? We think of a number between 0 and 20. We give the children clues to see if they can guess the number, they only get three guesses.
You could play a matching game with number cards and cards with pictures of a quantity on. See if your child can match the numeral with the quantity?
when you are on your daily walk have a number hunt? spot numbers and record them. Take a clip board and encourage your child to write down the numbers that they spot. You could make a tally chart and see which number between 1 and 10 they see the most?
Wonderful baking, I just wish we were able to have a taste. You all know that cake is my favourite.
Week 2 Shape, Space and Measure (27th April)
This week, lets re-cap length? The children were great with length in school so this time round you should really be able to embed their understanding. I think that the best way for this to happen is to complete some practical learning tasks. In Reception children don't need to learn units of measure such as centimetres etc. They need to be able to visually compare lengths and use language such as long, longer, longest, short, shorter, shortest.
Task 1- Whilst you are on your daily walk, can you collect a set of six sticks? When you come home can you line your sticks up and put them in order, start with the shortest stick at one end and the longest at the other end.
Task 2- Select your longest stick, can you measure your stick using different items? Make a table to show your results? You could use buttons, beads, coins, lego bricks, building bricks, cars or anything else that you can think of to measure your stick? Don't use a ruler or tape measure as this activity is not about units of measure.
Task 3- Complete task 2 again with the shortest stick.
Task 4- Can you draw around your foot? Can you use different items to measure your foot and write the results as sentences? For example, My foot is ... lego bricks long. My foot is ... buttons long.
Task 5- Can you draw around the feet of the other members of your family. Can you measure their foot print in the same way?
Task 6- Can you order the footprints according to their length? Whose is the longest? Whose is the shortest?
Week 2- Numbers (27th April)
This week we are going to re-visit addition. For some children this will be more practise in 'finding more than a given number', for others this will be practising addition number sentences. You are going to need a way of selecting numbers. If you have a dice then that would be ideal but if you don't then you could write numbers 1-6 on pieces of card or paper and put them in a pot to pull out? Even if you think that your child can cope with larger numbers than this please trust me on this and just keep with numbers 1-6 to start with. We can extend them further if they are secure in the activity. Extending a child does not always mean that the numbers have to be bigger, we can challenge them in other ways. I will give three options for the task so that you can decide what level to tackle with your child.
Week 2- Numbers Challenges
Red Challenge- Finding more- If addition is still a big step for your child then concentrate on finding more than a given number. Shake your dice or pull out a number. First identify the number and make the number using counters or bricks so that your child can relate the numeral to a quantity. When you have done this, then ask your child 'what is one more than ...?' . Do this over and over again until they are able to do this whole process confidently and without any support. When they can do this then practise the same but 'two more'. When they can confidently find two more than a given number and represent their thinking with counters then they are ready for the next task.
Yellow Challenge- Shake a dice twice and find two numbers. Write down the two numbers as a number sentence. To start with the grown up can record the number sentence and then your child can take over as they grow in confidence. So for example, if you shake 3 and then 2, write down 3+2=. When they have recorded a number sentence in this way then represent it with counters so get three items and then another two so that it visually very clear. Then count a total altogether. Finally record the answer.
Green Challenge- For this you will need to create a number line. You will also need a bit of playdough, plasticine or blue tac. This time you are going to do the same activity as the yellow challenge but without counters for support. If your number sentence is 3 + 2= then record the number sentence and then put your dough on the first number- number 3. Then count on/ jump forward 2 places to find the total. Please please don't use higher numbers until your child is highly competent in this and able to work independently and accurately with the number line. If they can then introduce numbers up to 9. Children in Reception do not need to add double digit numbers.
I have added some Three Little Pigs maths into your new pack. See if you can have a go at this during the week.
Week 3- Shape, Space and Measure (4th May)
This week can you practise 2D shapes? the children have already learned 2D shapes earlier in the year but it will need covering again to ensure that the learning is embedded. Begin with the shapes, circle, square, triangle, oval, semi circle and rectangle (we don't use the term oblong). If your child is really confident then include pentagon, hexagon, heptagon and octagon.
Task 1- make your shapes out of card or paper and decorate or colour them.
Task 2- talk to an adult about each shape, what do you already know? count the sides, are the sides straight or curved? how many vertices are there? (corners).
Task 3- play guess the shape. Put your shapes in a bag, take turns with a grown up, select a shape and describe it only without saying its name. Can your partner guess the shape? Try to practise this a little bit each day.
Task 4- Make a shape poster to show all the 2D shapes that you know. Write down the properties of each shape.
Task 5- Go on a 2D shape hunt indoors and outdoors. What shapes do you spot? Which shape did you spot the most?
Week 3- Number (4th May)
This week I would really like you to continue to practise your addition from last week to ensure that your child is becoming really secure and independent. In preparation for year one it is really important that your child has a deep understanding of addition and is able to work independently using a number line. Remember that it isn't about the numbers getting higher. Try to stick to single digit numbers for now.
This week in addition to this addition I would like you to also solve these number sentences-
1 + 9 =
2 + 8 =
3 + 7 =
4 + 6 =
5 + 5 =
6 + 4 =
7 + 3 =
8 + 2 =
9 + 1 =
What did you notice?
These number sentences are called 'number bonds to 10'.
This week I would like you to begin to learn these off by heart.
Shape Space and Measure ( Week 4- Monday 11th May)
This week I wonder if you could have a think about 3D shapes? Can you remember what we mean by a 3D shape? It means that the shape is solid, not flat like a 2D shape. I will give you the names of 3D shapes we learnt about before, can you search in your house for something which is each of these shapes?
Can you look at each shape and talk to a grown up about its features. Can you describe the features of each shape? How many faces, edges, and vertices can you see? What shape are the faces? Are the edges straight or curved?
1- can you line up your 3D shapes and go on a shape hunt to find as many items as you can to match each shape. Line up what you find. Which shape is the most popular? How do you know? Which shape is the least popular? How do you know?
2- Can you play a game with your shapes? Do you remember 'Shape Shop'? You need to play with your grown up. Set up a shop. You be the shop keeper. Your grown up comes into the shop to buy a shape, they can't remember it's name though. Can they describe the shape to you? Can you guess which shape they want? Maybe you can swap and you could be the customer?
3- Can you do some investigations with your shapes? Can you find out which of your 3D shapes is the best at rolling? and Which 3D shape makes the best tower?
Week 4- 11th May
This week let's continue to practise addition and number bonds- ideally a short burst every day. In addition to this we will re-cap 'finding less'.
Finding less seemed a much harder concept for the children to understand. This week can you start by selecting a number and representing it with items. Can you take one away and find what number is now left. Practise counting backwards 20-0 and support this now by using a numberline. See if you can count backwards and touch the correct number on the numberline as you count?
If you are confident in finding one less, continue to practise finding two less and then three less than a given number if secure.
Shape, Space and Measure- week 5 (Monday 18th)
This week, I wonder if you can explore the concept of pattern? It’s a very long time since we talked about pattern. I think we last looked at pattern in Autumn, that seems so long ago now. Have a look around your house, can you see any patterns? Look outdoors when you are out and about? Can you spot any patterns? Maybe you could take some photographs of the patterns that you see?
A repeating pattern is when a pattern is the same over and over again. This week I would like you to try and create your own repeating patterns. Lego bricks are great for this. Just start with two colours and make a repeating pattern tower. Then practice with three colours as you grow in confidence. See if you can complete a pattern started by your grown up?
You could explore repeating patterns in other ways too? Use coloured paper shapes? Use coins? Counters, stickers? Whatever you can think of? Try and include the 2D and 3D shapes you have been practising? Can you make a shape repeating pattern?
Number- week 5 (Monday 18th)
This week our focus is subtraction. If you are still struggling to ‘find less’ then continue to practise this and don’t worry about subtraction. If you are confidently finding one and two less than a given number then have a go at some subtraction number sentences. Make two pots of numbers, the first pot should contain numbers 4-10 on little cards or pieces of paper. The second pot should contain numbers 0-4 on little cards or pieces of paper.
First pick a number from pot 1, record the number and represent it with counters. Then pick a number from pot 2. Take that number of counters away from your first quantity. Write and record the whole number sentence.
If your child is really comfortable with subtraction then you could begin to support subtraction with a number line and see if they can count back to find the answer. Please don’t explore larger numbers just yet as children in reception really need to focus on numbers of one digit and embed their understanding. Bigger numbers will be easy if they are confident with smaller numbers. If your child is finding it easy and you want to progress further then do a combination of addition and subtraction and continue to use the number line. This will need your child to really read the number sentences carefully and think about if they will be counting on or back to find the correct answer.
Please continue to practise quick fire doubles and number bonds.
Shape, space and measure
Week 6- (Monday 25th May)
This week I’d like you to enjoy investigating money. Learning about money in reception isn’t about adding lots of coins together. It’s about understanding why we have money? Thinking about why we use money? When we use money? How we keep money safe? What does money look like?
Have a go at exploring these questions with your child. There is a clip on you tube about making coins by the royal mint which the children often find interesting to watch.
I usually show the children an example of each of the different coins so that they can feel them and see the differences. They don’t need to be able to know all the coins at this stage (if they do it’s just a bonus). In school we sometimes do rubbings of the coins with crayons.
Maybe at home you could set up a little shop? Make labels and just use 1p’s to start with. Label items up to 10p and give your child a set of 1ps. See what combination of items they can select and buy with their coins? Support them in counting out the correct amount. Swap between you and take turns to be the customer and shop keeper.
If your child is confident you could introduce some 2ps? Maybe try to record the different ways you can find a total with 1ps and 2ps?
Above all enjoy having some fun with money and coins.
Week 6- (Monday 25th May)
This week please continue practising number sentences for addition and subtraction, practise counting, ordering numbers, and quick fire number bonds and doubles.
If you have some more time then you could enforce the concept of half. We have talked about half at school just before we broke up. The children did well but if we were in school we would be revisiting it around now. Work practically, halve items such as paper shapes (fold them) towers of bricks ( by breaking them in half and comparing the towers to ensure they are equal- adjust the towers to make them equal if needed). If you have a snack or meal, encourage your child to pour their own drink- half a glass, how do they know that it is half? Cut their food in half? You could have a half picnic? Playdough is great for half too, make shapes and cut them in half or roll balls or sausages and try to split them in half equally.
Don’t worry about finding half of numbers at this stage. If you are confident that your child is secure you could touch on halving numbers by using brick towers of equal numbers. Breaking the towers in half and count the number of bricks in each tower. Use the vocabulary, this tower has … bricks, we have split it in half, that means we have split it into two equal parts, each part is … bricks. That means that half of … is…
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Last Edited: 22nd April 2021
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What are cookies?
Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.
Cookies set by the website owner or service provider (in this case, eSchools) are called “first party cookies”. Cookies set by parties other than the website owner are called “third party cookies”. Third party cookies enable third party features or functionality to be provided on or through the website or service you are using (such as advertising, interactive content and analytics). The third parties that set these third party cookies can recognise your computer both when it visits the website or service in question and also when it visits certain other websites or services.
We use first party and third party cookies for several reasons. Some cookies are required for technical reasons in order for our Services to operate, and we refer to these as “essential” cookies. Other cookies enable us and the third parties we work with to track and target the interests of visitors to our Services, and we refer to these as “advertising” or “analytical” cookies. For example, the embedding of YouTube and Vimeo videos, as added by individual schools, will require “advertising” cookies to be enabled in order to successfully play them. Schools that, for example, opt to track visitor data using Google Analytics will require “analytical” cookies to be enabled in order to do so. These third party cookies are used to tailor content and information that we may send or display to you and otherwise personalise your experience while interacting with our Services and to otherwise improve the functionality of the Services we provide. We also enable schools to employ cookies and similar tracking technologies in connection with their use of our Services in order to allow them to track visitors to and interactions with their school website.
User Embedded Content
Our Services allows schools to embed code which may potentially contain cookies. Please note embedded content, if displayed on one of our websites, has been added by the school and not by eSchools. The embedded content added by the school may require additional cookies or tracking technologies to be enabled in order to function.
How can I control cookies?
You have the right to decide whether to accept or reject cookies. Be aware that cookie preferences are set on a per device basis; therefore you may need to set your preferences on each device you use.
Initial cookie pop-up banner: You can exercise preferences about what cookies are served on our Websites by selecting your preference from this modal which appears upon visiting an eSchools website/login screen and dashboard. You can also change your cookie preferences by clicking on the link on the footer of any page. The banner will reappear annually (August 31st to coincide with the academic year) to confirm your settings.
Disabling Most Interest Based Advertising: Most advertising networks offer you a way to opt out of Interest Based Advertising. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing. If you would like to find out more information, please visit aboutads.info/choices or youronlinechoices.com.
Mobile Advertising: You can opt out of having your mobile advertising identifiers used for certain types of Interest Based Advertising, by accessing the settings on your Apple or Android mobile device and following the most recent published instructions. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing.
How often will you update this Cookie Statement?
Where can I get further information?