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BUG CLUB ACTIVELEARN PRIMARY by clicking on the link below:
Read your available BUG CLUB BOOK and answer the comprehension questions.
Remember to use your reading skills:
Purpose: To understand the meaning of some of the key words used in the story.
Vocabulary: hungry, little, different, shiny, delicious, bite, rescue, Lima, hard, hairy, hot
Re- read or listen to the story with your child. As you read the story, write down your new words in the chilli template below. Key words such as nibble and rescue are example of words you might need to explain to your child.
Read through the words you've recorded with your child. Discuss their meaning and use some of the words to compose sentences orally.
Purpose: To use their sound knowledge to write words.
To write a simple sentence in meaningful context.
Key vocabulary: food, picture, riddle, guess, adjectives, describe, question mark
Read through your riddle plan from yesterday reminding your child of the features of a riddle.
Use your plan from the previous lesson to write your riddle. Remember to Fred talk words that are difficult to write and use adjectives to describe your objects mentioned in your riddle so your writing is interesting.
Fill a box with two different types of objects (e.g. balls and dolls). Count the number of balls in the box, 'one ball, two balls, three balls…' Mistakenly pull out a doll and count it as a ball. Ask your child if this is correct. Ask them how we know it is not correct. Continue counting, repeating this mistake a few times.
As you count, model using a ten frame (see attached) to show how to record an object as a counter. This will allow your child to begin to understand the initial steps in being systematic. As the adult counts and places the objects on the ten frame, your child should be involved by having their own ten frames where they can show how many are being counted.
Now, give your child objects to organise and sort into groups – 2 to 3 different types of objects is appropriate.Tell your child your friend said he would group the objects by name. Is this a good idea? What might that look like?
Once your child have grouped the objects, provide them with number and word cards. Ask them to match the objects in the group with the number first. Tell them, if they are having a clever day, they might also be able to find the right word that says the name of the number. Allow them some time to try to match the objects to the numbers and words. Can they show the number of objects using a ten frame? Give them time to do this.