English

This week we are going to be reading and then learning to retell a traditional tale.

Read the story of ‘Little Red Hen’ from the pdf below. (There is a PowerPoint on Twinkl if you still have access, but it's too big to upload onto our website page)

https://www.twinkl.co.uk/resource/t-t-11090-the-little-red-hen-story-powerpoint

Be sure to mention the repeated element of the story, what phrases or sentences did you notice that kept repeating? How does this help with the retelling of the story?

Why didn't the lazy dog, sleepy cat and noisy duck want to help the little red hen? At the end of the story, why doesn’t the Little Red Hen want to share her bread? Is that fair? How do the other characters feel?

Discuss the moral of the story. What do you think that the lazy dog, sleepy cat and noisy duck learnt at the end of the story?

Choose action for each character and event in the story and retell the story. You can use the stick puppets below to do this if you like, or your own toys or cuddly animals. Be sure to use the adjectives to describe each character when you say their name. Remember to get the wheat growing steps in the correct order - and don't leave any out!

Send us a video of you retelling the story, or part of the story, with lots of expression on Seesaw please, we'd love to see them!

Maths

Problem of the Day: Can you solve it? Send us your answer on Seesaw please. 

Today we are learning to explore difference by comparing measures of length and volume.

Children will be measuring distance and discussing difference. Explain to children  in this lesson they will carry out some sport activities related to measure. Children will throw beanbags or an object from the house e.g. a pair of socks as far as they can. Each distance is recorded to the nearest metre (ideally  discuss which metre is ‘nearest’ with children. It may be appropriate to measure to the nearest half metre, depending on their understanding.

Ask children to stand on the same spot each time they throw. As children are throwing their object there will be many opportunities to use comparative language of measure. Adults to also throw an object to allow for questions.

Questions may include:

Ask: Who threw their beanbag further, parent or child? Who has the longest throw? Who has the shortest? Once children have thrown all of their beanbags/objects, choose three or four that landed relatively far from each other to leave out and collect the rest in.

Explain to children that we are going to find the difference in distance between those objects.

Ask: How could we find the difference in distance between beanbag A and beanbag B? Model showing children the line between the beanbags and explain this is the distance between them. Explain that if we find that length, it will tell us the difference between the two throws (adult and child) Repeat this and measure the distance both ‘forwards’ and ‘backwards’ to show that the difference is the same either way.

Both adults and children to throw the beanbag/objects.

Ask: What is the approximate distance in metres between adults beanbag and child beanbag? About how much further in metres did the adult throw their beanbag than the child? How many metres would I need to walk to get from the adults beanbag to the child’s beanbag? There is also opportunity here to talk about the number of steps children would take between the beanbags as a non-standard measure, and the difficulties arising from this, i.e. would it be a fair comparison for the teacher to measure the distance in steps between two beanbags and then a pupil to measure the distance in steps between different beanbags and then draw conclusions from this? Why not?

Collect a number of containers from around your house. This could be a Tupperware pot, a cereal bowl, a mixing bowl etc. Fill each container with water.

Ask: How could we find out which container holds the greatest volume of water? Guide responses towards pouring the water into measuring jug where we can directly compare the volumes visually. N.B. When measuring for comparison, bear in mind that millilitres are not formally introduced until Year 2. Instead you should mark ‘units’ equally spaced on masking tape (or a post-it note or piece of paper) down the side of the measuring jug to refer to (making each 100 ml one ‘unit’)

Ask: How many units of water did each container transfer? What was the difference in units between the volumes transferred by each container?

Which container held the least units? Which container held the most units?  What was the difference between these two containers?

Ask children to record their results.

Repeat the activity using different amounts of water.