Home Page

Week 2 (30.03.20)

Message from Miss Sutton

It was so great to see all of your home learning last week on Tapestry,

I can’t wait to see some more!

Make the most of this beautiful weather too!

Feel free to adapt the activities in anyway or make your own.


This is just a guide - please don’t feel you need to do it all – you are all doing an amazing job!

Ensuring your children are happy and loved are the most important things you can do! J

Please email me for anything at all J


Reading / Writing / Phonics / Maths - Please choose one from each section daily


Reading – Children read to an adult daily + aim to do one of the below, per day.

  • Read a variety of books at home. Favourites can be repeated. Hearing the patterns of language in a story will support your child’s language development.
  • Read (or watch on youtube) the story of ‘The three little Pigs’. Ask your child questions as you (or they) are reading. For example, why do you think the 3 little pigs used sticks for their house? What material is our house made from?
  • Head to oxford owl to find e-books at your child's reading level following the link below. Select a book from the letters and sounds phase – phase 2 or phase 3. Year one: Phase 3 or Phase 5

  • With your child, look in magazines, newspapers and books for the tricky words they are currently learning. They could use a highlighter to highlight in magazines and newspapers.

Tricky words this week: go / no / a


Writing - Aim to do one per day

  • Design your dream house. What rooms would you like to have in your house? Encourage children to be as imaginative as they can (e.g. a cinema room, a chocolate room, a flume park). Can they label their house using their phonics knowledge? Year one: After labelling the house write a sentence to explain or describe features of the house. For example, the flume park room will have 7 ginormous water slides that you need a squishy yellow float to ride on / the chocolate room is dripping with chocolate, the walls have different flavoured chocolate trickling down them and you have to scoop it up using a special chocolate cup in the shape of a flamingo.
  • Continue to practice name writing. Can they write their first name? You could use sticks in mud, flour on a tray, bubbles in the bath to practise – it does not have to be on paper J Use the hedgehog class page on the school website to ensure they are forming their letters correctly – use the rhymes to support their letter formation.
  • Plan, build and review a house (it could be for the 3 little pigs). This could be done over 2 days. Children to use the ‘planning sheet’ here on the website (or adults could make something similar if you do not have a printer):

Use the template to draw your plan, adding labels for resources you are going to use.

After you have made it, review it – talking and writing about what went well or how you would make it better next time. You could make it outside with sticks, climbing equipment and blankets, or leaves and flowers. Or, inside, with the sofa and cushions, recycling, playdough or lego etc.

Early years – Talk through the children's ideas with them, as they draw it emphasise the initial sounds in words e.g. ‘ohh you’re using ssssticks, what can you hear at the beginning of sticks?’ Allow the children to write s for sticks, support them to segment the sounds in the rest of the word e.g. s-t-i-ck-s – model this to them.

Year one – After talking through their ideas, support your child by prompting them to say their sentence aloud before writing it. Remind them of capital letters and full stops.

  • Play musical statues. Write the tricky words out on pieces of paper and dot them around the room (Year one children could write these out). When the music stops, they need to read the tricky word that is closest to them. This game was inspired by Jenson’s musical stepping stones on Tapestry last week, it looked like great fun so thought I would share!


Phonics – Aim to do one per day

  • Sing Nursery Rhymes and songs together. Add in actions and change the words. Can children think of different rhyming words to add in? Repeat old favourites and learn new rhymes. You can find an A-Z of nursery rhymes here:
  • Daily phonics – (Focus on one sound each day) Hunt for the sound – look for items in the house beginning with s e.g. salt, picture of a sun, socks, Sellotape, sardines. Play with the children to hunt for the items. If they pick up a bat for example model pinching the sounds in that word e.g. b-a-t and remind them that we want to find an object starting with the sound ssssss. Year one: Label the items.
  • You could repeat some of the activities that we did in class for each of the sounds – all on the website link below.
  • Play ‘flash card speed trial’ on Username: march20 / Password: home

Early years: Phase 2/3. Year one: Phase 3/5.


Reception sounds this week: i / n / m / d           Year 1 sounds this week: ea / ew / aw


Use Hedgehogs class page to remind the children of how we learnt the sound and the rhyme and action to go with it:


Maths – Aim to do one per day

  • Whilst outside, use this as an opportunity to compare size – both height and length. Can you put those sticks in order from shortest to tallest? Can you find a worm longer than this one?
  • Practise counting backwards from 10 and 20. This can be done through playing hide and seek, singing number songs, chanting, whilst walking up and down the stairs, board games etc. Year one: Forwards and backwards from 30. Or up to 20 in jumps of 2s / 5s. Or counting in jumps of 10 to 100 e.g. 10, 20, 30…
  • Write out the digits 0 – 10 on pieces of paper with your child. Put them into a bag. Pull one out – who can say what number it is and show you on their fingers the quickest!Year one: Write the number names too e.g. 1 one, 2 two etc. up to 20. Keep this game to repeat J
  • Play ‘tens frames’ on How many counters are on the tens frame? You’ll need to be speedy as its only on the screen for 5 seconds. Use the numbers to check that you counted correctly! Year one: Create your own tens frame, talk about how many more you would need to make 10. E.g. there are 7 counters on the board, I would need 3 more to make 10.
  • Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles. I have added the link for our favourite counting song under the ‘useful links’ tab:
  • Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?




Weekly Learning Project and extra ideas

to enhance children's play and learning

The project this week aims to provide opportunities for your child to learn more about the area in which they live.

The rooms in my house

  • Support your child to create a map of their home – remind them of the treasure maps we made when Captain big belt was looking for treasure!
  • Can they name and label some of the rooms using their phonics knowledge – the words should be spelt phonetically not correctly so don’t panic when they write ‘barthroom’ (bathroom) or ‘cichen’ (kitchen) – this is perfect!
  • An adult could hide an object in a room and mark where it is on the child’s map. Can they use their map to find the hidden object?
  • Hide objects around the room and describe where it is e.g. “it’s under something red” Can your child hide an object and describe where it is for you to find using prepositional language e.g. under/behind/next to?


Go on a number and shape hunt

  • Search for numbers around the house (clocks, books, house numbers, car registrations, oven, washing machine). Can they record the numbers on paper?
  • Go on a shape hunt - Can you find a triangle/ square/ rectangle/ circle in this room? How many can you find? Can you draw all of the circles on one piece of paper, triangles on another etc.


Find your house on google maps

  • Explore using google maps to look at your house from above and on street view. Use the arrows to move up and down the road and around your area. Can they find key places e.g. the corner shop, their school, Church, grandparents houses?
  • Search for a house in a different part of the world and discuss how it is similar or different to your own.
  • You could use places children have visited on holiday or search places that are significantly different.


Exploring with your senses

  • Gather a collection of household objects e.g. fork, cup, toothbrush, teddy bear, book and show your child. Use a scarf/ material as a blindfold and pass your child one of the objects. Can they figure out what it is through touch alone? Give clues if they are struggling. Swap roles and ask your child to give you an object to figure out.
  • Explore the textures around your house. Can children find something rough, smooth, bumpy. You could continue this into the garden. Year one: When writing use these super adjectives as reference. E.g. do you remember when we were feeling the sticks outside – how did they feel?