Please refer to this page to be kept updated with the home learning that your child’s class teacher has set for your child to complete. Any documents/links will be uploaded here and any communications with your child’s class teacher can be had via email:
Miss Wilson: kwilson@coopersedge.gloucs.sch.uk
Mrs Gillison: kgillison@coopersedge.gloucs.sch.uk
A brief outline of our daily timetable is attached here: Year 1 Daily outline
Week 5
Thursday PSHE
Wednesday English
Continuing our learning from question marks that we looked at last week I want you to think a little more about why we ask questions? What are their purpose? Encourage your child that the majority of questions require an answer. E.g. When is it lunchtime? Lunchtime is at 1pm.
Task: I want you to think of your favourite story (it might be one that you’ve read since you have been at home or maybe a traditional tale). I then want you to think of a character from that story and verbally describe that character to your adult. You might want to spend some time drawing your character to make this task more exciting. Now I want you to imagine that you meet this character in real life, maybe when you’re out on a walk, what three questions might you ask them. I have done an example below and also included some responses that my character may give.
E.g. My character: Goldilocks
My questions I would like to ask her:
- Why did you enter the bear’s home? I was lost and I felt hungry.
*Here you could take this opportunity to discuss some ‘stranger danger’. Do you think she did the right thing? If you were lost and hungry, would you do this? Why/why not?
2. Do you go to school? I do, I go to a small village school but not at the moment as it is the summer holidays.
3. Why were you walking through the woods alone? I was out on a walk with my mother but I followed this path and ended up in the woods and became lost.
*Here you could take this opportunity to talk about the importance of staying near by when you are out together and that running/walking off may result in you being on your own and lost.
Wednesday: Maths
Yesterday we looked at making equal groups. Can you remember what the word equal means and show me an example of what the might look like using objects/toys from around the house?
Use these images to prompt some discussion on groups.
How many pencils are there in each pot? How can I complete the sentence to describe the groups? (There are 4 groups of 5 pencils) E.g. 5+5+5+5= ? How many altogether? What is the total?
Let’s look at a couple more examples:
Here you’ll see that the children may get confused as the image implies that they are stacked differently but the same height with Rosie. Encourage your child to look closely and count before giving an answer. Dora’s are stacked different but does have 3 equal sets of 3 e.g. 3 +3 + 3= 9 and Rosie has 4 and 5 so they are not equal. Ask your child about what is the same/different? E.g. they both have 9 hay bales.
Set your child some different tasks to make equal groups. Here are some to get you started. They might draw them in their book, on the floor practically using objects around the house, using natural resources like twigs and stones etc, whatever works for you.
E.g. Make me 5 equal groups of 2 (below is an image to support this to show you what that might look like)
- 3 groups of 5
- 2 groups of 10
- 4 groups of 2
- 5 groups of 4
- 10 groups of 3
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