Miss Casey

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Monday 27th April -1st May

Hi everyone, week 2 back after Easter. I hope you are all well. I am missing you all. I hope you can get outside and you are playing lots. Here you will find some work to keep you busy!
I have uploaded all of the maths for the week and I will upload the literacy daily. 
Hope it's ok, let me know if you need anything.
Hope to see you soon, Keep safe,
Miss.Casey

Junior and Senior infants:

Literacy 

Wednesday: phonics

Same as Monday but with sound ue

Story:
It is Samuel’s birthday, and he is having a party. First, Samuel and his friends play musical chairs. After that, a magician performs a magic show; he is very amusing. He uses a magic wand and he has a big magic box with a unicorn on the side. He does a few card tricks, and then he asks for someone to come and help him. “You!” he says, pointing at Samuel, “You are the birthday boy”, he continues, “will you come and help me?” “Me?” asks Samuel. “You!” shout the children. Samuel helps the magician do a special trick. He has to wave the magic wand and say, “ue, ue, ue.” Right on cue, a rabbit pops out from under the magician’s table! After the magic show, they all go outside and have a barbecue.

 

Blending words:ue words:
blue
glue
fuel
clue
argue
rescue

Tuesday: Oral language and handwriting

Lesson 2

On Tuesday and Thursday we some some oral language before we do our other work.
Last week you should have tried lesson 1. This week try lesson 2 on Tuesday and 3 on Thursday. Lesson plan is attached below.
The poster is on folens website, if the link below doesn't bring you to the poster...Once you log in, search starlight junior infants..click resources and search supermarket.

 

Not all of this has to be covered...pick and choose

Digital poster (Story mode): Recap LO 1

Play either the Story mode 1 (starters) or Story mode 2 (flyers) for the children again. Make sure they understand all of the vocabulary.

Digital poster (Question mode) LO 8, 9, 13, 14

Go to the Question mode of the poster. Listen to each question and discuss the answers with the children briefly.

 

Q1.

What kind of shop is this?

Q2.

What fruit can you see in the fruit and vegetables section?

Q3.

Who is standing at the checkout?

Q4.

How many items are on the shopping list?

Q5.

What kind of food do you find in the dairy section of a supermarket?

Q6.

If you had a big shopping list, would you use a basket or a trolley?

Q7.

Why is it a good idea to make a shopping list before you go shopping?

Q8.

Why is the dairy section kept at a cool temperature?

Q9.

What other things can you find in a supermarket?

Q10.

Would you like to work in a supermarket? Why?

 

Make a list LO 1, 2, 3, 5, 6

Play the story At the Supermarket by Ann Rockwell for the class (https://www.youtube.com/watch?v=40bE0gKpcYI). Ask children the following questions:

  • Can you remember the groceries the family bought? (meat: chicken, hamburger, pork chops; vegetables: onions, lettuce, carrots, potatoes; fruit: grapes, oranges, apples; bread; peanut butter; dairy: milk, butter, eggs, cheese; laundry soap; dish soap; toilet paper; kitchen paper; paper napkins; coffee; tea)
  • What special groceries did they buy? (ingredients for a birthday cake: flour, sugar, baking powder, vanilla, candleholders and candles, sugar sprinkles)

 

Make a shopping list

Ask children to look at the list of groceries on the poster and identify when/for what meals we would eat the foods listed (e.g. we eat potatoes for dinner, we put milk on our cereal at breakfast time, etc.)

Have children make their own shopping lists for foods we eat for breakfast/lunch/dinner. Where would we find these foods in the supermarket? (dairy aisle, fruit and vegetable aisle, etc.)

Next, have children make their own shopping lists for foods/items we need from the supermarket for a birthday party/barbecue/baby/to make a sandwich/for a pet, etc.

 

Pair talking task: Check it Twice! LO 2, 3

Organise the children in pairs. Model the activity for children first by reading the following:

 

Listen to my list. Which food does not belong?

Cereal, milk, ice-cream, orange juice.

(ice-cream does not belong because it is not a breakfast food)

Chicken nuggets, bread, cheese, ham

(chicken nuggets do not belong because they are not a lunch food)

Burgers, chips, beans, yoghurt

(yoghurt does not belong because it is not a dinner food)

 

Encourage the children to take turns making up their own lists, each including one food item that does not belong, and tell them to their partners. Once their partners have identified the odd item out, children swap roles and repeat.

 

Supermarket Workout LO 7

Call out the actions listed below. Encourage children to repeat the actions while miming the movement.

 

Pull (the trolley)

Push (the trolley)

Turn (the trolley round)

Reach for (the cereal packet)

Stretch for (the tin of beans)

Lift (the bag of potatoes)

Squat down low (for the box of teabags)

Pack (the groceries into bags)

Carry (the bag of groceries)

 

Lesson 3

Digital poster (Explore mode): Talk and discussion LO 5, 6, 13

Go to the Explore mode with the children again. Direct children to look at the poster and listen to the following sentences. After each sentence, ask: Is this true or false? Why?

 

True or false

  • There are three bottles of potatoes in the vegetable section.
  • There is a picture of a cow on the carton of orange juice.
  • There are six eggs in each egg carton.
  • There are strawberry yoghurts in the dairy fridge.
  • The customer is buying steaks.
  • There are frozen peas in the bakery section.
  • There is a long queue at the checkout counter.

 

Digital poster: (Activity mode) Supermarket sorting LO 2, 7, 10, 13

Go to the Activity mode of the poster. Play the sorting activity. Ask children to identify which section of the supermarket each food item belongs in.

 

Dairy section

Milk, yoghurt, cheese

Fruit and veg section

Carrots, bananas, lemons

Fish section

Fish, lobster, salmon

 

Food Tongue Twister LO 12

Organise children in groups. Have each group choose a tongue twister from the list below and practice chanting it quickly.

How many cookies could a good cook cook if a good cook could cook cookies?

Betty bought some butter but the butter Betty bought was bitter.

Red lolly, yellow lolly

A proper cup of coffee from a proper copper coffee pot

I bought a big basket of mixed biscuits from the bakery

One fish, two fish, red fish, blue fish

Please pay promptly!

 

What would you do if …? LO 4, 5, 6, 13

Have children to complete the following sentences examining manners and etiquette in a supermarket setting.

  • If I got lost in a supermarket, I would …
  • If I found a (wallet, handbag, lost ring, etc.) in the supermarket, I would …
  • If I broke (a bottle of milk, a carton of eggs, a glass door) in the supermarket, I would …

 

Verbs: talk to; ask for help; return; apologise; remember for next time, etc.

 

After our oral language we do our handwriting;
We usually do our handwriting book on Tuesdays-Now you have your books you can do 1 -2 pages per week. There are also games online you can do to support the writing.
Link below Juniors are A Seniors are B
In conjunction with this we will practice writing our letters. You can use pencils, crayons, markers. Do big or small letters, on a page or using your fingers in sand, flour etc.
Lets continue with two letters t, p
Below are some links to help recall proper letter formation.
 
 

Monday:Phonics

Revision of all sounds done so far.  See below for chart of all sounds in order. We have covered up to ou.
Children can cover the new sound oi
1. Say the sound
2. Sing the song - link below (oi is found at 8:33) 
 
3. Do the action- cup hands around your mouth and shout to another boat saying: oi! ship ahoy!
(Find actions for all sounds below in link)
4. Read the story to them
Roy’s dad has a little boat, called Sailor Boy. Sometimes, in the summer, Roy is allowed to join in and help his dad on the boat. One morning, Roy, his dad and Uncle Martin are taking the boat out. They pack all the things aboard and set off. They are really enjoying themselves, when BANG! There is a loud noise as they hit something in the water. It is an oil drum. “Oh dear,” says Dad. “It’s made a hole.” Just then, they see a ship, steaming along. “Quick,” says Dad, pointing at the ship. “We’ll shout for help.” “Oi, oi, ship ahoy!” The sailors from the ship hear their voices and yell back, “oi, ship ahoy, are you in trouble?” “Yes, we’re sinking. Help!” they cry. The sailors help Roy and his dad get the boat back to port.
-after reading, ask; did you hear any oi sounds? or read again and say, put up your hand, or clap when you hear a oi sound, while I read.

5. Think of some oi words together.
6. Try blending some oi words
oil
coin
soil
foil
boil
Senior infants do some harder ones also...
avoid
point
spoil
poison

7.Senior infants can try and think of some of their own oi words and write them. Spelling isn't corrected here. It's for the children to think of the oi sound and use their phonetic knowledge to sound out a word. Try and write a couple.
 
Game:
Buried treasure game using oi. the children blend the word and decide if its real or fake.
Click start, phase 3 and click oi sound.
Other sounds may be practised too.
Parents can help read the word and allow the children to decide if its real or fake.
This can be done with paper and two bundles; real or fake too, without having to use online version.
 

Junior Infants 

Maths:
This week  children are covering pages 77-80 in their school book and pg.28 in their home book. Do what you can over the week.

Page 77:. Make a story about the activity, e.g. Once upon a time, there was a little ladybird sitting on a leaf. She was lonely and wanted a friend. Along came another ladybird and now she’s not lonely anymore. Now there are two ladybirds. Draw the children’s attention to how this is depicted: the words and and make and the frames for writing each number. Ask individual children to make up stories about the other animals (birds, worms, frogs and fish).
 
Page 78: This activity moves away from the ‘story’ to a depiction of concrete materials (counters). Children who need to use counters when doing this page should do so.

Page 79: Demonstrate this activity using your fingers (or ask the children to help you). Some children may already be using their fingers to count, so this is an opportunity to ensure that they are doing so correctly.
Page 80: Watch video attached.. The children are familiar with using two dice (and the number of dots on each one). Help the children to make each of these addition sums. Some children may prefer to use actual dice to do the sums.
 
At Home book
Page 28: This is an opportunity for the children to practise combining sets and recording their answers.

Senior Infants 

Maths:

In Senior Infants the children are learning to estimate and measure capacity using non-standard units, e.g. spoons, eggcups. The children are learning to select and use appropriate non-standard units, e.g. using a bucket instead of a spoon to fill a bath. They will need lots of hands-on experience with concrete materials when exploring this concept.
pgs 99-101
 
page 99: SWhat objects can the children see on the page?
● parts A and b: The children identify if objects are full, empty, nearly full or nearly empty.
● part c: Point to the first set of pictures. Ask the children questions, e.g. What container holds more? How do you know? The children colour the container that holds more in each  pair  of pictures.
 
page 100: Ask the children to count how many pieces of fruit are in each full box. Point to the first sum. How many apples are in the box? How many more are needed to fill the box? Model how to write the answer in the corresponding
 
page 101: You will also need cups, spoons, glasses, saucepans, jugs, eggcups, bowls and basins. Distribute materials to the children. Ask the children to look at the glass. Would they choose to use a cup or spoon to fill the glass? How many spoons do they estimate would fill the glass? The children discuss and record their estimates. They use a spoon to measure how much water the glass would hold. They record their answers. Discuss the children’s answers. Repeat with other objects.
 
At Home book
page 31: The children are learning to use vocabulary relating to capacity.

First class

1ST CLASS MATHS

This week 1st class will be doing Operation Maths ,chapter 42,pages 108-113.

Page 108-109

Please encourage your child to use cubes to do these sums.Your child could also use a 100 square to complete these sums.

Page110 and page 111

Use cubes to do these sums.A 100 square would also be helpful.

Your child might find these sums easier to do if they were written downwards as in exercise D page 110.Remember to put T and U (tens and units)on top of each sum.

Page 112 and 113.

Again ,these sums could be written downwards ,for example,

T  U

 1  9

-0  2

It is important to remind your child that he/she must always start with the units.Also,remind your child to start at the top of the units,for example ,

9 take away 2 is

Then go to the tens side and say 1 take away 0 is

Page 113.

B:Remind children to always look at the sign before doing the sum.

C:Please discuss  each problem orally with your child.

Blue box at bottom of page-your child could use a 100 square to help him/her fill in the correct numbers.

 

Tables-Revision of plus 5.

Master Your Maths-Please continue as usual with your work in this book.

 

1ST CLASS LITERACY

first class pupils are working on chapter 5b in their Starlight books-Waiter,there`s a dog in my Soup,pages  42-45.

Read the poem by Kenn Nesbitt three times with your child.Ask questions on the poem -Do you like this poem?Would you like it if there was a fly/wasp in your soup?

Discuss the focus word.Put them into sentences(orally).

Page 43

A:Answer the questions-use full stops,capital letters and full sentences.Or,your child can answer these questions orally.

B:Circle the word.Please go over this section before your child chooses the most suitable word for each sentence.

Page 44.

A and B:Explain to your child the difference between....to,two and too.Go over the exercises orally before your child writes the answers down.

Page 45.

Please explain to your child what a cinquain is,before your child writes a cinquain about an animal/their favourite person.

Pupils can compose more cinquains-use your own ideas or use the ideas in the blue box,at the bottom of page 45.

 

Pupils can also write their daily news/diary.Remind your child to use full stops,capital letters and full,short,sentences

 

 

 

 

Monday April 20th-Friday 24th 

Junior and Senior Infants:

Literacy:

Friday: 24th April

On Fridays we do some dictation.
Juniors:
I say letters, slowly, a few times, children write them down. Say the name of the letter and the sound.
If you feel your child is able, try some small 3 letter words. Saying the word, then each sound slowly and the word again.
sat
ran
mam
dog
tip

Senior Infants can begin by writing small words as above and then try some harder words: we usual write 10 in total

ship

chop

sail

card

lamps

sheet

starfish

lipstick

Thursday 23rd April

Free Writing

On Thursday we do free writing. We spend some time talking about what we could write. I model some sentences for the children to see what the writing should look like, capital letter, spaces, letters sitting or hanging on the line.

The children can write whatever they wish. It can be words, letters, names, sentences, a story, or words they see in the room and a picture. This writing isn't corrected. It allows the children to write freely, make mistakes and encourage them to use their knowledge of phonics to help themselves write.

 

Wednesday 22nd April

Children can cover the new sound ou.

1. Say the sound
2. Sing the song - https://vimeo.com/106231366 (ou is found at 8:00)
3. Do the action- pretend your finger in a needle, prick your thumb saying, ou,ou,ou
4. Read the story to them
 
Emily has gone to stay at her grandmother’s house. Emily’s grandmother does a lot of sewing. Emily asks if she can do some sewing, too. Her grandmother gets out a piece of cloth from her sewing basket. Emily has found a reel of black cotton and her grandmother helps her to thread the needle. She sits down on the couch and does a few stitches. Then, as she pushes the needle through, she pricks her thumb. She frowns and shouts “ou! ou! That hurt!” “You must be careful, Emily,” says her grandmother. By the end of her visit, Emily has done a lot of sewing. She is much better at it now, and she has made a little mat as a present for her parents. She has embroidered a brown owl on it.

-after reading, ask; did you hear any ou sounds? or read again and say put up your hand if you hear a ou sound while I read
 
5. Think of ou words together.
6. Try blending some ou words
out
about
cloud
loud
house
shout
 

Tuesday 21st April

On Tuesdays we usually do our oral language poster lesson 1. https://content.folensonline.ie/programmes/Starlight/JI/resources/posters/SL_JI_ACT_CH14_005/index.html

You can cover some..or all of this! 

Digital poster Story:

Play either the Story mode 1 (starters) or Story mode 2 (flyers) for the class, depending on the ability level.

Digital poster (Explore mode): Talk and discussion

Go to the Explore mode of the poster. Ask the children the following questions:

  • Where do we go when we are shopping for food? (Supermarket).
  • A supermarket is a place that sells lots of different kinds of food for us to eat. What do we call the food we buy in a supermarket? (Groceries).
  • What does a supermarket look like? (It has lots of These are separated by long passages called aisles).
  • What do we use to carry our groceries in a supermarket? (A basket/trolley).

 

Zoom in on each section of the poster in turn – Fruit and Vegetable; Bakery; Breakfast Cereal; Dairy; Meat; Fish; Frozen Foods. Ask children the following questions about each section:

  • What food can you see in this section of the supermarket?
  • What is this section called?

Encourage the children to name as many of the food items as possible in each section. Introduce any unfamiliar items. Talk about size, shape, colour and texture. Talk about what meal we eat these foods at/what we eat them with. Encourage children to express preferences (my favourite … I like/dislike… etc).

 

Help the children to sort the foods we buy in the supermarket by their characteristic features, e.g. name a food that you peel/spread on bread/is yellow/is crunchy/has pips in it/you eat with a spoon/you must cook before you eat it/is spicy/is sweet, etc.

Help the children to sort the foods we buy in the supermarket by packaging, e.g. a can of/a bottle of/a pot of/a jar of/a box of/a tin of/a packet of/a carton of/a bunch of/ a head of/a dozen of, etc.

 

Next, focus on the checkout area of the poster. Ask the children the following questions:

  • Who works at the checkout? (the sales assistant)
  • How do we know this person works in the supermarket? (She is wearing an apron/uniform and has a name tag)
  • What do we call the person who is buying the groceries? (Customer)
  • When do we use a basket/trolley in the supermarket? (When we have a few/lots of groceries)
  • Where do we put our groceries when we are checking out? (On the conveyor belt)
  • What does the sales assistant do when we are checking out? (Scans the barcode to check the price)
  • What is the till used for? (to take the money for the groceries)
  • How do we pay for the groceries (with cash or with a card, using the card machine)
  • Where do we put our groceries after we have paid for them? (in our shopping bags)

 

Synonyms – buy, purchase

Compound words – supermarket, breakfast, strawberry, pancake, pineapple, peanut, popcorn

After our oral language we do our handwriting;

We usually do our handwriting book,you can look at this here and do games online.http://data.cjfallon.ie/resources/gwtf-handwriting/index.html#!/books Juniors are A Seniors are B

Or we can start revision of the letters, writing in pencil, crayon, markers, big or small letters, on a page or using your fingers in sand, flour etc.

Lets start with two letters s and a

 

Monday

Phonics: 

Children can cover the new sound qu.

1. Say the sound
2. Sing the song - https://vimeo.com/106231366 (qu is found at 4:56)
3. Do the action-Make a duck's beak with your hands and say qu, qu, qu
(Find actions for all sounds below in link)
4. Read the story to them
-after reading, ask; did you hear any qu sounds? or read again and say put up your hand if you hear a qu sound while I read.
 
Quentin quite enjoys going to the park with his family. They always take some stale bread so they can feed the ducks, and Quentin likes to give some to the squirrels, too. When they see the bag of bread, the squirrels scamper over quickly. Two of them grab the same slice. They begin to quarrel, squeaking at each other and tugging at the bread. The ducks also see the bread and rush to the side of the pond, quacking loudly, “qu, qu, qu!” Quentin throws the pieces of bread into the pond for the ducks. Quentin pretends he is a duck, going, “qu, qu, qu,” as he opens and shuts his hands like a beak.
 
5. Think of qu words together.
6. Try blending some qu words
quiz
quit
quick
quack
 
Over the week:

Tricky words: Juniors would have been covering the red tricky words and also revising the blue and yellow.

Seniors and first class need to revise all.

Blue- 1-12        Yellow 13-24          Red 25-36

Green 37-48      Pink 49-60            Brown 61-72 

https://content-jollyphonicsuk.cpdcollege.com/media/pdf/GrHndbk_Br_trickywords.pdf


You can also continue to do...

 

Maths

Username: primaryedcobooks

Password: edco2020

Junior Infants:

For the week: pgs73-76

Please log into Operation Maths on www.edcolearning.ie  
Please complete these pages 73-76, as you are able, over the week.
 
Page 73: Looking at the page..the children see a visual of how the numbers 1 to 5 build up. Use the vocabulary of spatial relations: before, on top of, under, beside, next to, above, after. 

Page 74:. Encourage the children to count (some will do so in their heads) to find out which number is missing. They are reinforcing their understanding of ordering number.

Page 75: Some children are more than capable of reciting the sequence of numbers but are unsure of what the position of each number actually means. This activity reinforces the concept of, for example, 2 and 3 being next to one another (only one step away), while 2 and 5 are three steps away.

Page 76: This activity explores the language of ordinal number, ordering of number, colour, shape, pattern and spatial relations. The children need to examine the first line of bunting in each row very closely in order to replicate it on the other side. Ask: Which numbers are up? Which numbers are down? Which number is yellow? Which number is missing?
 

Senior Infants:

Please log onto www.edcoleanring.ie to access the pages
Pages are below if you cannot access them
 
page 95:
Part A: Point to the first ten frame. How many red counters are there? How many purple counters are there? How many green counters are there? How many counters are there altogether? Ask the children to identify which sum is shown on the ten frame.
Part B: Point to the first sum. How many red counters should go in the ten frame? How
many blue counters should go in the frame? How many green counters should go in the frame? How many counters are there altogether?

page 96:
Point to the first sum. How many teddies are there? How many cars are there? Ask the children what ways the sum can be written, e.g. 3 + 2 = 5 or 2 + 3 = 5.

page 97:
Part A: The children join the dots 1 to 10 to find the hidden toys.
Part B: Distribute counters and one dice to each pair. Each child rolls a dice. They identify and write how many more they need to reach 10.
page 98: Children can use counters, anything to help them count if they need it. Point to an object on the page, e.g. the baseball bat. Ask the children questions, e.g. What sum is on the baseball bat? (4 + 4) What is the answer to the sum? What colour should this part of the baseball bat be? Model how to use the key to identify what colour each answer should be.

Number rhymes:

Number 1 is big and tall stand him/her up so she/he wont fall

Number 2 backwards and along just make sure you dont go wrong.

Number 3 two little curls, one for you, one for me.

Number 4 down and over and down once more that how we make the number 4

Number 5 is a funny chap, down fat belly with a hat.

Number 6 looks like a curl in your hair, twiddle it around to show that its there.

Number 7 starts with a hat, then goes down just like that.

Number 8 makes an s then goes back to join it up.

Number 9 is like a ball on a stick, start with a C then go up and down quick.

Number 10 is a hero, first the one then a zero!

 

First Class:

1st Class-Maths

This week the children will be working on Operation Maths-1st class-At School Book. Please log into www.edcoleanring.ie if you cant access this the pages are below to view.

They will do pages 106-107.Shape and Space. 

A lot of discussion is needed for shape and space.Ask your child to find different shapes in your house.For example,you could ask what shape is the door/table/football/jar of jam/tin of beans/packet of digestive biscuits etc.Ask you child can different items/shapes stack or roll.Ask your child how many faces has a particular shape.Ask your child how many corners/edges on a football/pringles container/tin of beans/a table.

Your child could make a shape picture and colour it in.

page 106, Question a: Discuss the names of the shapes with the children, what can you think of in the world that are these shapes? Can you see any around you?.

page 106, Question b: Shapes can be cut out to make these if you can. (page attached) Make several attempts at manipulating the pieces into the cat shape. Use the vocabulary: slide, flip, rotate, try again. Stress that all seven tangram pieces must be used.

page 107, Question a: Model an example that allows you to make a ‘mistake’ by lifting your finger. Elicit from the children how the task might otherwise be done. Allow the children to work independently. Observe, discuss and assess their fine motor skills and their recall of the names of the shapes.

page 107, Question b: Children will need the sentence read to them, they can right t or f or place a tick or an x.

page 107, try this!

 Tables this week-plus 4.

........................................................................................................

Please continue ,as usual,doing your Master Your Maths book.

.....................................................................................................

1st Class-Literacy.

You need to log in to the folens website to access Starlight.

Go to folensonline.ie.Register as a teacher.Roll number,use code-Prim20.

This week your child will be doing chapter 5a ,When The Giant Comes To Tea,in Starlight-Combined Reading And Skills Book.

Please read the text on page 38 a few times with your child.

Please read the focus words on the bottom of page 38.Discuss them with your child and make sentences,orally using these words.

On page 39,when your child is answering the questions ,encourage him/her to use capital letters and full stops.

On page 39 B-please discuss orally before your child writes the sentences down.

On page 40,explain the words-there and they`re.Think of lots of examples where you would use these words.

On page 41,please discuss a cinquain with your child.Help your child write a cinquin about a teacher.Your child could also write a cinquain about hie/her time being off school.

Please continue with writing 5 sentences and a picture of your daily news.

............................................................................................

Keep up the literacy games with your child-I spy.Hangman.What is the missing word?....remove a word from a group of flashcard

 

 

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