Week 3 - Week Beginning Monday 4th May
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What the Ladybird Heard by Julia Donaldson
This week we are moving onto learning about Ladybirds!
Our story is: What the Ladybird Heard, by Julia Donaldson and Illustrated by Lydia Monks (she was the author of Aaaarrgghh Spider from last week!)
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MONDAY: Good morning sweetpeas,
Did you have a wonderful weekend?
Did you have a wonderful weekend?
Today, we want you to investigate Ladybirds and draw us a picture of one. There are some fact files attached for you and your grown-ups to look through and pick out some information. If you know of somewhere else to look for information, perhaps you have some books or know somewhere (safely) online to look, go ahead!
Have fun!
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TUESDAY: Today you are going to learn about and explore doubling.
Doubling is when you have 2 sets of the same amount and you add them together.
When we have been adding, we have had 2 amounts, but these have been the same AND different amounts
Doubling is when you have 2 sets of the same amount and you add them together.
When we have been adding, we have had 2 amounts, but these have been the same AND different amounts
When we are double are adding the same amount each time. If the amounts are not the same, it is not doubling.
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So you can choose how you explore doubling, but today is very important to be practical, using objects. We do not need you to write about your doubling, but need you to explore what it looks like.
Parent/ Carers, Here are some questions you may ask and what their answers may be:
- How many did you start with? “3”
- How many do you have now? “1, 2, 3, 4, 5, 6. I have 6”
- What does this mean? “Double 3 is 6.”
- Can you say it as a number sentence? "3 + 3 = 6"
Please remember, today is all about exploring doubles, practical practical practical. Here are some other ways to double as well.
- How many did you start with? “3”
- How many do you have now? “1, 2, 3, 4, 5, 6. I have 6”
- What does this mean? “Double 3 is 6.”
- Can you say it as a number sentence? "3 + 3 = 6"
Please remember, today is all about exploring doubles, practical practical practical. Here are some other ways to double as well.
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WEDNESDAY: Today we are going to read some CVC words.
Parents/ Carers, could you write these words on pieces of paper with the dots and lines. The dots mean they are single letter sounds and the lines mean they are 2 letter sounds (digraphs) or 3 letter sounds (trigraphs).
Now children could you read the words either by sounding them out, out loud or in your head.
Now children could you read the words either by sounding them out, out loud or in your head.
Now you have read the words, I would like you to listen the words and see if you can match the words which rhyme. Rhyme is when the ends of the words sound similar e.g. “top” and “pop”, the “op” sounds the same! “Tree” and “lean” do not rhyme “tree” ends in an “ee” sound and “lean” ends in “ean” sound. “Tree” and “bee” rhyme as they both end in “ee”.
Have a go at matching these words together.
I wonder, could you build a sentence with some of these words and your tricky words?
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THURSDAY:
Yesterday you read some key words from our story, now I would like you to write them! Your grown-ups will call out 1 word at a time.
- Can you spot the word in the story?
- Can you spot the picture it relates to?
- Can you sound out the word? Remember to use your fingers to help you count the sounds.
- Have a go at writing it. Use your sound mat to help you to write the letters correctly.
- Can you spot the word in the story?
- Can you spot the picture it relates to?
- Can you sound out the word? Remember to use your fingers to help you count the sounds.
- Have a go at writing it. Use your sound mat to help you to write the letters correctly.
Parents/ Carers, here are the amount of sounds in each word for you. Your children will hold up the amount of fingers and point to the fingers as they identify each sound:
Hold up 3 fingers for words with 3 sounds in: hen, hog, van, pen, night, dog, right.
2 fingers for: how, cow.
4 fingers for: plan.
2 fingers for: how, cow.
4 fingers for: plan.
I wonder can you choose 2 words and put them in a sentence. Here’s my sentence if you cannot think of one:
The cow in the pen.
(Look! I have used my capital letter at the beginning of my sentence, I have used my finger spaces, and my full stop at the end! Have you?)
The cow in the pen.
(Look! I have used my capital letter at the beginning of my sentence, I have used my finger spaces, and my full stop at the end! Have you?)
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