Task One

Days of the week.  We regularly sing days of the week song in class so the children should be familiar.  Practise asking what comes next / before / 2 days after.  What days start with a T / S? Today is about learning to spell them correctly so get the children to practise writing them.  It doesn’t have to be written, they could paint them, use scrabble tiles, sticks or invent different ways for each word.  A photograph can be stuck in their books to evidence this if you wish.

Task Two

Play Uncle Tom’s Months of the Year game  https://www.roythezebra.com/reading-games-high-frequency-words.html  Make their own months of the year cards, colouring and decorating them with seasonal images if they want.  Lay them out on the floor.  Can they collect up all the ones that start with J?  How many end with ber / ary?  Get them to order them forwards and backwards.  Lay or peg them out in the garden – ask questions and they have to run / jog / skip to the right one?  Over the week practise spelling them.  An easy way is to put them in groups identifying spelling patterns but start with the easiest May, March, April before trying the harder ones.  Another fun game is to put them in a word search.  Print out a grid / table and get them to write the words in and then fill around them with random letters.

Task Three

Recap o’clock and half past and introduce digital time (see ppt).  Print out the time lotto cards and the clock and time boards.  They are not playing the game today but recapping on reading the time. Can they sort them into piles of half past and o’clock?  Get the children to use their arms to tell the time.  Point up for 12 o’clock.  Can they make their arms / bodies show half past one?  Make sure they have a long hand (hold a stick in one) and a short hand.  Finish off by going outside and play “what’s the time Mr Wolf?”

Task Four and Five

Play time lotto.   Each take a board and put the cards face down.  Take a card.  Read the time and say it. As an extension can they tell you what they might be doing at that time eg 5 o’clock is dinner.  Can they tell you what the time is in half an hour?  For those that are proficient at telling the time already, begin to improve their knowledge of the relationship between analogue and digital time getting them to write/draw it both ways.  You can also introduce the 24 hour clock, (if they need further extension).

Task One

Whether it’s a youtube retelling or you have the book, share the story.  Many children will be familiar with it.  Practise retelling it a few times, ultimately getting them to read it to you with expression.  Identify the adjectives and nouns.  Recap the terms adjectival / noun phrase and what it means.  Stand up when you hear a noun, make a silly noise when you hear an adjective.  Think of a place they could put in the story.  Get them to draw it and write a description of the place, focusing on including as many different adjectives ie Dark, spooky woods with giant, grey, twisted trees. There are bright orange eyes glowing in the black, inky darkness.

Task Two

Share the story again.  Explain that they will be creating their own “Hunt” based on our topic of castles.  Discuss what they could hunt for ie unicorn, dragon, treasure, princess.  Draw a picture of it and write adjectives and phrases around it that they could use to describe it on their last page.   

Task Three

Think of four places they could travel through on their way to their chosen thing.  Today is about planning their story and thinking of great descriptive phrases for each place. Surround the place with different adjectives but focus on using ambitious synonyms.

Tasks Four and Five

Create their own mini booklet (see sheet) and write their own story, paying particular attention to handwriting and presentation.  Draw a picture to go with each page.