Sunshine Home Learning Weekly Planning. Daily

object/visual timetable. -Fine motor- threading, inset puzzles, Lego etc -name writing and recognition - practice name writing , sequencing letters of their name, finding letters for their name, overwriting sounds, finding their name from a group of words.

Monday Maths: money- sort coins into group today you could use 1 pennies and 2 pence pieces. Get the children to look at the numbers on the coins. Practice writing number 1 and number 2. Sort the coins into 2 separate bowls. You could also use play money or cut out the paper ones attached. Play some shopping games and exchange the money for items. 5 current buns (or toys) work well for this and you could sing the song. English: Box clever – choose a new theme- zoo animals Naming words (nouns) - as the children are playing with certain toys, familiarise them with the names by commenting. Try to avoid asking ‘what’s this, what’s that’. Simply modelling the language will provide more learning opportunities than questioning. E.g. ‘This is a tiger, tiger roars!’

Tuesday Maths: money- sort coins into group today you could use 2 pence pieces and 5 pence pieces. Get the children to look at the numbers on the coins. Practice writing number 2 and number 5. Sort the coins into 2 separate bowls. You could also use play money or cut out the paper ones attached. Play some shopping games and exchange the money for items. 5 current buns (or toys) work well for this and you could sing the song. English: Box clever: Action words (verbs) – as above, model a range of associated verbs as the children play e.g. bear eating, tiger running, lion sleeping.

Wednesday Maths: money- sort coins into group today you could use 5 pence pieces and 10 pence pieces. Get the children to look at the numbers on the coins. Practice writing number 5 and number 10. Sort the coins into 2 separate bowls. You could also use play money or cut out the paper ones attached. Play some shopping games and exchange the money for items. 5 current buns (or toys) work well for this and you could sing the song. English: Box clever-: Describing words (adjectives) - select a few concepts you would like to work on e.g. for person prepositions such as in, on, under. Model phrases as the children are playing e.g. Monkey in the tree , meerkat under the bridge, bear in the cave.

Thursday Maths: money- sort coins into group today you could use 10 pence pieces and 20 pence pieces. Get the children to look at the numbers on the coins. Practice writing number 10 and number 20. Sort the coins into 2 separate bowls. You could also use play money or cut out the paper ones attached. Play some shopping games and exchange the money for items. 5 current buns (or toys) work well for this and you could sing the song. English: Box clever: Short sentences – add on words to the children’s language e.g. they say nurse you say ‘yes it’s a lion” or ‘ooh the lion is furry ’ or ‘The lion is walking’.

Friday Maths: money- sort coins into group today you could use 20 pence pieces and 50 pence pieces. Get the children to look at the numbers on the coins. Practice writing number 20 and number 50. Sort the coins into 2 separate bowls. You could also use play money or cut out the paper ones attached. Play some shopping games and exchange the money for items. 5 current buns (or toys) work well for this and you could sing the song. English: Box clever: Short story – tell simple, short stories to the children as they play such as dear zoo, walking through the jungle, Elmer the elephant etc. Watch related movies or shows such as Madagascar or jungle book.

Sunshine Home Learning Weekly Planning.

Weekly wider curriculum activities

Attention - see bucket planning for parents and bucket time ideas. stage 1 bucket 3 motivational toys. (Think of a key word/s to help create a theme e.g word is shake - 3 toy ideas- shaker toy, sensory bottles, ribbons on hoop etc.

Speaking and listening- see speech language and communication ideas for parents. Memory: Play memory games. Sequencing: • Provide opportunities to practise sequencing activities e.g. days of the week, the alphabet, numbers, months of the year. INTERVENTIONS / ACTIVITIES • Play matching games such as dominoes, snap and picture lotto. • Match things that are different but have qualities that are the same e.g. colour, shape or size. • Sort and classify items e.g. things for eating, things for playing with, thing you can wear, things in the bathroom etc • Use digital photos of activities for the pupil to re sequence e.g. making a drink, eating and apple, making a sandwich, carrying out a science activity. • Sequence pictures, sentences, cartoon strips. • Use visual and auditory memory games such as ‘shopping’ ‘pairs’ ‘Kim’s game’ ‘I went to the zoo and I saw....’ • Use barrier/screen games to develop listening, memory and sequencing skills. • Use P.E. and Dance to provide opportunities for sequencing movements, memory and directional practice. • Copy and create repeating patterns.

Life skills- see cooking and life skills overview. • To understand where food comes from. Plant and grow some herbs or strawberries Don’t worry if you don’t have garden space: growing herbs in pots or salad in a window box will still help your child understand where their food comes from.

Phonics- see letters and sounds plan for parents. ■ To develop awareness of sounds and rhythms Action songs Singing songs and action rhymes is a vital part of Phase One activities and should be an everyday event. Children need to develop a wide repertoire of songs and rhymes. Be sure to include multi-sensory experiences such as action songs in which the children have to add claps, knee pats and foot stamps or move in a particular way. Add body percussion sounds to nursery rhymes, performing the sounds in time to the beat. Change the body sound with each musical phrase or sentence. Encourage the children to be attentive and to know when to add sounds, when to move, and when to be still.

Science- see kitchen science 2 Rainbow in a glass What You Need- Sugar, Water, Food colouring, Tablespoon, 5 glasses or clear plastic cups See instructions added bellow

Social skills and interaction- see reinforcement games for parents. Lost hands! Say give me five or high five but lose your hand in your sleeve, have child help you find, then lose other hand, etc. Disappearing head. Wear a hooded sweatshirt with a draw string and make your head disappear as you tighten string, ask child to help to get you out.

Sunshine Home Learning Weekly Planning. Science Rainbow in a glass-

The Process 1. Line up 5 glasses. Add 1 tablespoon (15g)of sugar to the first glass, 2tablespoons (30 g) of sugar to the second glass, 3 tablespoons of sugar (45 g) to the third glass, and 4 tablespoons of sugar (60 g) to the fourth glass. The fifth glass remains empty.

2. Add 3 tablespoons (45ml) of water to each of the first 4 glasses. Stir each solution. If the sugar does not dissolve in any of the four glasses, then add one more tablespoon (15 ml) of water to each of the four glasses.

3. Add 2-3 drops of red food colouring to the first glass ,yellow food colouring to the second glass, green food colouring to the third glass, and blue food colouring to the fourth glass. Stir each solution.

4. Now let’s make a rainbow using the different density solutions. Fill the 5th glass with about one-fourth full of the blue sugar solution.

5.Then carefully layer some green food coloured solution. Do this by putting a spoon in the glass, just above the blue layer, and pouring the green solution slowly over the back of the spoon. If you do this right, you won't disturb the blue solution much at all. Add green solution until the glass is about half full.

6. Now layer the yellow solution above the green liquid ,using the back of the spoon. Fill the glass to three-quarters full.

7. Finally, layer the red solution above the yellow liquid again using a spoon .Fill the glass the rest of the way.

Safety and Tips

• The sugar solutions are miscible, or mixable, so the colours will bleed into each other and eventually mix.

• If you stir the rainbow, what will happen? Because this density column is made with different concentrations of the same chemical (sugar or sucrose), stirring would mix the solution. It would not un-mix like you would see with oil and water.

• Try to avoid using gel food colouring. It is difficult to mix the gels into the solution.

• If your sugar won't dissolve, an alternative to adding more water is to microwave the solutions for about 30 seconds at a time until the sugar dissolves. If you heat the water, use care to avoid burns.

• If you want to make layers you can drink, try substituting unsweetened soft drink mix for the food coloring, or four flavours of a sweetened mix for the sugar plus colouring.

• Let heated solutions cool before pouring them. You'll avoid burns, plus the liquid will thicken as it cools so the layers won't mix as easily.

• Use a narrow container rather than a wide one to see the colours the best.

Box Clever explained- This information is to help you support your child at home with language it is designed to help develop their vocabulary, story telling and social skills.

Sunshine Home Learning Weekly Planning. Aim-

Box Clever aims to provide play experiences at the same time as language stimulation. It involves: • Play that is fun • Daily repetition

• Adults talking at the right level for the child’s understanding • Opportunities for play with peers

How? The basic idea of Box Clever is having a box full of topic related toys and a small group of children with an adult. During the session encourage your child to play with the toys and comment on what they are doing. Use the daily guide below to decide what type of things you will be commenting on or modelling. Themes

To set up Box Clever, decide for that week which topic you will be working on, for example: Mini beasts, under the sea, zoo animals, hospital, fire station, all about me, holidays, transport,

family, home etc. Boxes- Set up your box with a range of toys centred around that topic for example you could include related toys and action figures, story books, pictures, photos etc (think outside of the box!) Plans

Teaching by Talking- - Remember you don’t always need to ask questions! Modelling, expanding and commenting on language

provides children with lots of models to learn new words. - Give your child time to talk – leave pauses to see what language they are using before modelling.

- Follow the child’s lead – try not to tell them what to play with. This way their attention may last longer! - Encourage turn taking and playing together.

Websites to help your learning (if you do not remember your log in, please contact your year lead on….)

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/

https://login.mymaths.co.uk/myportal/library/11?login_modal=true

Who has dog?Who has cat?

Who has bird? Who has deer?

I have cat.I have fish.

I have dog. I have bird.

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Who has rabbit?Who has monkey?

Who has sheep? Who has chicken?

I have monkey.I have deer.

I have rabbit I have sheep.

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Who has horse?Who has butterfly?

Who has cow? Who has pig?

I have butterfly.I have chicken.

I have horse. I have cow.

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Who has lion?Who has tiger?

Who has duck? Who has elephant?

I have tiger.I have pig.

I have lion. I have duck.

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Who has fish?Who has bear? I have bear.I have elephant.

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giraffe

elephant

flamingo

tiger

chameleon

wildebeest

zebra

hippo

lion

snake

rhino

meerkat

kangaroo

camel

panda

toucan

koala

leopard

penguin

orangutan

sea lion

sloth

gorilla

bear

chimpanzee