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Home learning pack
Foundation Stage
w.b. 29.6.2020
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Contents Suggested weekly timetable
Monday
Phonics and handwriting – Task 1
Writing – Task 1
Maths – Task 1
Tuesday
Phonics and handwriting – Task 2 (to print)
Writing – Task 2
Maths – Task 2
Wednesday
Phonics and handwriting – Task 3
Writing – Task 3
Maths – Task 3
Thursday
Phonics and handwriting – Task 4 (to print)
Writing – Task 4
Maths – Task 4
Friday
Phonics and handwriting – Task 5
Writing – Task 5
Maths – Task 5
Topic Activities
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LEARNING
Here are some websites that
you can use to learn.
If you are watching videos on YouTube
use YouTube kids.
Make sure you are only playing games
that are appropriate for your age.
If anything worries you, you feel unsafe
or something scares you remember
that you must talk to a trusted adult.
BE KIND
Be kind online
Being positive and respectful online is key of using the
internet safely.
Remember to treat others as you would like to be treated.
During the day time, when you would usually be in
school, please use your devices only for learning.
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Phonics and handwriting-
Monday
A video of this sound being taught will be uploaded to
Tapestry for the children to follow.
Sound- ire
Phrase- fire, fire!
Can you read these green and alien words?
fire bonfire
tired admire
hire chire
vampire plire
umpire bired
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Writing task- Monday
This week we are joining the rest of the school in thinking
about poetry. What is a poem? A poem is a piece of writing
that expresses feelings and ideas using imaginative language.
Have a look at the poem being read by Michael Rosen below,
the poems on the page below and any other poems you have
at home.
https://www.youtube.com/watch?v=z1cfVQyrQ3Q
Some poems work by making the final words on some of
their lines rhyme. What do rhyming words do?
Have a look at the videos of Oi Frog etc being read on
Tapestry. Today we are going to work on recognising and
matching rhyming words.
Have the cards below printed and mixed up. Can your child
match all the rhyming words together? Can they think of any
other words that would rhyme with these? Maybe they could
draw a picture of any other words they think of.
(Discuss the need for finger spaces between each word and encourage cursive handwriting.
Encourage children to use their Fred Fingers to segment words and accept phonetical spellings using
the sounds that the children have already learnt. Can children remember how to write key red words
such as I, the and said? Extension- can children punctuate their writing with a capital letter and full
stop correctly?)
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Mathematics task- Monday Learning Point: To solve problems
Explain that this week, we are going to be putting some of the
children’s mathematical knowledge to the test by solving a range
of problems. We will need to think of solutions to our problems
and make sure that they are mathematically accurate.
Show your child the story One is a Snail Ten is a Crab on Tapestry.
Discuss the book together including what the book is helping us to do
(count and do calculations).
Today we are going to use the book to help us to complete some
addition calculations. Show your child the images of the different
animals below or use toy animals to solve a range of addition
calculations:
1- Ask your child to use the cut-out animals or real animals to work out
how many legs there would be if there were e.g. 2 dogs or 1 dog and 3
snails.
2- Ask your child to complete the addition cards below by writing in the
total number of legs beneath each picture
3- Ask your child to complete some word-based addition calculations.
4- Ask your child to write their own addition word problems based on the
story.
When completing calculations, allow your child access to objects to count with, number
lines, hundred squares, numicon or any other resource they need to support their
counting.
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Phonics and handwriting-
Tuesday
Can you write the sound in the cursive style?
ire ire ire ire
Can you write some of the green words from Monday’s
phonics lesson in the cursive style?
(Please note- tell children the number of Fred fingers for each word by counting the sound
buttons underneath each word. Both lines and dots represent a single sound)
Can you write the following phrase?
“The vampire is scared of the big, burning bonfire”
(Please note- tell children the phrase and get them to repeat multiple times. Model writing the phrase sounding out each word as writing it then hide this before children write the phrase. Discuss the need for finger spaces between each word and encourage cursive handwriting.)
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Writing task- Tuesday
Can your child remember what a poem is? Which of the poems they
have read is their favourite? Why do they like this one the best?
Have a look at the poem below. Can your child identify which words
in this poem are the rhyming ones? They can either highlight these
or discuss which are the rhyming words verbally.
Today we are going to have a go at writing our own rhyming
sentences. Have a look at the Oi Frog stories again. If you stop them
before the rhyming word is said can they suggest a suitable rhyming
word for the animal?
Ask your child to write their own rhyming sentences. This could be
based on writing another page of the Oi Frog book or about another
subject that interests your child. They can illustrate their pictures
after.
E.g. The cat sat on a mat wearing a pink and yellow hat whilst holding
a big cricket bat.
(Discuss the need for finger spaces between each word and encourage cursive handwriting.
Encourage children to use their Fred Fingers to segment words and accept phonetical spellings using
the sounds that the children have already learnt. Can children remember how to write key red words
such as I, the and said? Extension- can children punctuate their writing with a capital letter and full
stop correctly?)
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Mathematics task- Tuesday Learning Point: To solve problems
Re-read the story One is a Snail Ten is a Crab. Remind
children of the problems that they solved yesterday. What
mathematical knowledge did they need to use to solve
these?
Today we are going to use the book to help us to complete
some subtraction calculations. Show your child the images of
the different animals below or use toy animals to solve a
range of subtraction calculations:
1- Ask your child to use the cut-out animals or real animals to work out
how many legs there would be if there were a number of animals and
some went away e.g. There were 6 dogs and 2 went away or how many
legs if one bee flew away leaving 3 behind?
2- Ask your child to complete the subtraction cards below by writing in the
subtraction calculation to show the number of legs left beneath each
picture
3- Ask your child to complete some word-based subtraction calculations.
4- Ask your child to write their own subtraction word problems based on
the story.
When completing calculations, allow your child access to objects to count with, number
lines, hundred squares, numicon or any other resource they need to support their
counting.
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Phonics and handwriting-
Wednesday
A video of this sound being taught will be uploaded to
Tapestry for the children to follow.
Sound- ear
Phrase- hear with your ear
Can you read these green and alien words?
hear clear
ear spear
fear thear
nearer glear
dearest wearb
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Writing task- Wednesday
Can you share some poetry with your child? Do they have a
favourite style of poetry? Do they prefer rhyming or non-rhyming
poems?
Show your child the poem I didn’t know I’d miss (below) or listen
to it via this link: https://soundcloud.com/talkforwriting/didnt-
know/s-M7Rgv1VrhKV
Read this through together and discuss the fact that the girl who
wrote it is talking about all the things she misses about school
since she has been learning at home.
Ask your child to think about all the things they have missed
during lockdown. Make a mind map of the things that they have
missed and as your child thinks of each one, think how they can
extend their writing about this. E.g. I have missed playing with my
friends could be extended to I have missed building giant Lego
houses with my friends with bright coloured bricks and tall, green
trees at the front.
We will be adding to their mind map tomorrow so make sure
there is space for more writing next to each point.
(Discuss the need for finger spaces between each word and encourage cursive handwriting. Encourage
children to use their Fred Fingers to segment words and accept phonetical spellings using the sounds that
the children have already learnt. Can children remember how to write key red words such as I, the and said?
Extension- can children punctuate their writing with a capital letter and full stop correctly?)
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I didn’t know I’d miss – the hum of everyone in
assembly and the joyful sound of us singing
together.
I didn’t know I’d miss – Miss Wood on the
flipchart writing up our ideas as we make up a
story together and the room is alive with
creativity.
I didn’t know I’d miss – meeting with my friends
each morning, even when the playground was
cold.
I didn’t know I’d miss – showing the little ones
how to read and help my friends with tidying up
the class.
I didn’t know I’d miss – my pencil case with all
my pencils and the smell of the inside of my
school bag.
I didn’t know I’d miss – finding a new book that I
love from the class library.
I didn’t know I’d miss – school dinners, especially
the thick layer on top of custard. By Tina
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Mathematics task- Wednesday Learning Point: To solve problems
Re-read the story One is a Snail Ten is a Crab. Remind
children of the problems that they solved yesterday. What
mathematical knowledge did they need to use to solve
these?
Today we are going to use the book to help us to complete
some doubling calculations. Show your child the images of
the different animals below or use toy animals to solve a
range of doubling calculations:
1- Ask your child to use the cut-out animals or real animals to work out
how many legs there would be if they waved a magic doubling wand and
there were double of the animals. E.g. if you had 2 dogs and doubled
them how many legs would there be? If you had 1 crab and 1 bee and
doubled them, how many legs would you have?
2- Ask your child to complete the doubling cards below by writing in the
doubling calculation to show the number of legs beneath each picture
3- Ask your child to complete some word-based doubling calculations.
4- Ask your child to write their own doubling word problems based on the
story.
When completing calculations, allow your child access to objects to count with, number
lines, hundred squares, numicon or any other resource they need to support their
counting.
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Phonics and handwriting-
Thursday
Can you write the sound in the cursive style?
ear ear ear ear
Can you write some of the green words from
Wednesday’s phonics lesson in the cursive style?
(Please note- tell children the number of Fred fingers for each word by counting the
sound buttons underneath each word. Both lines and dots represent a single sound)
Can you write the following phrase?
“Can you hear me speak when I am near your ear?”
(Please note- tell children the phrase and get them to repeat multiple times. Model writing the phrase sounding out each word as writing it then hide this before children write the phrase. Discuss the need for finger spaces between each word and encourage cursive handwriting.)
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Writing task- Thursday
Re-look or listen to the poem ‘I didn’t know I’d miss…’ with your child.
Discuss with your child why they think the child writing the poem
might miss each of those things. Why do they think they are special or
memorable things for them?
Explain that in preparation to write our own ‘I didn’t know I’d miss…’
poem, today we are going to think about all the things that we wrote
down that we miss yesterday and think about why we miss them.
Look through each point that your child wrote down yesterday and
discuss with them why they miss each one.
On your child’s mind map, add in all the reasons why they miss the
things that they have written down and encourage them to extend
their sentences. E.g. if they wrote I miss school dinners because I like
the puddings this could be extended to say I miss collecting my
delicious school dinners, with soft sponge cakes covered with oozing
custard making my mouth water.
(Discuss the need for finger spaces between each word and encourage cursive handwriting. Encourage
children to use their Fred Fingers to segment words and accept phonetical spellings using the sounds that
the children have already learnt. Can children remember how to write key red words such as I, the and said?
Extension- can children punctuate their writing with a capital letter and full stop correctly?)
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Mathematics task- Thursday Learning Point: To solve problems
Re-read the story One is a Snail Ten is a Crab. Remind
children of the problems that they solved yesterday. What
mathematical knowledge did they need to use to solve
these?
Today we are going to use the book to help us to complete
some halving calculations. Show your child the images of the
different animals below or use toy animals to solve a range of
halving calculations:
1- Ask your child to use the cut-out animals or real animals to work out
how many legs there would be if the animals got halved into two
different pens. E.g. if you had 4 dogs and they went into two different
rooms, how many legs are in each room?
2- Ask your child to complete the halving cards below by writing in the
halving calculation to show the number of legs left beneath each picture
3- Ask your child to complete some word-based halving calculations.
4- Ask your child to write their own halving word problems based on the
story.
When completing calculations, allow your child access to objects to count with, number
lines, hundred squares, numicon or any other resource they need to support their
counting.
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Phonics and handwriting-
Friday Can you read this red word?
here When might you use this word? Can you say it in a
sentence?
Can you write the word in the cursive style?
Can you write the word correctly in the following
phrase?
“Will you come here to play with my new toy?” (Please note- tell children the phrase and get them to repeat multiple times. Model writing the phrase sounding out each word and highlighting red words as writing it then hide this before children write the phrase. Discuss the need for finger spaces between each word and encourage cursive handwriting.)
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Writing task- Friday
Explain that now that we have thought about all the things that
we have missed, we are going to turn these into our own poem.
Re-read or listen to the original ‘I didn’t know I’d miss…’ poem
with your child. Why is this a good poem?
Ask your child to pick some of the things that they said that they
missed and the reasons why and think of how they can write these
as lines in a poem. They can make their poem rhyme or not, it is
up to them.
Encourage your child to use their extended sentences they have
built over the last two days and to use their phonics knowledge
independently to sound out the words they want to write.
Every child in school will be writing their own version of this poem during
the week as part of a poetry competition- see details below for how to
enter. We can’t wait to see what wonderful poems the Foundation Stage
children can create.
Please feel free to use the paper below to write your poems on or use a
piece of paper of your choice.
Poetry competition- Please e-mail your written poetry competition entries to your
child’s class teacher by Tuesday 7th July. Winning poems will then be selected and
prizes awarded for the best ‘I didn’t know I’d miss…’ poems.
(Discuss the need for finger spaces between each word and encourage cursive handwriting. Encourage children to use
their Fred Fingers to segment words and accept phonetical spellings using the sounds that the children have already
learnt. Can children remember how to write key red words such as I, the and said? Extension- can children punctuate
their writing with a capital letter and full stop correctly?)
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Mathematics task- Friday
Learning Point: To solve problems
Re-read the story One is a Snail Ten is a Crab. Remind children of the
problems that they solved yesterday. What mathematical knowledge did
they need to use to solve these?
Have a look at the counting in 2s, 5s and 10s videos below:
https://www.youtube.com/watch?v=GvTcpfSnOMQ
https://www.youtube.com/watch?v=cJ4jV14Oz5I
https://www.youtube.com/watch?v=uYRTtwZGwj8
Today we are going to use the book to help us to complete some
calculations involving counting in 2s, 5s and 10s. Show your child the
images of the different animals below or use toy animals to solve a
range of calculations including counting in 2s, 5s and 10s:
1- Ask your child to use the cut-out animals or real animals to work out
how many legs there would be if there were combinations of 2, 5 and 10
legs e.g. there are 6 crabs in the sea, how many legs are there?
2- Ask your child to complete some word-based halving calculations.
3- Ask your child to write their own halving word problems based on the
story.
When completing calculations, allow your child access to objects to count with, number
lines, hundred squares, numicon or any other resource they need to support their
counting.
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Topic Personal, social, emotional development:
- At school during this time, we would normally be having
circle times about how we are feeling about moving up
to Year 1. Can you discuss this with your child focusing
on what they are excited about and if they have any
worries? If there are any concerns that they have, please
e-mail these to Miss Cottle on
[email protected] and I will do my
best within our current knowledge to answer these.
- Have a look at the story of Ruby’s worry below
https://www.youtube.com/watch?v=LWS0Q5oCUNE
Re-watch the video and discuss with your child how
Ruby is feeling throughout the story. Does your child
have any worries? Do they have any ways to make their
worries go away?
Some children like to use a worry monster to help eat up
all of their worries. Why don’t you have a go at making
your own worry monster.
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Topic Communication and language:
- Can you read your poem aloud as a performance once
you have written in? Maybe you could practise by
reading some other poems aloud. You can video this and
send them to your class teacher too.
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- Can you look at the pictures below? Something is not
quite right in each picture. Can you describe what is
mixed up to someone in your home and explain why this
is not right. Can you suggest what could happen to make
this right?
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Topic
Physical development:
- Can you complete these at home fitness challenges?
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- Can you sort the foods into the eat well plate? Where
does each food belong?
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Topic Understanding the world:
- Can you go on a scavenger hunt around your garden or
when out on a walk to find some different natural
items? You could use the one attached or make one of
your own.
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- Can you think about the community you live in? Discuss
what a community is and how this can make them feel.
Complete the sheet below all about their own
community.
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- Can you explore with a torch? How does it work? Can
you change how much light it emits? Does the light look
the same through different object? Why?
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Topic Expressive arts and design
- It’s new Lego challenge time!
Day 11- Build a model of your room
Day 12- Build a simple machine
Day 13- Build a bridge that can hold something heavy
Day 14- Build a favourite character
Day 15- Make a mosaic using flat pieces on a base plate
- Could you make a shape picture using paint and tape to
create your shapes? Can you name and describe the
shapes that you have used?
- - Can you make an observational drawing or painting of
something you can see in your garden to show you
summer has arrived? This could be an animal, flower or
anything else you can see.
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