Grangetown Primary School

Grangetown Primary School

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Year 1

Welcome to Virtual Y1AB! I hope you are all keeping healthy and happy. 

Every week I'll put up a new book with a whole host of activities for you to dip in and out of relating to that book to hopefully give the learning some context. 

There are lots of great sites to do at home to help you with the skills you have learnt in school and to hopefully pick up some new skills as well! Here is a reminder of the websites we have suggested: 

Click on the website to follow the link, and information about all of these websites can be found here:

Useful Websites for Year 1

Your child will have a logon for any of these sites that need it, if you do not have these then please contact the school by email, at year1@grangetown.sunderland.sch.uk and we will be able to provide you with this information as soon as possible. 

Each week we will have a new story which can be found by scrolling down below this suggested timetable. So far we have covered the following books:

  • Week 1 - 23rd March - The Enormous Crocodile by Roald Dahl 
  • Week 2 - 30th March - The Shopping Basket by John Burningham
  • Weeks beginning 6th April + 13th April - Easter Holidays! 
  • Week 3 - 20th April - Through My Window - Tony Bradman & Eileen Browne
  • Week 4 - 27th April - On The Way Home - Jill Murphy
  • Week 5 - 4th May - Whatever Next! - Jill Murphy 
  • Week 6 - 12th May - The Dog That Dug - Johnathon Long & Korky Paul
  • Week 7 - 18th May - Look Out! He's Behind You - Tony Bradman & Margret Chamberlain 
  • Week beginning 25th May - Half Term! 
  • Week 8 - 1st June - Peace At Last - Jill Murphy 
  • Week 9 - 8th June - Handa's Surprise - Eileen Browne
  • Week 10 - 15th June - Diary of a Wombat - Jackie French
  • Week 11 - 22nd June - It Starts With a Seed - Laura Knowels
  • Week 12 - 29th June - Where's My Teddy - Jez Alborough 
  • Week 13 - 6th July - Naughty Bus - Jan and Jerry Oke

Home Learning Packs - take 3!

Hopefully you all have your second pack of learning activities. I hope you enjoy the tasks we have set for you in these packs. Remember our year 1 email address can be contacted with any questions, if you require further work, or just to show off the amazing learning you are doing at home. We love seeing your work. 

What a day in Virtual Year 1 could look like:

As a school we sent out a suggested timetable for those parents asking us about structure and ideas. Here is a suggestion of what a day following that timetable could look like using the activities from the story themes for each week. This is in no way an expectation, but a hopefully helpful suggestion. These activities can fit around anything you are doing at home and can be done in any order.

 9:00 - 9:30 - Active Time!

If you want some inspiration Joe Wicks is putting up a different exercise everyday at 9am, which can be accessed at any time. Jumpstart Johnny is doing live workouts on Youtube Monday - Friday at 9am too, which is a little more dance based and can also be accessed at anytime form his YouTube channel. 

 

9:30 - 10:30 - Academic Time 

Now time to recover a little! Here is a great time to choose some activities from the story of the week. Mondays are a great time to introduce the new story - to read the book together - looking at the cover, making some predictions about what we think might happen! Read through the book, pausing and discussing what is happening can you make links to some of your own experiences? 

10:30 - 11:00 - Online Time

Here is a good time to use those websites and practice some online learning! Why not have a go on Spelling shed and see how many points you can earn? I love seeing that you are using the sites! Or practice some Maths on Numbots, Sumdog or Times Tables Rockstars

11:00 - 12:00 - Creative Time

You could use some of the suggested themed creative activities here to keep with your story theme of the week or you could get out some Lego, or other building materials you might have. You could do some drawings, or colouring themed around any interests. If you have an interest in music you could practice a musical instrument or you could use this time to learn some songs. You could create a collage or do a jigsaw or even help an adult to prepare some lunch! 

12:00 - 1:00 - Lunch Time

You could use this time to discuss different foods, and healthy choices, helping to prepare and clean up after lunch. You could make sure tables and surfaces are cleaned and make sure that you and everyone washes their hands properly. Remember our little video to check you've washed all the areas on your hands! 

1:00 - 2:00 - Quiet Time 

You could use this time to do some reading together, do some yoga, or meditation through a lot of different online sites, such as Cosmic Kids Yoga. You could do some mindful colouring, or create a poster or fact file about something that interests you. If you find that this is too long for quiet time you could always choose another activity from the story theme to do in this time. 

2:00 - 3:00 - Academic Time

Along with the suggested activities this would be a great time to keep working on the basics. Practice handwriting, or mental Maths with things like bonds to 10, or bonds to 20 if they are feeling like they want a challenge! Hit the button is a fantastic quick maths games to help the children with recalling their bonds to 10 and 20. They could practice skills such as dressing themselves, doing buttons and putting their shoes and coasts on independently. They could also practice listening skills with games like Simon Says. 

3:00 - 3:15 - Family Story Time

We usually use this time in school to come together at the end of the day, sometimes sharing some really great work that has been done and celebrate the learning. Why not try reading a favourite story you have a t home, even using a book that is longer and reading 1 chapter every afternoon, could be a lovely activity. 

Our Stories

Week 13 - 06.07.20

Story Theme: Naughty Bus

Settled Activities

  • Did you notice all the different way the words were written? Can you have a go at designing some words so that they look like their meaning? Have a go with the words 'flower' or 'mess' to start with. 
  • Can you come up with your own character instead of the Naughty Bus? We did some of these in school this week and we had some fantastic ideas from the children, like Icky Ice-cream Truck, or a Bad Bike! 
  • You could use your character to retell your own version of the Naughty Bus - what adventures could your character get up to? 

Active Tasks

  • You could go an adventure with one of your toys cars! How much trouble can your car get into? 
  • Can you make a bus? You could use a large box or any packets from food you've eaten this week. You could decide where your bus is going and make the labels for it. 
  • Naughty Bus sinks in the pond - You could do an experiment to see what could sink and what could float. You could use a bowl of water and use waterproof things! See if you can guess what will happen before you try it. 

Week 12 - 29.06.20

Story Theme: Where's My Teddy?

Settled Activities 

  • Can you draw your favourite toy? 
  • Can you describe one of the characters from the story? Who will you choose? Eddie? Or the bear? or one of the teddies? Can you make sure you use lots of adjectives. I'd love to see your sentences! 
  • You could re-write the story and put yourself in the story with your favourite toy! What would you lose in the woods? 
  • Can you imagine if the giant teddy bear was Eddie's teddy?! What could have happened to his teddy to make it so giant? Can you make up a little story about how the bear grew to be giant sized?

Active Tasks 

  • You could play hide and seek with your favourite toy. Your adult could hide them for you and you have to go looking for them. 

Week 11 - 22.06.20

Story theme: It Starts with a Seed

Settled Activities 

  • The illustrations in this story are beautiful could you choose a plant or tree and have a go at painting it or drawing! 
  • You could have a look at the story and draw a tree in all the different seasons. Can you remember them all? What would a tree looks like? What would the differences be?
  • Can you label your drawing of a tree? Where is the trunk? The branches? The leaves? The roots?
  • Can you make a list of all the different animals that appeared through the book? How many did you spot? 

Active Tasks

  • Plant a seed yourself! It doesn't have to be a tree. Sunflowers or cress are both really good at growing at home! 
  • Can you make a tree? You could use toilet roll tubes! Make sure it has all the features a tree needs - branches, trunk, roots and leaves. 
  • Throughout this book there are helicopter seeds. These comes from maple trees, ash trees or sycamore trees. When they fall from the tree they spin around. Check out this video to watch them in action! This video shows them in slow motion so you can see them spinning. You can make paper versions yourself - here's a video to tell you how

Week 10 - 15.06.20

Story Theme: Diary of a Wombat

Where do you think this story was set? We have read this story before - do you remember where wombats are from? 

Settled Activities 

  • Create a diary for an animals that we have in England. Maybe try cats! What would a cat see or do? 
  • Create a simple lock-down diary for yourself showing what you have been up to! 
  • Design a home and a dinner for the wombat. Use the story to help you with ideas. What would make a great home? What food does she like? 
  • You could use the internet or books to research wombats and make a fact file about them. 
  • There are also wombat colouring pages available on twinkl for some calming exercises Colouring page
  • You could create a wanted poster of the wombat for all the damaged she caused in the story! 

Active Tasks

  • If you have any wool, you could make a pom pom, and turn this into your very own wombat. For how to make a pom pom, click here
  • You could act out the story pretending to be the wombat. There are even some wombat face masks

Week 9 - 08.06.20

Story Theme: Handa's Surprise

Settled Activities

  • Handa took her friend lots of different fruits. Have you tried any of the fruits in the story before? Can you use your phonics to write a list of all the different fruits you can think of? If you want a challenge can you add an adjective with each fruit? Handa describes all of her fruits beautifully. 
  • Have a think about why fruit was such a good thing to take to Akeyo. Fruit is really healthy - do you know how many portions of fruit or vegetables we are meant to eat in one day? Could you create a poster about healthy eating and all the brightly coloured, beautiful and interesting fruits we could eat? You could use some from the story or think of your own. See if your poster could have some writing and information on, as well as some beautiful drawings. 
  • Where do you think this story is set? It is set in Kenya. You could research the country of Kenya. Where in the world is it? What is the weather like there? The children in the story are from the Luo tribe in South Kenya - you could research what life is like in the Luo tribe. How is that different to your life? 
  • Lots of animals appeared in this story. If you were walking to your friend's house what sort of animals might you see? Why wouldn't you see the same animals as Handa? 

Active Tasks

  • You could play a memory game with pieces of fruit. You and an adult choose some pieces to lie on the floor. Then one of you needs to look away or leave the room. The other person hides one piece of fruit. When the other person comes back they need to guess which fruit is missing! Can they remember what was there?
  • You could have a taste test with some different fruits that you might have not tried before. 
  • The illustrations in this story are beautiful paintings. We have had a go in school with water colour paints. If you have any sort of paints at home you could have a go at trying to paint some fruit from your fruit bowl at home. 

Week 8 - 01.06.20

Story theme: Peace At Last

 

We've looked at quite a few books by Jill Murphy now. Do you enjoy her books? Which has been your favourite? How do you think Mr. Bear felt through the book? What do you like to do when you are tired? Is there anything you do when you can't sleep? 

Settled Activities 

  • Choose one of the fantastic illustrations from the story and describe what you can see - you could do this verbally or written down. One of our key objectives in year 1 is for the children to be able to consistently use adjectives in their writing! 
  • Can you draw Mr Bear the perfect room to sleep in? What would he need in there? What wouldn't you put in there?
  • Could you make a list of all the things that help you sleep? Do you have a special blanket? Or a favourite teddy, or a favourite pair of pyjamas? 
  • Can you count all the different things that kept Mr Bear awake? How many did you find?

Active Tasks

  • You could work with your adult to act out all the funny situations that Mr Bear found him self in. Can you make all those noises that he heard through the night? 
  • You could use some food boxes, paper, and anything else you can find to make a really comfy bed for one of your toys! Can you think how you might join the materials together? How would you make sure it was comfy?
  • Mr. Bear heard lots of different noises around his house. Can you go around your house listening for all the different noises you can hear? Did you hear any of the same ones? Make a list of all the noises you heard. 

week 7 - 18.05.20

Story Theme: Look Out, He's Behind You! 

 

Did you recognise the story from the front cover? What was different about this version of 'Little Red Riding Hood'? Was there traditional story language? How did you know what was being said? How was it written? Did you notice it was in bubbles? What do we call them? There is one that is different, did you spot it? (On the page with the horse) Why do you think that one was different? Have a look at the shape. This one is a thought bubble rather than a speech bubble, other characters in the story cannot hear them when they are using a thought bubble because it's happening in their head! 

Settled Activities 

  • Can you draw a character and give it a speech bubble? What could they be saying? You could draw yourself and give yourself a bubble of things you say a lot, or something you would like to say? Maybe you could add a thought bubble and show what your character is thinking. 
  • What other traditional tales do you know? Can you retell one through some pictures using speech bubbles? 
  • There are a lot of punctuation in this book - can you find any exclamation marks (!) Can you find any questions marks(?)? When do we use those? Can you write some sentences using that punctuation. 
  • Practicing writing descriptions and using adjectives is always fantastic practice so why not choose a character, Little Red Riding Hood, or the Wolf, and describe everything you can about them. It would be really great to try and use 'and' in your descriptions. 
  • How many different animals did Little Red Riding Hood see on her trip to her Grandma's? What sort of animals do you see when you go on walks, to school or to your Grandparents house? Can you make a list? You could illustrate your list and draw some pictures of the animals too. 
  • The Wolf obvious enjoys eating children! What is your favourite food? Could you write a description of your favourite dinner? 

Active Tasks 

  • You could act out the story with someone from your household! I wonder if they could hide a teddy instead of a wolf, would you be able to see it? 
  • You could play 'What's the time Mr Wolf'! A great way to involve numbers and lots of laughs. 
  • Could you dress up as the big bad wolf and try sneaking around, try to make your body as small as you can and step really quietly so that Red Riding Hood doesn't hear you coming. 

Week 6 - 12.05.20

Story theme: The dog that dug

 

Here is a video that shows the text more clearly - this might be helpful when you want to look for the rhymes! 

Settled Activities

  • This book is full of rhymes! Rhyming words sound similar, the end sound of the word is the bit that needs to sound the same. Can you make a list of all the different rhyming words that you can find? I’ve started the list for you: Clot, spot. Nibble, Dribble. 
  • Where are these words in the text? Can you find them as we read through the book? Are they in the middle of the writing? At the start of the line? Where are they? Is there a pattern?
  • What else could the dog find when he is digging? Could you write an extra page of the book where the dog finds something else under the ground? (It doesn’t have to rhyme, but that is a great challenge if you want to take it on!)
  • What else can you see under the ground that the dog didn’t find? You could make a list using your phonics of all the items the dog dug past. How many can you find?
  • The dog’s favourite food seems to be chops! What’s your favourite food? You could draw your favourite food and write a description of the food.
  • With all our work on adjectives you’re all professional describers now! But more practice is always good. You could have a go describing the dog (or another character if you prefer) and thinking carefully about all the different details. Remember sometimes it’s helpful to draw the character first because it can help you to notice all those details!

Active Tasks

  • The dog in the story was trying to sniff out his bone! How good is your sense of smell? Your adult and you could do a smell test! You would need to get some smelly foods, whatever you have at home and then blindfold the person who is being tested. Then see if they can tell what the different foods are! Things that you might have that might smell strongly are things like mustard, or coffee, vinegar or maybe some tuna! I wonder what foods you have in your cupboards and I wonder if they all smell or if some do not smell that strong.
  • Could your adult give you some instructions? Pretend to be the dog - walk to the right/left and pretend to dig - can you move in all the different directions? 

Week 5 - 04.05.20

Story Theme: Whatever Next!

Why do you think Baby Bear wanted to go to the moon? Do you think he was bored? Where would you go to if you could go anywhere? Do you think he really flew to the moon?

 Settled Activities

  • What would you pack for a trip to the moon? Can you write a list of all the things you would need to take? Remember the picnic, what food would you want to take?
  • Can you describe Baby Bear? Use lots of adjectives! Here is a picture:

  • Baby bear is taking a rocket to get to the moon. Where could he be going if he took an aeroplane? What about a car? What if he was getting the bus? Or a bike? How far away would he be going? Could you write some sentences to tell me all the different places baby bear could be going?
  • Have you ever seen the videos of astronauts on the moon? The films are quite old as the first astronauts walked on the moon 51 years ago! What does it look like? Does it look warm? Does it look soft? Or is it rocky?
    Moon Landing Videos

Active Tasks

  • Build your own rocket. What did you use? Did you find a helmet? Maybe your adults can take some photos of you in your rocket!
  • Make your own picnic. What foods would you want in there? Can you take the picnic to a different place to where you normally eat? How does it feel to have your snacks somewhere else? Miss Barnett loves it when it’s sunny enough to eat her dinner outside!
  • You could pretend to be Baby Bear and an adult could ask you some questions about your trip to the moon, can you see if you can use your imagination to answer the questions? You could watch the video of the astronauts to help you with your answers or you could just have fun and use your imagination. Here are some suggestions of questions you could ask:

Questions for Baby Bear

Week 4 - 27.04.20

Story Theme: On The Way Home 

This week we are going to look at one of my favourite stories called 'On the Way Home' by Jill Murphy. While you're listening to the story think about the adjectives, there are so many really good ones in this story. 

How do you think Claire really hurt her knee? Why do you think she told her friends all those stories? Which was your favourite story? What made Claire feel better in the end? Look at the edges of the pictures, sometimes they look like boxes and sometimes they are like clouds. Why do you think this is? 

Settled Activities – Activities you can do sat down, discussions and using pens and paper.

  • Listen to the story again and this time pause it every time you hear one of the adjectives. Can you make a list of them all? How many did you hear? 
  • Can you order these words into a sentence? Adults could print this and cut it out or write these words onto some paper at home. They are colour coded as they make 4 different sentence. 
    Words for Sentences
  • I think Claire was making up those stories about how she hurt her knee, what do you think? Can you make up a different story to explain how she could have hurt her knee? Draw some pictures to go with it, like in the book. I wonder what will have happened to Claire's knee in your story! I wonder if there will be a dinosaur in your story, or maybe a troll? Here is a template you could use to help.
    Writing Template
  • You could print these plasters, and use them to put into size order. We have been talking about longer and shorter in class. See if you can find the longest plaster and the shortest plaster. Size Ordering Plasters
  • See if you can write a description of one of the characters. We've been doing lots of work on adjectives, so keep practicing! Look at the pictures closely. 

Active Tasks – Activities that will require more than just pencils and paper, that might involve getting up and moving about and might use up a little more physical energy.

  • You could draw and make finger puppets of the characters. First, draw them onto some paper or card. Next,cut them out and stick them on either a lolly stick, a straw. Then you can use them to retell the story. 
  • Can you pretend to be the different characters? We've done this sort of activity before - see if you can move like a snake. How do you think a Giant would walk around? What about the creeping gorilla? Look at the adjectives to help you.
  • Can you make up a song with actions to re tell the story? Miss Barnett and her family had a go - make sure you do the actions:
    My made up song

Week 3 - 20.04.20

Story Theme: Through My Window

This week are going to look at a book you might recognise! This was the first story I ever told you when I joined Grangetown! Our story this week is 'Through My Window' by Tony Bradman. It is about someone who is stuck in doors looking out their window. How do you think Jo feels about having to stay home? How are you feeling about staying inside? What is it that makes Jo excited? Did you remember what the surprise from Jo’s mum was?

Settled Activities – Activities you can do sat down, discussions and using pens and paper.

  • Jo had lots of visitors to her house! At the moment we can’t have visitors but have a think about who would normally visit your house. Can you draw some pictures to show who would normally visit your house. If you can’t think of many have a watch of the story again, who brings your post?
  • What shapes can you see in your windows? Most windows are similar shapes, but some might be very different. Can you draw the shapes you can see in your windows? Are they triangles? Squares? Oblongs? Do you remember the difference between a square and an oblong? To be a square all the sides need to be exactly the same length.
  • What transport can you see through your window? In the pictures in our book Jo sees lots of things, she sometimes sees cars driving by. Can you see any transport out of your window? You could draw them or write a list of all the different types of transport you see. When we were learning to walk across roads safely, we looked at lots of different types of vehicles and traffic. Can you see any buses? What about vans? Or lorries? Maybe you’ve seen some bikes?
  • When Jo was feeling poorly she did lots of things to make herself feel better. She had a sleep, she read some books, she looked at some comics, she pulled funny faces. What things make you feel better when you are sad, or poorly? Can you design a poster of all the happy things that cheer you up. You could draw them all on the same page and label your drawings - try and sound out all the words using your phonics. 
  • Can you choose one of the characters in the story to write a description about. See if you can describe them to an adult and if the adult can guess which character you are describing. Write a few sentences using adjectives to tell me all about the character you have chosen. Think about the details, their hair, their height and what they are wearing. 

Active Tasks – Activities that will require more than just pencils and paper, that might involve getting up and moving about and might use up a little more physical energy.

  • Can you count all your windows? How many windows do you have in your house? You could record this by putting a dot on a piece of paper every time you find a new window and then counting them very carefully once you have been around your whole house. Miss Barnett has counted 29 in her house! How many did you find?
  • You could play doctors and nurses! We have a lot of amazing doctors and nurses at the moment looking after people. You could pretend to be a doctor and take care of people in your house. What are some things doctors might do? Take their temperature? Maybe bandage up an arm or leg – Do you have anything you could use for bandages? You could pretend to listen to their heartbeat or check their pulse.

Easter Holidays

Happy Easter Everyone! Here are some Easter Themed activities you could do over the 'holidays'! Remember to take lots of photos, Miss Henry and I cannot wait to see what you have been getting up to!

In school we would have been speaking about the Easter Story and why it is important to Christians. Why not read through this PowerPoint all about Easter from Twinkl.  It tells the outline of why Easter is celebrated along with different ways of celebrating and why we give chocolate eggs at this time of year. 

Easter is always a fantastic time to get crafty and arty! There are lots of different ideas out there!

Twinkl has a lot of free printables with some fantastic and fun settled activities. 

Week 2 - 30.03.20

Story Theme: The Shopping Basket. 

So last week we looked at all things crocodile, this week we are moving onto a story with some different animals in! This week the learning activities are going to focus on 'The Shopping Basket' by John Burningham. Can you predict what will happen to each animal after Steven gives them the challenge?

Here is closer look at the illustrations:

 

Poor Steven! What a stressful trip to the shop! Do you think he really did find all those animals on the way home? What might have happened to the food if the animals weren't really there? Do you think he might have eaten them himself? This author hasn't used many adjectives, he has let the pictures show the reader what the animals looked like - could you suggest some adjectives he could have used? 

Here are some ideas of activities to dip in and out of themed from the Shopping Basket. 

Settled Activities - Activities you can do sat down, discussions and using pens and paper. 

  • Can you write your own shopping list? What might you need to buy? What does everyone in your house need? Go through your day and think of all the things you use. How many items were on Steve's list? Do you have more or less things on yours?
  • Can you make a list of adjectives to describe the characters, if you had no pictures how would you know what the animals look like? Do they have long fur? Short hair? What colour are they? Do they have ears? Or any other features you can describe like tusks, or tails? If you can you could write these as full sentences e.g. The monkey has short brown fur and a long thin tail. Remember your capital letters and full stops, and don't forget those finger spaces.
  • Have you ever walked to the local shop? Can you remember where to go? Make a map - draw the things you walk past on your way there - Are there trees? A post box? Is there a house with a car that stands out? Design your walk to the shops. If the shops are too far but school is closer you could draw your walk to school or even a local park - any place you walk to would be fantastic - even if we aren't walking there at the moment, we can imagine! 
  • Can you write these as instructions? Use your time connective - First, Next, Then, Finally - Can you tell people how to get to the shops (or other local place) from your house? 
  • You could make up your own story after designing your map - what animals could you run into along the way? What would they want from your shopping list? You might find a bee that wants to steal some honey, or a cat that fancies some of your fish! If you have walked to school you might include a different sort of shopping list, you could have a list of things you might bring home from school, like your reading book, home learning, your coat, your bag, etc. 
  • You could draw the animals from the story or design your own animals. 
  • Can you write the number sentences that would go with the story? e.g. Steven starts with 6 eggs and the bear wants 1, which would give us a number sentence of 6 - 1 = ? How many eggs does Steven have left? If you have written your own story you could do this for your story too! Make it harder if you want to and have the animals take more than one thing! 
  • You could count how many of the things on Steven's shopping list you have in your house. You could work together to do some simple addition and subtraction with the actual objects from the cupboard. In year one the majority of the children should be able to work with numbers up to 20 confidently - feel free to go above this if they are confident and able to! 
  • You could use activities such as this one from Twinkl - Money Matching - to start to look at money and matching the worth to the numbers. Using real money is always the best way to do this but this activity is a good alternative! 

Active Tasks - Activities that will require more than just pencils and paper, that might involve getting up and moving about and might use up a little more physical energy. 

  • Set up your own shop! Price up some of the food you've got, or use empty packages - can you attach some price tags? Make some signs for your shop - You give it a name, or tell your customers of any offers you have. Can you sell your family things from your shop - you could make some pretend money if you do not have any. The Money Matching activity could be used to cut out some pretend money, or make your own from scratch!
     
  • Pretend you are going to the shop - take your shopping list and a basket/bag and ask the shopkeeper (aka the adults you live with) to help you fill your bag up with the right items. Then you could have a picnic in the garden/sitting room with items you have 'bought' on your 'shopping trip'.
  • Can you retell and act out the story with someone from home? How would the different animals move or talk? Can you put on some different voices? Can you use some different movements and walks for the different characters?
  • To help with retelling your story you could make some headbands with ears to show which animal you are pretending to be.
     
  • You could use some Salt Dough (although I know flour is hard to get hold of at the moment!) , recipe here, to make the items from the original story or your own version. They can be painted once the dough is cooked and cooled. They can be used to retell the story - or used for counting along with simple addition and subtraction. 

Hope you enjoy some of these activities - we would love to see your activities. Why not come along to Grangetown's Facebook to comment and share what you and your little ones are getting up to! 

Week 1 - 23.03.20

Story Theme: The Enormous Crocodile 

Starting off with some ideas for some learning activities to do with your families. 

I love stories, and although I am missing our Year 1 story times I cannot wait to hear about all the books you have been reading/listening to at home! One of my favourite stories when I was little was the Enormous Crocodile by Roald Dahl. I've put a link here for the a youtube video of the story - it's a longer story but the video is in breaks - giving you a fantastic time to discuss what is happening. We have been doing lots of work on adjectives in Year 1 and this story is full of them! How many can you hear? Maybe you could try to write a list? 

What did you think of the crocodile!? Did you hear lots of adjectives? 

Here are some ideas of what you could do after listening to the story: 

  • Design your own crocodile. What size are they? What about their colour? Where do they live? Are they a kind crocodile? You could draw and write about your new character.

  • You could pretend to be a crocodile! How do you think they would move around? Put on some music and pretend to be looking for some lunch! 

  • Where is this story set? Did you hear what country it was set in? You and your adult could research the country and see what other wildlife lives there.

Twinkl is free at the moment as schools are closing to the majority of children and they have a lot of activities to support this book, such as:

  • Book Review Templates - what did you think of the story? What was your favourite part? Were there any bits you didn't like? Why? 

  • Beware of the crocodile posters - What might you need to warn the other children about?

  • Word searches - Can you find the words that relate to the story?

  • Stick puppets to make and colour in - You could retell the story with your adults or siblings at home.

  • Songs you could learn together - You could video these to show us when we are all back together.

  • A 'design a dinner' for the crocodile - Would you let him have what he wanted? Or would you make him stick to fish! What else do real crocodiles eat? Can you find out? 

  • Measuring Crocodiles - You could put these in order from shortest to longest or you could get a ruler and measure how many centimeters each crocodile is! Remember to make sure you start from 0!

 

Keep Safe

Remember to keep washing your hands properly - in Year 1 we used this video to help us and make washing hands a little more fun.