On Monday, we started reading 'We're All Wonders' and discussed the front cover and what we thought the book might be about. We also explored the word 'ordinary' and discussed what this word means.
Today, I would like you to have a look at the PowerPoint and listen to the voiceovers. After you have done that, I would like you to have a go at writing 3 sentences that start with 'I can'. Don't worry, you can do this with support.
You know lots about Auggie now!
Your next job is to have a look at Auggie again and have a go at writing a description of Auggie. You have some ideas there to help you and some key words.
After you have done that, I would like you to think about the things you like/dislike to do and have a go at writing these down. (support can be given)
I would like you to look in a mirror and have a look at yourself. Can you tell your grown up some of the things you notice about yourself? What colour are you eyes? What colour is your haid?
When you have shared this with your grown up, can you have a go at writing a fact file about yourself?
After you have done that, draw a self portrait that fits your fact file.
Listen to the Owl Babies story.
Look at the Owl Babies home and description in the story (first page of the story). Look at your home. What are the similarities and differences?
Talk to your grown up about your home. How would you describe it? Draw a picture of your home and write 3 sentences based on your descriptions. I have posted sentence starters if you need them to help you.
Reread the start of the story, up until the owl babies make their wish (stop before the mother returns). Talk about why the Owl Babies are sad.
Look at pictures of Mummy Owl from the story and encourage the children to describe her. Model making the poster but note harder words in the description box that children can use in their own descriptions, e.g. feathered/feathery.
Children fill in poster expanding example words into sentences and adding some of their own.
Link simple sentences with ‘and’ and add in own descriptive words (attempt to write using phonic knowledge).
13th January - Who is your favourite person?
Read 'Owl Babies'. Have a discussion about why the owlets miss their mother? How are the owlets feeling?
Have a go at drawing your favourite person and write labels about this person around the side. If you're feel like you'd like a challenge, you can try and write full sentences e.g. "My mummy is..."
Look at the picture of the Owl Babies with their eyes closed (when they are wishing). What are they doing (sleeping)? What are the Owl Babies wishing for?
What would the children wish for? Talk about making wishes for other people as well as themselves, not just material possessions. Link back to tree; how do the children wish they could help someone? What would they wish to make their fear disappear?
Children write a wish on a star.
Write wish as simple sentence. May need sentence starter suggestion, 'I wish for...'
Extend: write a sentence with 'because'
Recap/talk through the whole story using the pictures as guides. Read the page about being brave and things moving in the forest. What are the owl babies scared of? What is moving in the forest?
What are the children scared of? Dogs? The dark? Give an example of something adults fear and reassure them that it is okay to be scared. Miss Lindley is terrifed of spiders!!!! Try to reduce anxiety by changing the vocabulary- what don’t you like?
What might other people not like? Loud bangs, fish, spiders. Next, talk about what we do like. What are our favourite things? What makes us smile?
Children will then write down something they like and something that they dislike.
Expect: all children to write a sentence with support
Extend: if you want a challenge, reduce the support and encourage to extend their setence by using 'and'.
18th January - Solving problems
How can we help people with their fears?
How can we help them to be brave and make them feel better?
Talk about the owl babies and how they didn’t want to be alone and didn’t like being in the dark.
What words describe how the owls were feeling? Afraid, worried, nervous, scared etc. Make a list.
What advice could we give to the owl babies to help them with these feelings? What could they do?
On the hand (attached), or you can draw around your own hand, write simple sentences or words to illustrate how a problem may be solved.
I have attached a story sequencing activity. Print and cut out the pictures with the captions and see if you can put them in order.
If you want a challenge, cut just the pictures out and put them in order followed by writing a short sentence to go with it.
Today we are going to be writing book reviews (what does the word review mean – saying what we like and don’t like about a book).
Discuss opinions and how they cannot be right or wrong.
Model name, how it made you feel (circle opinion or cross out unwanted). Make sure the children know they can choose a different face to you. It may be good to pick the middle face and explain that you like another book more.
Children write full sentence about book (some adult support) and write notes in best and worst boxes (could back up with pictures).
Have a look at the front cover of the book. Read the title (using your phonics to sound out the words). Discuss the picture - who and what is it showing?
Describe the character, including colours, describe the background, setting and where the character lives.
To write a description of the Rainbow Fish based on the front cover.
Read the first two pages of 'The Rainbow Bear'. On the first page discuss the description of Rainbow Fish and compare it to the descriptions you have completed themselves.
On the second page, discuss and check understanding of vocab (amazed, glide, proud, shimmer) and try using an alternative word in the full sentence (shocked, swan, pleased, shine)
The children are going to write a different page to the story using the guide below. Focus on what Rainbow Fish would say to the other fish.
25th January - Solving Problems
Read 'The Rainbow Fish' up to and including the page where Rainbow Fish is nasty to the little blue fish and the other fish stop talking to him. Stop there. Discuss how the little blue fish/Rainbow Fish/the other fish felt and why (sad/shocked/upset). Do they all feel the same?
All - Write a solution to the problem. You could extend to using 'because' or writing the possible outcome e.g. Rainbow Fish should say sorry. Everyone will feel better'
Extend - Write an apology letter from Rainbow Fish e.g. 'I am sorry for being nasty to you. Will you be my friend again?'
26th January - What will happen next?
Read 'Rainbow Fish' up to and including the page where the octopus disappears.
Today we are going to be making predictions on what might happen next. What will happen next is he does give away his scales and what will happen if he doesn't?
27th January - Vocabulary Focus
Today, we are going to focus on vocabulary. Can you pick out 3 words in the book that are new to you. When you have done that, can you write each word into a sentence of your own. Using a whiteboard to encourage self-correction and/or allow them to change their mind,
Help the children pick out words that are new/they do not understand/are interesting. Discuss the words and ensure the children understand what they mean; Give alternative words e.g. glide – swim, slide, slip, skate.
ALL: Uses ‘new’ word correctly using the Rainbow Fish as context to their sentence. E.g. ‘Rainbow Fish has dazzling scales’
29th January - Summarising
Today we are going to ‘summarise’ the story. We are going to see what we member from the story first and then check our work by reading the story. Encourage the children to use the interesting words found in the book
ALL - Children order pictures then write what is happening in each (short simple sentences).
1st February - Story Setting
Today we are going to be looking at the setting of 'The Rainbow Fish'. Where does the Rainbow Fish live? Where does the story happen?
Listen to the story again looking at the pictures in the background that show the setting. Disucss the colours, objects, plants, when it changes etc.
You are going to write simple sentences about the setting e.g. It is blue' 'There is a red coral'.
Extend: May link sentences with ‘and’. Encourage them to add interesting describing words that we have learned from the story
2nd February - My Prize Possessions
Discuss what the children's prized possessions are. Model with things like 'my family' 'my car' 'my book I was given when I was little'. Remind them that it needs to be special things and that they are not going to have to give them away or share them if they don't want to. Children are going to draw a picture of their prized possession and write about it. Ask them to think about what it is., what it looks like and why it is special to them.
Yay! It's time to do another book review. Think back to the story (re-watch it if you need to) and complete the book review attached. Think about the parts which you liked and the parts which you disliked. Would you recommend it to a friend?
Task: Discuss how rainbow fish are real creatures that live far away near Australia and Madagascar, but we sometimes see them in aquariums. Read the fact sheet and discuss together. Draw a picture of a rainbow fish and write the facts they have chosen in the smaller boxes. Children may wish to label their pictures as an extension.
5th February - Please use today to go over phonics and consolidate the week's sounds.
8th February - LIVE LESSON (10am-10:20)
9th February - LIVE LESSON (10am-10:20)