Blog week ending 16th October

Here we are again, at the end of another super week! Thank you for the fantastic pictures and news you have been sending me. The children have really enjoyed sharing it - please limit this to once a week as there are simply not enough hours in the day to fit everything in! 
In our RWI work this week, we have been focusing on the sounds 'b' 'u' and 'f'. We have been creating flowers, decorating balloons and building cake holder umbrellas! We have continued to add tasks for children to attempt to Fred talk cvc words in our continuous provision. Some children are not ready to blend their sounds yet and that is absolutely fine, the focus at the moment is on retention of the sounds we have already taught. Playing I spy daily is a good way to practise those sounds and allow children to link letter sounds with words.  This week we have added another layer of difficulty to our RWI work! We have introduced our red words- You cannot Fred a red!
Red words are words that cannot be blended, they simply have to be rote learnt, so it would be really helpful if you could work on these at home. Our red words this week are 'I' and 'the'. The children find 'the' particularly tricky. To say it, you should encourage your child to stick their tongue out and bring it up to the underneath of their top teeth. As we were learning the 'f' sound this week, many children say 'the' as 'ffffhe' so we will continue to work on saying the word daily. 
In our number work we have been comparing sets. Playing the comparing plates game in partners, the children picked a number card (between 1-5) and used conkers to represent that number on their plate. We then had some discussion about the differences between the two plates. The children quickly worked out that I had 'less' than my partner as I had 3 and they had 4. They were able to conclude that my partner had more than me. In reception we use the word fewer as opposed to less so this will take some work to encourage the children to use this terminology, rather than less. We then worked as a class to decide what we needed to do so that both people had equal amounts on their plate. In this case, we added one more conker to my plate to make both plates equal.
As part of our shape, space and measure work, we watched a video of the story Rosie's Walk, another story about a hen, who avoids being eaten by a silly fox. This story focuses on positional language, one of our development strands. The children worked with a tuff tray set up of Rosie's walk and directed Rosie around the tuff tray, going over the haystack, around the pond, underneath the beehive. We also all enjoyed playing a game with Poppy Pear called 'where am I?'  The children took turns at hiding Poppy and using positional words to describe where she was ' Poppy Pear is next to the sink, she is underneath a chair that is beside Mrs Horne-Smith's chair.' We had a great time finding Poppy Pear in front of the welly box! Practising this at home is easy and can be done sitting at the table using a knife and fork or you can model it for your children by using it everyday ' please put your feet inside of your shoes and your coat on top of your jumper, etc.'
Our topic work focused on the story The Little Red Hen, which turned us all into millers- using stones to grind flour like the hen does in the story. We enjoyed joining in with the repeated refrains and had our first try at sequencing the story using pictures. We revisited character and setting and discussed how it is easy to break a story up into beginning, problem, solution and ending.
Mrs Vicky also mixed some bread dough and we discussed the process that changed four into bread - we discovered that yeast is used to make the bread rise, when mixed with warm water. We left the dough mix to proof in a warm place and were fascinated to discover that the mixture doubled in size! Your child may be able to tell you that salt activates the yeast and makes it grow but is also used to stop it growing anymore.
We were lucky enough to not only bake our own loaves that you may have tried at home, but Mrs Vicky also brought us some bread to eat during circle time- it was yummy! Alongside this we created junk model windmills, created hen hats and necklaces and constructed a character from the story using loose parts.
In the story, the other characters refuse to help the Little Red Hen in any of her tasks but when she has finally made her bread, they all wanted some. The hen refused to share. As a class we concentrated on the wonder question' would you help the Little Red Hen? It was very interesting to hear the different ideas. Some children said yes as it was kind to be helpful, but others said no and suggested that the hen was not being kind when she did not share her bread because we do not do things for others so that we can get things back.
We topped off the week in our PE lesson, using our positional language to complete assault courses, directing or partners using the words on top of, behind, beside, in front of - it was lots of fun!
*Well done to Jaxon Marshall who is this weeks star of the week for some fantastic emerging writing and Fred talk! - Electronic certificates for this will usually be sent out for this on Mondays.
Have a great weekend - we look forward to doing it all again next week,
Laurie Horne-Smith
Magic maths!
Becoming super bakers like the Little Red Hen
Exploring time!