Menu
Home Page

Greenmount -

a Pathway to Success

Thursday, 4th June

Good morning Reception.  Have you managed to create your sea creature?  We will be using this next week for our writing. I have really enjoyed looking at your activities on your portfolio, it has been lovely to see your smiling faces.  Don’t worry if you haven’t managed to put anything up yet, I’m sure that you are all very busy.

 

Today’s phonics: Please go through your reading word pack-which set are you on for?  Take some time today to go through your old words-have you forgotten any?  If so add them to your reading word pack and remove some of the ones that you are really super at now.  Try to look at your new set and your ‘forgotten’ word pack daily if you can.

 

Did you like the alien game on Phonics Play for Phase 3?  You can play this again today and choose a phoneme in Phase 3 that you find a little tricky, maybe ‘ure’ as that’s a funny one, or ‘th’ as that one is tricky to say with your tongue between your teeth.

 

Mrs Carr’s/Mrs Brennan’s:  Today we are going to start on Phase 5, which looks at different spellings for the same phoneme.  Some of the phonemes have lots of different ways of spelling them.  We won’t look at them all but just one alternative.  You will be doing much more learning on this when you go into Year 1.  Today I thought that we would look at ‘ai’/’ay’ which you have looked at before but its good to revise. I have attached an activity for you to complete today, there is a choice of three sheets, please just complete one.

The ‘ai’ spelling is not used at the end of a word.

  The ‘ay’ spelling is used mostly at the end of a word.

 

Mrs Balmer/Miss Hathaway’s phonics group: Today I thought you could have a try at writing some ‘gl’ words.  Please see the attached sheet.  Grown-ups, you will need to talk through the pictures first please (I think that the stars are ‘glint’).

 

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

I have attached two activity sheets where you need to write the words to match the different pictures, one for today and one for tomorrow.  Use your phoneme mats to help you.  There are also answer sheets attached but you could actually use these as an alternative blend to read activity should you wish.

 

Number

Mrs Carr’s/Mrs Brennan’s:   I would now like us to try to learn the number bonds for numbers within 5, that is learning all of the different alternatives that add up to 2, 3, 4, 5 and then looking at the inverse operations like we did yesterday.  It is great if children can learn certain key number facts that they can use and apply in number problems without having to always work them out.

Today I would like you to explore 2 and 3, how many different ways can you add 2/3 numbers to equal 2 and to equal 3-there aren’t too many!  Then see if you learn these off by heart.  You might want to make your own little game like we played for 10 to help you to learn them.  Then see if you can work out the inverse operations for 2 and 3-how can you show these calculations?  Then see if you can remember these facts too.  You could make yourself a little fact sheet for each if you wish.

 

Mrs Balmer’s/Mrs Hathaway’s:  I thought that we would re-visit estimating today and set you an activity that I set for the other group in week 7.  For Reception we provide experiences for estimating quantities within 5, 10 and then up to 20.  Firstly, we estimate and then we count to check.  There is not a ‘correct’ answer as such but instead, ‘a good estimation’.  Some children find this quite tricky at first, this can be due to the size of the objects as well as the amount.  For example, estimating how many objects you can fit in your hand depends on the size of your objects and the size of your hand! 

I would like you to use a sock and firstly explore how many similar size objects will fit in it.  Then remove some objects so that the sock is now half full.  Ask your child to feel the sock-no counting!  How many objects do they think are in the sock now?- remind them that if we have removed some objects then there must be less in than when the sock was full.  Then count to check.  You can do this a few times, adding in more, taking more out.

Extension:  You could get a much bigger sock out or a much smaller sock-how many will fit in each of those?  Count to check.

 

Take care and have fun, Mrs Balmer😊

Top