RE learning – Listening and Sharing

Being thoughtful for life, for people and gifts, is a vital part of our relationships with one another.  When praise and appreciation are experienced, we are enabled to relate on a deeper level.

Word of God

Where two or three are gathered together in my name I am there among them. 

(Matthew: 18:20)

Catechism of the Catholic Church

Believers who respond to God’s word and become members of Christ’s Body become intimately united with him: “In that body the life of Christ is communicated to those who believe, and who, through the sacraments, are united in a hidden and real way to Christ in his Passion and glorification.”  This is especially true of Baptism, which unites us to Christ’s death and Resurrection, and the Eucharist, by which “really sharing in the body of the Lord, … we are taken up into communion with him and with one another.” (CCC790)

The inexhaustible richness of this sacrament is expressed in the different names we give it. Each name evokes certain aspects of it.  It is called:

Eucharist, (Thanksgiving) because it is an action of thanksgiving to God.

The Lord’s Supper, because of its connection with the supper which the Lord took with his disciples on the eve of his Passion.

The Breaking of Bread, because Jesus used this Rite, part of a Jewish meal, when as master of the table he blessed and distributed the bread, above all at the Last Supper.  It is by this action that his disciples will recognise him after his Resurrection.

The memorial of the Lord’s Passion and Resurrection.

The Holy Sacrifice, because it makes present the one sacrifice of Christ the Saviour and includes the Church’s offering.

Holy Communion, because by this sacrament we unite ourselves to Christ who makes us sharers in his Body and Blood to form a single body.

Holy Mass, (Missa) because the liturgy concludes with the sending forth (missio) of the faithful, so that they may fulfil God’s will in their daily lives. (cf 1328-1332)

Prayer and Reflection

Lord Jesus Christ,
in you we know the love of God.
When we gather together in your name
we experience the marvel of your loving presence 
which challenges us to live for one another.
Help us to follow your example
so that we may never become complacent. 
Help us to listen to your constant call to us 
to continue the work you began,
you who lived and died for us.
Grant this through your Spirit of Love. 
(Prayer for Unity of Christians)

Reception Home Learning – 25.01.21

Good morning Reception children and parents,

I hope you all enjoyed the snow day yesterday.  If you’re outside making the most of the snow this morning, below is a link to fun snowy day activities. 

Enjoy the precious time together in the snow if you wish!  I don’t expect you to complete all the activities below as well!  Perhaps use the suggested activities on a different day. Once you’re cosy and warm inside, your child could watch the videos for our new sound ‘oa’ today.

Here is my plan for this week’s posts.  I’m going to focus on the story of Jack and The Beanstalk for a couple of weeks.  This was the second most popular story from the favourite story poll. If you are able to obtain some beanstalk seeds that would be great.  However, this is not essential.  Little tip, broad beans have a stronger stalk.

Fun writing idea

Home cinema

Here are some ideas of how to create your cinema experience at home:

  • Choose your film.
  • Create tickets for your chosen film – don’t forget about how much your ticket will be;are there different prices for different aged people?
  • Create advertisements, for example recorded radio adverts, or posters for your chosen film – when is it going to be shown, where will it be shown?
  • Write a shopping list for your film snacks and go shopping for your film snacks.
  • Create a shop for your customers to buy their tickets and film snacks – add prices and use money to buy the item.

Letters and Sounds

Today’s new sound – ‘oa’ (digraph two letters but one sound)

This video to supports blending for reading ‘oa’ words. 

This video introduces ‘oa’ word sentences. 

Below is the action for ‘oa’

Show your child how to write ‘oa’ using the correct letter formation.

Letter formation for ‘o’ and ‘a’ can be found in your child’s letters and sounds book.

Encourage your child to ‘have a go’ at writing the ‘oa’ sound. 

For challenge

Only if your child is ready.

For extra challenge

Write a sentence and draw a picture to accompany the sentence. 

Game to help reinforce our new tricky words: they, are, all, was, her, you


Playing cards are a great maths resource.  Below are some ideas of games you could play.  The link is to a memory ‘matching pairs’ game.  I suggest you reduce the amount of cards to simplify this game.

Wishing you all a fun day.

Nicola Palmer

Nursery – Roar Dinosaurs

Last week the children talked a lot about dinosaurs, so we decided to explore them closely and turn the classroom into a Dinosaur Park!!! And guess what… it was so much fun!!! I was really impressed how some of the children were naming different dinosaurs, Stegosaurus, Scelidosaurus, Triceratops… Well done Nursery!

The sand tray was busier than ever and I had little Paleontologists discovering hidden Dinosaurs using brushes.

The book of the week was Harry and the bucketful of Dinosaurs. We used masks to pretend to be Harry and of course had our own bucketful of Dinosaurs. Why don’t you have a go too:

On our playdough table we made salt dough which later used for creating amazing dinosaur prints. We baked it for an hour and now is ready to be painted next week.

On Wednesday morning we went outside and found ‘Real’ dinosaur prints…. we were not sure, but maybe a ‘Real’ dinosaur visited Nursery the night before. They helped us counting big, bigger and enormous dinosaur steps.

Rhyme of the week:

The rhyme we’ve been listening is really good as it gives opportunities for physical activities as well. We’ve been stamping and roaring together with the dinosaurs:

Funky fingers:

This week we were busy sorting out beans, using tweezers. We also did dinosaur peg counting. Great fun!

Letters and Sounds:

One of the games we played this week is called the Hungry robot. It is a great game for practicing oral blending and segmenting.

You will need CVC picture cards or objects and a hungry robot. Begin the game by explaining that the robot is very hungry, but he only speak robot language (C-A-T, instead of a CAT). ‘The robot is hungry for C-A-T’, then the children try to blend the sounds and find the right picture. Then we say a little rhyme ‘Yum, yum, yum in my tum). Have fun!

Talk for writing:

The story we’ve been working on the last two weeks is called ‘Let me come in’. So far we learned the actions, words and patterns in the story and next week we will be making our story maps. If you want to practice the story at home you can find it under Memos on Tapestry.

Religious education:

This week we talked about how we gather together to celebrate in Church. We looked at variety of pictures of people celebrating different events and discussed the different ways people celebrate: Family dinner, New Year’s eve, Wedding, Baptism. We introduced the children to the term ‘Parish family’. To support children’s understanding we had ‘Back to school celebration’. We baked delicious ‘chocolate cakes’ and had party hats and plates in the kitchen. Great fun!!!

Have lovely weekend!

Mrs Solakova

Reception Home Learning – 22.01.21

Good morning Reception parents and children,

Welcome to today’s home learning.

Communication and Language/Literacy

Tell a funny story – pass the story

I thought this game may provide an opportunity for your child to use all the imaginative skills we have been learning recently.  You can either use The Gingerbread Man story for the underlying plot or make up an alternative story.  This is a fun game to play together – it works for just two people or the whole family.

What You Need:

A soft, large ball.  Inflatable beach balls are ideal.   Or you just use a soft toy or cushion etc.

How to Play:

The person with the ball starts by speaking those magical words, “Once upon a time…”.  The first person will then roll the ball to the next person who continues the story.  After the next person has added one sentence or a few sentences, he/she rolls the ball to the next person.  A cliff-hanger for the next person who catches the ball would add to the fun – I expect you will probably have to provide these.  Continue taking turns as the story evolves and until you’re ready to finish the story with an ending.

Letters and Sounds

Play countdown

This game will help your child consolidate their quick recall of sounds/words, especially those digraphs (two letters/one sound).  It’s also a great way to help your child understand the concept of time and begin to talk about minutes and seconds – literacy and maths in one!

  • Use the list of words below – today we are going to focus on ‘ai’ and ‘ee’.  Write the words onto individual pieces of paper.  Remember to keep modelling cursive ‘whoosh’ writing – perhaps this is something you are learning together.
  • Use a timer – either kitchen timer or your phone.
  • Explain to your child that the object of this game is to read as many words as possible before the timer signals ‘stop’.  I suggest perhaps 1 or 2 minutes.
  • Repeat the game, the objective is for your child to beat their last score.

For support

Play the game using the words in your child’s word bag.

For challenge

Ask your child to write as many words as they can in a given time.  You could change roles, your child can be the teacher and reads the words for you to write.  Talk about the words and meaning.  Can your child say a sentence to include some of the words?


Classifying and sorting

Sorting & Counting with Nature | Black Rock Forest Consortium

This is a fairly simple game to play and you can use a variety of objects.

•          Gather together a collection of objects.  
•          Experiment with different ways of sorting the objects.


A collection of toys.  Sort them into the type of toy eg. cars, bricks, dolls, animals.  Or the type of material they are made from, colour, size etc.

A collection of items collected on a walk.  You could sort them into things from natural or manmade items.  Or perhaps sort a collection of stones by colour or size.

Beads or buttons.  Perhaps sort them into shape, size, colour.

For challenge

To extend your child’s learning it can be fun to play ‘guess the category’:

•          Gather together a collection of objects.
•          Take turns to sort the objects into a category.
•          Can your child guess what your category is?
•          Can you guess your child’s category?

For example, I played this game with a collection of buttons.  We began with an easy category when my partner sorted the buttons into size.  However, at one point, my partner sorted the buttons into the amount of holes in each button which took me some time to guess!  This is a fun game once your child has really grasped the concept.

British Values

The Rule of Law

The fundamental British values of rule of law, democracy, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in your child’s curriculum.  We are going to focus on one value each week beginning with the rule of law.

The rule of law in the early years is all about children understanding their own and others’ behaviour and its consequences.  They are also learning to distinguish right from wrong.

Children enjoy participating in creating rules. If they are involved in making reasonable rules, they will know what is expected of them and others. Their participation will help ensure their willingness to maintain the rules and help develop self-control. 

  • Talk to your child about the rules you have in the house.
  • Discuss why the rules are important, for example, to keep them safe.
  • Discuss what could happen if the rules are broken.
  • Explore different rules you could adopt in the house. 

Ideas to explore rules:

  • Make up a few funny rules eg. stay up all night and act out being too sleepy to play.
  • Your child could be a ‘rule superhero’.  Pretend to break the rules and your child saves the day eg. leave all the toys out and trip over them.
  • Make a poster together to display the rules.  This could be useful to refer to when the opportunity arises.

Wishing you all a fantastic weekend.

Nicola Palmer

Reception Home Learning – 21.01.21

Good morning children and parents,

I hope you enjoy today’s home learning.  

Communication and Language/Literacy

Tell the story from the Gingerbread Man’s point of view

This is quite a sophisticated skill and more difficult than a basic retelling with additions and changes.  Your child will have to see the story from another angle so I recommend you do this one together.  Plenty of acting out the story and lots of modelling will help your child.  However, the basic technique is something that your child will encounter many times throughout their school life so some exposure at this stage will be very beneficial.

Another way you could do this is something we call “hot seating”.  Pretend to be the Gingerbread Man and encourage your child to ask you some questions.  Or you could change roles and your child could ask the Gingerbread Man some questions.  Of course, you can play this game pretending to be any of the other characters eg. the little old woman, the cow, the horse or the fox.

Try the technique with another story – perhaps when reading one of your child’s favourite story books.

Letters and Sounds

What’s the Sound Mr Wolf game?

This is a fun game we’ve played often in class.

You will need:

  • Your child’s word bag.
  • Lots of space – outside is best.

What to do:

Take out tricky words (star shapes) from the word bag. 

You will only need high frequency words for the game (words that can be sounded out)

  • Stand your child several large paces away from ‘The Wolf’ (parent).
  • Pull from the word bag a word and ask your child to sound it out.
  • Your child will then say the sounds loudly as they take strides forward.
  • Make sure your child takes just one stride per sound.
  • Choose another word and repeat.
  • Once your child is close enough to The Wolf, turn round and shout ‘dinner time!’
  • The wolf chases your child who runs back ‘home’ and start again.  Agree where ‘home’ will be prior to beginning the game.

I normally stand with my back to the children and turn round each time I say a word.

Perhaps swap places with your child who becomes the wolf and reads the words out to you.

For support

  • Check the sounds with your child by clapping them first as you say them together.
  • Show your child how to take one step per sound for each word before he or she begins taking their paces.

For challenge

Try these words which focus on our new sounds.

ai – wait, pain, sail, rain, main, tail

ee – see, weep, meet, week, feet, deep, keep

igh – light, fight, might, sight, bright, fright

This would also be a good opportunity to discuss word meanings and encourage your child to say a sentence to include the word.


The box game

Children often enjoy visualising how many toys are hidden in a box.  This game helps with adding, subtracting and solving problems.

You will need:

A box, number cards (or individual numbers written on pieces of paper) and some toys eg. teddies, small action figures

What to do:

  • Put the toys into the box one at a time, counting the toys with your child as you hide them in the box.  The amount of toys may depend on your child’s understanding.  Perhaps start with 5 toys and increase the number as you play.
  • Ask “Can you show me using your fingers how many toys are hidden?”
  • Ask your child to find the number.
  • Add one to the box, without showing the toys inside, and again ask your child to show you using their fingers “How many are there now?” “Show me the number”.
  • Check your child’s answer by counting the toys in the box.

Extend this game by using larger amounts of toys and numbers.  Instead of adding toys to the box, take a given amount of toys out of the box.  “What if we add two more?” “What if we take two out?” 

Questions to ask your child:

  • How many were there at the start?
  • How many are there now?
  • How do you know?
  • How did you work it out?

Tricky words

Here’s a reminder of our new tricky words.

I’d like to share with you a great idea from one of the children.  Create your own words to add to your child’s word bag.  Perhaps your child could cut the star shapes out themselves to keep learning those scissor skills. 

Revisit the words on a daily basis and play ‘spot the word’ in story books.  Replay the ‘tricky word’ videos posted on Tuesday, 19.01.21.

Expressive Arts

Gingerbread Man ‘See How He Runs’ song

Attached to the Memo section of Tapestry is another song to learn with your child. 

Enjoy your day.

Nicola Palmer

Reception Home Learning – 20.01.21

Good morning parents and children,

Welcome to today’s Reception home learning.

Communication and Language/Literacy

Making alterations to the story of The Gingerbread Man

In some way, we have already thought about making alterations through substitution and addition.  However, now we are going to try to make changes that have a consequence. By ‘alteration’ I mean a change that is significant and changes the direction of the story – alterations have a knock on effect!

It is worth beginning by just making changes within the story – so that your child will still have the overall comfort of the original.  This acts as a large writing frame and provides structure within which they can manoeuvre.  You could try altering:

  • the nature of one of the characters eg. the fox is kind and helpful.
  • setting eg. on the moon.
  • the end of the story eg. The Gingerbread Man and the fox go on an adventure.
  • a key event within the story eg. The Gingerbread Man didn’t run away.

I hope your child enjoys making changes to the story – I find this normally generates quite a lot of amusement.  Again, if you could act it out with your child and make the changes as you play, your child will probably be more inventive.  Perhaps at a key point, stop and say ‘Hey we could change that bit’.

Letters and Sounds

Crocodile in the river (or is it a fox in the river?)

You will need:

Large piece of blue fabric
Pieces of paper with sounds written on – see below

What to do:

  • Lay the fabric on the floor like a river (you can play this game outside and use chalk to draw the river instead)
  • Tell your child he/she has to cross the river, but a crocodile lives in it.
  • Assume the role of the crocodile and stand in the river.
  • The only way for your child to cross safely is for he/she to make a bridge.
  • Ask your child to lay down sounds to create a given word as the bridge eg. ‘pet’ as in the picture.

Suggested words (you don’t have to do them all!):

qu – quick, quit, quack, queen   (sounds: qu, i, ck, t, a, ee, n)

ch – chop, chin, such, chip    (sounds:  ch, o, p, i, n, s, u, p)

sh – shop, ship, fish, rush, cash, shell   (sounds: sh, o, p, i, p, f, r, u, c, a)

th – this, that, with, moth   (sounds:  th, i, s, a, t, w, m, o)

For support – try the following words:

mat, pen, pig, cat, dog, mum, dad   (sounds:  m, a, t, p, e, n, I, g, c, d, o, g, m, u, m, d)

For further support, just tell your child the word and ask them to sound out the word before crossing the river eg. ‘mat’ – your child tells you ‘m-a-t’.


Positional Language

Go on a hunt to find the Gingerbread Man!  Of course, you could use any toy for this hunt or draw a simple picture of the Gingerbread Man.

The gingerbread man has run away but left directions of where he has gone.  Your child has to follow the directions around your home or outside to find him. Use prepositions such as ‘under the table’, ‘on top of the cupboard’, ‘behind the laundry bin’ etc.

Swap roles and ask your child to hide the Gingerbread Man or toy and give you directions of where to find it.

Gingerbread Man Puppets

I have posted on the Memo section of Tapestry characters from the Gingerbread Man story.  Encourage your child to develop their scissor skills cutting out the shapes, sellotape them onto a stick.  You will have your very own puppets to retell the story.

Celebrating our Learning

Word webs

Story maps

Gingerbread Man cooking

Retelling the story to an audience

Reading The Gingerbread Story in my own language

Story scribing



Writing like a Jedi/writing in flour

Strong fingers

Thank you so much for all your Tapestry posts! You are an amazing Reception class.

Mrs Palmer

Reception Home Learning – 19.01.21

Good morning parents,

Many thanks for all your observations on Tapestry.  I’ve already had some wonderful ideas about how we can change The Gingerbread Man story.  Today, we’re going to make some more changes.

Communication and Language/Literacy

Additions to The Gingerbread Man story

In some ways making additions comes quite naturally.  Children retelling a story will often start adding extra bits.  Similar to the way your child may add extra things when in conversation about something that has happened.

The simplest way to move into addition is by adding in more description eg.

Once upon a time there was a little old woman who lived in a cottage.  She decided to make a gingerbread man.

You could build on this by:

•          adding in more dialogue eg. the cow said “I want to eat you”.

•          adding in a new character eg. the Gingerbread Man met a pig.

Perhaps The Gingerbread Man decided to look for a boat and managed to cross the river.

Keep demonstrating to your child how to add and embellish the story.  

A good way to do this would be to act out the story together and add as you play.


Cookie Challenge

Here is a problem solving activity involving sharing.  The game can always be adapted and explored at snack time.

What to do:

  • Place 12 biscuits on a plate.  You can cut out circle shapes for this activity rather than actual biscuits or perhaps pieces of fruit.
  • 2 soft toys.
  • Provide a plate for each soft toy.
  • Talk to your child about parties and the biscuits; count them together.
  • Ask ‘Let’s share the biscuits, how can we make it fair?’
  • If your child hesitates, guide towards taking 1 biscuit at a time and giving to each toy in turn.
  • Ask ‘How many biscuits each?’
  • Put the biscuits back on the original plate.
  • Ask ‘What happens if 3 toys each have a plate?’
  • ‘What about 5 toys, can the biscuits be shared equally?’

Talk about how you can change or extend the problem, for example, by changing the number of biscuits to 10 or inviting some more toys to join the group.

Sharing and acting out The Door Bell Rang story can extend your child further:

Adapting the game

Ask questions involving addition or subtraction eg. ‘If we put 2 more cookies on the plate, how many would there be?’ or ‘If three get eaten, how many would be left?’

Letters and Sounds

Tricky words

What are tricky words?   Words that contain letters that do not correspond to the sounds children know (e.g. in go, the last letter does not represent the same sound as the children know in dog).  They are words that cannot be sounded out and blended together.  Children learn to read these words by sight.

This video revisits tricky words learnt so far.  All these words will be in your child’s word bag.

This video introduces new tricky words.  Learning to read these words by sight is the first step. 

Top Tips:

  • Tricky words are the star shape words in your child’s word bag.
  • Play a game spotting tricky words in story books and read the words together.
  • For support, concentrate on reading words in your child’s word bag.
  • For challenge, learn to spell all the tricky words in the word bag and new words listed above.
  • For extra challenge (only if your child can happily read the words), write a sentence that includes tricky words (and draw a picture).  For example,

Big and Under Writing

Making writing fun will always inspire and motivate your child to write.  I have attached to the Activities Section of Tapestry some ideas about writing ‘under the table’ or on ‘big paper’.  I’d like to share with you a photo I received of a very passionate writer producing some fantastic writing and a story map all about pirates.

Religious Education

The Presentation Story ‘Mary and Joseph take Jesus to the Temple’

This is a story from the Bible Luke 2:25–35.  Explain to your child that it can be found in the New Testament because it is about Jesus. 

Together look in either your own Bible or your child’s Bible to find the story and talk about the story.

To reinforce the story, role-play indoors or outside the story of Mary and Joseph taking Jesus to the Temple.

I hope you all have a great day.

Nicola Palmer

Reception Home Learning – 18.01.21

Good morning parents and children,

I hope you all had a fantastic weekend and are ready for another fun week learning at home.

Here is my timetable for the week.  This week, I’ve decided to consolidate our Letters and Sounds learning so far and play games.

Communication and Language/Literacy

The Gingerbread Man

Once your child knows the story of The Gingerbread Man really well, try some substitutions.  I find this game usually brings new life the children’s enthusiasm.  The purpose is to guide your child towards being able to make up their own stories when writing.

The easiest substitutions to make are places, characters or names.  Don’t be tempted to substitute too much at this stage.  It may be worth limiting or staging the substitutions to avoid the story falling apart.  So, a simple substitution for The Gingerbread Man might start like this:

Once upon a time there was a boy/girl called (your child’s name) ………

Then continue the story but use your child’s name throughout instead of the little old woman.

Once your child gets the idea, here are some other suggestions:

  • Change the name of The Gingerbread Man
  • Change the animals
  • Change the river, maybe he couldn’t climb a mountain

Perhaps your child could draw a new story map for their new story.

Letters and Sounds

Writing like a Jedi

(adapt the theme depending on your child’s interest
eg. pretend to write like a fairy with a wand)

This activity will help your child learn the pre cursive letter formation ‘whoosh writing’.  It’s a fun way to embed the letter pattern and can be played outside.   Use the same technique to learn numeral formation.

To engage your child’s enthusiasm, pretend that you have met Luke Skywalker!  You learnt how to become a ’Jedi Writer’.  Jedi writing is different to the way that ‘we’ all write.  It is amazing because you get to do it with a light sabre!

Use as many props as you have available eg. dressing up, something to represent the light sabre eg. a stick.

What to do:

  • Ask your child to stand up.
  • Choose a letter and talk about it. Where does this shape/letter start? Then where do we go?
  • Introduce the rhyme related to the letter (these can be found in your Letters and Sounds book)
  • Look at the letter in your child’s Letters and Sounds book.  Ask your child to trace it with their finger.
  • Demonstration with your light sabre, talking about all of the ‘essentials’ for effective Jedi writing:  straight back, legs shoulder width apart, big strong movements, no wobbling!  Write the letter in the air.
  • Ask your child to write the letter in the air with their light sabre.

This initiative was inspired by Alistair Bryce-Clegg (ABC Does) for more information: 

You can also ask your child to write with their finger in either flour, shaving foam or sand.

Further challenge

  • Revisit the new sounds learn so far in our home learning:  qu, ch, sh, th, ng, ai, ee, igh. Maybe use chalk outside and write on paving. It’s always fun to use a brush and water to make the letters disappear.
  • Use your child’s word bag and learn the spellings of the words.


On the Memo section of Tapestry, you will find a Gingerbread Man dice game.  The game involves rolling a dice and, depending upon the number rolled, draw different features onto a template of the Gingerbread Man.  If you do not have a printer, simply draw outlines of the Gingerbread Man for each player.

If your child can accurately count the dots on the dice, encourage your child to recognise the amount of dots on the dice without counting.

Challenge your child further by changing the numbers required.  Perhaps decide it’s the number rolled on the dice and add 1 more or use two dice.

Physical Development

Tweezer challenge

What to do:

  • Find a selection of small items eg. pasta, buttons, beads, sweetcorn, jelly beans. 
  • Challenge your child to see how many ……. they can pick up using the tweezers in a given amount of time, say 30 seconds.
  • Use a timer eg. kitchen timer, phone, stop watch to set the time.
  • Challenge your child to pick up the items and sort them into categories in 30 seconds?  For example, if you have a selection of beads, sort them into colours.  Perhaps sort different items into categories eg. give your child three pots – pasta in one pot, beads in another, buttons in the third pot.

I am sure you will have spotted the maths learning in this game.  Your child will also be developing those small finger muscles necessary for holding a pen and writing beautifully.

Wishing you all a great day.

Nicola Palmer

Nursery – Shapes, shapes, shapes

It was lovely to see so many of you back to Nursery. The children were full of Christmas stories and festive experiences. A big thank you for your Tapestry observations. I really appreciate all the home learning you are doing with your children. It is lovely to see all the videos and pictures you are posting.

This week we were busy learning shapes. We began with a lovely shape song. You can have a go too:

The shapes were all around the classroom. We had shape molds in the sand, printed shapes on the art table and shape roads in our small world area. The children did so well naming different shapes, counting sides and corners and noticing them around the classroom and outside area. Well done everybody…

Funky fingers:

We popped packing bubble wrap and were listening carefully to hear the POP!!! We practiced our name writing and even did lovely WOOSH!!! We did patterns using small mosaic… Great effort!

Letters and sounds:

This week the children played different Alliteration games like I spy and Bertha goes to the Zoo. Why don’t you have a go too:

Bertha goes to the zoo:

Set up a small toy zoo animals in a bag and a toy bus, and join your child as they play with it. Chant the following rhyme and allow your child to draw an animal out of the bag and add an animal name to the list of animals spotted at the zoo. “Bertha the bus is going to the zoo, Who does she see as she passes through? … A pig, a panda, a parrot and a polar bear.”

Religious education:

We’ve been reading the story of Simeon and Anna. Here is the link if you want to watch again at home:

We role played the story using story puppets and the children were so good retelling it. We talked about baby Jesus as a very special baby and how Jesus is presented by his parents at the temple, and noticed by Simeon and Anna. Jesus is the light of the World ! Jesus is the savior of the world! To support our learning we did lovely candles, using gems and shiny paper.

Have a lovely weekend!

Mrs Solakova

Reception Home Learning – 15.01.21

Good morning parents and children,

I notice from your posts on Tapestry that many children are enjoying The Gingerbread Man story.  We’re going to do some more learning about the story for one more week.   So watch this space for more Gingerbread Man fun next week.

Communication and Language

 Understanding question words using stories

Asking questions about stories is a way of finding out what children know, understand and can remember.  It also encourages children to be reflective. 

We’ve already explored The Gingerbread Man story with lots of reflective questions.  I’ve compiled some more specific questions relating to our Gingerbread Man story which will deepen your child’s learning.

  • What did the Little Old Woman do to make the Gingerbread Man?
  • What happened when the Little Old Woman opened the oven?
  • Why did the Gingerbread Man run away?
  • Why did everyone chase him?
  • Why do you think everyone wanted to eat the Gingerbread Man?
  • Why did the Gingerbread Man stop when he reached the river?
  • Why didn’t the fox tell the Gingerbread Man he wanted to eat him?
  • How did the fox trick the Gingerbread Man?
  • Why did the Gingerbread Man trust the fox?  Would you?

Challenge your child to ask you a question.  Maybe take turns.  What about making it into ‘Quiz Time’ game – who can get the most points?  What will the winner’s prize be?  Perhaps choose your own story for this game.

Literacy/Letters and Sounds

Make a story chair/story area

Create a specially decorated chair or story area with your child. This then becomes a special place for your child to tell all sorts of stories.  All you need to do is choose a chair and drape different fabrics over it or your child may wish to make some decorations for the chair.  Maybe add dressing up clothes, fairy lights, some writing materials etc. 

Today’s new sound – ‘igh’ (trigraph three letters but one sound)

Here is a video to introduce the sound.  It also has a little reading challenge at the end.

This video supports blending and reading words that include the ‘igh’ sound.

Below is the action for ‘igh’ :  

Show your child how to write ‘igh’ using the correct letter formation.

Letter formation for ‘i’, ‘g’ and ‘h’ can be found in your child’s letters and sounds book.

Encourage your child to ‘have a go’ at writing the ‘igh’ sound. 

If your child is ready for a challenge, ask your child to write the following words:

For extra challenge, maybe your child could write a sentence and draw a picture to accompany the sentence. 


Creating varied patterns and independently

This step should feel like a natural flow from the previous steps and many thanks to those children who have already shown me their independent patterns.

  • Provide materials (eg. bricks, stones, twigs, knives, forks, spoons, cars, beads, buttons) for your child to create their own pattern.
  • Again, ensure your child can talk about their pattern and identify where it repeats.
  • Parents, try creating your own pattern and present deliberate errors. Ask your child to ‘fix’ the problem.
  • Create patterns for a purpose – wrapping paper for a birthday or a design for a dinner place mat for example.

Baking a Gingerbread Man

I have posted on the Memo section of Tapestry a simple gingerbread recipe.  Your child could, of course, make any sort of biscuit depending upon the cutters available at home.

Here are some ideas to support your child’s learning:

  • Talk about the sequence of the recipe and involve your child in following the numbered steps.
  • Encourage your child to read the recipe with you eg. stop at a word, say ‘mix’, and pretend to struggle ‘Can you read that word for me?’
  • Talk about numbers throughout your cooking activities such as how many eggs or spoonfuls you might need.
  • Place all of the ingredients you need for the recipe on a tray and ask your child to pass them to you by asking specific questions such as ‘pass me the ingredient that is beside the flour, or behind the eggs’. The game can continue with your child naming the positions of ingredients to you.
  • Teach your child how to use the scales and how to read the dial or numerals. You can also encourage your child to guess which of two items is heavier or lighter by holding one in each hand, for example a bag of sugar in one hand and a bag of flour in the other. Check if your child’s estimate was correct.
  • Cooking together lends itself ideally to talking about time. How long will the gingerbread people take to cook?  Set timers together on your cooker, freestanding timer or phone.

Wishing you all a wonderful weekend.

Nicola Palmer