Phonics

I will be delivering a live phonics lesson at 10.30 for all children to attend. Please have a pen and paper ready for the spelling part of the session.

Please also complete daily spellings, handwriting and any extra phonics games from the phonics game tab on cherry remote learning page.

This week's spellings:

with

then

there

where

back

Please practice spellings at home for a short time each day.

Writing

We are continuing our journey through the mystical maze! Today, I would like the children to write their own set of instructions for how to get through the maze. Throughout the maze, there is lots of funny names for the different routes;

• Wrong Turn Road

• Dead End Drive

• Lost Lane End

• Compass Crescent

The children must use time adverbials to open their sentences - First, then, next, after that, and finally. They should then construct very simple sentences that they can sound out or use red words such as go, turn, right, left, past. I can appreciate that it may be tricky for the children to imagine the maze and they will have to be creative and use their imaginations - you could possibly draw a maze on a piece of paper for the children to work their way around.

e.g.

First enter the maze through the huge hedges. Then turn left at Wrong Turn Road and go forward. Next turn right at Dead End Drive until you reach the magical wishing well. After that, go past Lost Lane End to the grumpy troll.

Maths

In today's worksheets, the children are looking at equal groups. The first question asks them to count each group and tick if it is equal - e.g. 1a has 4 groups, each group has 3 flowers so each group has an equal amount. However, in 1b there is a group of 4 oranges, 5 oranges and 6 oranges so they are not equal. T

his could be difficult for the children to visualise at first so it may be useful to physically represent each question, this may be using chocolate biscuits, toys, anything that you have. 

The children are looking for visual patterns in question 1, while question 2 varies by asking them to identify the number of groups and how many objects are in each group.

Geography

I would like the children to create a birds eye view map of the maze, locating anything across the maze they like e.g. a wishing well, a troll, a bridge, a magical statue etc. It is important the children understand what birds eye means and that the map is from above. I would like them to create a key for the map - a key gives the information needed for the map to make sense. Have a look at mine below: