Dear Parents,
Here is suggested work for the coming week. Thank you to those who have been e-mailing sample work. Please send any work/ questions to gfitzgibbonnickerns@gmail.com.
Kind Regards,
Ms. Fitzgibbon.
Senior Infants
English
- Continue with the sounds book, revising sounds and blending words on the blending pages.
- Parent can call out one or two words a day and child can try their best to write the word.
- Spend a few minutes playing phonics games on websites recommended in previous weeks.
- There are plenty of free ebooks on https://www.oxfordowl.co.uk/. Look in the ebook library on this website.
- I have also provided a phonics worksheet here. This worksheet is on rhyming words.- there are lots of examples of rhyming words in this weeks story, so this might be a good place to start
Writing Activities
- Continue practising writing in the green writing copy. I know some children have finished their green copy. If this is the case try to keep a small amount of writing going with news/ another activity listed below.
- Write their “news” one / two days.
- Shopping lists
- Write a letter to a friend/grandparent/ cousin.
- Free writing – let the child write on any topic of their choice.
Here’s a link to a story called “A Monster Surprise” https://www.youtube.com/watch?v=e1Yyqj9F_GY
- Pause the story half-way through and ask your child to make a prediction about what they think will happen next. They can record their prediction by writing a sentence / drawing a picture.
- If you like you can ask questions such as these to check understanding of the story and practise some oral language skills!
- Where do the characters live?
- What do all the animals notice is missing?
- Who had been taking their things?
- Why do you think the animals were scared of the monster?
- Why do you think the monster wanted to have a tea party with the animals?
Maths
Capacity
When children learn about capacity through hands- on experience with containers and water, they gradually develop a feeling for how much containers of different shapes and sizes hold. Consequently, the best and most effective way for your child to learn about capacity is to allow your child to empty and fill a range of containers that are to hand in the home.
Your child needs to understand the mathematical language associated with capacity- How much?, How much more water is needed?, full, empty, holds more, holds less, not as much, nearly as much, nearly full, nearly empty, up to the top/brim etc.
Which holds more? (different shapes)
Give your child some clean empty containers that are to hand in the house. The containers should obviously be of different shapes but relatively similar in capacity e.g. a bottle and a lunch box. This is quite an important experiment as many children wrongly think that the shape of a container determines the actual capacity, i.e.- that a tall bottle holds more than a short one. Ask him/her to arrange them in order of which holds most/least. Ask them to tell you why they think the containers were arranged in that order. After the discussion, have your child test whether his/her estimations were correct by filling each one with water. Measure each amount of water that that was in each container using a household measuring jug/ emptying into a larger container and using a marker to mark the amounts of water that were in each container.
Which holds more? (similar shapes)
Give your child some containers of similar shapes- e.g. two bottles of similar shape and ask him/her to arrange them in order of which holds the most/least. Ask them to tell you why they think the containers were arranged in that order. Ask them questions such as
Why did you put that bottle first?
Why do you think it holds more than that bottle?
Why do you think that bottle holds less than this one here?
After the discussion, have your child test whether his/her estimations of the capacity of the containers was correct as above.
Estimating and measuring.
Standard units of measurement e.g. litres are not introduced until 1st class. We use non-standard units of measurement to measure.
Your child could measure the capacity of objects using small cups. E.g. guess/ estimate how may cups it takes to fill a bowl. Write down the estimate and then fill the bowl with cupfuls of water, counting as you go, and record the answer.
Here are some worksheets on the topic. –Senior infants maths worksheets
If you don’t have a printer, don’t worry, these can be discussed orally.
You could record estimating and measuring on a grid with headings such as this:
| Name of object | My estimate | Answer |
:
Gaeilge
Look at the video on éadaí (clothes). This is a short clip from the Bua na Cainte programme. https://www.youtube.com/watch?v=CdE84clNI7U
Listen to the clip a few times and ask your child to repeat some of the sentences. Here’s a translation to help.
D’eirigh Niamh ar maidin ( Niamh got up in the morning)
Léim sÍ amach as an leaba (She jumped out of the bed)
D’fhéach sí amach an fhuinneog (She looked out the window)
Bhí an lá fuar fluich agus gaofar (The day was cold, wet and windy)
Bhí scamaill sa spéir (There were clouds in the sky)
Bhí sé ag cur báistí (It was raining)
Chuir sí ______ uirthi – She put _____ on her
gúna- dress
stocaí- socks
búataisí- boots
cóta báistí- rain coat
hata báistí- rain hat
scairf- scarf
lámhainní- gloves
SESE
Geography- Map drawing and aerial view.
We have done one/ two maps in school so hopefully children will remember something about this.
We can draw maps from aerial view or birds eye view- we imagine we are birds and looking down.
A simple definition of maps might be that maps are flat drawings of places in the world seen from above.
Ask your child to draw a simple aerial view map of their bedroom. They can use shapes/ symbols/ different colours for different items in the room. E.g. a rectangle for the bed, a simple line for the door, a square for the wardrobe.
Ask them to include a key showing what each of the items in their map are in real life. See attached image for e.g. 
First Class
English
Continue with spelling booklet.
Spend a few minutes playing phonics games on one of the websites mentioned in previous posts.
- There are plenty of free ebooks on https://www.oxfordowl.co.uk/. Look in the ebook library on this website.
- Attached here are some phonics worksheets- these worksheets are on compound words, these are two separate words that we can put together to make a new, longer word e.g. cowboy, ladybird, rainbow. It is helpful in spelling to be able to break down compound words into their parts to make them easier to spell – e.g. rainbow becomes rain + bow. 1st class phonics
- Here’s a link to a story called “A Monster Surprise” https://www.youtube.com/watch?v=e1Yyqj9F_GY
- Activity 1. Here’s some vocabulary from the story. Find the words in the story. Put these words into a sentence:
brook
clump
precious
villain
culprit
marched
clambered
delight
Activity 2: Write answers to the following questions. Try to write full sentences.
- Where do the characters live?
______________________________________________________________________________
- What do all the animals notice is missing?
______________________________________________________________________________
- Who had been taking their things?
______________________________________________________________________________
- Why do you think the animals were scared of the monster?
__________________________________________________________________________________
- Why do you think the monster wanted to have a tea party with the animals?
__________________________________________________________________________________
Activity 3:
Imagine one day you met a friendly monster like in the story! Write a story about that day! ( 5/6 sentences is plenty for some children, others might like to write more).
Remember, stories need – a beginning, a middle and an end
Characters- and describing words for these characters
A setting – (where does it happen?)
Maths:
Continue with Master Your Maths.
Maths games here are based on the topic of the hundred square.
The hundred square
Make a hundred square of your own or ask your child to make one (see template in maths worksheets document). Ask your child to write all the numbers in the correct boxes. (They can use another copy of a number square to help if needs be)
Then ask him/ her to investigate all the numbers on the hundred square and write down a list of numbers whose digits add up to nine. For example: 9, 81, 90, 72, 63, 54, 45, 36, 27, 18.
Find all the numbers whose digits add to 10, 11, etc.
Find all the numbers with the digit 1/2/3, etc in them.
Find palindromes (numbers that read the same forwards and backwards). For example: 88,66,44, etc.
Hide and seek:
Place the hundred square on the table, cover any number with a small piece of paper and have your child work out which number is covered.
Worksheets here based on hundred square.maths worksheets hundred square
Gaeilge
Look at the video on éadaí (clothes). This is a short clip from the Bua na Cainte programme. https://www.youtube.com/watch?v=CdE84clNI7U
Listen to the clip a few times and ask your child to repeat some of the sentences. Here’s a translation to help.
D’eirigh Niamh ar maidin ( Niamh got up in the morning)
Léim sÍ amach as an leaba (She jumped out of the bed)
D’fhéach sí amach an fhuinneog (She looked out the window)
Bhí an lá fuar fluich agus gaofar (The day was cold, wet and windy)
Bhí scamaill sa spéir (There were clouds in the sky)
Bhí sé ag cur báistí (It was raining)
Fill in each word into blank. Draw a picture to show understanding.
Chuir sí ______ uirthi – She put _____ on her
gúna- dress
stocaí- socks
búataisí- boots
cóta báistí- rain coat
hata báistí- rain hat
scairf- scarf
lámhainní- gloves
SESE
Geography- Map drawing and aerial view.
We have done one/ two maps in school so hopefully children will remember something about this.
We can draw maps from aerial view or birds eye view- we imagine we are birds and looking down.
A simple definition of maps might be that maps are flat drawings of places in the world seen from above.
Ask your child to draw a simple aerial view map of their bedroom. They can use shapes/ symbols/ different colours for different items in the room. E.g. a rectangle for the bed, a simple line for the door, a square for the wardrobe.
Ask them to include a key showing what each of the items in their map are in real life. See attached image for e.g.