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: Bell and shell. Write bell and shell. Read together and listen to the matching endings. Underline ll in each. Help your child see that sh also writes one sound in shell. Count its three sounds together, then draw a shell beside its word.
You need: Paper and a pencil
Talk: Which letters write the last sound in buzz?
We noticed:
Game (optional): Rhyme Families
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: Choose a comfortable action. Show a small two-foot jump and soft landing, then let your child choose whether to try. Offer a hand for a supported step instead. Seated players can lift and lower both hands. Pause between attempts and choose a movement that feels comfortable.
You need: A clear floor space
Talk: Which action feels comfortable today?
We noticed:
Game (optional): Pattern Parade
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: