Key Question:EASTERASSESSMENT
Time / Monday – / Tuesday- / Wednesday–Pupil Progress Meetings SEN / Thursday – / Friday –
End of Term
8:50 / Carpet session 1: Register. Intro chm to key question of the week.
Assembly / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Celebration Assembly
9:15 / Physical Development : CT
Obj:(MHELGi, ii, iii)
Outdoors
Egg & spoon race: Using plastic eggs chn practice running & keeping their egg on the spoon before racing from one end of the playground/ field to the other.
Egg rolling: Chn use plastic eggs to line up & roll their eggs towards an Easter basket. The egg nearest the basket is the winner.
Throwing & catching: Chn line up in pairs a short distance apart, they throw their eggs to their partner. If they drop their egg they are out. Pair to throw/ catch for the longest are the winners. Egg throwing: How far can you throw your egg? Measure distances in footsteps or in metres using a metre stick. Who can throw their eggs the furthest? / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: Cont Prov/ Outside Act
TA RA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: : Ind Readers/Handwriting
TA RA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: Cont Prov/ Outside Act
TA RA: Ind Readers/Handwriting
Adult Led Activity
CT: Ind Readers/Handwriting
TA LS: : Ind Readers/Handwriting
TA RA: Cont Prov/ Outside Act
Children: / Children: / Children: / Children:
Key Vocab:
9.45
TA LS
Setting up continuous Provision Indoor then Ind Readers
TA RA Setting up Outdoor Activities then
Ind Readers / Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Sing a song which subtracts 2 each time, e.g. 10 fat sausages sizzling in a pan, one went pop and another went bang. 8 fat sausages… Chn use fingers to support subtractions.
Main Teaching Session:
WALT: Relates subtraction totaking away. Begin to use the vocab involved in subtracting.
Ask a child to stand on number 5 on a large 1-20 floor no. track. Roll a large dice with 1, 2 or 3 spots on each side. What number will we land on if we jump back 1, 2 or 3? Ask chn to solve using fingers and show answer on number fans.
Model jumps on interactive number track. Record subtraction. Roll dice and rpt. Ext using 1-6 dice. / Carpet session 2: Mathematics
Obj:SSM40-60h; ELGi
Warm Up:Sing Five currant buns in the bakers shop but sing, e.g. Along came …… with 20 pence one day… instead of a penny one day to make it more realistic! Choose chn to ‘pay’ for the currant buns.
Main Teaching Session:
WALT: Recognise 1p, 2p, 5p and 10p coins and know the value of each.
Give each child a real coin, incl. all denominations. Hold up a copper coin and ask chn who have a coin of the same colour to hold it up. Look at the number on your coin. These are one penny and two pence coins.What numerals can you see on the coins?Rpt for silver coins. Do you think you will be able to buy more with a copper coin or a silver coin? Why? All the copper & silver colour coins are pence. We use them to buy cheaper things like a piece of fruit, yoghurt, chocolate bar, crisps and tins of food. Hold up a gold coloured coin. Chn do likewise. These are £1 and £2 coins; we use pounds to buy more expensive things. Also show a £5, £10 and £20 note, discuss these and suggest items that these could be used to buy to give chn a sense of the value of each note. / Carpet session 2: Mathematics
Obj:SSM40-60h; ELGi
Warm Up:Sing Five currant buns in the bakers shop but sing, e.g. Along came …… with 20 pence one day… instead of a penny one day to make it more realistic! Choose chn to ‘pay’ for the currant buns.
Main Teaching Session:
WALT: Recognise 1p, 2p, 5p and 10p coins and know the value of each. Solve practical problems involving counting or role play
Revisit each coin and its value. Count to £1 in 1ps, 2ps, 5ps, 10ps Give each pair of chn a real 2p, 5p and 10p coin. Ask chn to look at 2p coin. Point out the 2 on it. Explain that this coin is worth the same as two pennies. Model on IWB.Rpt for 5p and 10p coins. Point to line of five pennies. Which coin is worth the same as this number of pennies? Show me! Chn hold up the correct coin. Rpt for lines of 2 and 10. / Carpet session 2: Mathematics
Obj:SSM40-60h; ELGi
Warm Up:I’ve got a coin in my pocket. It’s worth the same as five pennies. What is it?Show a purse. Say you have 4p in it. You will give a sticker to anyone who can tell you what three coins you have in the purse. Give chn some 1ps & 2ps to play with in groups of 4. Allow time to experiment and think. Can anyone suggest what coins you have? Open purse!
Main Teaching Session:
WALT: Recognise 1p, 2p, 5p and 10p coins and know the value of each. Solve practical problems involving counting or role play
Give chn 1p, 2p, 5p and 10p coins. Show chn three purses. Have 3 diff soft toys on the table. One purse is teddy’s, one is Grandpa Muddles and one is Walts.. Now show three 1p coins, three 2ps, three 5ps. Explain that you want to share out this money between the three purses. Ask how you will do this. Take suggestions. Which is the only fair way? Suppose you have four 5ps and one 10p. How can these coins be shared fairly?
Carpet session 2: Mathematics
Obj:N40-60k, n, o, p; ELGi, ii, iii
Warm Up:Roll a 1-6 dice. Show me this number on your fingers. What is one more than this? Show me. Rpt several times asking chn to show the number one more or one less. ext 1-10 dice.
Main Teaching Session:
WALT: Relates subtraction totaking away. Begin to use the vocab involved in subtracting.
Shuffle a set of 1-10 cards. Take one, e.g. 5 and ask a chd to use this number of cubes to build a tower. How tall will it be if I take off 2 cubes? Chn show the 1st number with fingers & count back, saying 4, 3, folding down 2 fingers, one at a time. Write 5 - 2 = 3 on f/c and read it together. Subtract 2 cubes to the tower to check the number left. Rpt with different cards working with nos up to 20 and chn.
CT/ TA / CT/ TA / CT/ TA / CT/ TA
10:00 / Adult Led Activity
WALT: Recognise 1p, 2p, 5p and 10p coins and know the value of each. Solve practical problems involving counting or role play.
Place two each of 1p, 2p, 5p and 10p coins in a bag and lots of pennies in tray. Chn take it in turns to take out a coin without looking into the bag. They say how many pennies it is worth and take this number of pennies from the tray. If correct they keep the pennies. Continue until there are no coins left in the bag. Who has least/ most pennies? / Adult Led Activity
WALT: Recognise 1p, 2p, 5p and 10p coins and know the value of each
Chn sort the coins into different colours. Can they recognise coins up to 20p / Adult Led Activity
Recognise 1p, 2p, 5p and 10p coins and know the value of each
Show different pictures of Easter eggs with price tags up to 20p. Which coins could you se to pay for the eggs?
Children:CT Observations/ Identified Focus Groups from AFL / Children: MA Elmers
CT/TA/TA / Children: MA Hungry caterpillars
CT/TA/TA / Children: LA Rainbow Fish
CT/TA/TA / Children: HA Gruffalos
CT/TA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S Phase 3
- Sing alphabet song p80.
- Review high frequency words learned so far. a, at, as, is, it, in, an, I, and, on, not, into, can, no, to, get, got, the, back, put, go, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see, was, will, with, my, for, too, you, this, that.
- Recall j/ v/ w/ x/ y/ z/ zz/ qu/ sh/ ch/ th/ TH/ ng/ai/ ee / long oo, short oo/ oa/ ar/ or/ igh/ ur/ ow PPT/ song
- Phase 3 Picture and caption match
- Sing alphabet song p80.
- Review high frequency words learned so far: we, me, be, he, she, are, see, was, will, with, my, for, too, you, this, that.
- Teach ‘oi’ using action/song/ story
- Phoneme frame p88:coin, oil, foil, soil.
- Blending for reading: Countdown p86 foil, join, toil, boil.
- Play Yes/no questions p97: Can he see a cow? Can I go to town?Can I see an owl?
- Sing alphabet song p80.
- Recall j/ v/ w/ x/ y/ z/ zz/ qu/ sh/ ch/ th/ TH/ ng/ai/ ee / long oo, short oo/ oa/ ar/ or/ igh/ ur/ ow/ oi
- Teach ‘ear’ using action/song/ story
- Phoneme frame p88:ear, dear, fear, hear.
- Blending for reading: Sound buttons p58: near, tear, year, beard.
- Demonstration writing p97 write the sentence: I can hear an owl hoot at night.
- Sing alphabet song p80.
- Recall j/ v/ w/ x/ y/ z/ zz/ qu/ sh/ ch/ th/ TH/ ng/ai/ ee / long oo, short oo/ oa/ ar/ or/ igh/ ur/ ow/ oi/ ear
- Segmentation for spelling: Quickwrite words p89: beard, how, coin, turn.
- Teach ‘er’ using action/song/ story
- Phoneme frame p88:berk, fern, herd, her.
- Blending for reading: Matching words and pictures p87 fern, herd, her, jerk.
- Sing alphabet song p80.
- Recall j/ v/ w/ x/ y/ z/ zz/ qu/ sh/ ch/ th/ TH/ ng/ai/ ee / long oo, short oo/ oa/ ar/ or/ igh/ ur/ ow/ oi/ ear/ er
- Phase 3 Games in pairs.
- HFW Snakes and ladders in Pairs.
- Buddy Reading Phase2/3 books
- Quiz – Revision of phase 3 phonemes
11:00 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj:
INDIVIDUAL READERS/ WORD CARDS/ PHONIC ASSESSMENTS: LS/RA
CT: Writing Assessment:
Chn re-tell the Phoenix Reborn story to each other and the teacher. They make sure they are clear about the four parts: Egg, baby, grown-up and flying, flames and dying. Show chn the pre-made books.Explain that these are illustrated so that we can really focus on writing the story. Discuss how we will begin? ‘Once upon a time…, or ‘once there was…, or ‘The phoenix is a magic bird… ‘. Encourage chn to begin in their own way. What words will we use to describe the phoenix? What does it look like flying over the mountains? How will we describe it bursting into flames at the end? Chn should take pride in authoring their own version. Support chn by modelling writing the beginning for them, (Once upon a time…) and also supplying non-phonetic words (e.g. Phoenix,) but asking then to sound out words like ‘egg’ and ‘flying’ and ‘grown’. / Adult Led Activity: G. Reading/
G. Writing/ G. Talk
Obj:
CT/TA/TA – Spellings
CT Observations/ Identified Focus Groups from AFL
Children: HA Gruffalos
CT/TA/TA / Children: LA Rainbow Fish
CT/TA/TA / Children: MA Elmers
CT/TA/TA / MA Hungry Caterpillars
CT/TA/TA / CT Observations/ Identified Focus Groups from AFL
11:30 / Carpet Session 4: CLL
Obj:LA30-50c; ELGii, iii; S30-50d; R30-50f
WALT:Listen with attention and respond with relevant comments, questions and actions. Re-tell story in correct sequence.
Show chn the Easter photos sets and discuss their relevance in relation to their significance to the Christian Festival.Watch the animated storyPhoenix Rebornanimated tale and tell the story. Then show the picture of the Phoenix book cover on the interactive whiteboard. Re-tell the story and explain to chn that they will be writing their own story of the Phoenix. Show the pictures in the bookand discuss what happens in the beginning (egg), in the middle (hatching, growing and flying around) and at the end (dies in flames leaving an egg). Stress the sequence. / Carpet Session 4: CLL
Obj: LA ELGi, iii; U40-60d; ELGi; S40-60a; ELGi
WALT:Use language to imagine things. Suggest good describing words.
Show again the picture of the front cover of the book with the phoenix on it. This is a powerfully magic bird. How can we describe it? Ask chn to talk to a partner and to come up with three words they could use to describe the phoenix. Encourage them to be imaginative and to think about how it bursts into flames and resurrects itself. Also point out that we can use phrases. Take feedback; write a list of suggested describing words/phrases on t/b for chn to use in their own stories. / Carpet Session 4: CLL
Obj: U40-60b, d; S40-60a; R40-60a, c; ELGii, iii; W ELGi, ii
WALT:Use phonics to write Easter greetings.
Show the Easter verseson the interactive whiteboard. Read together:Five Brown Eggs and the jokes. Do chn ‘understand’ these? Help them understand the double meaning in ‘cracked’ and the pun in ‘egg-zactly’. Re-read Five Brown Eggs and encourage chn to join in as you point to the words. Underline the rhyming words: hay, play, say, day, etc. Encourage chn to suggest more: way, tray, may… Point out the spelling of this sound /ay/. Write Happy Easter and discuss how we can use phonics to spell these words. Spell other Easter greetings using phonics. / Carpet Session 4: CLL
Obj: LA ELGi, ii iii; U40-60d; ELGii
WALT:Listen to a variety of rhymes carefully and join in with repeated parts. Respond with relevant comments, questions and actions.
Show Easter verses again. Read Bunnies. Ask why we have a poem about bunnies at Easter. Remind chn that Easter is when we celebrate things being born, and life springing up all around us. New plants from seeds, new birds from eggs, new animal babies. Ask each child to talk to a partner about Easter – they are NOT allowed to mention sweets or chocolate! Read Easter Day 1 & 2. Remind chn that for many people Easter is an important religious festival. / Carpet Session 4: CLL
Obj: LA ELGi, ii; W40-60g, h; ELGi, ii
WALT:Use phonics to write new words.
Show Easter Verses.Read Easter. Ask chn to remind you why we have chickens/bunnies as symbols of Easter. What other baby animals could we use? Show a picture of a horse. What do we call a baby horse? (Foal) Show a picture of a pig. Ask the name of a baby pig. (Piglet) Repeat showing pictures of a dog, cat, hen, sheep, cow and duck. Can you write the names of the baby animals on a w/b?Encourage spelling by sounding out. Accept phonetic spelling, e.g. ‘lam’ but point out silent ‘b’.
Model writing own poems about Easter using repetitive phrase I can see…..
CT/TA / CT/TA / CT/TA / CT/TA / CT/TA
11:50-12:00 / PSED/ Singing: Have fun singing the following rhyme to the tune of ‘Five Currant Buns’:‘Five Easter eggs on a supermarket shelf, A great big sign said treat yourself; Along came a shopper with a pound to spare, Bought an Easter egg and took it home to share. Four Easter eggs on a supermarket shelf…’Continue counting down until the final verse:‘No Easter eggs on a supermarket shelf,A great big sign said treat yourself;Along came a shopper with a pound to spare,But no Easter Eggs could be taken home to share.’
Handwashing & Lunchtime
1:00 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Adult Led Activity
Obj:(EMM30-50j, k, l, m; 40-60c, d, e, g, h, i, j; ELGii)
WALT: Constructs with a purpose in mind, using a variety of resources.
TA AIA:
Chocolate nests: Chn make Easter nests with melted chocolate and crushed shredded wheat (see resources for recipe). They use scales to weigh out the ingredients. They talk about the diff weights and measures. Which is heaviest? E.g. The chocolate is heavier than the butter. There is more chocolate than butter in our recipe. We need three shredded wheat™. Note how the chocolate changes as it melts and then hardens again once mixed with the shredded wheat™. When the chocolate has set chn put small chocolate eggs in each one. They count the eggs as they put them in and vary the number of eggs in each one so that some have three eggs and some have two.(NELGi; SSMi, iii)
CT:
Create a variety of spider and other chosen minibeast puppets.(EMM30-50j, k, l, m; 40-60g, h, i, j; ELGii)
Observing/ Ind Readers / Carpet session 6:
Obj: PC30-50b, c; 40-60a; ELGi, ii, iii WALT: Learn about the different events which happen during the Christian festival of Easter.
Discuss the various days that make up Easter: Shrove Tuesday; Ash Wednesday; Lent; Maundy Thursday; Good Friday; Easter Sunday. Briefly explain the series of events and relevance of these dates in the Christian calendar with detail appropriate to your children’s age. Talk about how each date continues the story of Jesus’ life until he was welcomed to heaven on Easter Sunday. / ICT Skills: E Safety
Obj: UtW T30-50a; 40-60a, b; ELGi, ii
Resources: Simple Paint Package
WALT: To talk about, recognise and create simple patterns (M).
To express and communicate ideas, thoughts and feelings through a range of materials (EA&D). To choose colours and tools for a purpose (EA&D).