Monday 27th April
Communication & Language and Personal, Social & Emotional Development activity
After listening to our book 'Sharing a Shell,' please discuss the following questions with your child(ren):
1) In the book the Crab and the Anemone find their own shells and the Brush is having to clean both their shells. How do you think each character feels and why?
2) When a beautiful shell washes up after the storm, why do you think it says that ‘Crab and Anemone stare, Too shy to speak to each other, Too proud to say, “shall we share?”’
3) How did Brush help Crab and Anemone become friends again? Why do you think Brush did this?
Introduce the language below by using an object and moving it around, modelling the positional language. Ask your child(ren) to place the object somewhere and use the positional language in a sentence themselves, or if they find this tricky, give them the instruction e.g. place the teddy next to the table and they can then place the object and say “The teddy is next to the table.” Once confident, they can look around the room and describe the position of different objects to each other, for example: “The lamp is above the carpet, the plug is behind the sofa.”
Below are also a couple of images from our book this week, ‘Sharing a Shell.’ See if your child(ren) are able to use positional language relating to the images.
Tuesday 28th April
Expressive Arts & Design activity
Create a character of your choice from the book, this could be made using collage, paints / pens / pencils or using junk modelling.
Extension: you could create the rockpool if you would like to do even more!
Together, listen to the rhyme Mary, Mary, Quite Contrary (link below) and then look at the picture underneath with your child(ren). Discuss the different shapes and patterns that they can see, encouraging them to use mathematical language (see star words below) and explain how they know it is that shape e.g. "There are X triangles, I know they are triangles because a triangle has 3 sides and 3 corners". There is also a black and white version of the picture if they would like to colour it in.
Mary, Mary, Quite Contrary: https://www.youtube.com/watch?v=ZJ_lRbG8Fxk
Wednesday 29th April
Can you now create a speech bubble for your character that you created yesterday? What might the character be saying? Who to? Write a simple sentence using your phonics knowledge (sounding out) to help with the spellings of the words.
Yesterday we reminded ourselves of the different shapes and their properties (sides, corners etc), today, we are going to think about sorting shapes according to whether they 'have' or 'do not have' a certain property. Use the shapes and the sorting diagrams (the second of which is called a Venn diagram) below to discuss where each shape would be positioned and why. Encourage your child(ren) to use the 'Star Words' and Sentence Stems when positioning each shape.
My shape has __ sides.
I will place my shape into this sorting circle because it has / does not have straight sides.
I will place my shape into this sorting circle because it is / is not red / blue.
Thursday 30th April
Can you move around a space in role as a character from our book? I have put some ideas below, but if you can, think of your own ideas for how you could move in role as each character.
Crab: walk sideways like a crab with your hands making claws.
Gull: swoop with your arms out wide as wings.
Anemone: jump as you move, you could have your arms out as tentacles ready to sting.
Fish: move around quickly, changing direction and have your arms by your side and your hands can be the fins.
Brush: move around by lying on the floor wiggling a bit like a worm.
Once confident with the methods of moving, play a game where the adult calls out the character and the child(ren) move according to what is called out.
Yesterday we sorted shapes according to whether they 'have' or 'do not have' a certain property. Use the same shapes to recap their properties, then see if your child(ren) can find their own way to sort them. Encourage your child(ren) to use the 'Star Words' and Sentence Stems when positioning each shape.
After doing this, show your child(ren) the completed grid of sorted shapes. Discuss with them: How are the shapes sorted? According to their properties (vertically) and their colour (horizontally). Ask them to close their eyes and remove/cover one of the shapes: What shape have I covered? How do you know?
My shape has __ sides.
I will place my shape into this sorting circle because it has / does not have _________.
I will place my shape into this sorting circle because it is / is not ____ /____ .
Friday 1st May
Exploring and using media, materials and technology to make music activity
In our book there was “A storm, a terrible storm, Crashing and flashing all night.” Using items around the house, create musical sound effects that fit the storm in the story. Think about which objects would make good sounds for wind, rain, thunder and experiment with them.
Alternatively you could use Purple Mash. You should receive your child's log in today, watch the introductory video: https://www.youtube.com/watch?v=DSzwdFaHM14.
Log in and then click on the door on the left of the screen. This takes you outside, then click on the music area and select ‘2Explore’ and then ‘Drums’. Watch the help video (top right hand corner) and once you have created it, save it in your tray so we can hear it too! In Purple Mash I have also pinned ‘Under the Sea’ on the homepage, there are lots of activities you could do on there too.
Look again at the image we used on Monday to discuss shapes. Today, talk about what patterns you can see and describe them, for example: the trees are light green, dark green, light green, dark green, etc. What would come next? Do the trees form any other pattern? The trees vary in height: "The next shape will be ____ because the pattern is ____."Can you draw the next four trees following the colour and height pattern?
At home, you could create a pattern using objects from around the house / garden, or by drawing the characters from our book. Challenge yourself to make a two criteria pattern (like we saw with the trees, e.g. colour and object or colour and size). If making your own pattern is too tricky, try continuing the patterns shown at the bottom.
Challenge: characters you could use to create a pattern:
Patterns you could continue: