Category: Uncategorised

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.

Maths

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:

https://www.youtube.com/watch?v=HZpXuc735pg

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.

https://www.youtube.com/watch?v=Ek8TVoLdJWY

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

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: 

How to Write Like a Jedi – Star Wars Inspiration!

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.

Maths

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

Good morning parents and children,

Communication and Language

Making predictions

Making predictions can be quite complex for little ones because it involves analysing information and bringing ideas together.  It helps children think about problems to decide what they could do next.  Also, when your child is reading to you, being able to make predictions about the story supports comprehension.

• Read a story together.  This could be a story book or maybe your child’s reading book.
• Read a few pages to introduce the characters.
• At key places, stop and before you turn the page ask ‘What do you think might happen next?’
• When you read the next page ask ‘Was your prediction right?’

If your child needs a little support, ask more direct questions eg. Goldilocks and The Three Bears – ‘Whose house do you think she will find?’ or offer alternatives for your child to choose from.

Literacy/Letters and Sounds

Draw a story map – The Gingerbread Man

Once your child has listened to the story of The Gingerbread Man a couple of times then draw a story map in front of your child.  The maps need to be simple and very clear so that they capture the plot in one go – and can act as a visual reminder. 

Here is an example I created.   

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

For a change, I’ve found a different video to introduce the sound.  However, you can always google – Mr Thorne Does Phonics ai – to find out what Geraldine gets up to.

https://www.youtube.com/watch?v=EQGObQTTR-g

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

Below is the action for ‘ai’   – cup one hand over ear, as if hard of hearing, and say ai?

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

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

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

Maths

Continuing a pattern – repeating

If you completed yesterday’s maths activity, your child should be able to recognise the repeating aspect of a pattern.  Continue to explore the step explained yesterday if not (recognising patterns).

Now it’s time to continue a repeating pattern.  Begin by starting a pattern using any objects you have available at home (as suggested yesterday).  Ensure that more than two colours and several shapes are used in varied examples and provide examples of different lengths of units of repetition.  Many children will struggle beyond a repetition that involves four items so adjust the complexity of the pattern according to your child.  Continue to encourage your child to describe the features and repetition.

Another opportunity to continue a pattern can be found by printing (manmade stamps, vegetable printing etc.) and finish each other’s creations by finding and repeating the patterns.  This is how you can have a go at printing with vegetables.

Veggie Stamp!

• Select any choice of vegetables to cut it in half (take the opportunity to talk about half).
• Encourage your child to choose 3/4 different vegetables or colours.
• Dip the flat side of each vegetable in paint and stamp onto some paper in a repeating pattern (depending, of course, if you have paint at home).

Thank you for all the observations posted on Tapestry.  I thought I’d celebrate some of our learning once a week, here goes for this week:

Epiphany and scissor skills

• 

• 

Letters and Sounds/Letter formation

• 

• 

• 

• 

Reading/special story of the day

• 

• 

Scribing a story with some child contributions

• 

Writing for a purpose

• 

• 

• 

Maths

• 

• 

Being physical

• 

• 

Games

• 

• 

Congratulations children and parents, you’re doing a great job!

Nicola Palmer

Good morning parents and children,

Welcome back to another week of home learning.  This week we are going to start learning the story of The Gingerbread Man, the winner of our vote last week.

May I also take this opportunity to remind parents of the resources recommended on the school website.  Look on the drop down menu under Curriculum/EYFS Support. 

Below is an outline of activities I will provide for this week.  If you’d like to prepare for the cooking activity on Friday, you will need:

A Gingerbread Man cookie cutter
350g plain flour
175g light soft brown sugar
100g butter
1 egg
4 tbsp golden syrup
1 tsp bicarbonate of soda
Ground ginger
Icing sugar and sweets for the decoration

Communication and Language

Understanding which day comes next

A reminder of last Tuesday’s post, make a chart together.  This time include the days of the week across the top.  Monday – Friday in a different colour from Saturday – Sunday. The idea is to help your child learn the days of the week eg. what day comes after, before etc.  This can be partially filled in advance or after each event.  Keep reinforcing your child’s understanding of the day ‘before’/’after’ a given day.

This chart will also really help your child in terms of routine and self-esteem during these unpredictable times.  

Literacy/Letters and Sounds

This week, I have planned some activities to help your child learn to retell a story.  We call it talk for writing.  The idea is to develop children’s ability to imitate the language they need for a story orally, before writing their own versions.   In particular, children begin to learn key words and phrases such as ‘once upon a time’ ‘first’ ‘next’ ‘finally’ ‘suddenly’, ‘however’.  Children learn to use these words in speech so that they have the words in their heads when thinking about what to write. 

Ask your child to watch my video retelling the story of The Gingerbread Man.  The story can be found on the Memo section of Tapestry.  Encourage your child to listen to the story first and try to join in with the actions– hope they enjoy it!  In class, we would tell the story orally with actions each day.  In time, children begin to remember the actions and join in. 

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

There are two ways to say ‘th’, voiced (as in ‘this’) and unvoiced (as in ‘thin’). 

Here is fun Geraldine the Giraffe video to introduce the sound.  Watch the next video for words your child should be able to read and write.

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

Below is the action for ‘th’   – pretend to be a naughty clown and stick out tongue. Can your child find ‘th’ on their sound mat?  This is quite a tricky sound for children – ask your child to look in a mirror to see their tongue sticking out a little when making the sound. 

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

Letter formation for ‘t’ and ‘h’ can be found in your child’s letters and sounds book.

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

Maths

Here is step 5 of our measuring sequence.   

Ordering a small set of objects by a given attribute.

Story sticks

A story stick is such a great activity to do with children during an outdoor trip. It keeps them busy, helps them learn about nature, and provides a memento to take home.  You also need very little in the way of preparation; just some string or sticky tape.

A story stick features items collected whilst on a walk. These might be things like leaves, twigs, flowers, feathers or anything else natural that you find along the way.  All you need to do is choose a stick and attach items from your journey to it using string or wool.  Younger siblings could use a piece of cardboard instead of a stick; this is easier.

Questions you could ask:

• Do you want your story stick to have a theme? For example, a colour, all flowers, all leaves. 
• How long does your stick need to be? Think about how long your walk is!
• What senses does each item stimulate?
• What is the story that your story stick is telling? This could be either a retelling of the journey or let your child’s imagination run wild!

Wishing you a great day.

Nicola Palmer

Good morning parents and children,

What a busy week we’ve had!  Thank you again for all your observations on Tapestry.  I’ve been so impressed by the children’s enthusiasm and parents’ energy.  

I have now organised Zoom meetings for different groups of children. Please look on the Memo section of Tapestry for your child’s allocated slot.  All meetings are at 9.30 am on Monday, Wednesday or Friday.  This is slightly earlier than originally planned in order to avoid clashes with other online class meetings.

Our Special Story

I would like to begin planning around traditional stories and have opened a poll for your child to vote for the first themed story.   This can be found on the Memo section of Tapestry.  To narrow down the selection, I have picked three options:

The Gingerbread Man
The Three Bears
Jack and the Beanstalk

Please reply to the Memo post to let me know your child’s preferred story. I’ve already had lots of votes in! Thank you.

Letters and Sounds

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

Here is fun video which teaches the sound ‘sh’.  Geraldine the Giraffe is a very mischievous character as you will discover.

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

Below is the action for ‘sh’.  Can your child find ‘sh’ on their sound mat?

Ask your child to articulate the ‘sh’ sound whilst demonstrating the action. 

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

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

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

Maths

The next step in our measure learning sequence is that of using the language of heavier and lighter to compare mass or weight.   Exploring that bigger things might not be heavier

Ask your child to compare weights from a selection of objects (a ball, a blown up balloon, a wooden block). Can your child guess which might be heavier/lighter out of a pair? Give your child the objects to feel to see if they can predict which will be heavier or lighter. At this point, notice that bigger objects (like the balloon) might not always be heavier.  A nice trick to play is fill a small box with a heavy object.

If you have some kitchen scales, test the objects and show your child how to measure weight.  Of course, cooking activities are a great way to continue to consolidate this concept.

Internet Safety

Talking to children about online safety is essential because many of them will be using a wide range of technologies in their home environments during this period of lockdown. Technology is becoming an integral part of children’s lives; we know it entertains them, engages them and motivates them.

Childnet.com provides excellent internet safety advice for parents.  Here is a link to activities for children aged from 3-7 years.  The Smartie the Penguin story is a great story to watch with your child and introduces good discussion points.

https://www.childnet.com/resources/online-safety-activities-you-can-do-from-home/for-3-7-year-olds-

Wishing you all a wonderful weekend.

Nicola Palmer

Good morning everyone,

Please accept my apologies if you were unable to view yesterday’s blog. There was a technical issue which I have resolved and it is now available to view.

Here is today’s home learning.  I am also planning to set up Zoom meetings with groups of children next week.  Each meeting will take place at 10.00 am.  Details of your child’s allocated Zoom meeting will be posted via the Memo section on Tapestry.

Personal, Social and Emotional

Feelings game

Children learn to build positive relationships with their friends during cooperative play.  At this time of isolation, you can help your child continue to learn how to build good relationships at home.  I am sure this activity will also help those children with siblings at home.

• You will need three toys such as soft toys or superhero characters.
• Create and act out a short scenario in which the two toys play a chasing game, then bump into each other and fall over.
• The third toy should see what has happened.
• Ask your child, should the third toy go off and tell an adult?
• Ask your child how the characters were feeling at each stage of the story, whether the accident could have been avoided and whether they all behaved sensibly.
• Encourage a discussion about taking care when running, feeling sad or cross when they get hurt but accepting that sometimes accidents do happen.
• Discuss wanting to help each other, telling adults when they need help or solving the problem themselves, feeling happy when people make things better.

• Extend this activity by performing another short act, during which two puppets are playing and a third asks to join in and is refused.  The third puppet should display sadness.
• Again, ask your child to name and describe the characters’ feelings and how they should speak and behave towards each other so nobody is sad. 
• Talk to your child about how they may be able to resolve the problem themselves.  Can they exchange ideas, take turns etc?
• Emphasise that they may always ask an adult for adult and support if somebody is not being kind.
• End the game by acting out the children agreeing on how they can welcome their friend into the game.

Letters and Sounds

Shared writing

A really important role a parent can play in their child’s life is being seen to write and modelling the writing process – scribing. 

• Ask your child to tell you a story.  You may wish to use the puppet stories made in the previous activity for this idea.  Or you could read a favourite story and ask your child to retell the story.  If your child only offers one or two sentences, that’s fine.  Building confidence is most important at this stage. 
• I find that in class children love to see adults writing and will get very excited telling the adult what to write.
• As you write down your child’s story, model sounding out simple words you know your child will be able to ‘have a go’ at.  Pretend, you’re a bit stuck and invite your child to tell you how to write particular words.
• Model looking for tricky words in your child’s word bag to help them learn how to spell tricky words.
• Talk about full stops and capital letters.
• Read back what you have written – model checking for meaning.  Does this make sense?  Model making amendments and changing what has been written.

Your child may enjoy you reading their story to other family members over the phone.  Perhaps you create a story over time and display the different parts as they evolve.  Ask your child to draw a picture to accompany the story.  Maybe you could make a book.

Today’s new sound – ‘ch’ (digraph two letters but one sound) Watch the following video with your child:

Here is a fun song which also teaches the sound ‘ch’:

Below is the action for ‘ch’:

Ask your child to articulate the ‘ch’ sound whilst demonstrating the action. 

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

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

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

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

Maths

Below is Step 3 of our measures learning sequences – wider/fatter/thicker and thinner.  I am sure many children can easily identify different thicknesses.  However, the key to this learning sequence is to encourage your child to use full sentences when making comparisons.   

I appreciate that many of you will not have playdough at home.  I’ve therefore included a playdough making activity in this blog. 

If you are not able to get hold of any playdough, this activity can be adapted as follows:

• Provide a range of natural materials for your child to compare in terms of thickness.
• Provide a range of construction materials for building towers and structures so your child can explore what makes a structure wider (and extending this to discussing wider tower bases being more stable).
• Provide cubes, Duplo® or Lego® (construction materials which fix together) and explore how to make these models wider/fatter or thinner.
• Offer a range of clothes and explore the fabrics they are made of. Explore whether the thicker materials are warmer.

A little bit of science

Playdough

I thought I would share with you how I make the playdough for the children in class.  It’s a fun activity to do with your child.  I appreciate that you may not have some of these ingredients readily available.  However, if you do have good supplies, this activity lends itself to numerous learning opportunities.  For example, following instructions, conversation, predicting changes and fine motor skills. 

Here is the simple recipe. 

•  1 cup of flour (I usually use a mug)
• ½ cup of salt (use the same mug)
• 1 tablespoon of oil (can be vegetable oil or olive oil)
• 1 tablespoon of cream of tartar
• 1 cup of water (again use the same mug).  Put food colouring in the mug before the water so you’ve got coloured water.  I find half a small bottle of food colouring is a good quantity.   If you don’t have food colouring, don’t worry, it can be white playdough!

Method:

• Put all of the ingredients in a saucepan and mix together.
• Cook on the hob.
• Use a wooden spoon and stir continuously until the mixture begins to bind together.
• I usually continue to stir for a few moments more to ensure the playdough is fully formed.
• Cool the playdough down on a plate and enjoy. 
• At this stage, your child could knead glitter into the playdough to make it a bit fancier.

Please don’t forget to post on Tapestry some examples of your child’s home learning.

Thank you for your continued support and I wish you all a wonderful day.

Nicola Palmer

Dear parents,

I have your collected your child’s reading book and reading record and will return them tomorrow.  Your child will have in their book bag their high frequency word bag and letters and sounds book. Please use these for tonight’s home reading activities.

Here are some ideas you may like to try:

High frequency word stamp

You will need:

Word bag and something to splat the words eg. wooden spoon or your child can just use their feet.

What to do:

Spread out the words from your child’s word bag on the floor.

Call out the words.

Ask your child has to stamp on the word, or hit the word with the wooden spoon.

Swap places with your child and ask your child to call out the words.

Countdown

You will need:

Word bag and a timer.

What to do:

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.

If you feel your child needs an extra challenge, ask your child to write as many words as they can before the timer signals ‘stop’.

I hope your child enjoys playing the games.  I would love to see your child’s learning on Tapestry.  The children always enjoy sharing their home learning with the class.

Mrs Palmer

On Monday Mrs O’Connor brought into school Deacon Paul’s vestments to show us, including the different coloured stoles that are worn at different times of the church year. We especially liked the white stole that is worn at the celebration of baptism. We guessed that the pink one is worn for Mary’s feast days. We also saw the alb and the dalmatic garments. She told us that the stole represents the towel that Jesus puts over this shoulder at the Last Supper when he washed and dried his disciples’ feet.

We also held our very own baptism in our class church. We all said “I baptise you in the name of the Father, the Son and the Holy Spirit”. We followed this with a class celebration which included singing songs. Perhaps the highlight of the afternoon was the delicious cake at the end.

Letters and Sounds

As promised in the children’s Letters and Sounds books, below is one of the games we play at school. You may like to have a go at home.

What’s the sound Mr Wolf?

You will need:

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

What to do:

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

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

1. Stand your child several large paces away from ‘The Wolf’ (parent).
2. Pull from the word bag a word, say the word and ask your child to sound it out.
3. Your child will then say the sounds loudly as they take strides forward.
4. Make sure your child takes just one stride per sound.
5. Choose another word and repeat.
6. Once your child is close enough to The Wolf, turn round and shout ‘dinner time!’
7. 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.

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

For support

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

Wishing you all a great weekend.

Nicola Palmer

I thought it may be useful to share some games that you could play with your child whilst at home in this lockdown period.

Our current maths focus is subitising – up to the number 6.  Subitising is seeing how many are there without counting. This help develops calculation strategies when your child is older.

Many games encourage subitising so at home teaching your child to play games will support subitising. Dominoes, snap, rolling multiple dice to show the same value, are all good games to support subitising. 

Traditional board games, such as Snakes and ladders, Ludo etc. are great for counting and encourage children to rehearse the order of the numbers and match each number to an action. 

You may wish to try the following game at home :

Dottzi

Once your child has identified two dice that are the same value.  Put those dice to one side, roll the remaining dice and keep repeating until you have all the dice the same value.

To extend your child’s learning begin to identify ‘same’, ‘more’ or ‘less’ when subitising. 

Here is another activity you could try at home.

It would be great to see any games played at home on your child’s learning journal – Tapestry.  The children always enjoy sharing their home activities with their friends.

Wishing you a safe, wonderful weekend

Nicola Palmer