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Reception Home Learning Activities

Over the next few weeks our new learning topics are ‘Traditional Tales’ and ‘Signs of Spring’. Here are some learning activities for you to do at home with your child over the next few days that will compliment and continue our learning in school. I have included some useful links to help you to support them.

Traditional Tales – Goldilocks and the Three Bears

Read ‘Goldilocks and the Three Bears’ story. If you don’t have a copy at home go to www.dltk-teach.com and click Read for a nice online version with illustrations. The following activities link to the story, will give context to their learning and cover the next steps of your child’s learning journey.

Maths

Space shape and measure

Find objects around the house to compare and order by size. Use language big, medium size, small, bigger than and smaller than. Measure and compare. Ask your child to predict which will be the longest, shortest, biggest, smallest, especially when they are close in size.

*Notes for measuring – before we learn about centimetres and metres, we first need to understand the concept of measurement and comparison. Use ‘non-standard units of measure’ anything you have an amount of, such as lego bricks, pasta tubes, beads, handprints (draw around your child’s hand and cut out a quantity of handprints). Talk about using small units/items to measure small things e.g. lego to measure a pencil or a shampoo bottle and larger units/items to measure the table or the room. Let your child find things they want to measure, explore and investigate measuring together.

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Bake some small cakes/biscuits together (if you have the ingredients!) Let your child do the work, ask them to: count out each spoonful as you weigh the ingredients; estimate how many spoonfuls s/he will need to fill a cup/small bowl. Check by counting.

*Use language more, less/fewer, how many? how much? estimate – ‘a good guess’, have a try (remember you can’t be wrong with estimating just more or less accurate!)

If you would like support you with the above teaching points, watch: https://www.oxfordowl.co.uk/for-home/oxford-owl-videos/videos-fun-learning-ideas/ Cooking with Kids

Number

Have a teddy bear’s picnic and eat your cakes/cookies!

Use three teddies/soft toys one big, medium and small. Provide large, medium and small bowls/plates and cups and your child to set the table or picnic blanket. Count how many cakes are there altogether? If we share them, how many will we have each? Ask your child to share out the cakes. How many do we have each? Offer a comment on the number of groups, e.g. 5 people have 2 cakes each, so there are 5 groups of 2. Start with too many, so you can take some away and repeat the process. Talk about how many we can eat now and saving some for later. You can repeat sharing process again to see how many will be left each. Then after all that counting and sharing, eat!

*Use language: share, fair, the same, how many altogether? how many groups? how many left? how many each?

This game can continue without you, perhaps replacing cakes with pretend food!

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Repeated addition – early multiplication skills

Put a set of objects on a tray or tabletop. Use beads, pennies, lego blocks, mobilo people, dried pasta – but they should all be the same to make a set. Count how many there are altogether. How many groups of 3 can you make? Investigate with 6, 12, 15, 18, 21. Try with a few sets that are not divisible by 3.

Record in picture form, drawing circles or better still bears to show total and number of groups. Writing the numerals is optional and not necessary for understanding the maths, some children are more ready for this than others. Keep it fun.

     

Communication & Language and Maths

Talk about the choices Goldilocks made. Was it a good idea to go into the bear’s house? Why not? What should she have done? How do you think baby bear felt when his porridge was eaten; chair broken; finding someone in his bed?! How would you feel? What could Goldilocks do to make it better? (say sorry, replace things broken or used). Play shops.

     

 

Literacy

Writing

Make a sorry card for the bears. Ask your child to draw a picture from the story on the front. Inside write a sorry message. Remember to write To…… , I am sorry for……, love from Goldilocks.

Encourage your child to write the sounds they can hear in each word, do not give them the correct spellings.

This link will help you with the pronunciation of the letter sounds and the combinations of letters your child will associate with the sounds, for supporting your child with their writing.

https://home.oxfordowl.co.uk/reading/learn-to-read-phonics/ select Phonics audio guide

Here are the sounds we have learned so far:

  • All single letter sounds
  • Digraphs (2 letters that make one sound) sh, th, ch, ng, er, ee, or, ai, oa, oi, igh, air.
  • Tricky words: I, the, to, no, go, so, me, he, she, we, my, by

When supporting with writing, help your child to formulate and say the whole sentence. Help them to recall each next word if they need it. Ask them to say the whole word they want to write and then all the sounds in the word. Remind them to sound it out as they write it.

e.g. “break” “b-r-ea-k” using their letter sound knowledge this could look like ‘braik’; “house” could look like ‘hows’. They may not include all of the sounds, this is ok, it is important that they are confident to have a go at writing the sounds they can hear. You can support them by saying the word slowly, emphasising each sound clearly, and praise their efforts.

If you were able to do some baking, write a recipe for your cakes. List the ingredients. Talk about what you had to do to make them first, next, then. Ask your child to write the instructions so you can remember how to make it again one day, for example,

  1. Put flour in bowl
  2. Put sugar in
  3. Crack the eggs
  4. Mix it
  5. Cook it

They can add pictures to their recipe, or you could draw and cut out a simple cupcake shape (minimum A5) for your child to write on. Decorate the other side with colouring pencils or collage.

Expect spelling variations such as ‘flower’ for ‘flour’ or ‘shooger’/’shg’ for sugar etc.

For more writing activities, there are lots of creative writing starter pictures with prompt questions on the attached pdf. E.g. What made this dog turn green? What would you do if you had a pet dragon? What has detective dog found under the stairs? Let your child choose one that appeals to him/her. Have fun talking through some ideas with them first. Get them to write one sentence then see if they can extend the idea with prompt questions. Don’t expect too much in one sitting.

Draw picture(s) from stories you have read and write a short caption underneath.

Ask your child to help you to write lists, shopping, jobs, ideas, favourite toys, things to look for on a walk. Lists are easily achievable and less daunting as they only have to recall one word at a time. If there is a purpose to writing it makes more sense as a task.

Think of simple rhyming words to write using the letter sounds we know. Give your child 2 words and ask them to think of a third that rhymes.

e.g. dog, frog, log; chair, stair, hair; boat, goat, coat

Letter formation activities

Write letters in mud, tray of flour, soap or foam, sand, chalk, paintbrush dipped in water on a fence or a wall. Try something that isn’t permanent, that can be erased to tr again. Practice correct letter formation.

  • Always start at the top
  • Start with a curly ‘c’ for c, o, a, d, g, s (along then curly c to form e).
  • Start at the top and go down, back up and over/round for b, p, n, m, r, h

Reading

Share lots of stories. Remember, your child does not need a designated school ‘reading book’ to read to you. Read their favourite stories. Stop and ask them to read words and sentences they can decode as you read to them. Talk about the pictures.

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Play ‘Treasure Hunt Bingo’.

See word grid. Print and copy. Cut out words and hide them around the house where they would find each item. Ask your child to read the word they find and go to the next place to hunt the next word. Tick them off/colour in the square to complete the grid. You can make your own grid of decodable words.

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Please remember that playing is learning. Have fun, talk, play with your child, go outside; these are all important and valuable learning experiences. These suggested activities are intended to be completed over a period of time. One or two a day is probably enough!

Happy playing and learning together. Please email me with any questions, if you would like support, or to share your experiences, work and pictures.