ActivitiesStories •Three Little Pigs•Jack and the Beanstalk •The Ginger Bread Man •Three Billy Goats Gruff •Goldilocks & the Three Bears- Home corner play (SALT)RhymesIncy Wincy Spider The Wheels on the Bus Baa, Baa Black Sheep Row, row, row your boatOld MacDonald Had a FarmHumpty Dumpty

•Role play•Character matching/colouring

ICT•Priory Woods: ‘Incy Wincy Spider’•Interactive whiteboard songs and stories- ‘Incy Wincy’, ‘Goldilocks’, ‘The wheels on the bus’, Humpty Dumpty’•Character colouring•Nursery Rhyme apps•Coloured mark making (iPad apps, active inspire/2create a story)

RE/SMSC

Welsh/Curriculum Cymreig•Ding Dong•Nursery Rhymes ‘Dau Gi Bach’, ‘Ji Geffyl Bach’•Cyw episodes: Dwylo’r enfys

Thinking Skills

Topic: Traditional Tales & Rhymes Area: Language, Literacy & Communication

Class: Blue Date: 05/01/15

• To listen to the story of ‘Elmer’ and to celebrate being different

• To listen to the nativity story and participate in role play and small world play relating to the story

•Story ‘I Love My Mummy’- Talk about why our Mum’s are special and create a Mother’s Day car to say thank-you•Talk about how the characters feel during a range of stories with the support of symbols

ICT Skills

•Experiment with new learning opportunities including ICT•To develop gross and fine motor skills through ICT activities•To see links between cause an effect

RE/SMSC Skills

•To express and communicate different feelings and emotions•To concentrate for lengthening periods•To ask for assistance when needed

Welsh/Curriculum Cymreig Skills Thinking Skills

Class: Blue Date : 05/01/15

Topic: Traditional tales & Rhymes Area: Language, Literacy & Communication

:

Foundation Phase Skills

•To view & listen to a variety of visual and audio-visual stimuli•To begin to make themselves understood verbally & nonverbally•To begin to listen and respond appropriately•To begin to listen and carry out simple instructions•To show an interest in books and enjoy their content•To look at books with or without an adult, handling them as a reader•To experiment with mark making using a variety of media including ICT

LNF SkillsSpeaking•To show behaviour which can be interpreted as rejection to some stimuli (RfL 11) D.B., A.R.•To redirect attention to a second object (RfL 18) A.J., L.R.•Communicates ‘more’/’no more’ through two different consistent actions [RfL 28] J.G.,M.R.•To give a symbol/picture as a ‘token’ for a desired item (doesn’t distinguish representation) (A Steps) A.H., M.B., P.S. •To use a few very familiar words/signs or symbols (A Steps) J.M., L.W.•To find symbol/picture for a desired item and add to phrase on sentence strip or tablet computer (C Steps) E.T.Using Measuring Skills•To respond consistently to one stimulus (RfL 9) D.B., A.R.•Selects from two or more items [RfL 36] A.J., L.R.•To explore the distinctions between objects by putting/holding them together, joining/stacking/breaking them apart/putting them into containers. (A Steps) J.M., L.W., M.B., J.G., M.R., P.S.•To find one the same from a small collection of objects when the activity is structured by an adult. (B Steps) A.H., E.T.

• To look at books, handling them as a reader, with or without an adult