Junior Room

Learning At Home – 25th – 29thMay

Hi folks,

For the last week of May we will focus on literacy and numeracy and Creative School activities. The latter will be a fun baking activity with the Dublin Cookie Company!!

Numeracy

Junior Infants

Revision Time!

Continued Revision

  • Explore patterns on clothes, buildings and nature etc – ask your child to create two or three colour patterns including different shapes for example
  • Continue to practise writing numbers’ 1 – 5. If the children find a number difficult, use sand or playdough to form the number first. They could then make ranibow numbers by tracing over the number using different colours. You could help draw a large bubble number for the children to colour in.
  • Match sets to numbers’ 1-5. Your child could place a pasta shell beside the number. They could draw the number then draw a picture matching the number. For example, draw number 2 then draw and colour two balls beside it.
  • To explore sequencing in time, read a short story and ask your child to discuss what happens at the start, middle and end of the story.

Different abilities

  • Change how you ask questions – simplify or make more difficulty.
  • Shorten question length and break down into shorter requests.
  • Use lower or higher numbers depending on ability.

Senior Infants

This week explores counting, 3D shapes, and comparing and ordering.

Vocabulary for this chapter

One, two, three, four, five, six, seven, eight, nine, ten. How many…?, How many altogether?, more than, less than, the same as, equal, How many more?, How many less?, most, least, beside, near, far, on, over, under, Count forwards, count backwards, start on …, go on … more, where are you now?, put numbers in order, What is the missing number?

The aim of the lessons is the following –

  • Revision of number order 1 to 10
  • Counting sets of objects, totals to 10.
  • Writing addition sums corresponding to ‘counting on the number line’ activities, totals to 10.
  • Combining 2 numbers, totals to 10, on the number line by ‘counting on’.
  • Combining 3 numbers, totals to 10, on the number line by ‘counting on’.
  • Interpret data in a picture.
  • Sort and name 3D shapes (cube, cuboid, sphere and cylinder

Questions are based on the Poster Pages of the Fair, looking at pages 116-117. The children should answer these questions to show they can interpret data on a picture.

  • How many different 3D shapes can you see? Name them. (4, cube, cuboid, sphere, cylinder)
  • Can the cube roll down the hill? (no)
  • Can the sphere roll down the hill? (yes)
  • Where is the cuboid? (running down the hill)
  • Where is the cylinder standing? (by the shop/food stall)
  • How many flowers are growing at the bottom of the hill? (8)
  • If the cube picks 2 flowers how many will be left? (6)
  • If the cube and the sphere both pick 2 flowers each how many will be left? (4)
  • How many ducks are having a race? (5)
  • What colour are the ducks? (yellow)
  • What is on the stall above the crisps? (lollipops)
  • How much money does a lollipop/bag of crisps cost? (4c, 6c)
  • How much money will 2 lollipops cost? (8c) ‡ How much money does 1 lollipop and 1 bag of crisps cost? (10c)
  • Which coins can the cylinder use to buy 1 lollipop? (2c + 2c, 1c + 1c + 1c + 1c, 2c + 1c + 1c)
  • How many flags are there in the picture altogether? (8)
  • What shape are the flags? (triangle)
  • How many sides/corners on 1/2 of the triangular flags? (3, 3)
  • What colour is the finishing flag at the duck race? (orange)
  • How many sides/corners has the finishing flag? (4, 4)

Number

1. Call out random pairs of numbers between 1 and 10 and invite the children to identify the higher and lower number in each pair.

2. Call out a random number, e.g. 5, and invite the child to: name 3 numbers which are higher and 3 numbers which are lower than it.

3. name the numbers which come 1/2/3 places before/after it on the number line.

Page 118

1. Invite the children to name 2 numbers that combine to make 5 and write the suggestions as addition sentences on the blackboard. Emphasise the importance of beginning each sum with the higher number. Repeat with other numbers.

2. Hold up pairs of cards displaying numerals between 1 and 10. Ask the child to identify the higher/lower numbers in each pair.

Page 119

1. Detach all the numbers from the number line and place them face down on the table. Ask child to select 2 cards, identify the higher and lower numbers in each pair and replace them on the number line in the correct position.

2. Remove all the detachable numerals from the number line. Mix them up ask the child to replace the in the correct order.

Page 120

Hold up 3 sets of items (not exceeding a total 10), and encourage the children to formulate number sentences to match the sets displayed using acceptable language alternatives. For example: 5 pencils, 3 pencils and 1 pencil makes 9 pencils

Page 121

Literacy

Gaeilge – Irish

Here are a few phrases to practise each day (two or three minutes!)

Cé leis é? – Is liomsa é

Whose is this? It’s mine (pick out items belonging to your children and ask them cé leis é)

For the times we live in

Nigh do lámha le do thoil.

Clean your hands please

Téigh amach/Tar isteach – ceart go leor

Go outside/come inside – okay

Revision of previous phrases.

English

Phonological awareness

Junior and Senior Infants

Phonological awareness

Read action rhymes and identify the rhyming words.

Let your child create an action rhyme and you can act as scribe!

Phonics

Sounds

Junior infants and Senior Infant revision – Phase 7 in Jolly Phonics so the oi and ue sounds

Do action and sing to the sounds (see below videos for the song and action) –

Find words with oi and ue sounds in the house and garden

Looking through some of your child’s books, find words with oi and ue sounds

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do pages 73 – 75 in their Just Phonics books and relevant pages in Jolly Phonics. There are also revision pages for the sounds which can be done

Senior Infants can do pages 66 – 69 in Just Phonics.

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – up to ue in Phase 7). Hopefully you have a big bank of letters. It may be beneficial to create more than one vowel so your child can read or form words such as sleep, sheep, deep etc

Join these sounds and ask your child to read the word. If finding this difficult, ask them to sound out each letter first and help them to join them (blend) together.

Call out words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book and see previous weekly plans for ideas when reading to your child.

Shared reading

Practise reading seeOxfordowl.co.uk. Choose one book per week and see previous weekly plans for ideas how to share reading.

Writing

Cursive

Go back over the Just Cursive Book and revise each letter.

Trace large letter with finger, trace, then write.

If your child is having difficulty with any letter, practise tracing, then writing in sand.

Dictation and tricky words

The tricky words this week are like and have

Senior infants

Say short sentences with these tricky words

Practise writing this short sentences

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

If able, encourage writing of short sentences.

Regards,

Jonathan.

Learning At Home – 18th – 22nd May

Hi folks,

For the remainder of this month we will focus on literacy and numeracy. I’ll email information about Creative School activities, which we will start this week until the end of June.

Numeracy

Junior Infants

Revision Time!

Hi all, we’ve covered the JI curriculum now so the following are ideas for revision. For this week, you can explore early mathematical activities such as

NOTE – children in Junior Infants aren’t expected to know the + and – signs. Developing language such as more, less and the same is hugely important at this age.

  • Revise the language of ‘the same as’ by showing 1, 2, 3, 4, 5 or more objects and asking your child to find the same things and amount.
  • Revise ‘more than’ by showing two sets of objects and asking which set has more.
  • As above but discussing and showing which set has ‘less than’
  • Revise 2D shapes – square, rectangle, circle and triangle. Activities could include discussing how many sides and corners each shape has; finding household items of this shape; looking for these shapes in the garden; doing a 2D shape hunt; creating art using only 2D shapes (there are lots of nice 2D shape songs on YouTube).

Different abilities

Change how you ask questions – simplify or make more difficulty

Shorten question length and break down into shorter requests

Use lower or higher numbers depending on ability

Senior Infants

Continuing with Money

Vocabulary for this chapter

Coins, money, amount, How much?, the same amount, more, less, most, least, bigger, smaller, shinier

The aims of the lessons are – 

  • Add coins up to 10c.
  • Complete practical shopping tasks and problems, using money to totals of 10c.
  • Match appropriate coins to correct amount of money.

Day 1

Show the children two circles with different amounts up to 10c.  Ask them how much is in each circle.  Which circle has more, less etc. Next write the amount under the circle and they find the coins to make this amount.

Page 112 in Planet Maths

Day 2

Label some items at home 5c, 8c, 10c etc.  Ask the children to buy them, what coins will they need.  You want the child to see that 5c can be made using different combinations.

Page 113 in Planet Maths

Day 3

Give the children a purse with different amounts.  Ask them how much is in each purse.

Page 114 in Planet Maths

Days’ 4 and 5 

Counting on a numberline.  Please spend time using the numberline.  I am at 3 go on 2 where am I now etc?

Page 115 in Planet Maths

Literacy

Gaeilge – Irish

Here are a few phrases to practise each day (two or three minutes!)

Dia duit. Dia’s Muire duit.

Hello, Hello to you

Cad é sin? Sin…. (bord, cathaoir, teilifís, ríomhaire, táibléad, fón cliste, fuinneog, leaba)

What’s that? That’s a (table, chair, television, computer, tablet, smartphone, window, bed)

Revision of previous phrases.

English

Phonological awareness

Junior and Senior Infants

Phonological awareness

Read action rhymes and identify the rhyming words.

Let your child create an action rhyme and you can act as scribe!

Phonics

Sounds

Junior infants and Senior Infant revision – Phase 7 in Jolly Phonics so the qu and ou sounds

Do action and sing to the sounds (see below videos for the song and action) –

Find words with qu and ou sounds in the house and garden

Looking through some of your child’s books, find words with qu and ou sounds

Form the letters using sand, playdough

Trace and write the letters

Senior Infants

Senior Infants can also practise the above, including the wh sound

Start with this video

Junior Infants can also do pages 71 and 72 in their Just Phonics books and relevant pages in Jolly Phonics. There are also revision pages for the sounds which can be done

Senior Infants can do pages 64 and 65 in Just Phonics for the ou sound and pages 54-5 for the wh sound

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – up to ou in Phase 7). Hopefully you have a big bank of letters. It may be beneficial to create more than one vowel so your child can read or form words such as sleep, sheep, deep etc

Join these sounds and ask your child to read the word. If finding this difficult, ask them to sound out each letter first and help them to join them (blend) together.

Call out words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book and see previous weekly plans for ideas when reading to your child.

Shared reading

Practise reading seeOxfordowl.co.uk. Choose one book per week and see previous weekly plans for ideas how to share reading.

Writing

Cursive

Go back over the Just Cursive Book and revise each letter.

Trace large letter with finger, trace, then write.

If your child is having difficulty with any letter, practise tracing, then writing in sand.

Dictation and tricky words

The tricky words this week are one and by

Senior infants

Say short sentences with these tricky words

Practise writing this short sentences

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

If able, encourage writing of short sentences.

Regards,

Jonathan.

Learning At Home – 11th – 15thMay

Hi folks,

See below for work that can be done at home this week.

Please contact me to let me know how you’re getting on.

Numeracy

Junior Infants

Revision Time!

Hi all, we’ve covered the JI curriculum now so the following are ideas for revision. For this week, you can explore early mathematical activities such as

  • Counting forwards and backwards (using fingers if needed) to 5, 10 or higher depending on your child’s ability.
  • Using your concrete materials (pasta, buttons, cotton buds, twigs, pebbles, anything you can find)
  • Match identical sets (so 1 button is the same as 1 button, increase the amounts)
  • Match different sets (2 pebbles are the same as 2 twigs)
  • Classify objects according to size, colour, shape etc (so put five blue objects together)
  • Add objects to a clearly defined set (so add two buttons to the set of three buttons)
  • Match relating objects (so a saucer and cup, a toothbrush and toothpaste etc – this could be a fun object search in the house!)
  • Compare object according to length, width and height (which is the biggest, longest, which is longer, which is taller, which is the widest?)

Different abilities

Change how you ask questions – simplify or make more difficulty

Use lower or higher numbers depending on ability

Senior Infants

New topic Money Book pages for reference 108-111

We will continue with Money next week so please stop on page 111. We will work on 112-114 next week.

Remember the pages are only for reference. Typically in class we spend most time doing activities. If you are finding the children can complete the page in 10-15 mins that is normal. We would spend most of the class playing games and discussing the topic.

The language used at this stage is very important. Use this week to explore money.

Vocabulary for this chapter

Coins, money, amount, How much?, the same amount, more, less, most, least, bigger, smaller, shinier

This week we are exploring a fun topic Money. The aim of this chapter is the following

  • Recognise and name the following coins (1c, 2c, 5c, 10c, 20c).
  • Understand the word cent and what it means 1 c 2c 5c 20c .
  • Add coins up to totals 10c. (use this time to revise what you have previously done 2+ 8 = 10, but add in the cent 2c + 8c = 10c and continue with more number bonds to 10.
  • Exchange a number of coins for a single coin of equal value and vice versa. 5C coins can be made up of 2c 2c 1c
  • Match appropriate coins to correct amount of money.

Day 1 Pg 108

Using real money, discuss the shape, size and colour of the various coins drawing attention to colour as an important classification element, i.e. brown coins are less valuable than the other coins. 2. Sort coins according to various criteria, e.g. colour, value

Day 2 Pg 109

Make coin rubbings by placing coins under a piece of paper and rubbing a pencil/crayon lightly over the top and matching the rubbings to the original coins on completion. This exercise will encourage the children to look more closely at the coin design features and thus facilitate the development of coin recognition

Day 3 pg 110

Draw empty piggy banks. Invite children to draw/place the appropriate coins matching various amounts of money (not exceeding 10c) in the piggy banks.

Day 4 pg 111

Relate stories and ask the children questions:

Benny and Betty went to the sweet shop. Mum had given them 5c to spend. They both wanted lollipops costing 2c each.

Have they enough money to buy 2 lollipops?

Will they have any money left over?

Can they buy an extra lollipop for their friend Tom?

Benny went to the greengrocer’s shop. He wanted to buy a nice juicy apple for his lunch. He saw some big red apples on a shelf. A sign under the shelf said: ‘Lovely sweet apples – just 5c each.’

How much money does Benny need to buy 1/2 apples?

If Benny gives the shopkeeper a 10c coin to buy 1 apple, how much change will he be given?

If he gives the shopkeeper a 10c coin to buy 2 apples, how much change will he be given?

A bar of chocolate costs 8c. Anna has a 5c coin and Benny has a 2c coin.

How much money have they got between them?

Do they have enough money to buy the chocolate?

How much more money do they need?

Benny and Anna have 10c to spend. They go into the sweet shop. Ice-cream cones cost 4c each and crisps cost 5c a packet.

How much will 1 ice-cream and 1 packet of crisps cost? (b) If they buy 1 ice-cream and 1 packet of crisps how much money will they have left? (c) Have they enough money to buy 2 ice-creams or 2 packets of crisps?

Day 5

Make a shop at home and have some fun.

Literacy

Gaeilge – Irish

Here are a few phrases to practise each day (two or three minutes!)

An bhfuil tú go maith?

Tá mé go maith; tá mé ceart go leor, níl mé go maith

Are you well? I’m good; I’m okay; I’m not good

Cad atá ar siúl agat (sa ghairdín)?

Tá mé ag rith, ag siúl, ag léim, ag rothaíocht, ag súgradh

What are you doing (in the garden)?

I’m running, walking, jumping, cycling, playing.

Revision of previous phrases.

English

Phonological awareness

Junior and Senior Infants

Phonological awareness

Read action rhymes and identify the rhyming words.

Let your child create an action rhyme and you can act as scribe!

Phonics

Sounds

Junior infants and Senior Infant revision – Phase 6 in Jolly Phonics so the th sounds (both short and long

Do each sound individually (t and h), then explain when they are put together you get a short th (this) and a long th sound (thumb)

Do action and sing the song to the sounds –

Find words with th sounds in the house – say if these have the short or long th sound

Looking through some of your child’s books, find words with th sounds

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do pages 66 and 67 in their Just Phonics books and relevant pages in Jolly Phonics

Senior Infants can do pages 52-53 in Just Phonics.

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – up to th in Phase 6

Join these sounds and ask your child to blend for reading

Call out CVC, or longer, words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book and see previous weekly plans for ideas when reading to your child.

Shared reading

Practise reading seeOxfordowl.co.uk. Choose one book per week and see previous weekly plans for ideas how to share reading.

Writing

Cursive

Go back over the Just Cursive Book and revise each letter.

Trace large letter with finger, trace, then write.

If your child is having difficulty with any letter, practise tracing, then writing in sand.

Dictation and tricky words

The tricky words this week are so and my

Senior infants

Say short sentences with these tricky words

Practise writing this short sentences

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

If able, encourage writing of short sentences.

Our theme this month was to be shopping and the supermarket. I’ve previously emailed resources that can facilitate Aistear, Drama and Literacy. It also ties in with money for Numeracy.

Regards,

Jonathan.

Learning At Home – 05th – 8thMay

Hi folks,

I hope your children enjoyed the Active Week activities from last week. Below are the learning activities suggested for this week. I’ll email you resources related to this month’s theme which is shopping and the supermarket.

Please contact me to discuss your child’s learning if you have any concerns or worries. I hope everyone is doing okay.

I don’t know when the ‘new’ normal will happen or how it’ll happen but I can’t wait to see everyone again. Take care.

Numeracy

Junior Infants

Daily adding songs

Adding to 5

Daily practise of forming numbers’ 0 – 5

Use sand, playdough

Rainbow numbers = parent/guardian writes the number and child traces over it using lots of different colours

Write into small Planet Maths book

Weekly focus, Money – Solve problems using money and use the correct vocabulary such as buy, sell, spend etc

Resources

Coins to 5c

Household items to create a shop

Lessons

Continue with playing shop for the week

Revise – I have 3c, 4c etc and what can I buy with it

Ask questions such as ‘can you buy a book for 3c if the book costs 5c, why, why not?

Ask how much would a book and a pencil cost etc

Ask simple oral problems such as ‘I have 2c. I get 1c, how much do I have now etc?

Pages 125-28 in Planet Maths

I have emailed additional matching money sheets

Different abilities

Use lower or higher numbers or coins

Change questioning based on ability

Give additional time for lessons/topics (there’s no rush!!)

Senior Infants

Daily adding songs (to 10)

New lesson topic – Length

Resources

Household items

Family members!

Lessons

Discuss objects at home based on the length of an object

Day 1

Is the door taller than the window? Is the sink longer or shorter than the table? Is the door wider or narrower than the window? Is the press taller or smaller than the table? Is the pencil longer or shorter than the crayon? Is the book wider or narrower than the copy?

Day 2

Walk across the room taking very long steps. What is your total? Walk across taking very short steps. What is your total? Walk across taking alternate long and short steps. What is your total? Lie down and make a tall/short/wide/narrow shape with your body.

Day 3

Organise people at home in a row form tallest to smallest. Then from smallest to tallest. How many people are taller than ……?

Day 4

Arrange objects at home based on their height – tall, small and medium

Language that you should be using Long, short, tall, longer than, shorter than, longest, shortest, wide, wider, widest, narrow, narrower, narrowest, the same length, the same width, the same height.

Book pages for reference 104-107

Differentiation

Lower or higher the number based on ability

Change questioning

Literacy

Gaeilge – Irish

Here are a few phrases to practise each day (two or three minutes!)

Conas atá tú? Tá mé go maith; tá mé ceart go leor, níl mé go maith

How are you? I’m good; I’m okay; I’m not good

Revision of last week’s phrases.

English

Below are four sections – phonological awareness, phonics, reading and writing. Oral language connects them all through talk and discussion and exploring each area.

Try and do a few minutes of each. Or you may pick a couple of areas one day and look at others the following day. Whatever works.

Phonological awareness

Junior and Senior Infants

Phonological awareness

Read action rhymes and identify the rhyming words.

Let your child create an action rhyme and you can act as scribe!

Phonics

Sounds

Junior infants and Senior Infant revision – Phase 6 in Jolly Phonics so ch and sh sounds

Do each sound individually and follow the ideas below

Do action and sing the song to the sounds –

Find words with ch and sh sounds in the house

Looking through some of your child’s books, find words with ch and sh sounds

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do pages 64 and 65 in their Just Phonics books and relevant pages in Jolly Phonics

Senior Infants can do pages 48-51 in Just Phonics

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – up to x in Phase 6

Join these sounds and ask your child to blend for reading

Call out CVC words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book and see previous weekly plans for ideas when reading to your child.

Shared reading

Practise reading seeOxfordowl.co.uk. Choose one book per week and see previous weekly plans for ideas how to share reading.

Writing

Cursive

Go back over the Just Cursive Book and revise each letter.

Trace large letter with finger, trace, then write.

If your child is having difficulty with any letter, practise tracing, then writing in sand.

Dictation and tricky words

The tricky words this week are said and they

Senior infants

Say short sentences with these tricky words

Practise writing this short sentences

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

If able, encourage writing of short sentences.

Our theme this month was to be shopping and the supermarket. I’ve emailed resources that can facilitate Aistear, Drama and Literacy. It also ties in with money for Numeracy.

Regards,

Jonathan.

Learning At Home – 27th April – 1st May

Hi folks,

I have outlined suggested learning for the week. Included are English, Irish and Maths as well as a comprehensive plan for Active Week. For Irish, I’ve included three short phrases we’ve practised this year so it would be great if the children could spend a couple of minutes each day talking as Gaeilge. Jessica has created a plan of fun and exciting ideas for Active Week so get outside and get active!!

I will organise a Zoom Meet for the Infant class on Tuesday and I’ll read Grandad’s Farm Story. I’ll email with times and logins on Monday.

Can you please email me samples of work if you’d like anything commented upon or corrected. Also, please contact me if you want to discuss your child’s learning.

Numeracy

Junior Infants

Daily adding songs

Adding to 5

Daily practise of forming numbers’ 0 – 5

Use sand, playdough

Rainbow numbers = parent/guardian writes the number and child traces over it using lots of different colours

Write into small Planet Maths book

Weekly focus –

Lesson 1 – Explore the components of number

Resources

Different concrete objects (pasta, buttons, pebbles etc)

Lesson

Put the concrete materials on a desk and ask your child to choose one type of object and make the number (1, 2, 3, 4, or 5)

Make a set of 5 by breaking up the objects (i.e. 2 and 3)

Make different sets (2, 3, 4)

Place number cards below the sets = matching the number to the set

Ask questions, for example – I have 1 button, how can I make 4?

Page 120 in Planet Maths Book

Lesson 2 – Identify pairs of related facts – to recognise that 2 and 1 is the same as 1 and 2 for example

Resources

Use a variety of concrete materials (as above)

Number cards

Lesson

Use the concrete materials and ask children to divide them so 5 = 2 and 3; show again so that they see 5 = 3 and 2

Do this with other numbers

Use number cards underneath the objects

Progress to only number cards so that 3 and 1 = 4 and 1 and 3 = 4 for example

Lessons 3 – 5 Money – recognise coins up to 5c and solve tasks using money

Resources

Coins to 5c

Paper and crayons

Household items to create a shop!

Lessons

Talk about money – what is it, why do we need it, what would you spend 20e, how could you earn pocket money etc,

Describe the coins – colour, shape, size, symbols and designs

Make coin rubbings on a page with crayons

Make a shop using food items, toys etc. Price them from 1c to 5c – ask your child to give the correct coin for the item, swap being customer and shopkeeper

Play an exchange game, for example – I have a 5c coin, I want to break it up,what can you give me? – Lots of practice will be needed here as your child may find this difficult.

Pages 122-24 in Planet Maths

Different abilities

Use lower or higher numbers or coins

Change questioning based on ability

Give additional time for lessons/topics (there’s no rush!!)

Senior Infants Maths

Daily adding songs (to 10)

Weekly focus – Number and adding to 10

Resources

Paper

Concrete objects

Numerline

Lessons – Addition to 10

We are going to look at adding to 10.

This week we will be looking at adding numbers for example 7 + 2, 6 +3, 4 +5,

Write out numbers 1 -10 on separate pieces of paper. Do this twice. Make 2 piles.

Pick 1 card from one pile and one form the other pile. Add them to together. Write the sum. Use a numberline to help with adding. Talk about counting on.

Using a ladder start on 3 and count on 5, where do you end up. As they are writing the sums make sure they are also saying the sum. Using the language is very important.

Ask the child if I am on number 4 what needs to be added to get to 10. Change the starting number.

Using pasta pieces on a string. I have 2 pieces of pasta, how many more pieces will I need to make 10?

Trace the child’s hands and write in the numbers 1 to 10. Erase some numbers and ask the child what numbers are missing.

On page 98 the children will explore all the different ways to make a number. This can be done using play dough.

Book pages for your reference pgs 96-102 available online

Differentiation

Lower or higher the number based on ability

Change questioning

Literacy

Gaeilge – Irish

Here are a few phrases to practise each day (two or three minutes!)

Cé tusa? Is mise….. (Who are you? I’m ….)

Cad is ainm duit? ….. is ainm dom (What’s your name? My name is….)

Cén saghas lae é? Tá sé gríannmhar/scamallach/te/fuar) What type of day is it? It’s sunny/cloudy/hot/cold)

English

Below are four sections – phonological awareness, phonics, reading and writing. Oral language connects them all through talk and discussion and exploring each area.

Try and do a few minutes of each. Or you may pick a couple of areas one day and look at others the following day. Whatever works.

Phonological awareness

Junior and Senior Infants

If you have a book of nursery rhymes, poems or action rhymes, choose one or two each week. Read to your child and ask if they can identify the rhyming words. The children can do actions with them.

Phonics

Sounds

Junior infants and Senior Infant revision – beginning Phase 6 in Jolly Phonics so sounds y and x, and twin letters = ss, ll, zz, ff

Do each sound individually and follow the ideas below

Do action and sing the song to the sounds –

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do pages 62, 63 and 55 in their Just Phonics books and relevant pages in Jolly Phonics

Senior Infants can do page 16 in Just Phonics

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – up to x in Phase 6

Join these sounds and ask your child to blend for reading

Call out CVC words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book and see previous weekly plans for ideas when reading to your child.

Shared reading

Practise reading seeOxfordowl.co.uk. There’s a free ebook library for 3 – 11 year olds so you should find a reader suited to your child’s ability. Choose one book per week and see previous weekly plans for ideas how to share reading.

Writing

Cursive

y, x and q in their cursive writing books

Form letters in the air for the correct movement

Form letters in sand

Trace letters

Write letters

Dictation and tricky words

Tricky words are those that don’t usually follow phonics or sounds rules. For children to learn these they can sound them out phonetically to see that the word doesn’t sound correct then you can tell them the word. The children have to learn these. The best way for children to do this is by looking at the word and saying it, then by putting the word into sentences.

The tricky words this week are here and there

Senior infants

Practise writing short simple sentences as called out by parent/guardian using the tricky words, for example

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

If able, encourage writing of short sentences.

Regards,

Jonathan.

Learning At Home – Week (20th – 24th April)

Hi everyone,

Welcome back and I hope you all had a wonderful break and could relax and unwind.

You will see a weekly plan below. I’ve also emailed you with many resources that can be used in relation to The Farm (this was a theme we would’ve covered this month).

Please contact me anytime and also email me samples of work or queries in relation to your child’s learning. Keep in touch!! We’ll be having a staff meeting early this week so we’ll be looking at further ways to improve distance learning.

As always, do what can be done and stay safe.

Numeracy

Junior Infants

Daily counting songs

Play counting songs daily – the children love them

Search in Youtube for count to 5, 10, 20 and 100 songs

Children sing and do actions (you can to!)

Daily practise of forming numbers’ 0 – 5

Use sand, playdough

Rainbow numbers = parent/guardian writes the number and child traces over it using lots of different colours

Write into small Planet Maths book

Keep an eye on pincer grip – play and do actions to Crocodile Snap

Weekly focus – combine sets of objects to 5 (continue for one more week)

Resources

You’ll need a page

Concrete objects (cotton buds, small toys, lollipop sticks etc – anything that will physically help your child count)

Card or paper – write the numbers 0 – 5 and cut out

Lessons

Divide a page into three

Place some objects (for example 2) into one part of the page

Place more objects (for example 3) into the second part of the page

Place the relevant numbers under each section

Discuss how many and the number under each set

Move all the objects into the third part of the page and ask how many

Try pages’ 116-119 in the Planet Maths Book

I’ve also emailed worksheets with addition to 5. We have looked at the + and = already though usually this doesn’t happen in Junior Infants. Explain the language and meaning of + (more than, extra, bigger amount etc) and = (total, altogether) if doing the worksheets. Also, start with the picture sheets. You can then progress to the number sheets if you feel your child is able.

Different abilities

Do this using different combinations of number

If your child gets this done without difficulties, try to 10

Likewise use lower numbers if too difficult

Senior Infants Maths

Daily counting songs

Play counting songs daily – the children love them

Search in Youtube for count to 5, 10, 20 and 100 songs

Children sing and do actions (you can to!)

Weekly focus – Number and counting to 10

Resources

Pasta

Fingers!

Lessons

Previously we formed the number 10 and now we will look at the number 10 in great detail.

One, two, three, four, five, six, seven, eight, nine, ten, How many…?, How many altogether?,

How many more do you need to make 10?, count forwards, count backwards, What is the

‘missing’ number?, What number comes before …?, What number comes after …?

Sort pieces of pasta into sets of 10. Using 2 circles on a page place 1 pasta in 1 circle and 9 in the other. Continue until you have made 10 in all the different ways.

Construct the ‘story of 10’ using the fingers on both hands. Ask your child to hold up 2/3/4/

fingers. How many more fingers must be added to make 10? Answer first, then check by

counting remaining fingers

Point to a number between 1–10 on the number line. Use fingers to check what must be added to this number to make 10.

Book pages for your reference pages’ 91-95 available online

Differentiation

Start with a smaller number i.e, count to 5. Then gradually build towards 10.

Try counting to 20 for children if able

Literacy

Below are four sections – phonological awareness, phonics, reading and writing. Oral language connects them all through talk and discussion and exploring each area.

Try and do a few minutes of each. Or you may pick a couple of areas one day and look at others the following day. Whatever works.

Phonological awareness

Junior and Senior Infants

Identifying and listening to rhyming words are a great way to enhance and support reading

If you have a book of nursery rhymes, poems or action rhymes, choose one or two each week. Read to your child and ask if they can identify the rhyming words. The children can do actions with them.

Here is a link of lots of action rhymes to try

Phonics

Sounds

Junior infants and Senior Infant revision – sounds ng and oo (long and short sounds – so wood for the short oo sound and moon for the long oo sound)

Do each sound individually and follow the ideas below

Do action and sing the song to the sounds ng and oo – see https://www.youtube.com/watch?v=X5PTSATKtvo

Do a house search for items containing these sounds. Ask where the sound comes in the words (start, middle or end).

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do the ng and oo pages in their Just Phonics and Jolly Phonics books

Senior Infants can do the ng and oo pages in their Just Phonics and Jolly Phonics books

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – Phase 5 will be completed this week; see the JP Phases Table in the preceding week).

Join these sounds and ask your child to blend for reading, for example c a t; b ee p etc

Call out CVC words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Reading

Listen to stories for enjoyment

Choose a picture book; source digital books (free) from the library; use Twinkl and search for Estories. There’s lots of ways to get access to stories and books! Read and explore one book each week. Some ideas then are to –

At the beginning –

Discuss who the author and illustrator are (explain/revise what their job is)

Predict what will happen in the story based on the front page and name of the story

During the story –

For comprehension – Ask questions (who, what, where, when and why)

For vocabulary – ask your child to identify things in the pictures

At the end –

Retell a story in sequence (what happened at the start, middle, end)

Discuss significant events in the story

Connect events in a story to personal experience and discuss

To differentiate, ask lower order or factual questions initially (who, what, where, when). For those who are able, try higher order or thinking questions such as why, what would happen, what would you do, how do you think they feel etc? These are questions where the answers are not obvious and children have to infer.

Shared reading

Practise reading seeOxfordowl.co.uk. There’s a free ebook library for 3 – 11 year olds so you should find a reader suited to your child’s ability. Choose one book per week.

Step 1 – read the story to your child

Step 2 – child reads with you (you’re still the dominant reader)

Step 3 – child reads with you more assertively

Step 4  – child reads while you listen. If child doesn’t know a word after two attempts, tell them the word. But, see can they use decoding skills such as sounding out the letters, blending the sounds before telling them

Writing

Cursive

z, w and v in their cursive writing books

Form letters in the air for the correct movement

Form letters in sand

Trace letters

Write letters

Dictation and tricky words

Tricky words are those that don’t usually follow phonics or sounds rules. For children to learn these they can sound them out phonetically to see that the word doesn’t sound correct then you can tell them the word. The children have to learn these. The best way for children to do this is by looking at the word and saying it, then by putting the word into sentences.

The tricky words this week are some and come

Senior infants

Practise writing short simple sentences as called out by parent/guardian using the tricky words, for example – Come here or I ate some food.

Try one sentence each day

Encourage any free writing

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words and writing the tricky words

Remind and encourage pincer grip

During April we would’ve been exploring the theme of The Farm. I’ll email you resources including stories, worksheets and songs that you might like to do. These cover subjects such as Art, Music, History, Science and Geography!

As always, encourage lots of play time and physical activity.

Regards,

Jonathan.

Learning At Home – Week (30th March – 3rd April)

Hi everyone,

I’ve devised a weekly plan below focusing on numeracy, literacy, play and physical activity. These are recommendations and ideas so that you and your children have a guide to learning if that’s what you want. I’ll shorten as time goes by and you become more familiar with the terminology.

Please email me if you’d like more guidance or further ideas.

Please remember there is no pressure to undertake this, do what works for you and your family.

Stay safe, enjoy this time with your loved ones and take care

Numeracy

Junior Infants

Daily counting songs

Play counting songs daily – the children love them

Search in Youtube for count to 5, 10, 20 and 100 songs

Children sing and do actions (you can to!)

Daily practise of forming numbers’ 0 – 5

Use sand, playdough

Rainbow numbers = parent/guardian writes the number and child traces over it using lots of different colours

Write into small Planet Maths book

Keep an eye on pincer grip – play and do actions to Crocodile Snap

Senior infants as above 0-10

Weekly focus – combine sets of objects to 5

Resources

You’ll need a page

Concrete objects (cotton buds, small toys, lollipop sticks etc – anything that will physically help your child count)

Card or paper – write the numbers 0 – 5 and cut out

Senior infants as above 0-10

Lessons

Divide a page into three

Place some objects (for example 2) into one part of the page

Place more objects (for example 3) into the second part of the page

Place the relevant numbers under each section

Discuss how many and the number under each set

Move all the objects into the third part of the page and ask how many

Senior infants as above 0-10

Try pages’ 110-115 in the Planet Maths Book

Different abilities

Do this using different combinations of number

If your child gets this done without difficulties, try to 10

Likewise use lower numbers if too difficult

Senior Infants

 Maths as above but for topics when forming numbers and combining sets go to number 10 (this will be all revsion but please continue to practice and form numbers over and over again.

For example what does 9 look like

0+9,9+0, 1+8, 8+1, 7=2, 2+7. Spend a week on a number this week we will form the number 10

New topic this week

TIME (1)

Pick a nursery rhyme and sing start middle and end.

Develop an understanding of the concept of time through the use of appropriate vocabulary (yesterday, today, tomorrow, before, after, soon, not yet, early, late).  Name the 4 seasons = plenty of songs on you tube we use Seaons of the Year ask them to sing it, Let them trace over your writing of Spring Summer Autumn Winter

We sing days of the week to the Adams family.

Discuss  7 days of the week and the sequence in which they occur,  If today is Friday what day will tomorrow be, Rearrange the days of the week now whats 1st ,2nd, 3rd, etc.  Take away a day how many days are left.  It s all about using the language

Cut out days of week and order whats the 1st day of week whats the last use a calendar.  What are the weekend days.

Order the day 1st we get up after that we next we in the afternoon we at night time

Look at a calendar and discuss the days

Look at a clock and discuss the numbers.

Book pages for your reference pgs 84-87 available online

Literacy

Below are four sections – phonological awareness, phonics, reading and writing. Oral language connects them all through talk and discussion and exploring each area.

Try and do a few minutes of each. Or you may pick a couple of areas one day and look at others the following day. Whatever works.  

Phonological awareness

Junior and Senior Infants

Identifying and listening to rhyming words are a great way to enhance and support reading

If you have a book of nursery rhymes, poems or action rhymes, choose one or two each week. Read to your child and ask if they can identify the rhyming words. The children can do actions with them.

Here is a link of lots of action rhymes to try

Phonics

Sounds

Junior infants and Senior Infant revision – sounds v and w

Do each sound individually and follow the ideas below

Do action and sing the song to the sounds v and w – see https://www.youtube.com/watch?v=1Qpn2839Kro

Do a house search for items containing the sounds v and w. Ask where the sound comes in the words (start, middle or end). For example w is at the start of wardrobe etc

Form the letters using sand, playdough

Trace and write the letters

Junior Infants can also do the v and w pages in their Just Phonics and Jolly Phonics books

Senior Infants

Focus on the y sound which gives the ee sound (Y is ee’s best friend , she says ee too!)

Watch this video and discuss how y can have an ee sound

Identify words with a y at the end (i.e happy, sorry, worry etc)

Create a poem with words ending in y (four lines) – record it and email it to me!

Try to write 5 words with an y at the end

Pages 80-81 in Just Phonics

Blending and spelling

Write and cut out sounds (based on the Jolly Phonics stages – we’re up to z in Phase 5). This can be a fun activity whereby the children can colour and help design the sounds.

Join these sounds and ask your child to blend for reading, for example c a t; b ee p etc

Call out CVC words and ask your child to join the sounds together to make the word

To differentiate, extend the length of words for children who are able.

Jolly Phonics Phases

Reading

Listen to stories for enjoyment

Choose a picture book; source digital books (free) from the library; use Twinkl and search for Estories. There’s lots of ways to get access to stories and books! Read and explore one book each week. Some ideas then are to –

At the beginning –

Discuss who the author and illustrator are (explain/revise what their job is)

Predict what will happen in the story based on the front page and name of the story

During the story –

For comprehension – Ask questions (who, what, where, when and why)

For vocabulary – ask your child to identify things in the pictures

At the end –

Retell a story in sequence (what happened at the start, middle, end)

Discuss significant events in the story

Connect events in a story to personal experience and discuss

To differentiate, ask lower order or factual questions initially (who, what, where, when). For those who are able, try higher order or thinking questions such as why, what would happen, what would you do, how do you think they feel etc? These are questions where the answers are not obvious and children have to infer.

Shared reading

Practise reading www.oxfordowl.co.uk was recommended by Lynn. There’s a free ebook library for 3 – 11 year olds so you should find a reader suited to your child’s ability. Choose one book per week.

Step 1 – read the story to your child

Step 2 – child reads with you (you’re still the dominant reader)

Step 3 – child reads with you more assertively

Step 4  – child reads while you listen. If child doesn’t know a word after two attempts, tell them the word. But, see can they use decoding skills such as sounding out the letters, blending the sounds before telling them

Writing

Cursive

f, b and j in their cursive writing books

Form letters in the air for the correct movement

Form letters in sand

Trace letters

Write letters

Dictation

Senior infants

Practise writing short simple sentences as called out by parent/guardian, for example – I like my cat; I went to the shop

Try one sentence each day

Encourage any freewriting

Junior Infants

Encourage doodling, scribbling, forming letters and short CVC words such as cat, dog, fun etc

Remind and encourage pincer grip

This is plenty for infants to be doing at home. Encourage lots of play. You can join in as a parent-in-role depending on what play is occurring. For example, you can be a dinosaur, robber, vet, doctor etc.

Encourage lots of physical activity. GoNoodle is a fun site for this. There is also guided mindfulness which the children love and benefit from. Cosmic Kids Yoga is also a great site and way for you and your children to exercise and improve that core. It’s tough – trust me!

I’ll also be in touch about setting up Zoom video conferencing if you would like your children to catch up with each other. We’ll share news, I’ll read stories and we’ll see what else materialises.

Regards,

Jonathan.

November

The Junior Infants have been learning lots in Maths during November including identifying and extending patterns, learning about 2D shapes, matching sets of objects to numbers and forming the numbers’ 1 and 2. Much of this learning involves using concrete materials, pair and group work and we incorporate as much song and movement as we can!!

As always, the children continue to learn or revise sounds. This month we focused on d, g and o while the Senior Infants also revised middle sounds and vowels. There has been plenty of practise blending CVC words and also learning and revising sight words.

Our Aistear (Learning Through Play) theme was The Restaurant and the children explored what it is like to visit and work in a restaurant through oral language (English and Gaeilge), role play, small world, art and construction activities. I was very impressed by some of the food presentation (with playdough) and swift service by the restaurant staff! The children also learned about the texture and colours of food during Science.

As LGBT Awareness Week occurred in November, we looked at the poster – Different Families, Same Love – and explored how we all come from different families and experience the same love. The children also listened to the story A Tale of Two Mommies by Vanita Oelschlager and discussed all the jobs and things two mothers did with their children.

The children had a wonderful experience playing a variety of African drums thanks to a visit from Paul of Afro Beats. Fiona, a dental nurse, also visited and taught the children how to brush their teeth properly and why dental health is so important.

Towards the end of the month, the children started practising some Christmas songs for our Winter Concert in December. It’ll be an interesting few weeks ahead….

OCTOBER

In October, the children explored the theme of home and family. They made homes from Lego and playdough, they performed the roles of different families, during role-play, and they played with houses, figurines and cars during small-world play. The theme of home and family was also integrated into literacy, geography and music.

For Climate Action Week, the children learned about the impact on climate from human action and how converting to renewable energy, conserving energy and changing to electric transport can help our planet.

Lessons related to autumn and Halloween were never far from our thoughts during October. During art the children made leaf prints on squirrel templates. The children responded, through movement, to Vivaldi’s Autumn from his Four Seasons, while they sang and did actions to Halloween songs. They also listened to the story Room on the Broom and learned new Irish vocabulary about Halloween.

As always, we keep active throughout the day and not only during PE where the children have been practising catching and throwing with beanbags and balls. The infants also danced and moved between lessons!!

SEPTEMBER

In September, our Junior Infants have classified and sorted objects in Maths. They have also explored how things are bigger/smaller and longer/shorter.

During transitions between lessons, our Infants get active through guided workouts and dance – they love it!!

Learning through play is an essential and fun part of Infant education. The children have enjoyed free play for much of this month. They will now be exploring play through a variety of themes at our Socio-Dramatic, Construction, Creative and Small-World stations.

For SPHE, Learn Together and Literacy, we were delighted to welcome some of our senior pupils who asked our Infants questions about their families. We also discussed how we all come from different types of families.

Finally, we were very excited to take down our Aldi poster, to be replaced by a new blank one! Thank you so much to all families for bringing in stickers. Fingers crossed we’ll be one of the lucky schools. Now, let’s see can we fill a second!!

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