Grange Primary EYFS Planning - Hockney Class - Week Beginning Monday 9th February – Brown Bear Read: Brown Bear Brown Bear what can you see? Term 3 Week 6 Topic: Bears Maths 9th-13th February What do we want the children to learn? How will we enable this learning to take place? Success Criteria Resources to support exploration & extension within the foundation unit and Cross-Curricular Links Day Targets Weekly LOs Vocab & Questions Monday 9th February PPA Must be able to count three pictures Should be able to count 5 pictures. Could be able to count 5/10 pictures. Number: Counts up to 3/5/10 pictures and saying one number name for each picture Count pictures which cannot move Can you tell what colour is the bear, bird, duck, horse, frog, cat, dog and goldfish? How many animals are there altogether? Introduction Counting activity on IWB Neha, Phonics: 9.15 – 9.30 Animal bingo Neha, ICT observation -9.30 – recognise initial sounds of the characters from the brown bear story and write the initial sounds using IPads- (knows how to operate simple equipment) Ann: Phonics: 9.15 – 9.30 Sorting objects by their sound with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Lubna/Neha: LA: Ch. to be able to count up to 3 pictures and support to trace the number MA: Ch. to be able to count up to 5 pictures and trace the number independently HA: Ch. to be able to count up to 5/10 objects and try to write the numbers independently using the number line Ext: to write the numbers independently and forming it correctly. Children to be able to tell what colour are the animals. Children to be able to count the animals. LIT. Brown Bear template for chn to write- Ann UW: using Ipads to to trace over and forming letters EAD: Explore colours and how colours can change. PSED: Chn to act out the story and learning how to share and take turns using the masks PD: Uses one-handed tools and equipment- making snips in paper using child scissors (Outside: Using ribbons moving it in different ways) - Nazma
Guided reading 9.30 – 5 children Mixed Ability – Ann/Supply Term 3 Week 6 Topic: Bears Maths 9th-13th February What do we want the children to learn? How will we enable this learning to take place? Success Criteria Resources to support exploration & extension within the foundation unit and Cross-Curricular Links Day Targets Weekly LOs Vocab & Questions Tuesday 10th February Must be able to count three pictures Should be able to count 5 pictures. Could be able to count 5 /10 pictures. Number: Counts up to 3/5/10 pictures and saying one number name for each picture Count pictures which cannot move Can you tell what colour is the bear, bird, duck, horse, frog, cat, dog and goldfish? How many animals are there altogether? Introduction Counting activity on Notebook Neha, Phonics: 9.15 – 9.30 Fred talk – Parts of the body Ann: Phonics: 9.15 – 9.30 Rhyming Bingo - with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Lubna: (Continue from yesterday) LA: Ch. to be able to count up to 3 pictures and support to trace the number MA: Ch. to be able to count up to 5 pictures and trace the number independently HA: Ch. to be able to count up to 5/10 objects and try to write the numbers independently using the number line Ext: to write the numbers independently and forming it correctly. Nazma Intervention group to develop motor skills Keana, Shana, Mehdi, Nimo, Royce, Jayden – 10 mins Individual reading - Nazma Guided reading 9.30 – 5 children Mixed Ability - Neha Children to be able to tell what colour are the animals. Children to be able to count the animals. LIT. Brown Bear template for chn to write- UW: using Ipads to to trace over and forming letters EAD: Explore colours and how colours can change. PSED: Chn to act out the story and learning how to share and take turns using the masks PD: Uses one-handed tools and equipment- making snips in paper using child scissors (Outside: Using ribbons moving it in different ways) - Ann
Thursday 12th February Must make a book with 3 characters Should make a book with at least 5 characters Could be able to make a book with 5 or more characters with some writing. Beginning to be aware of the way stories are structured. Describe principal characters. Which is the first animal the bear see? What is the initial sound for bird, duck, horse and frog Whole Class: Re-cap the settings of the story and show a video Peace at last Neha, Phonics: 9.15 – 9.30 Sounds behind the screen. Ann: Phonics: 9.15 – 9.30 Fred talk – Parts of the body with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Ann (Continue from yesterday) Ann LA- stick 3 pictures of the animals in the write order MA- stick 5 pictures in the right order and trace over the words HA- to stick the pictures in the right order trace the words and attempt to write it independently using the leading line. Lubna/ Neha Intervention Group: Number recognition and shapes: Shreesha, Afnan, Salahuddin, Oliver, Bhavithaa,Jabril, Farhad, Iten, Michelle, Shamika, Tanya, Jewel, Sakina and Devinth Guided reading 9.30 – 5 children Mixed Ability – Neha Children are able to put the pictures in order with support. Children are able to say about each picture. Children are able to trace over words and attempt to write it independently. Children are to say the front cover, back cover of the book and which principal characters are there in Brown Bear book. Maths: - Sorting Bears – Neha UW: using Ipads to to trace over and forming letters - Nazma EAD: Explore colours and how colours can change. PSED: Chn to act out the story and learning how to share and take turns using the masks PD: Uses one-handed tools and equipment- making snips in paper using child scissors (Outside: Using ribbons moving it in different ways) - Lubna