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Friday, 5th June

Good morning Reception. 


Today’s phonics: Please go through your reading word pack and phoneme packs. 


Mrs Carr’s/Mrs Brennan’s: 

Phonics Play for Phase 4 recap: ‘What did you put in my Lunchbox’ interactive storybook-click on Phase 4 and go to the bottom of the page to find it.

Today I would like you to identify and read some ‘ai’/’ay’ words and then put them into sentences.  Please re-read your sentences and check that they make sense.  Try to sit your letters on the lines and remember your full stops.


Mrs Balmer/Miss Hathaway’s phonics group: 

Phonics Play for Phase 3 recap:Play ‘Pick a picture’-choose ‘Phase 3 digraphs’ tile after you have clicked on play.

Today’s ‘blends’ activity-please see the attached sheets.  You need to cut out and stick on the initial blends to complete the words so that they match the pictures.  Alternatively, if you can’t print, have a try at writing the words on a piece of paper.


Alternative phonics recap activity-this is for those who do not feel ready for Phase 4 activities yet:

Please complete the second sheet from yesterday for spelling or reading-which ever skill you feel that your child needs to focus on.


Mrs Carr’s/Mrs Brennan’s:   I would now like us to try to learn the number bonds for numbers 4, 5 and then looking at the inverse operations again.  How many different ways can you add 2/3 numbers to equal 4 and to equal 5.  Then see if you learn these off by heart.  Again you might want to make your own game to help you to learn them-you could try a pairs game where you pick up two number cards to see if they add up to equal 4 or 5.

Then see if you can work out the inverse operations for 4 and 5-what can you use for this today?  You could draw around your hand and cut it out for five-making subtraction calculations by folding fingers down.  Then see if you can remember these facts too.  Again, you could make yourself a little fact sheet for each if you wish.


Mrs Balmer’s/Mrs Hathaway’s: 

I thought that we would take a little look at doubling today, learning our doubles to 10 (1+1=2/2+2=4/3+3=6/4+4=8/5+5=10).  (If you are confident with these then you could move onto your doubles within 20). I thought that you could work take a look at the ladybird sheet that I have attached (I tried to find fish!).  You could explore doubles more practically first, looking at how double means two lots that are the same.  You could do this using two tubs and 10 objects, start by putting 1 item in each tub-what double have you made, then add 1 more to each tub-what double have you mad now?  Can find out what double 3 is?  I always repeat the calculation back when we work, modelling the language: e.g. ‘so 1 and 1 is 2, double 1 is 2’

The aim is to learn the double facts (within 10 then 20) by heart so that this knowledge can be used and applied in other number problems.


I’ve noticed some nice resources on the Early Years section of the bbc bitesize website for Mathematics that might be worth a look if you need extra or different activities.

Take care and have fun, Mrs Balmer