Reception News: 6th February 2020

6th February 2020
Star of the Week:  Abigail
Rocking Reader:  Harry S
Writer of the Week:  Henry
Mathematician of the Week:  Lilia
Values Champion:  Albert
RE:  Our RE lesson was based about Mrs Mills' forgetting her lunchbox. The children discussed ways they could help Mrs Mills, some offered to nip to McDonalds for her, whilst others suggested she could eat an apple from the fruit bowl.
This linked in nicely to our Bible story; Jesus feeds the 5000. The children thought about the meaning of the story and discussed why we can not perform miracles like Jesus could. Amazing thinking - we are very kind children in Reception!
PHSE:  Reception received a very special delivery in class. A few weeks ago the children discussed what it meant to be a kind friend and what makes us special. They decided to write postcards to each other saying why they thought that person was kind and special.
Those postcards returned to Reception via the post lady. She handed a postcard to each child - a beautiful surprise. Look out for them in our book bags.
Evil Pea!  The vegetables were in need of our help... we had a tip off from Supertato that he was lurking in our hall. He didn't make it easy for us to find him. We had to follow the positional language cards to complete the obstacle course and finally capture the Pea for good. Tomorrow afternoon we will be making thank you cards to Supertato for helping us stop this Pea once and for all! It was great for our core strength and gross motor skills too!
Phonics:  The children have now learnt all of their Phase 3 digraphs and this weeks trigraphs (igh, air, ure, ear). We just need to keep recapping these now so that we become really confident reading them in words and writing them too. We are also working on our Phase 3 tricky words to go alongside these. Please can you make sure you are practicing reading and writing these at home, they are the purple words on their lanyards.
Number bonds to 5:  This week we are digging deeper. We looked at a part-whole model with either one of the parts or the whole missing. We encouraged the children to use concrete objects, draw a picture or use their fingers to help them explain how they know what is missing.

Exploring possibilities:  We showed the children an empty freely bag. Together we counted 4 cubes into the bag. I then took out an unseen amount. We asked the children to discuss how many could be in my hand and how many could be left in the bag.

Key questions we asked:  What is missing? How do you know? Can you draw a picture to show me? Can you show me with the cubes?

How many cubes could I have in my hand? How many cubes could be left in my bag? If I have 3 cubes in my hand, how many will be in the bag? Could I still have 4 cubes left inside the bag? If there are 4 in the bag, how many will be in my hand?

Could I have 5 cubes in my hand? How do you know?

Hidden numbers:  I showed the children 2 buckets. I explained that I have 3 pebbles hidden inside the buckets. I asked the children how many pebbles could be in each bucket?
How many pebbles could I have in this bucket? In the other one?  Could this bucket have 0 pebbles? Could this bucket have 4 pebbles? How do you know? We did this with numbers up to 5.