Early Years :Should we have a bug hotel at Forest Academy ?
FOCUS : The World / EAD/ BI
ENTRY POINT: Selection of snails and stick insects– children
to observe them – note what they know and questions they
ask
Literacy Focus - Information texts – books on
mini beasts – READING ALL Eric Carle Stories
THROUGHOUT THE TOPIC
MATHS Focus –Sorting by one or more
categories – Venn diagrams - Addition in role
play
Being Imaginative : Creating own stories
about mini beasts – link with T4W - invention
Parental involvement :
LC1
What is a mini beast ?
LC2
Are all mini beasts the same?
LC3
Where can we find mini beasts?
Mini beast workshop
The very hungry
Caterpillar
The very quiet cricket
LC4
Can we be like Eric Carle?
LC5
What mini beasts live in the pond?
LC6
Can I make a home for a mini beast?
LC7
Reflection: Why do we need to look after the
mini beasts?
The bad tempered
Ladybird
Watch out for the big bad
Fish
Joe’s bug café
Outcome : Assembly in the hall to parents
© Focus Education 2014 for Forest
Academy
1
Early Years :Should we have a bug hotel at Forest Academy?
PSE
Moving and Handling
23-36 months
Can they show control in holding and using jugs to pour, hammers, books and mark-making
tools?
Can they imitate drawing simple shapes such as circles and lines?
Can they show preference for dominant hand?
30-50 months
Can they climb stairs, steps or climbing equipment using alternate feet?
Can they negotiate space successfully, adjusting speed or direction to avoid obstacles?
Can they stand momentarily on one foot when shown?
Can they catch a large ball?
Can they draw lines and circles using gross motor movements?
Can they use one-handed tools and equipment, e.g. makes snips in paper with child scissors?
Can they hold a pencil between thumb and two fingers?
Can copy some letters, e.g. letters from their name?
40-60 Months
Can they experiment with different ways of moving?
Can they Jump off an object and land appropriately.?
Can they negotiate space successfully when playing racing and chasing games with other
children, adjusting speed or changing direction to avoid obstacles?
Can they travel with confidence and skill around, under, over and through balancing and
climbing equipment?
Can they show increasing control over an object in pushing, patting, throwing, catching or
kicking it?
Can they use simple tools to effect changes to materials?
Can they handle tools, objects, construction and malleable materials safely and with increasing
control?
Do they show a preference for a dominant hand?
Are they beginning to use anticlockwise movement and retrace vertical lines?
Are they beginning to form recognisable letters?
Can they use a pencil and hold it effectively to form recognisable letters, most of which are
correctly formed?
Early Learning Goal
Children show good control and co-ordination in large and small movements. They
move confidently in a range of ways, safely negotiating space. They handle
equipment and tools effectively, including pencils for writing.
Physical Development
Health and Self-care
22-36 months
Can they feed self competently with spoon?
Can they drink well without spilling?
Can they clearly communicate the need for potty or toilet?
Are they beginning to recognise danger and seek support of significant adults for help?
Can they help with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned
shirt?
Are they beginning to be independent in self-care, but still often needs adult support?
30-50 months
Can they tell adults when hungry or tired or when they want to rest or play?
Can they observe the effects of activity on their bodies?
Can they attend to toileting needs most of the time themselves?
Can they wash and dry their hands?
Can they dress/undress with support?
40-60 Months
Do they eat a healthy range of foodstuffs and understand need for variety in food?
Are they usually dry and clean during the day?
Do they show some understanding that good practices with regard to exercise, eating,
sleeping and hygiene can contribute to good health?
Do they show understanding of the need for safety when tackling new challenges, and
considers and manages some risks?
Do they show understanding of how to transport and store equipment safely?
Can they practice some appropriate safety measures without direct supervision?
Early Learning Goal
Children know the importance for good health of physical exercise,
and a healthy diet, and talk about ways to keep healthy and safe. They
manage their own basic hygiene and personal needs successfully,
including dressing and going to the toilet independently.
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Early Years : Should we have a bug hotel at Forest Academy ?
Personal, Social and Emotional Development
Managing Feelings and Behaviour
Making Relationships
22-36 months
Are they interested in others’ play and starting to join in?
Do they seeks out others to share experiences?
Do they shows affection and concern for people who are special to them?
Have they formed a special friendship with another child?
30-50months
Can they play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children?
Can they initiate play, offering cues to peers to join them?
Can they keep play going by responding to what others are saying or doing?
Can they initiate conversations and begin to form good relationships with peers and familiar adults?
40-60 Months
Can they initiate conversation, attend to and take account of what others say?
Can they explain own knowledge and understanding, and asks appropriate questions of others?
Can they take steps to resolve conflicts with other children, e.g. finding a compromise?
Early Learning Goal
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise
their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other
children.
22-36 months
Can they express their own feelings such as sad,
happy, cross, scared, worried?
Can they respond to the feelings and wishes of
others?
Can they help or give comfort when others are
distressed?
Can they cooperates with some boundaries and
routines?
Can they inhibit own actions/behaviours?
30-50 months
Do they know that some actions and words can
hurt others’ feelings?
Can they accept the needs of others and can take
turns and share resources, sometimes with
support from others?
Can they tolerate delay when their needs are not
immediately met?
Self Confidence and Self Awareness
22-36 months
Can they separate from their main carer with support and encouragement from a familiar adult?
Can they express their own preferences and interests?
30-50 months
Can they select and use activities and resources with help?
Can they welcome and values praise for what they have done?
Do they enjoy the responsibility of carrying out small tasks?
Are they confident to talk to other children when playing?
Can they communicate freely about own home and community?
Can they confidently in ask adults for help?
40-60 months
Are they confident to speak to others about own needs, wants, interests and opinions?
Can they describe self in positive terms and talk about abilities?
Early Learning Goal
Children are confident to try new activities, and say why they like some activities more than others. They are confident to
speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
They say when they do or don’t need help.
© Focus Education 2014 for Forest
Academy
40-60 months
Do they understand that own actions affect other
people, for example, becomes upset or tries to
comfort another child when they realise they have
upset them?
Are they aware of the boundaries set, and of
behavioural expectations in the setting?
Are they beginning to be able to negotiate and
solve problems without aggression, e.g. when
someone has taken their toy?
Early Learning Goal
Children talk about how they and others show
feelings, talk about their own and others’
behaviour, and its consequences, and know that
some behaviour is unacceptable. They work as
part of a group or class, and understand and
follow the rules. They adjust their behaviour to
different situations, and take changes of routine
in their stride.
3
Early Years :Early Years : Should we have a bug hotel at Forest Academy ?
Communication and language
Listening and attention
22-36 months
Do they listen with interest to the noises adults make when they read stories?
Do they recognise and respond to many familiar sounds, e.g. turning to a knock on the door, looking at or
going to the door?
Do they show interest in play with sounds, songs and rhymes?
Do they have single shannelled attention? Can they shift to a different task if attention fully obtained?
using child’s name helps focus?
30-50 months
Can they listen to others one to one or in small groups, when conversation interests them?
Canthey listens to stories with increasing attention and recall?
Do they join in with repeated refrains and anticipates key events and phrases in rhymes and stories?
Can they focus attention – still listen or do, but can shift own attention?
Can they follow directions (if not intently focused on own choice of activity)?
40-60 months
Can they maintains attention, concentrates and sits quietly during appropriate activity?
Do they have Two-channelled attention – can listen and do for short span?
Early Learning Goal
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events
and respond to what they hear with relevant comments, questions or actions. They give their attention to
what others say and respond appropriately, while engaged in another activity.
Speaking
22-36 months
Do they use language as a powerful means of widening contacts, sharing feelings, experiences and thoughts?
Can they hold a conversation, jumping from topic to topic?
Do they learn new words very rapidly and is able to use them in communicating?
Do they use gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’?
Do they use a variety of questions (e.g. what, where, who).?
Do they use simple sentences (e.g.’ Mummy gonna work.’)?
Are they beginning to use word endings (e.g. going, cats)?
30-50 months
Are they beginning to use more complex sentences to link thoughts (e.g. using and, because)?
Can they retell a simple past event in correct order (e.g. went down slide, hurt finger)?
Do they use talk to connect ideas, explain what is happening and anticipate what might happen next,
recall and relive past experiences?
Do they question why things happen and gives explanations. Asks e.g. who, what, when, how?
Do they use a range of tenses (e.g. play, playing, will play, played)?
Do they use intonation, rhythm and phrasing to make the meaning clear to others?
Do they use vocabulary focused on objects and people that are of particular importance to them?
Can they build up vocabulary that reflects the breadth of their experiences?
Do they use talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ ?
Understanding
22-36 months
Can they identify action words by pointing to the right picture, e.g., “Who’s jumping?”
Can they understand more complex sentences, e.g. ‘Put your toys away and then we’ll read
a book.’ ?
Can they understand ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can?
What’s that? Where is.?).
Are they developing understanding of simple concepts (e.g. big/little)?
30-50 months
Do they understand use of objects (e.g. “What do we use to cut things?’)
Do they show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying
out an action or selecting correct picture?
Do they respond to simple instructions, e.g. to get or put away an object.?
Are they beginning to understand ‘why’ and ‘how’ questions?
40-60 months
Do they respond to instructions involving a two-part sequence. Understands humour, e.g.
nonsense rhymes, jokes?
Are they able to follow a story without pictures or props?
Can they listen and respond to ideas expressed by others in conversation or discussion?
Early Learning Goal
Children follow instructions involving several ideas or actions. They answer ‘how’ and
‘why’ questions about their experiences and in response to stories or events.
40-60 months
Can they extend vocabulary, especially by grouping and naming, exploring the
meaning and sounds of new words?
Do they use language to imagine and recreate roles and experiences in play
situations?
Can they link statements and sticks to a main theme or intention?
Can they use talk to organise, sequence and clarify thinking, ideas, feelings and
events?
Can they introduce a storyline or narrative into their play?
Early Learning Goal
Children express themselves effectively, showing awareness of listeners’
needs. They use past, present and future forms accurately when talking about
events that have happened or are to happen in the future. They develop their
own narratives and explanations by connecting ideas or events.
4
Early Years : Should we have a bug hotel at Forest Academy ?
Understanding the World
EA&D
People and Communities
40-60 months
Do they enjoy joining in with family customs and routines.?
Early Learning Goal
Children talk about past and present events in their own lives and in
the lives of family members. They know that other children don’t
always enjoy the same things, and are sensitive to this. They know
about similarities and differences between themselves and others, and
among families, communities and traditions.
The World
40-60 months
Can they look closely at similarities, differences, patterns and change?
Early Learning Goal
Children know about similarities and differences in relation to places,
objects, materials and living things. They talk about the features of
their own immediate environment and how environments might vary
from
one another. They make observations of animals and plants and
explain why some things occur, and talk about changes.
Technology
40-60 months
Can they complete a simple program on a computer?
Can they use ICT hardware to interact with age-appropriate computer
software?
Early Learning Goal
Children recognise that a range of technology is used in places
such as homes and schools. They select and use technology for
particular purposes.
BI
30-50 months
30-50 months
Do they enjoy joining in with dancing and ring games?
Can they sing a few familiar songs?
Are they beginning to move rhythmically?
Can they imitate movement in response to music?
Can they tap out simple repeated rhythms?
Do they explore and learn how sounds can be changed?
Do they explores colour and how colours can be changed?
Do they understand that they can use lines to enclose a
space, and then begin to use these shapes to represent
objects?
Are they beginning to be interested in and describe the
texture of things?
Can they use various construction materials?
Are they beginning to construct, stacking blocks vertically
and horizontally, making enclosures and creating spaces?
Can they join construction pieces together to build and
balance?
Do they realise thata tools can be used for a purpose?
40-60 months
Are they beginning to build a repertoire of songs and
dances?
Do they explore the different sounds of instruments?
Can they explore what happens when they mix colours?
Can they experiment to create different textures?
Do they understand that different media can be combined
to create new effects?
Can they manipulate materials to achieve a planned effect?
Can they construct with a purpose in mind, using a variety
of resources?
Can they use simple tools and techniques competently and
appropriately?
Can they select appropriate resources and adapt work
where necessary?
Can they selects tools and techniques needed to shape,
assemble and join materials they are using?
Early Learning Goal
Children sing songs, make music and dance, and
experiment with ways of changing them. They safely use
and explore a variety of materials, tools and techniques,
experimenting with colour, design, texture, form and
function.
Are they developing preferences for forms of
expression?
Can they use movement to express feelings?
Can they create movement in response to music?
Do they sing to self and makes up simple songs?
Can they makes up rhythms?
Ndo they notice what adults do, imitating what is
observed and then doing it spontaneously when the
adult is not there?
Do they engages in imaginative role-play based on
own first-hand experiences?
Do they build stories around toys, e.g. farm animals
needing rescue from an armchair ‘cliff’?
Do they use available resources to create props to
support role-play?
Can they captures experiences and responses with a
range of media, such as music, dance and paint and
other materials or words?
© Focus Education 2014 for Forest
Academy
40-60 months
Can they create simple representations of events,
people and objects.?
Can they initiate new combinations of movement and
gesture in order to express and respond to feelings,
ideas and experiences>
Can they choose particular colours to use for a
purpose?
Do they introduce a storyline or narrative into their
play?
Can they play alongside other children who are
engaged in the same theme?
Can they plays cooperatively as part of a group to
develop and act out a narrative?
Early Learning Goal
Children use what they have learnt about media and
materials in original ways, thinking about uses and
purposes. They represent their own ideas, thoughts
and feelings through design and technology, art,
music, dance, role play and stories.
5
LC1 What are mini beasts?
Health week
-Mini beast hunt in the garden – children to use clipboards and chart to
write down the mini beasts they have found and where they have found
them – model how to complete the chart – e.g. draw the mini beast, write
it’s name then write a complete sentence about where it is found e.g. Ants
live in the soil. Caterpillars live on leaves. Links with BLP Encourage children
to use noticing skills to use the correct colours – set up writing shed with lots
of resources to suppor this including magnifying glasses.
-GGR looking at different types of mini beasts in simple information books –
use children’s questions to demonstrate how to use the index page
-Observational drawing / painting of different mini beasts link with noticing
skills as children look at the large laminated photos of insects etc– children
to be encouraged to use the appropriate colours – point out patterns and
shapes that can be seen. Model how to use different types of paint brushes
– fine for detail. Extend by getting children to print mini beasts using a
range of materials and add other media to pictures to make them 3d
-Mini beast addition / subtraction challenges Model these during maths
carpet sessions – children to complete independently as challenges
-Carpet sessions looking at different types of mini beasts – arachnids,
amphibians, gastropods (snails and slugs) and insects
LC2 What is an insect ?
Identifying what makes an insect – Classification using info books and
internet research - Insects have 6 legs, 3 body parts and an exoskeleton
Making fact files about insects – using simple template – children to
draw/stick picture of chosen insect and write about them e.g.
An ant is an insect. It has 6 legs and 3 body parts. It has 2 antennae. It
lives underground. Differentiate for groups – simple captions, simples
sentences, more complex sentences using connectives
GGR – Using the index of Information books independently to find
answer to own questions – answers to go onto wonder wall
Sorting mini beasts – using a venn diagram – sorting into insects / not
insects
Where do insects live? Researching places where they live e.g hive –
bees, under logs – woodlouse etc.
FOCUS Read Joe’s café – adult to work in bug café role play all week
with small groups of children to model how to write orders, add money
to find total
Carpet sessions – Model how to tell a story using story props, pictures,
story bags etc. Children to create own and tell to classmates –
evidence for Speaking ELG - Children express themselves effectively, showing
awareness of listeners’ needs. Speaking loudly and clearly
Nursery
-Insy winsy spider – display with large hoop and rope hanging in
carpet area – singing song and small world in water tray with spider,
guttering and watering can
-Singing - There’s a worm at the bottom of my garden and his name is
wiggly woo
-Read The Very Busy Spider - watch Words and Pictures The Very Busy
Spider on You tube
-Draw the characters from the story – adult to scribe for children as they
tell the story – Can any hear and say initial sounds of characters
-Look for spiders outside
-Create webs on black paper with glue and glitter
-Make spiders by painting paper plates, getting children to hole punch
and thread through with pipe cleaners – encourage them to add other
Nursery – Retell the story daily and encourage children to draw and paint
media to plates to make them appear 3d
scenes from the story. Sing the days of the week song. Talk about the
-Count the number of eyes on the spider – children to add 5 eyes to a
properties of a circle over the week – Children cut round circles to create
spider template
caterpillars, matching number of circles to number on head, look at
-Create an area for the number 8 – have spiders, octagons, various
Kandinsky paintings with circles, children to paint own. Printing the fruits
numerals, sand in tray to write the number 8
from the story – linking to number recognition and given number to 6 – A3
-Writing names – children to write names on work / trace names with
paper sectioned with dotted
plastic
©
Focus
Education
2014 wallets
for Forest
Painting long sections of egg boxes green and creating legs by threading
6
Academy
with pipe cleaners – link with Fine motor
Read The very hungry caterpillar – Health week - Talk about the different
types of foods that he eats – which are healthy/not healthy ? Sort pictures
from the story into healthy /unhealthy foods
FOCUS -Discuss ways of keeping healthy over the week then get children to
create ‘How to keep healthy books’ on paper and on laptop – show how to
insert a picture and write text
1) Take lots of exercise, 2. Eat lots of fruit and vegetables 3. Drink lots of
water 4. Keep clean 5. Get lots of sleep Children to draw a picture on each
page and write a sentence – extend the more able children by getting
them to write a more complex sentence using …because
LC3 Where can we find mini beasts?
LC4 Can we be like Eric Carle?
-CARPET SESSIONS - Who lives in a house like this? Selection of
different Photos of animal homes eg web, grass, tree, hive, log, stones,
pond, - children to match home to picture of mini beast
-Where do mini beasts live? Book – Children to look for mini beasts in
the garden and draw a picture of them then write a sentence – Ants
live in the ground. Snails live under logs and leaves. Etc.
Creating own stories Focus
-Read Ruth Brown book – Snail trail
-Focus outside - Snail hunt in the garden –Questions- do all snails look
the same? Encourage children to sort them by size, colour etc. Handle
snails and show them their breathing hole (underside of shell) point out
feelers and eyes on long stalks - Introduce vocab habitat, predators –
Look at info books outside to find out info. After hunt model how to
complete the Snail fact file -Children to draw large snail shells and decorate with pencil patterns
-Look at snails on a sheet of glass – Point out how their body moves
–Move in a range of ways Children to imitate movements of snails and
other mini beasts. Point out good examples for other children to i
-Creating representations using loose materials - Can they work
together to create a mini beast with loose materials inside and out on
small and large scale using a range of resources?
-Creating representations using clay/dough/ junk modelling etc.
Model how to use different methods of attachment
-FOCUS Maths trail in garden - different stations set up
Outside for children to add number of legs on
Mini beasts, create a repeating pattern worm with
Loose materials, order the snails by size etc. Adult to
Model and start children off on tasks – take photos and record obs
Nursery
We’re going on a snail hunt – looking for snails in the garden
and counting them 1:1
Sorting snails by size – Big medium and small
Read The Snail and the Whale – Julia Donaldson
Create snails with loose materials – Create template for
children to follow using glass beads – talk about spirals – make
spirals using ribbon outside on ground and twirling ribbon in air
Bottle top snail – stick bottle tops to template – add feelers and
eyes on stalk
Ordering snails to 5/10
Counting out small groups objects - number line TES
action research
-
-
for week evidence for T4W
Model making up stories using ALAN PEAT story method
-Make openings and endings explicit – create a list of different
openings / endings and make reference to them when reading a
range of books
Story mapping –drawing the key events in their stores - Model how
to create a story map - Children to create stories with puppets /
small world, draw and lable on a story maps then create own
stories in story books – create special books as a stimulus
Performing stories to one another –Children to perform stories on
stage outside – Model how to perform – make explicit the need to
speak loudly and clearly - as characters themselves or with puppets
Daily performances on stage – opps for speaking and listening
Provide extended writing opportunities for the MA on track for
Exceeding in writing
Provide a range of different story books to encourage children to
write e.g. book shaped as a ladybird, decorated writing template
with lined paper, See Vicky Milford re book making course
Children to read own stories to the class
Stories to be stuck into Floor Book
Children recorded reading their story back
Children recorded telling stories with props
Children to listen to a story follow a story without pictures or props
evidence for Listening –
Parents invited to share stories during early morning work
Nursery
-Adults to model telling stories with puppets
-Puppet shows in side and out –
-Small world set up inside and out
-Encourage children to draw stories – adults to scribe the story for them
-READ THE Very lazy ladybug – Sheridan Cain/Jack Tickle
© Focus Education 2014 for Forest
Academy
7
LC 5 Which mini beasts live in the pond ?
LC 6 Can I make a home for the mini beasts?
-Read Watch out for the big bad fish – discuss life cycle of frog
-GGR – create activity based on the story – discuss characters
what happened and why
-Pond dipping in school pond – taking photos and using these
as prompts for writing
-Create a mini pond in the garden – do this with children –
encourage them to make posters/signs – e.g. Deep water –
take care – Fill with pond plants and water from school pond
-Pond dipping and matching pond mini beasts to the poster
-Create a diarama of the pond
-Life cycle of the frog – children to cut out template and create
life cycle on paper plate – model how to assemble and use split
pin
-Create fact files about frogs – what do they eat, how long do
they live etc.
-Continue with creating own stories
-Design a mini beast habitat using shoe boxes –
children to say which mini beast they want to make
a home for and where they like to live – Use natural
materials
-Create a mini beast with clay/dough – create
texture with tools/paint and add to habitat
-Write about chosen mini beast – Model how to
complete booklet (adapt snail booklet or cut out
books in shape of mini beasts)
Nursery –– 5 little speckled frogs small world in tuff tray – linked
to numbers to 5 – 1 less from 5 – encourage children to use
fingers and to take away and repeat vocab
Ordering numbers to 5 – counting out objects to match
Forming numerals to 5
Read The Teeny weeny tadpole - Sheridan Cain / Jack Tickle
BUG SONGs – There’s a worm at the bottom of my
garden, Nobody likes me, everybody hates me, etc
Create labels for the garden – e.g Careful – woodlice
live here!
NURSERY
Read Watch out for the big bad fish
Creating homes for mini beasts – model the use of tools, how to
use hole punches, model how to attach different materials –
using PVA, sellotape and masking tape – take photos of
process
Butterfly printing – Model how to paint on one side and fold
paper
String printing – as above
© Focus Education 2014 for Forest
Academy
8
Reflection : Why do we need to look after mini
beasts?
Outcome :
Reflecting back on what has been learnt – refer
back to wonder wall
-bring this together with power point
https://www.tes.com/teaching-resource/minibeasts-powerpoint-6243646
Assembly to parents in the school hall -
Discuss the need to handle things with care – what
would happen if there were no mini beasts – discuss
simply how insects pollinate plants – How they are
food for other animals
Telling the story of The Bad tempered ladybird
Presenting facts about mini beasts
Singing mini beast songs
Few children to read their mini beast stories
Film for website and Blog
Nursery to participate
Sing songs – Insy Winsy and 5 little speckled frogs
Tell the story of the Very Busy Spider using T4W
actions
© Focus Education 2014 for Forest
Academy
9
RESOURCES
Book making - provide children with a range of books – see Vicky re bookmaking course •
Laminated photos of different mini beasts –(in cupboard) magnifying glasses clipboards small nets, butterfly net and containers for mini beasts
•
Information books - The Snail – Ruth Brown and other info texts
•
Resources for who lives in a house like this? Photos of animal homes eg web, grass, tree, hive, log,
•
Set up mini beast investigation area – books photos magnifying glasses questions etc
•
Set up BUG CAFÉ – use pasta for bug shells, caterpillars, pipe cleaners for worms – take photos of all ingredients and price with 1p 2 p 5p – create a
menu to match with simple text for children to read
•
Come Outside –Snails https://video.search.yahoo.com/yhs/search;_ylt=A2KLqIIkMjBZrzsAvyU0nIlQ;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM;_ylc=X1MDMTM1MTE5NTcwMARfcgMyBGFjdG4DY2xrBGJjawNkbjUzMmZwYzBwaGI2JTI2YiUzRDMlMjZzJTNEMGcEY3NyY3B2aWQDckhNY1p6azRM
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COME OUTSIDE – BUTTERFLIES
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Sorting activity for the more able (Below)– find out info about moths and butterflies during GGR –
children then to indep read and sort sentences
© Focus Education 2014 for Forest
Academy
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