# Tuesday 24th

Maths - Time

Today we are going to be starting to looking at new unit - My day! We are going to be learning all about time and sequencing events - what happens, when. This links nicely to our work in Understanding the world about night and day.

We will be thinking about times of the day and the order of events in a day. We will begin to order familiar events using clues from pictures.

There are few different activities that you can do. You do not need to do them all.

All resources needed can be found below the activities.

1.) Focus: Why do we need to tell the time?

Story stimulus...I wonder if an adult can read the story to you and ask some of the questions below.

 Story: Running late (part 1) Story: Running late (part 2) Elsa was always late. She was late getting out of bed. She was late down to the kitchen for breakfast. Sometimes she was even late getting to school. On Monday morning, Elsa was excited. She was going to have her first flute lesson at school! She jumped out of bed and ran downstairs for breakfast. Then she packed her flute in its special case and took it to school with her. She waited impatiently all through the register. ‘I’m having a flute lesson today!’ She told her teacher, proudly. ‘It’s at ten o’clock.’ ‘That’s wonderful!’ said her teacher. ‘But first we have maths.’ Elsa and her friends sat on the carpet, and the teacher began their maths lesson. ‘Today, we’re learning to tell the time,’ said the teacher. Elsa tried very hard during maths. She looked at the clock on the wall, but she didn’t know how to tell the time yet. Next, it was phonics. ‘D-r-u-m,’ sounded out Elsa. ‘Drum!’ Elsa gasped. ‘Oh no! I’m late for my flute lesson!’ Elsa picked up her flute and hurried down the corridor to her flute lesson. ‘You’re late!’ said the music teacher. ‘Now you’ve missed your lesson! We don’t have time today.’ ‘Oh no!’ said Elsa. At home time, Elsa was still upset. ‘What’s wrong?’ asked Dad at the school gate. ‘I missed my flute lesson,’ moaned Elsa. ‘I was too late!’ ‘Don’t worry,’ said Dad. ‘I think I have an idea to make sure you don’t miss it next time.’ At home, Elsa sat at the kitchen table while Dad fetched some paper and colouring pencils for her. First, Elsa drew a picture of herself arriving at school. Then, she drew a picture of herself in a maths lesson. Next, she drew a picture of herself playing the flute. She looked at her drawings. ‘First, I go to school,’ said Elsa. ‘Then, I do maths. Next, I go to my flute lesson.’ ‘I’ll never miss my flute lesson again!’ said Elsa, happily. Questions: - How do you think Elsa was feeling? - What can Elsa do next week to help her? Questions: - What has Elsa done to help her not miss another lesson? How will this help her? What do you do to make sure you do not miss important things? - How many sleeps until Elsa’s next flute lesson? So how many days is that?

2.) Focus: Ordering familiar events in a typical day

Take a look at the pictures below.

What is happening in each picture? How do you know?

What has happened to the order of these pictures? Why do you think that?

3.) Focus: Ordering familiar events in a typical day

We're going to look at using first, then, now stories again. Take a look at the pictures below.

- What has happened to the pictures? They are in the wrong order...

- I wonder if you can you practise saying the first, then, now story now that they are in the right order!

- What do you do first in your day? Is it the same every day? What is the last thing you do each day?

Think about the weekend too. Is it it different then?

4.) Begin to describe familiar events in order, using the language of time.

This picture shows what Alex does after school.

1. Put these pictures in order. What comes first? How does the sun help you to order these pictures?

2. Can you describe what is happening in Alex’s day? Use the language related to time (First, then, later).

## Time - picture resources (click to enlarge)

Phonics

In phonics, we do the following things:

1. Sing the alphabet song (the video below is slightly different to the one we sing at school, but the children know it).

2. Practise all of the sounds that we have learned so far.

3. Practise reading words with the previous sound in.

4. Watch a video of our new sound.

5. Practise reading words with our new sound in. We segment the sounds and blend them together to say/read the word, e.g. the word cat - segment ---> c-a-t - blend ---> cat!

6. Practise writing the new sound (pre-cursive letter formation).

7. Practise writing words with the new sound in.

## 5. Practise reading words with our new sound in - igh

6. Practise writing our new sound - igh

## 7. Practise writing words with the new sound in - igh

Art

Today we are continuing to explore the four seasons and the warm and cool colours that artists use to show the seasons. Take a look at the picture slides below. If you're able to, I wonder if you can have a go at creating your very own four seasons picture/calendar. You can use different media and materials to do this. I wonder what you can use. You could use pencil crayons, paints, paper, materials, natural objects etc. I can't wait to see what you create.

## Click the pictures to enlarge

Perhaps you could listen to and sing the song below.

## Four seasons song!

Vivaldi - The Four Seasons

Antonio Vivaldi was an Italian composer (wrote music). He is very famous for composing lots of pieces of music, but he is especially famous for writing these 4 pieces of music (concertos). He composed them a long, long time ago in 1723. Each piece of music represents one of the four seasons - Spring, Summer, Autumn, Winter.

Maybe you'd like to listen to the music while you're creating your season pictures.

Take a look at the YouTube videos below.

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