NURSERY SHORT TERM WEEKLY PLANNING SPRING TERM 1 WEEK 3 /
REFLECTIONS/NEXT STEPS
The 5 new children are settling into the routine at the beginning of the morning very well. They now come and sit on their spots independently. One more new little girl to start next week. The children are becoming more familiar with the expectations of the setting, too, and are learning to stay quiet, look and listen on the carpet.
Taking a team outside during the session has a very positive effect, as it creates time and space for each adult to gain observations and do follow-up work.
INDOOR ENHANCEMENT –
Maths: Share out Numicon 1s between the 4 teddies. What about Numicon 2s? Is it fair if one teddy has these?
Sand: Share out animal food between 4 stick puppets from the story.
Dough: share out the cake toppers, so that each cake is equal, and has the same.
Water: frozen numbers: 40-60 group and *** recognizing beyond 10?
Workshop: cutting skills – characters from the story.
Book corner: vocabulary cards from the story
Writing area: writing letters to a character from the story.
Easel: paint and collage characters (ch have been getting ut empty paint pots this week, they have missed the paint, as we have been using markers at the easel)!
Construction: farm, with story puppets in a Tuff tray
Home corner: version of the story and vocabulary cards: model use of these.
OUTDOOR ENHANCEMENT –
Pencil control sheets, based on the story
Little red hen bingo game
Farm animals in talcum powder (in scrimbling tray, to represent snow, as this is the forecast next week)
Tuff Tray of Numicon shapes, numerals and glass beads
Monday / Tuesday / Wednesday / Thursday / Friday
Whizzy Maths
(larger group: new children with adult to re enforce areas of provision) / Recognise numerals 1-5
Number pairs game / Shows an interest in representing numbers
Re enforce number patter. Work in teams of three; when I hold up a Numicon shape/ spots on a dice, fingers, draw that numeral on a dry-wipe board. Use the number track for help with formation. / Sometimes matches numeral and quantity correctly.
Count number of farm animals (model ‘good’ counting) and select numeral and Numicon piece to show total. / Sows an interest in numerals in the environment.
Share photos of the numbers we spotted on our welly walk. Invite comments and questions, and re enforce number patter. / Shows an interest in representing numbers.
Use visual representations like Tuesday; progress to bead strings for 5 and 10, too. Ch to use chalk boards to form the numerals (or tally marks). LAs to use number track for help with formation.
Circle time – Learning intention / To hear about Jesus curing people who were sick.
To think of ways we can show our love for sick people. / Listen to stories with increasing attention and recall.
Describes main story settings, events and characters.
Beginning to be aware of the way stories are structured.
Suggest how the story might end. / Compares two (or more) groups of objects, saying when they have the same number.
Shows an interest in number problems. / LESSON OBSERVATION: SEE SEPARATE PLANNING / Can segment the sounds in simple words and blend them together.
Beginning to read simple words.
Circle time – activity
Prayers will be said, as an act of collective worship, before circle time each morning. / Read story of Jairus’s daughter from ‘Listen!’ Emphasise how Jairus knew Jesus could help. We know this, too, and that is why we prayed earlier for all the people we knew who were ill or hurt.
Key questions: Have you ever felt unwell? What made you better?
What did your adult do to help?
Have you ever been to hospital to visit someone who was ill? Did you take a card or some flowers? / Shared reading of the ‘Little Red Hen’ story.
Draw on the story train to show the beginning, middle and end of the story.
Mrs. Green to facilitate the different groups of children to hold up their picture cards at the appropriate point in the story; this shows they are doing some great listening, as well as learning about the characters!
Mrs. Ryan to offer the microphone to some of the children who are verbally more outgoing. They must take on the role of one of the animals, and explain why they cannot help the hen each time. / Model and demonstrate how to ‘share’ or ‘divide’ the cake toppers equally between all the cakes in the tin. What if I put two toppers on one cake, but not on any others? Is this good sharing out?
Model sharing out the animal food in the sand: one for you, one for you. Demonstrate also what happens if I give most of the food to one animal, and only a little to the other. / Sing ‘Talking Bag’ (from Singing Phonics).
Mrs Edge to take HAs to practice taking written words (CVC) out of the bag, pointing to each letter sound, saying it aloud, and blending.
Individual Work / ***: fine motor and counting
***: name writing and book sharing