This week we will start to learn to tell the time!
Use the resource below to make your own clock. Start by putting the numbers in the
correct place around the clock.
Then have a chat with an adult about what each of the hands tell us – minute hand and
hour hand.
What does it mean when the big hand is on the 12?
Ask an adult to test you on some o’clock times.
(You could always draw your own clock if you cannot print the resource.)
Challenge!
Now you know what it means if the big hand is on the 12 tell an adult what it means if the
big hand is on the 6.
Look at the clocks to the right. Can you tell an adult what times they show?
To the left there are some pictures of different things you might do throughout
the day.
Chat with an adult about what times these things may be done and draw your own clocks to show the times you chose.
(Stick to o’clock and half past when dis- cussing times.)
Use your clock to investigate the following questions? You may ask an adult for some
help!
How many minutes are there in one hour?
How many minutes are there in half an hour?
Challenge: Which is longer 65 minutes or 1 hour? Explain how you know.
Here is a helpful clip to teach you all about telling the time and the correct vo-
cabulary to use.
Can you answer the questions at the end?
https://www.youtube.com/watch?v=3Posbu-VKxU
Maths Tasks
Take a look at the front cover of ‘The Light- house Keeper’s Lunch’.
Answer the following questions:
• Who is the man on the cover?
• What sort of character do you think he is?
• Why does he look so unhappy?
• What is hanging from the rope?
• What do you think this story might be about?
• What do you think will happen to the light- house keepers lunch?
Listen to the story with an adult.
Were your predictions correct?
https://www.youtube.com/watch?
v=46wCRq50Wwg
Have a chat with an adult about what a diary entry is.
Find and read a diary entry that you ei- ther have in a book at home or have found
online.
Watch the clip again and draw a story map using pictures and words to show the main
events of the story in order.
(You may want to pause the clip at each sec- tion to give you time to draw.)
When your story map is finished use it to re- tell the story and see how much you can re-
member.
Write a silly sentence on a long strip of paper and cut it up in to words. Hide the words around the house or garden and en- courage your child to bring you and read each word as they find it. When all the words are found challenge them to put the
sentence back in order correctly.
Time the search and challenge them to find the next sentence faster!
Reading Tasks
A diary is something that people write in to share their thoughts and feelings about people,
places and events in their lives. Have a chat about why Mr Grinling might want to write a dia-
ry entry this week. What would he include in his entry?
Mrs Grinling is a very good cook and the food she cooks is very nice.
Think about the words that Mr Grinling might use to describe her cooking. What words are syno-
nyms for the word ‘good’ and ‘nice.’
You could use a thesaurus or search online.
Look back at the story map that you created when listening to the story and highlight the a few of the most important events in your
favourite colour.
Then using the same colour write a few words next to each event that show how Mr
Grinling may have felt when it happened.
Use the example to the right to help you and try to use the most effective words that
you can think of.
frustrated hungry angry
annoyed cross disappointed
Diary entries are written in the past tense because the events have already happened.
Look at the sentences to the right and work with an adult to correct the sentences so
that they are written in past tense.
1. I will go to the lighthouse.
2. On Tuesday the light is very bright.
3. Mr Grinling’s tummy was rumbling.
4. The seagulls were going to steal his lunch.
Using all the skills that you have practised this week, write a diary entry pretending you are Mr Grinling that shows all the things
that happened to him.
Remember to write in the past tense, use interesting vocabulary and include all the
main events of the story.
Dear diary,
You wouldn’t believe the week I’ve had...
Writing Tasks
Mix colours with paint and use a paintbrush/
finger to practise writing one or more of this week’s graphemes
(au, ew, oe, ph, wh.)
Can you think of any words that contain these graphemes?
Look around the house and garden and collect as many objects that you can find that has one
of this week’s graphemes in its name.
Can you write the names of any of these items down on paper?
Look at the pictures in the box to the right. Sort each of the pictures into the correct group as to which grapheme they have in them. One has been
done for you.
Using an old cardboard box write this weeks sounds on the front and cut a hole beneath each.
On paper draw some pictures of words that con- tain the sounds.
Ask your child to post the picture through the cor- rect hole.
au ew oe ph wh
pause
Phonics Tasks
This week we will be designing a robot!
Chat with an adult and make a mind map of everything your know about robots. What they look like, what they do and any words
you might use when talking about a robot.
Watch the clip on this website and chat about all the different robots designed
by other children.
https://www.ukras.org/school-robot- competition/draw
Use all of your ideas to design and draw and label your own robot.
Use your imagination! You can choose what your robot looks like and what it can do!
Can you use interesting adjectives to de- scribe your robot?
To the right is an example.
Think carefully about the colours you choose for your robot.
Here are the primary colours.
If you have some paint experiment with these colours and see if you can find all the
secondary colours.
Use materials you can find around the house and have fun building and painting
your robot.
The recycling tubs are a great place to start to find some cardboard and plastic!
Take a photo of your robot to put on FROG to show your teachers.
We’d love to see your designs!
