Our week: Ready for Class 1, week 16
Dates: to · Try one activity on a day that suits you. Repeat or pause any part.
Reading & talking
Do: Find the answer. Ask a question and let your child find the sentence that answers it, pointing with a finger.
You need: A short passage
Talk: Why do you think she was sad?
We noticed:
Game (optional): Listen & Remember
Writing & pencil control
Do: Can the reader follow? Write a short invented account: 'Sara opened it. She put the book in her bag.' Ask what the reader needs to know about 'it'. Decide that Sara opened her bag, then replace the unclear word together. Your child can dictate the change.
You need: Paper and a pencil
Talk: What does the reader need to know here?
We noticed:
Game (optional): Story Steps
Numbers & shapes
Do: Groups of snacks. Put 3 on each of 4 plates. How many plates? How many on each? How many altogether? Write 3 + 3 + 3 + 3 = 12 and 4 × 3 = 12.
You need: Plates, small snacks
Talk: Are all the groups the same size?
We noticed:
Game (optional): Share and Group
Science & our world
Do: Gentle sound makers. Tap each gently with fingertips at a comfortable distance from ears. Describe whether the sounds seem alike or different. Try a quieter tap and compare. Stop if a sound is uncomfortable.
You need: Two intact unbreakable containers
Talk: How can you make a quieter sound with this container?
We noticed:
Game (optional): Listen & Remember
Thinking & feelings
Do: Tell what changed. Draw before and after pictures of your pretend mishap. Your child describes what happened, who was affected and the repair they offered. Explain that someone may still feel upset after a repair. Choose where to place the cups safely next time.
You need: Paper and crayons
Talk: Could someone still feel upset after we help?
We noticed:
Game (optional): Feelings Friends
Moving & making
Do: Direct two sounds together. Point to one sign to invite its musician to play. Show both signs to combine two gentle sounds while you speak a helper's line. Lower a sign to stop that part. Swap director and performer. Discuss whether quieter playing helped the words remain clear.
You need: The place signs and sound makers
Talk: How can our musicians leave room for the spoken words?
We noticed:
Game (optional): Helper Heroes
wasilearn.com/learn/class-1-ready/our-neighbourhood-sound-team
A possible rhythm: one or two strands a day, on the days that suit you. Swap days freely. Games are optional and never replace the home activity.
Something we would like to repeat: