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Monday Mindfulness
Meditation
Letters and
Sounds 9:30
W as wh
Iaith
Reading Comprehensio
n
Brea
k
Read
a b
ook
with
an
adul
t and
disc
uss i
t.
Maths
Chains
Lunc
h
Tric a Chlic
Welsh 1pm
Ears, mouth, nose, height
ICT
So many
choices
Reasoning
Roly Poly
List
en to
an
audi
o bo
okDa
vid
Wal
liam
s Web
site
Tuesday Mindfulness
I Moves
Letters and
Sounds 9:30
Ch as ch
Iaith
Categories of organs
Maths
Doubling
Tric a Chlic
Welsh 1pm
Family
REIslam- 6 key
beliefs
PEBe active:-ride your
bike-play a
game of something-go for a
walk-do a Joe
Wicks workout-Cosmic
yoga-You
choose!
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Wednesday Work on the website from Mrs Clarke
Iaith
Adjectives
Maths
DoublingHalving
Science
Thursday Mindfulness
Right and wrong with Naomi
Letters and
Sounds 9:30
Recap
Iaith
Pick and research an
organ
Maths
Challenge
Tric a Chlic
Welsh 1pm
Pets
Art
Cubism
Friday Letters and
Sounds9:30
Recap
Iaith
More research
Tric a Chlic
Welsh 1pm
Sports and
Hobbies
Golden Time
Creating hearts
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MONDAY 18 th JANUARY
Mindfulness
Pick a meditation off Amazon Music (if you have prime) YouTube (Search kids yoga, please do not leave the room if you haven’t checked the video beforehand, making sure it is suitable) or use the smiling mind app (free to download).
Letters and Sounds
W as wh
Sid’s mum was worried when he went swimming. He missed his lunch and she left a note. Can we read it? ‘When did you eat?’
Look at ‘When’ and mark the three graphemes with cradles Wh e n to help chn identify the sounds.
Point to the first cradle at W of the first grapheme. Can chn recall the sound we wrote with this letter? Say /w/ together. Say that another way of writing /w/ is wh. (Regional differences exist) Stress that the two letters wh can stand for one sound /w/. Decode e and n as /e/ and /n/ in the usual way. Blend the sounds /w/ /e/ /n/ to read the word ‘when’.
Point to ‘did’ and together identify the sounds with cradles, d i d. Decode them in turn, d as /d/ i as /i/ and d again as /d/. Blend the sounds to read ‘did’.
Point to the next word ‘you’ and tell chn that this is another tricky word which we need to remember. Tell them that it is ‘you’ and ask them to repeat it as you point to the word. Read words so far ‘When did you’.
Point to the next word ‘eat’ and see if chn recognise it. If not work together to mark the two graphemes ea t. Remind them how we encode /ee/ as ea. Point to ea and ask chn if they can recall what sound these letters can stand for. Say /ee/ together.
Decode t as /t/ in the usual way. Blend the sounds /ee/ /t/ to read ‘eat’. Read the whole sentence together. Look at the question mark and explain why it is used.
Sid says thanks. He’ll go and see his mum.
Iaith – Comprehension
Green
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Red
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Black
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Maths (Video on Facebook or I can email it if you let me know)
Using place value cards make 12. One pupil hold the 10 and other hold the 2. Ask each to double the number on their card and find the new number. What is half of 24? Repeat with 18. Pupils to make an even teens number using the place-value cards. How can you find half of your number? Half the tens and the ones then add the answer together.
We are now going to make halving chains. We halve even numbers and add one to odd numbers. Write 20 on the board. What do we do first?
Green
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Blue (See example above)
Pupils to make their own chains of halving. Is it better to start with an odd or even number? Can they say why? Could a chain be longer? How? What number might you choose next?
Red (See Example Above)
Is it better to start your number chain with an odd or even number? Why? Why is it good to get an odd answer? Could your chain be longer? How? What number might you choose next?
Can you now do it in reverse starting at 1.
Black
Chn work in pairs to choose a number less than 5. Taking turns, they write a doubles chain, e.g. 4, 8, 16, 32, 64, 128… until they pass 1000. Chn write what they notice about the pattern in the units digits. Can they create a chain with a different pattern of units digits? Sit with each group in turn, checking that they are secure in doubling any 3-digit number including those where digits are greater than 5. Discuss what patterns they notice, and the reason for them, e.g. the pattern may start 1, 3, 7 or 9 units digit, but after the first doubling will give an even number so end in 0, 2, 4, 6, 8. Doubling any number except those ones ending in 0 or 5 will also give a chain of digits 2, 4, 8, 6, 2, 4…
Welsh
PowerPoint on the website. Learning about personal descriptions. Add to memory map.
ICT (Computer Work)
Introduction
This lesson introduces pupils to the first steps in finding information on the internet. Lesson helps students understand the basic good practices of searching for something online.
Who has looked for something on the internet? How did you search?
Should have four main points which are; looked in the lists for links, asked for help, typed the key words into the search engine or someone sent a link or showed me how.
What kinds of things can you look for on the internet?
Games, photos, stories, music and videos.
The internet is a great place to find lots of the things that are listed on the board, but there are millions of things online so its hard to find exactly what you want.
First show pupils https://kidsbioolgy.com/animals/ and demonstrate how to search by clicking on some of the links.
Discuss that when they are this age then a site needs to be recommended by a trusted adult.
Activity
Show pupils how to scroll up and down the website, how to open the page in a new tab and how to get back to the previous page in case pupils accidentally clicks on a link. Get pupils to type the address in the
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search bar to enter the site. Pupils to have time to look through the site and learn about the different animals. Get pupils to find a koala, grey wolf or giraffe.
Introduce pupils to search engines Kiddle and Kidrex. Discuss keywords and that the word they type is usually what they want to look for. Show pupils how to search using keywords, multiple keywords and specific keywords. Look at the difference in results when typing in bear and sun bear.
Reasoning
TUESDAY 19 th JANUARY
Mindfulness
I MOVES – Free to sign up. Choose an activity from the list.
Letters and Sounds
When Sid went swimming he had fish and chips. He wants to write ‘fish and chips for lunch’ – can you help?
Say ‘fish’, segment and count the sounds /f/ /i/ /sh/ and draw three cradles. Say ‘fish’ and ask chn to identify the first sound /f/. Can they recall how we can write this sound? Ask them to show you in the air. Write f on the f/c and w/bs. Encode /i/ as i in the usual way. Say ‘fish’ and ask chn to identify the last sound /sh/. Can they recall how to write it? Write sh. Blend the sounds to read ‘fish’.
Say ‘and’. Help chn to encode this or to remember it. Write ‘and’.
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Say the word ‘chips’, segment and count the sounds /ch/ /i/ /p/ /s/ and draw four cradles. Say ‘chips’ and ask chn to identify the first sound /ch/. Say /ch/ together (take care not to say ‘chuh’). Say that this is a new sound we are going to write. Show them how to write ch. Encode /i/ /p/ /s/ as i p s and blend to read ‘chips’.
Say ‘for’ and ask chn to recall this word from Monday. Encode /f/ as f and then write ‘for’. Say ‘lunch’, segment it and count the sounds /l/ /u/ /n/ /ch/. Draw four cradles. Encode /l/ /u/ /n/ /ch/ as l u n ch in the usual way. Blend the sounds to read ‘lunch’. Read the whole phrase together.
Sid says thanks. He loves fish and chips – do you?
Iaith
Categories of organs. Use the Internet to research the different body systems, match the system to its function and add which organs/body parts are part of that system.
https://kidshealth.org/en/kids/bodymovies.html
https://www.ducksters.com/science/biology/humanbody.php
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https://www.bbc.co.uk/bitesize/topics/znyycdm/articles/zbpdqhv
https://www.bbc.co.uk/iplayer/episodes/b03cdr8s/operation-ouch
Maths
Show the place value cards tool 3.3.5 Make 36 using the place value cards on the screen. Discuss how we are going to make it easy. Partition the number on the screen. We can halve this number by halving the tens then the ones.
Repeat with 38. Talking partners to solve it and explain how they did it. If three apples are split between two children. How much would they have each?
Green
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Blue
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Red/Black
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Welsh
PowerPoint on the website. Discussion about our family. Add to memory map.
RE (PowerPoint)
Green
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Blue
Red
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WEDNESDAY 20 th JANUARY
Iaith
Mrs Clarke’s planning and activities are on the website.
Maths
Show function machine tool 3.6.1a explain that the machine will double numbers that go in. How can we work out what number will come out? Talking partners.
Click on the function machine to see if you are correct.
Green
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Blue
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Red
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Black
Roll three dice to create a three digit number. Split the number into 100s, 10s and 1s. Double each number.
Roll the dice and halve the numbers?
How do we halve an odd number?
Science
Mrs Clarke’s work on the website
THURSDAY 21 st JANUARY
Mindfulness
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Right and Wrong with Naomi
Song and movement routine about making good decisions.
https://www.bbc.co.uk/teach/supermovers/ks1-pshe-right-and-wrong-with-naomi-wilkinson/zvmcpg8
Letters and Sounds
Sid’s mum wrote him a note – he thinks it’s about the fish and chips he had. Can you help him read it? Write ‘Which fish did you eat?’
Point to the first word ‘Which’ and together identify the graphemes with cradles Wh i ch. Stress that there are three sounds in this word. Point to Wh and ask chn to recall this from yesterday – what sound did it stand for? Say /w/ together. Decode i as /i/ in the usual way. Point to ch and ask chn to recall the sound we write with these letters. Say the sound /ch/ together. Blend the sounds /w/ /i/ /ch/ to read the word ‘which’.
Point to the word ‘fish’ as see if chn can recall it from yesterday. If not decode it in the usual way.
Point to ‘did’ and see if chn can remember it. If not decode it in the usual way.
Point to ‘you’ and see if chn can recall this common word we met on Tuesday. Remind them if necessary.
Point to ‘eat’ and see if chn can remember this word we have written a lot. If not decode it in the usual way.
Point the question mark and ask chn to tell you when this is used. Read the whole sentence together ‘Which fish did you eat?’ Sid says he had cod. Can you help him to write a reply? Say the word ‘cod’, segment it and count the sounds. Draw three cradles. Encode /c/ /o/ /d/ in turn as c o d together on the f/c. Blend the sounds /c/ /o/ /d/ to read ‘cod’.
IAITH
Pick an organ that you want to learn about. Research the organ and make notes ready to write your own information text. Think about: where the organ is, what it does, which system it is a part of, what other organs it works with, when we learned what we know about the organ, etc.
Plan your information text- use the skeleton below or draw your own so you have the correct number of circles.
The title goes in the big circle.
Sub-titles/Sub-headings go in the smaller circles.
Add the notes around the correct circle.
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Maths
Show 30 bead on a bead string. What is half of thirty? Fold this section of the string in half to show one group of 10 and the 5 beads in each half. Repeat with 70 beads.
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Show function machine tool 3.6.2a Explain that this is a halving machine. The opposite of yesterdays. Choose a two digit number to put in the input. How can we work out what the output will be?
Repeat with another two digit number.
Green
Pick an even 2-digit number (34, 22,). Using the diamond method halve/double the numbers. Extend to odd 2-digit numbers.
Blue
Red
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Black
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Welsh
PowerPoint on the website. Discussing and writing about our pets. Add to the memory map.
Thema
https://artprojectsforkids.org/another-cubism-face/
Google search ‘cubism faces’- look at the examples. Create a portrait of yourself in this style. Use link below for step-by-step guide.
FRIDAY 22 nd JANUARY
Mindfulness
Comic Kids Yoga on YouTube
Letters and Sounds
Sid says now that we know how to write ‘lunch’ we can write lots of words that sound a bit like it.
Make ‘lunch’ with grapheme cards. The chn can help you to choose the correct cards. Remove the l and replace it with m. Ask the chn what word we have now. Stress that all the sounds are the same, just the /l/ has changed. What sound has replaced it? Say /m/ then the rest of the sounds /u/ /n/ /ch/. Blend them to read ‘munch’.
Ask chn how we could change the word to make ‘bunch’. Ask a child to change m to b and read the word together. Repeat for ‘punch’ and ‘crunch’. Try writing a silly sentence with lots of these words: ‘We munch and crunch our lunch.’ You will need to give them the sight word ‘our’.
Google search ‘cubism faces’- look at the examples. Create a portrait of yourself in this style. Use link below for step-by-step guide.
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Decode the word together /ee/ /ch/ and blend to read ‘each’. Now add p before ‘each’. What word have we made now? Encourage chn to remember the sound /p/. Say the sound together then blend the sounds to read ‘peach’.
Ask chn to tell you what you would need to do to make the word ‘teach’. Ask a child to show you, replacing the p with t. Read the word together ‘teach’. Repeat to make the word ‘beach’ and read it together. Make a silly sentence together: ‘We eat a peach on the beach.’ and read it. Add to your class word lists.
Sid says he knows a book called ‘Each, Peach, Pear, Plum’ Do you know it?
Iaith
Look at your plan- complete more research to fill any gaps you have.
Maths
This challenge is about doubling multiples of 5.Pick a multiple of 5. Double it.What is your answer? How many 10s is this?Can you spot any patterns?Can you explain the patterns?
Some children start at or move onto the extension tasks (below).Key questions
What is double this multiple of 5?How many 10s is this? Is it an odd or even number of 10s?Which numbers end up with an odd/even number of 10s?Can you record your work systematically?What is the same about these numbers? Can you spot a pattern?Why does this happen?
Extension 1: How about this time you start with a multiple of 10 and then halve it? Can you come up for a rule for when the answer will end in a 0 and when it will end in a 5?
Welsh
PowerPoint on the website. Discussing sports and hobbies. Sort out the letters to spell a hobby or sport.
Golden Time
Multiple of 5
Double the multiple of
5
How many tens?
5 10 1
