Created by Kerry Moody
Key Question: Who climbed up the waterspout?
Monday / Tuesday / Wednesday / Thursday / Friday8:50: Carpet session 1: Register and news from the weekend / 8:50: Carpet session 1: Register and Wake & Shake – Take 10 / 8:50: Carpet session 1: Register and Wake & Shake – Take 10 / 8:50: Carpet session 1: Register Wake & Shake – Take 10 / 8:50: Carpet session 1: Register Wake & Shake – Take 10
9:00: Carpet session 2: PSRN
Obj: Estimate how many numbers they can see and check by counting. Say and use number names in order in familiar contexts.
Show chn a bucketful of 10 plastic spiders. How many spiders are in the bucket? Enc chn to estimate & record some of their guesses on the board. Count the spiders, choosing T. chn to take them out of the bucket one by one. Compare number with their estimates. Who was correct? / 9:00: Carpet session 2: PSRN
Obj: Know that no’s identify how many objects are in a set. Use dev mathematical ideas & methods to solve practical problems.
Use bucket of spiders – can chn remember how many spiders were in the bucket? Count spiders to check. Tip spiders from bucket to a bag. How many now? Enc. chn to notice that none were dropped/ added or taken away so there are still 10. Count to check. Repeat using different containers, floor and tables. / 9:00: Carpet session 2: PSRN
Obj: Count reliably up to 10 everyday objects. Use ordinal numbers in different contexts.
Make a line of 10 spiders. Count along the line together. Then ask which spider is fourth? How can we find out? Enc chn to notice that the fourth spider is four along from the start of the line. Count along four & establish which spider is fourth. Repeat to find which spider is sixth. Then as chn to tell you which spider is second, third, eight etc. / 9:00: Carpet session 2: PSRN
Obj: Recognise numerals 1 to 9
Choose 10 chn to stand at the front and hold one number card between 1 and 10 and a different colour/ size spider to make a spider numberline. Ask which colour spider is on number 7? Can they recognise number 7 in the line? Ask which number has the biggest/ smallest spider? Enc chn to use the spiders to help rehearse number recognition. / 9:00: Carpet session 2: PSRN
Obj: Count repeated groups of the same size. Use dev mathematical ideas to solve problems.
Show chn picture of a spider. How many eyes/ fangs does the spider have? Count them: Two. Click on the spider and drag to create a second copy. Place it next to the first. How many eyes altogether now? 2 eyes on the first and 2 on the second. Count all of the eyes and establish that there are four. Repeat adding a third dinosaur.
Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM
9:20: Adult led with: KM/DW
Obj: 1.6, 1.8, 2.3, 3.5 See also focus sheet.
Activity: Incy Wincy Spider Game:
Let’s say the Incy Wincy Spider rhyme. Who is going to be the rain and who is going to be the sunshine? Do you know which way the rain/ sunshine moves?
Are you at the top/bottom? Who won? Who will win next time? How do you know? / 9:20: Adult led with: KM/DW
Obj: 1.6, 1.8, 2.3, 3.5 See also focus sheet.
Activity: Incy Wincy Spider Game:
Let’s say the Incy Wincy Spider rhyme. Who is going to be the rain and who is going to be the sunshine? Do you know which way the rain/ sunshine moves?
Are you at the top/bottom? Who won? Who will win next time? How do you know? / 9:20: Adult led with: KM/DW
Obj: Recognises numerals 1 to 5. Count reliably up to 6 objects.
Activity: Draw the spider dice game. In turn chn roll a dice. They need a 1 to start. 1 body, 2 head, 3 eye, 4 fang, 5 leg, 6 leg. What number have you rolled? How do you know? What part of the spider can you draw? Which number do you need to roll first? Which numbers do you need to roll the most? Why? / 9:20: Adult led with: KM/DW
Obj: Recognises numerals 1 to 5. Count reliably up to 6 objects.
Activity: Draw the spider dice game. In turn chn roll a dice. They need a 1 to start. 1 body, 2 head, 3 eye, 4 fang, 5 leg, 6 leg. What number have you rolled? How do you know? What part of the spider can you draw? Which number do you need to roll first? Which numbers do you need to roll the most? Why? / 9:20: Adult led with: KM/DW
Planned time for observations of CIA
Children: HA Giraffes / Children: MA Crocodiles / Children: MA Pengins / Children: LA Pandas / Children:
10:35 WHOLE SCHOOL LETTERS AND SOUNDS
11:00: Carpet session 3: CLL
Obj: R Listen to and join in with stories and poems, 1 to 1 and in small groups.
Show chn a toy spider. Do they like spiders, or are they scared of spiders? Elicit what they know about spiders, what colour they are, where they can see a spider, how big they are, how many legs they have, how they move-ask them to demonstrate by crawling and scuttling about like spiders. Tell the chn that they are going to listen to and watch a song about Incy Wincy Spider. They must tell you what happens to Incy Wincy when it rains and what he does when it’s sunny. Repeat song and enc chn to join in with actions. / 11:00: Carpet session 3: CLL
Obj: LCT: Listen with enjoyment and respond to … songs, rhymes…poems and make up own … rhymes and poems (LCT 1.4)
Recite Incy Wincy Spider with actions. Talk about vocabulary. What is a waterspout? Why might the spider have climbed up? What did the sun do? Show chn a collection of toy animals and select hippo. How might the hippo climb up the spout? Would it crawl, jump, run, stomp? Recite rhyme with line shiny grey hippo stomped up the water spout. Invite chn to choose animals and make decisions about how they might have climbed the spout. / 11:00: Carpet session 3: CLL
Obj: LCT: Listen with enjoyment and respond to … songs, rhymes…poems and make up own … rhymes and poems (LCT 1.4)
Recite Incy Wincy Spider with actions. Repeat as yesterday choosing different animals and thinking up new words for how they climbed up the spout.
Give each child a whiteboard and ask them to draw an animal. Use ind chn’s animals and group suggestions for movement words; model scribing the chn’s ideas to create a new class poem. / 11:00: Carpet session 3: CLL
Obj: R Listen to and join in with stories and poems, 1 to 1 and in small groups.
Make a collection of poems about the rain such as the traditional ‘Doctor Foster went to Gloucester’ and ‘I hear thunder’; ‘Wet’ from Out and About throughout the Year by Shirley Hughes and ‘Clouds’ from Twinkle, Twinkle Chocolate Bar compiled by John Foster. Enjoy sharing poems and using percussion instruments to add rainy sound effects. / 11:00: Carpet session 3: CLL
Obj: Listen to others in small groups. Use a widening range of words to express or elaborate on ideas.
Explain to the children that they are going to make a group big book about the things they like or do in the rain. Model talking about what I like to do in the rain and drawing an appropriate picture to match spoken words. Model oral rehearsal of sentence to describe the picture and model writing one word at a time to match sentence rehearsal. (Show chn how to orally rehearse sentences using talking cards.)
Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM/DW / Children: All Observing: KM
11:20: Adult led with: KM/DW
Obj: Listen to and join in with stories and poems, 1 to 1 and in small groups. Begin to show some control in their use of tools.
Activity: Make some paper plate spiders and use them as they recite the rhyme as a group. / 11:20: Adult led with: KM/DW
Obj: Extend their vocabulary, exploring the meaning and sounds of new words.
Activity: Making own rain: listening to the sounds it makes and using our senses to talk about how it feels. Ask the chn to suggest words to describe the rain: Wet, flood, heavy, shower, drizzle, puddle. Talk about what each new word means. Help them to scribe the words onto raindrops – bubble printing / 11:20: Adult led with: KM/DW
Obj: Listen to and join in with stories and poems, 1 to 1 and in small groups. Begin to show some control in their use of tools.
Activity: Make some paper plate spiders and use them as they recite the rhyme as a group. / 11:20: Adult led with: KM/DW
Obj: Extend their vocabulary, exploring the meaning and sounds of new words.
Activity: Making own rain: listening to the sounds it makes and using our senses to talk about how it feels. Ask the chn to suggest words to describe the rain: Wet, flood, heavy, shower, drizzle, puddle. Talk about what each new word means. Help them to scribe the words onto raindrops – bubble printing / 11:20: Adult led with: KM/DW
Obj: Sometimes give meaning to marks as they draw and paint. Uses some clearly identifiable letters to communicate meaning.
Activity: With small groups at a time, ask chn to draw a picture of what they like to do when it is raining and then guide their writing to describe what is happening. E.g. when it is wet I like to…. In the rain I like to…. Collect the pictures and photos together to make one big book.
Children: LA Snowflakes / Children: MA Raindrops / Children: MA Rainbow / Children: HA Sunshine / Children:
Monday / Tuesday / Wednesday / Thursday / Friday
PSRN: AFL/ Evaluation/Next Steps in Learning / PSRN: AFL/ Evaluation/Next Steps in Learning / PSRN: AFL/ Evaluation/Next Steps in Learning / PSRN: AFL/ Evaluation/Next Steps in Learning / PSRN: AFL/ Evaluation/Next Steps in Learning
CLL: AFL/Evaluation/Next Steps in Learning / CLL: AFL/Evaluation/Next Steps in Learning / CLL: AFL/Evaluation/Next Steps in Learning / CLL: AFL/Evaluation/Next Steps in Learning / CLL: AFL/Evaluation/Next Steps in Learning
Notes: / Notes: / Notes: / Notes: / Notes:
Malleable Act: Exploring texture using playdough. Explore a variety of imprints. / Water Act:
Investigate the best way to make rain: comparing diff containers. / Malleable Act
Exploring texture using playdough. Explore a variety of imprints. / Water Act
Investigate the best way to make rain: comparing diff containers. / Malleable Act / Water Act
Capacity: How much rain have you caught? How many small containers / Malleable Act / Water Act / Malleable Act / Water Act
Writing/Book Act:
What do you know about spiders? / Sand Act: Exploring the properties of wet/ dry sand. Making comparisons / Writing Act / Sand Act / Writing Act / Sand Act / Writing Act / Sand Act / Writing Act / Sand Act
Maths Act:
Wellington boots – sorting size, colour, pattern, height, left or right and counting in 2’s / Construction Act
Junk modelling spiders / Maths Act
Wellington boots – sorting size, colour, pattern, height, left or right and counting in 2’s / Construction Act / Maths Act
Umbrella repeating patterns / Construction Act / Maths Act
Umbrella repeating patterns / Construction Act / Maths Act
Sorting colours of the rainbow recording our favourite colour Picture graph. / Construction Act
E&I
Which materials would make the best raincoat for Weather Ted? / Music/Listening
Investigate what is the best filling for making a rainshaker / E&I
Which materials would make the best raincoat for Weather Ted? / Music/Listening
Investigate what is the best filling for making a rainshaker / E&I
Which materials would make the best raincoat for Weather Ted? / Music/Listening
Investigate what is the best filling for making a rainshaker / E&I
Which materials would make the best raincoat for Weather Ted? / Music/Listening
Investigate what is the best filling for making a rainshaker / E&I
Which materials would make the best raincoat for Weather Ted? / Music/Listening
Investigate what is the best filling for making a rainshaker
Snack Act:
Making own bread/ Sharing fruit
DW/ EW / Creative Act:
wet paper blends/ rainy day collage / Snack Act
Making own bread/ Sharing fruit
KM / Creative Act / Snack Act
Making own bread/ Sharing fruit
KM / Creative Act / Snack Act
Making own bread/ Sharing fruit
DW / Creative Act / Snack Act
Sharing fruit
KM / Creative Act
Sml World/Tuff Spot
Incy Wincy Spider pp16 / Outdoor Act:
Look for spider’s webs and recreate using diff threads/ mat. / Sml World/Tuff Spot
Incy Wincy Spider pp16 / Outdoor Act:
Large brush painting – variety of sizes. / Sml World/Tuff Spot
Incy Wincy Spider pp16 / Outdoor Act: / Sml World/Tuff Spot
Incy Wincy Spider pp16 / Outdoor Act / Sml World/Tuff Spot
Incy Wincy Spider pp16 / Outdoor Act
Role Play Act:
Weather station/ Incy wincy Spider / ICT Act:
Incy Wincy NGFL
Purple Mash / Role Play Act / ICT: Act / Role Play Act / ICT: Act / Role Play Act / ICT: Act / Role Play Act / ICT: Act
Notes/ Obs / Notes/ Obs / Notes/ Obs / Notes/ Obs / Notes/ Obs