Reception Class

Welcome to Reception class home learning page. This page is designed to support you and your child with learning from home. There are several links to different websites that will support Reading, Writing, Maths, PE and science. 

 

Just click on the picture to visit the site. 

 

The daily expectation is to complete the Phonics, Literacy, Maths and Vehicle work. We would work in small groups in class and follow the activity with learning through play. Remember to encourage your child and have lots of fun with the work. Break the work up into small chunks and remember that it is the child's work I would like to see. Encourage them to sound out using their phonic knowledge. 

Please remember to upload work to evidence me so I can mark it and give feedback. 

 

 

      

 

Wednesday 23rd March 2022

Phonics:

Mrs Halls Group

Miss Hine/ Mrs Ironmonger Group

Mrs Whittaker group

 

Maths: This Challenge introduces children to a new question style. The method for the question is the same
as previous questions but the way in which the children are asked has changed. In this question, children are given the part which they are used to finding. Using counters on a part-whole model to explore this question will allow the children to see that either missing part can be found by subtracting the given part.
ASK
• How many children are there?
• What is the whole?
• How many children need to be left?
• What is this part worth?
• How can you work out how many children need to be taken away?
• How will you know when you have taken away enough children?
• How many children need to get off?
• What do you take away from 10 to get 9?

 

PM: Listen to the story of the parable of the talents https://www.youtube.com/watch?v=k4w7v-WDfJk 

What are your talents? can you draw a picture of something you are good at, a gift that God has given you. Write the sentence God has given me the gift of......

Tuesday 22nd March 2022

Phonics

Mrs Halls Group

Miss Hine/ Mrs Ironmonger

Mrs Whittaker Group

Maths:

Question 1 practises the concept of finding a missing part through subtraction. In Question 2 , the
number of children getting off is not given. Children will need to identify the number to be taken away, then create the subtraction number bond 10 − 4 = 6 for the part-whole model. Once both questions are completed, children will be exposed to the concept of having the same parts but taking them away in a different order.
ASK
• Question 1 : If there are 10 children, then 6 get off, how many are left? How do you know? What does the
10 represent? What does the 6 represent? Where will the number of children left go? So, 10 take away 6 is…?
• Question 2 : How can we show the children with hats getting off? Has the whole changed? Why? How many children are left on the bouncy castle? So, 10 take away 4 is…? What do you notice about the part-whole model for Question 1 and the part-whole model for Question 2 ? What is the same? What is different? How would the numbers change if the children without hats were to get off instead?

Afternoon: On Friday we wore yellow to show that we stand with Ukraine. We are creating a special prayer tree in the outdoor area. Please think of a special prayer you could say for the people of Ukraine and write it in  a heart. We can add it to the tree when you return. 

 

Monday 21st March

Phonics: 

Mrs Halls Group

Mrs Ironmonger/ Miss Hine Group

Mrs Whittaker group

 

Maths: The Discover question is set at a children’s
party, which will be the focus for the whole week. There
are 10 children on a bouncy castle, with 2 bouncing off.
The children represent the subtraction 10 – 2 = 8. Draw the children’s attention to the sign stating that 10 children are allowed on. Discuss how the total number of children will always be 10 and whether 2 children getting off links to adding or taking away.
ASK
• How many children are bouncing?
• How many children are getting off?
• If we split the 10 children into children who are bouncing and children who are getting off, what would each part be worth?
• If there were 10 children bouncing and 2 got off, how many children are left? So, 10 take away 2 is…?

Afternoon: It is the first day of Spring today we are going on a spring walk. Look outside what can you see, hear, smell or feel? What did you find?

Draw pictures or write about what you can see, hear, smell or feel during Spring. 

Friday 17th March 2022

Phonics: 

Mrs Halls Group: Log into oxford owl and read Elvis.

Mrs Whittakers Group: log into Oxford owl and read Tug Tug

 

Miss Hine/Mrs Ironmonger: Read through your paper ditties at home.

 

Maths: Recap the number bonds to 10. Draw and cut around your fingers to create two hand cut outs. Stick them to a piece of paper but leave the fingers floppy. Write the number sentences. See below. 

PM: On Friday we have PE all afternoon with Bee active. You can do your own PE session or watch Oti on CBEEBies or watch Cosmic Yoga on You Tube. You may want to make an indoor course and follow it. 

Thursday 17th March 2022

Phonics:

Mrs Halls Group

Mrs Ironmonger/ Miss Hine Group 

Mrs Whittaker Group

 

Maths: Discuss how many more are needed to make 10. Use objects, counters sweets to show different ways of making 10. Record your different ways in number sentences eg 1 + 9 = 10. 

 

PM: Tomorrow is Holi festival. Please read the power point to your child. Design a Holi T-shirt. See link below. 

Wednesday 16th March 2022

 

Mrs Whittakers Group

 

Mrs Halls Group

 

Mrs Ironmonger/ Miss Hine Group

 

Maths: This Challenge encourages children to explore all the options for number bonds to 10. The whole shows 10 identical fish in a ten-frame layout, so that children can identify quickly that the total is 10. There are no clues as to how the fish should be broken into the two empty tanks, so encourage children to find all the ways to break the whole into two parts.
ASK
• What can you see in the picture? What do you notice about the fish?
• How could you break the fish into two groups?
• How can you make sure you have found all the possible ways?
• If there are 8 in this tank, how many will go in this tank? If you put 8 in the other tank, can you say without counting how many will go in this tank?
• Is it possible to have the same number of fish in each tank?
STRENGTHEN Children work in a small group with an adult. They have 10 toy fish to put into two bowls. Give them a methodical starting point for each number bond (using physical objects). Ask: If 9 go in this bowl, how many will be in this bowl? Record the bond using digit cards. If 8 go in this bowl, how many will be in this bowl? Remember to include 10 and 0.

 

Afternoon: Science week

Today we are thinking about how plants grow and what they need to thrive and survive. 

Ask children what plants need to grow. Show the seeds, soil, pot, watering can etc.

Explain that you are going to plant 1 tub in soil but give it no water, 1 in soil but no light, 1 in no soil but give it water and light and one in soil with water and light. What do they think will happen to each pot?

Children to make a prediction. Draw what they think will happen to each plant. Children in class will be planting cress. Can you plant some seeds at home? 

Tuesday 15th March 2022

Phonics:

Mrs Halls Group

Mrs Whittaker Group

Mrs Ironmonger/ Mrs Hine

 

Maths: IN FOCUS In Question 1 , the whole is broken into two parts, where both parts have an equal number of plants if they are split by the type of plant (as shown in the picture). In Question 2 , different parts (the fish) are put back together into a whole. Reinforce this using the Part whole teaching tool, and demonstrate breaking a whole into parts, then combining the parts back into the whole and recounting.
ASK
• Question 1 : What can you see here? What is the same and what is different about the plants? How could you break the plants into two parts? If you break the plants like this (by plant type), how many will go in each bag?
• Question 2 : What can you see here? How many fish are in each bag? What will happen if both the bags (both parts) are emptied into one tank (the whole)? Where will all the fish go?
How many fish will go in the whole tank?

Afternoon: Please show your child the powerpoint below. Look at baby pictures. How have you changed? How has mummy or daddy changed? How has nan or grandad changed? 

Draw a picture what I look like as a baby and what I look like now. 

Monday 14th March 2022

Phonics

Mrs Hine and Mrs Ironmonger groups

 

Mrs Whittaker Group

  

 

Mrs Hall Group

 

Maths: IN FOCUS The Discover is set in an aquatic shop, which will be the focus for the whole week. There are 10 fish in the large tank, showing the number bond 6 and 4. Ensure children understand that Aidan will carry all the red fish home in his bag, and that Ella will carry all the yellow fish in her bag. Encourage any discussion around fairness and whether they should have the same number of fish, always coming back to how many there would be in total (10), to help children explore the different number bonds to 10.
ASK
• How many fish are in the tank altogether? How do you know?
• What could the two parts be? [yellow fish and red fish]
• How many fish are in each part?
• Aidan wants red fish. How many fish will he get?
• Ella wants yellow fish. How many will she get?
STRENGTHEN To help children to visualise how many fish there are altogether, use red and yellow counters to represent the fish, placing them either in a long line or in a ten frame on the Ten frame teaching tool to show that the total of 6 and 4 is 10.                                                                                                                                                                     

 

Science week:

This week we will be taking part in different experiments. Today we are going to be looking in our outside area for things that have grown in strange places. Plants that may be growing without sunlight or soil. Can you look for things at home that may be growing without soil, sunlight or in a strange place. 

Look at the powerpoint below. Download any pictures to evidence me. 

Please find below support to help you log into Purple Mash.

If you have any questions or need any support please don't hesitate to email 

 

rosannareid@st-marys-leek.staffs.sch.uk

Purple Mash Support

 

Support in the form of videos can be found by clicking on the links below. 

 

A printable copy is at the bottom of the page should you need it. Children in school have already been taught how to access the activities set by their teacher and so should be familiar with this. Please note the home screen on your computer will look slightly different as we are using the most up-to-date version, but all menu items still work in the same way. 

 

2dos and feedback can also be found by using the Alerts tab on the menu which looks like this:-   

 

For further support please contact your class teacher in the first instance. Passwords can be found on the parent letter that was sent when we registered your child or inside their planners. (Inside home learning folders for Nursery and Reception)