EARLY YEARS FOUNDATION STAGE PLANNING FOR KG1 NUMBLEBEE

STANDARDS TERM 3
2015-2016
28TH 10.04.2016

PERSONAL, SOCIAL, COMMUNICATION LITERACY MATHS UNDERSTANDING OF PHYSICAL EXPRESSIVE ART AND
AND EMOTIONAL AND LANGUAGE THE WORLD DEVELOPMENT DESIGN
DEVELOPMENT

MAKING LISTENING AND READING NUMBERS PEOPLE & MOVING AND EXPLORING & USING
RELATIONSHIPS ATTENTION Listens to stories with Knows that numbers COMMUNITIES HANDLING MEDIA AND
Initiates play, offering Listens to stories with increasing attention identify how many Shows interest in Beginning to use three MATERIALS
cues to peers to join increasing attention and recall. objects are in a set. different occupations fingers (tripod grip) to Enjoys joining in with
them. and recall. and ways of life. hold writing tools. dancing and ring
Describes main story Sometimes matches games.
Keeps play going by Joins in with repeated settings events and numeral and quantity Knows some of the Walks downstairs, two
responding to what refrains and principal characters. correctly. things that make them feet to each step while Sings a few familiar
others are saying or anticipates key events unique, and can talk carrying a small songs.
doing. and phrases in rhymes Shows interest in Shows curiosity about about some of the object.
and stories. illustrations and print numbers by offering similarities and Beginning to move
Demonstrates friendly in books and print in comments or asking differences in relation Can catch a large ball. rhythmically.
behaviour, initiating Focusing attention-still the environment. questions. to friends or family.
conversations and listen or do, but can (30-50 mths) Uses one handed tools Imitates movement in
forming good shift own attention. Recognises familiar Shows an interest in and equipment, e.g., response to music.
relationships with words and signs such number problems. THE WORLD makes snips in paper
peers and familiar Is able to follow as own name and Comments and asks with child scissors. Explores colour and
adults. (30-50 mths) directions (if not advertising logos. Separates a group of questions about how colours can be
intently focused on three or four objects aspects of their Holds pencil between changed.
SELF CONFIDENCE own choice of Looks at books in different ways, familiar world such as thumb and two
Enjoys responsibility of activity). independently. beginning to recognize the place where they fingers, no longer Understands that they
carrying out small that the total is still live or the natural using whole-hand can use lines to
tasks. UNDERSTANDING Handles books the same. world. grasp. enclose a space, and
Shows understanding carefully. then begin to use
Confident to talk to of prepositions such as Shows an interest in Can talk about some these shapes to
other children when “under” on top” Knows information numerals in the of the things they have HEALTH AND SELF- represent objects.
playing and will “behind’ by carrying can be relayed in the environment. observed such as CARE
communicate freely out an action or form of print. plants, animals, Beginning to recognize Beginning to be
about own home and selecting correct Shows and interest in natural and found danger and seeks interested in and
community. picture. Holds books the representing numbers. objects. support of significant describe the texture of
Shows confidence in correct way up and adults for help. things.
asking adults for help. Beginning to turns pages. Realises not only Developing an Uses various
understand ‘why’ and objects, but anything understanding of Beginning to be construction
 ‘how’ questions. Knows that print can be counted, growth, decay and independent in self- materials.
MANGAING FEELINGS carries meaning and, including steps, claps changes over time. care, but still often
& BEHAVIOUR SPEAKING in English, is read from and jumps. needs adult support. Beginning to
Aware of own feelings Beginning to use more left to right and top to SHAPES & SPACE Shows care and construct, stacking
and knows that some complex sentences to bottom. Uses positional concern for living Can tell adults when blocks vertically and
actions and words can link thoughts (e.g. language. things and the hungry or tired or horizontally, making
hurt others’ feelings. using and, because). WRITING environment. when they want to enclosures and
Distinguishes between Shows interest in (30-50 mths) rest or play. creating spaces.
Begins to accept the Can retell a simple the different marks shape by sustained
needs of others and past event in correct they make. (22-36 construction activity TECHNOLOGY /ICT Understands that Joins construction
can take turns and order (e.g. went down mths) or by talking about Shows skill in making equipment and tools pieces together to
share resources, slide, hurt finger). shapes or toys work by pressing have to be used safely. build and balance.
sometimes with the Sometimes gives arrangements. parts or lifting flaps to
support of others. Uses talk to connect meaning to marks as achieve effects such as Dresses with help, e.g. Realises tools can be
ideas, explain what is they draw and paint. Shows interest in sound, movements or pulls up own trousers, used for a purpose.
Can usually tolerate happening and shapes in the new images. and pulls up zipper
delay when needs are anticipate what might Ascribes meanings to environment. once it is fastened at BEING IMAGINATIVE
not immediately met, happen next, recall marks that they see in Knows that the bottom. Developing
and understands and relive past different places. (30- Uses shapes information can be preferences for forms
wishes may not always experiences. 50 mths) appropriately for retrieved from of expression.
be met. tasks. computers. (30-50
Questions why things READERS WRITERS mths) Uses movement to
Can usually adapt happen and gives WORKSHOP Beginning to talk express feelings.
behavior to different explanations. Asks e.g. Non Fiction Teaching about the shapes of
events, social who, what, when, and Points everyday objects, e.g. . Creates movement in
situations and changes how. Readers read ‘round’ and ‘tall’. response to music.
in routine. understand that true (30-50 mths).
(30-50 mths) Uses a range of tenses stories are often tales Sings to self and
(e.g. play, playing, will of achievement or makes up simple
play, played ). disaster-both of which songs.
have predictable
Uses intonation, patterns. Makes up rhythms.
rhythm and phrasing
to make the meaning Readers read ‘all Notices what adults
clear to others. about books’ by do, imitating what is
paying close attention observed and then
Uses vocabulary to the subject, main doing it spontaneously
focused on objects ideas and supporting when the adult is not
and people that are of details, while also there.
particular importance using text features to
to them. make meaning. Engages in imaginative
role-play based on
Builds up vocabulary own first-hand
that reflects the experiences.
breadth of their Builds stories around
experiences. toys, e.g. farm animals
needing rescue from
Uses talk in pretending an armchair ‘cliff”.
that objects stand for
something else in play, Uses available
e.g. ‘This box is my resources to create
castle’. props to support role-
play.

Capture experiences
and responses with a
range of media, such
as music, dance and
paint and other
materials or words.
 EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG1 BUMBLEBEE

WEEK OF: 28TH 03.04.2016 WEEK: 10.04.2016

MONTHLY THEME: SEA WEEKLY THEME: Sink and float / Heavy and Light
PSED CL LITERACY MATH UW PD EAD
ESLR’s of the month: Talk about the Letter of the week: T Number of the week: 19 Outdoor activity: Playing in the kitchen Colour of the week:
Independent learner. meaning of sink and Learn words that begin Count up to 19 with fingers Children will choose a with playdough and Black. Students will
Independent learner is float. Without with the letter T: Tree, or toys. Encourage children resource from the class; we with vehicles and sand draw on black
a child/person who is explaining them train, truck, taxi, tiger, to count up themselves. will go to the playground. We playdough. construction paper.
naturally curious, who anything, let them ex toys, table, towel, toast Count up to 20, clapping will prepare a tray with water Students will take turn
loves to learn and press their ideas of the etc. Use these words in hands and counting steps and we will observe if the for playing on the Each child will make
discover new things concepts of sink, float, simple sentences. forward and backward ( this things that they took from the kitchen and on the their own sensory
while he/she makes light and heavy. Letter T - Olive and the part of the activity will make class float or sink. We will do tables. bottles using oil,
connections with Later show them Rhyme Rescue Crew on the playground) a list will all the objects that (link to CL, M and water, glitter and
his/her prior things that sink and https://youtu.be/pWbL6 (link to CL and EAD) float and the objects that sink. UTW) beads.
knowledge. float, and things that m7kVII Float or Sink: Why do things (link to UTW)
(link to UTW) are heavy and light. Toddler Words | Words Shape of the week: Oval float? Why do things sink - Washing hands:
Give them a block and Starting With T Lesson for kids We will practice in Sing Pat a cake:
Using their chairs a bottle of water. Ask https://www.youtube.c (link to CL and EAD) https://youtu.be/c8kszaZGLKE small groups, washing https://www.youtube.
‘’made’’ a boat and them which is heavy, om/watch?v=2QoCvIUU Nan & Lili (Brain Train) Part-1 our hands following com/watch?v=XGxMzH
Invite children to the block or the bottle. H3g Distinguish between || Light and Heavy || Kids these steps: Z9eKw
pretend that we are Which is light? (link to CL, UTW and CL) numbers 9 and 19. Education 1. Wash your palms.
sailing a boat. What Sinks, What We will do some math https://www.youtube.com/w 2. Scrub each finger Sing a song about the
Encourage them to look Floats? Art work: Children will activities on the white board atch?v=8j0KhuAG4d8 and between colours:
for sea creatures, to https://www.youtube. decorate a letter T as a where everybody will (link to CL) fingers. What Color Is it? Song
listen the water sound, com/watch?v=n4QJM Tiger using different participate and we will work 3. Rub back of hands | Learn 11 Colors |
etc. Af6PRE materials. (link to EAD) with the numbers of the Fresh water and salt water: and between Learn English Kids
(link to EAD and UTW) (link to L and UTW) week. For example I will ask We will speak about fresh fingers. https://www.youtube.
Learn some rhymes of to one of my students to water and salt water and how 4. Scrub your palms. com/watch?v=YyFLBTT
Talk about how sand is Outdoor activity: the letter T. Repeat and draw circles around numbers sometimes things can sink in 5. Wash your wrist. AbSE
formed by the sea Searching letters: sing together. For 18. fresh water and float in salt 6. Dry your hands (link to CL and L)
wearing away rocks. I will scatter a huge set example: T is for Teapot (Review all numbers) water. We will use two with a clean tissue.
Use plastic magnifiers of flashcards I’m a little teapot, short (link to CL and PD) glasses of fresh water, and (link to PSED) Ask them to draw
to examine sand. (compound of letters and stout! then we will add salt in one of things that float and
(link to UTW) in different colours Here is my handle, here Use beads, counters, them. We will observe what Outdoor activity sink.
and 6 flash cards of is my spout. playdough to work with happen when we put an egg Playing with water:
Involve the children in each letter, for When I get all steamed numbers value. in each glass. We will prepare big (Child initiated
making a collection of example: A, Apple, up, hear me shout, (link to PD) (link to CL) trays with water. We learning: Students free
books about water. alligator, Astronaut, “Tip me over and pour will colour the water choice)
Give different books, ax, ant and apron) me out!” Math Book: Sensory bottles: using food colorant.
They should look inside We will assign one Colour numbers 19 and write We will create different Children will bring toys
the books and search letter per child, they Continue: number 19 following the sensory bottles together and from our class for
some drawings or will have to find all Writing letters on sand: dots. (link to PD) play with them. (For example playing with them.
pictures related to flash cards relate to we will prepare some one with objects that float, (link to UTW and
water. their letters. trays with sand, Sorting by: other with objects that sink) PSED)
(link to L and UTW) Sesame Street: Plain students will write Children will sort buttons by (link to EAD)
White T's Song letters, for example colours and shapes. Each Learning to write my
Read: https://youtu.be/ABa letter T. child will have a flash card name:
- Let’s look at a WlQgzh90 Making letters T with indicating the colour or/and Students will practice
puddle by (link to L, PSED and playdough Ask children shape that need to be find. tracing their names.
Angela PD) to do letters P and For example: Level 1: sorting Every morning they
Royston. things that begin with by one attribute: if the child will have to get their
- Splish Splash Talking about the letter P, for example receive an orange flash card names from de white
by Jeremy opposites: Pie. (link to PD and CL) he can select any orange board, we will
Lee. We will encourage button, if there is a triangle encourage that they
- children learn about Watch a video about the on the flashcard only triangle count how many
(Child initiated learning: opposite things, Using letter P: buttons can be select. letters are in their
Students free choice) flash cards and Level 2: Sorting by 2 (Child initiated learning: names or what is the
resources that they (link to CL) attributes. If there is a red Students free choice) first and the last letter
can touch. circle on the flash card, the of their names.
Matching up Workbook: Colour child should select only red Read: (link to L and M)
opposites: letters P and a pyjama triangle buttons. - Sink and float.
Children will match up Write letters P following (link to PD and EAD)
flashcards about the dots. (link to PD and (Child initiated
opposites. EAD) Outdoor and indoor learning: Students free
We will use the song activities: choice)
that we learned last Play with number tracks,
week, including new Read: sequencing puzzles, sorting
opposites that were - At the park game.
not in the original (link to CL and PD)
song.
Lyric: Artwork: students will have
Do the shake/ Do the two ten frames and they will
twist / Do the hop and (Child initiated learning: draw 19 dots. They will do
stop. Students free choice) and stick number 19, using
When I say up, you say numbers 1 and 9.
down… up, down, up, (link to PD)
down…
(link to L, PD and EAD) Drawing circles and ovals.
Students will use stencils to
Continue: draw circles and ovals.
Clothes vocabulary: (link to PD)
We will do a huge
washing machine and Comparing heavy and light
they will colour and https://www.youtube.com/w
cut out clothes such atch?v=b8oZxk4E9kY&featur
as, T-shirts, trousers, e=youtu.be
jackets, socks… then
they will put all the Numbers Song | Learn To
clothes in the washing Count from 1-20
machine, saying https://www.youtube.com/w
something like: ‘’my atch?v=_R9JK0Zbm0U
trousers are dirty and I
need them clean’’ And (Child initiated learning:
all together will say: Students free choice)
‘’Washing machine,
 washing machine,
please wash them, I
will wear them
tomorrow’’.
Review the first letters
of the words, for
example Trousers
begins with the letter
T and write the letter
on the white board.
(link to UTW, PD and L)

(Child initiated
learning: Students free
choice)

Read:
- The story
goes on by
Aileen
Fisher.
- What living
things need
water by Vic
Parker.

NOTES AND RESOURCES:

Books from the school library and from the class, art materials (as a crayons, paint, glue, etc.), resources from the class (such as, puzzle, community helper hats, food baskets,
etc.)
 EVALUATION OF ACTIVITIES:
For sure, or my students had a lot fun doing their sink and float bottles. Each of them
had the opportunity to get some objects that sink and float, touching and observing
them before introducing into empty water bottles. They were shaking their bottles
and talking about what things were floating and sinking. They put colours feathers in
the bottles and the water started to turn into the colour of the feather, a little orange,
green, yellow… they started to ask why the water had a different colour that before,
because at the beginning it was blue, because we use food colorant. We explained to
them that the feathers were losing their colours, transferring it to the water.
They did tigers for the letter T, and most of them were able to cut out the letter by
themselves (Only two students cut one of the ‘’arms’’ of the letter T and some
students started to say that it was a number 7, actually it looks like a number 7). They
drew black stripes, whiskers and snouts and stuck wiggle eyes with white glue by
themselves.
In our math activity only some students were able to complete the task doing both
parts of the activity correctly. The first part consisted in make number 19, they had
trays with a lot number one and nine, all of them chose one number of each, but
some of them did not stick numbers in the correct order, or they reversed number 9
to 6. In the second part they had to draw 19 dots using 2 numbers 10 frames. Only
some of them were able to stop at the number 19, others wrote the numbers instead
of drawing dots and others drew dots In the 20 spots.
In general, I think we have a good week, most of the students participate more every
day, asking questions and showing interest in our themes. Ms. Nathie and I are happy
to see how much they improve since they came on September.
CHILD INITIATED LEARNING:
Last week children learned about water and we observed how some student had
conversations about water when they were playing, pretending there was water on the
carpet and the toys were wet.
Some of them worked in teams to build long towers using pegs and others were
building houses with blocks, they will helping each other and we saw how one student
apologized to other when by mistake he broke the house.
Other were pretending that pegs and blocks were hair tools, creating a beauty salon in
the class, painting their nails, brushing their hair, etc. Girls and boys participated in this
game.
Two of my boys took some pegs, pretending that they were doctor. They put me some
injections. One of them was saying, one your face, your arm, your eye, at the same time
that he was pointing with the peg, pretending that he injected with a syringe.
This week they will have the opportunity to play with playdough at the same time that
they play with the toys that they choose.
We will prepare some containers with small quantities of some dry ingredients (like rice,
lentils, salt, flour, etc.) and we will include them in the kitchen. They will have the
possibility to mix and play with them.