Focussed Activities, Spring 1, week 3
Activity
Pencil control: (5 minutes, different activity
each day)
Pegs and boards
Overwriting initial capital of name (rainbow
writing)
Big circles on outdoor chalk boards
Colouring geometric shapes on A4 paper
Bingo dabbers in Numicon shapes
EAL work: sharing the story of The
Gingerbread Man, which TO has taken home
to share this week.
SALT programmes
Shared writing of captions for photos; words
containing satpinmd
Counting and labelling pots of resources in
the maths area.
Adult to model the Numicon piece to
represent the total reached by the children,
and facilitate the children to write the
numeral which represents the total. Locate
the numeral on a number track, contacted to
the table.
Shared reading of the ‘Gingerbread Man’
story in groups of 3.
-Who are the characters?
-What happened at the beginning/ next/ at
the end?
-Where did the gingerbread man run?
-Why should he not get on to the fox’s back?
Using collage to decorate bubble letters of
our names in the workshop.
-Highlight any known letter shapes (satp).
-Talk about any dots, curls, tall letters, etc.
Piping icing on to own gingerbread man to
take home.
-Talk about the pattern you have created.
-How is the icing going to change?
Gingerbread man listening game
-limit adult language, eg. ‘yellow hat,’ ‘one
sock.’
This should focus the children’s listening
skills, and tune them in to the element they
need to find on the g. man figure each time.
-as they take turns, ask the children to
provide peer support to each other if the
other person needs a bit of help.
-celebrate when they choose the correct
figure. Adult to hold it up at the front, re-
Learning Intentions
Holds pencil near point between first
two fingers and thumb, and uses it with
good control.
Children
“...”
Joins in with stories in a 1:1 situation.
Anticipates key events in stories.
“...”
To strengthen and develop oro-motor
muscles.
To work on pronunciation of particular
speech sounds.
The children will practice segmenting.
They will be introduced to an adult
modeling how to use letter shapes they
know in order to write words.
Count objects to 10, and beginning
to count beyond 10.
Records, using marks that they can
interpret and explain.
“...”
Describe main story settings, events and
principal characters.
Beginning to be aware of the way stories
are structured.
Joins in with repeated refrains, and
anticipates key events in stories.
“...”
Begin to recognise and read own name
To become familiar with the ‘grown up’
way to form the letter shapes in own
name
To have a lovely time, decorating own
gingerbread man with icing.
To use fine motor control to operate the
piping bag.
Learns new words very rapidly, and is
able to use them in communicating.
Listens to others in small groups.
Maintains attention, sits quietly and
concentrates during appropriate activity.
“...”
“...”
“...”
All children
“...”
enforcing the language, eg. ‘yellow hat.’