Ideas for Home Learning: Sugarlump and the Unicorn
Week ending 16th June
Dear Parents/Carers,
Please find below some ideas for guiding your child’s learning at home. Please encourage
your child to complete one or more of these activities, with your support.
In addition, we would love to hear from you about your child’s home learning; please use
the home learning diary to jot down your observations or you could email these to us at:
[email protected] . Thank you.
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This week and next, our focus text is ‘Sugarlump and the
Unicorn’.
 Can you tell your family about the story, including the
characters and main events?
 What is your favourite part of the story? Why?
In the story Sugarlump moves in different ways.

Explore different ways of moving e.g. hopping, jumping, galloping,
trotting, leaping.

Perhaps you could have a race and try these different ways of moving.
Which movement is the fastest? Slowest? Which movement is tricky?
The unicorn grants Sugarlump lots of different wishes.
 If you could have three wishes, what would they be? If you are in
Nursery, draw a picture to show your wishes; if you are in
Reception, have a go at writing a sentence to go with your picture.
Sugarlump is a rocking horse and he was a favourite toy.
 Can you draw a picture or describe your favourite toy? Why is it your favourite?
 When you were younger, did you have a favourite toy that you don’t play with
anymore?
In the illustrations there are lots of different shapes and colours.
 Can you go on a shape hunt at home? Try to name the shapes which describe different
objects e.g. a circle for a dinner plate; a sphere for a ball.
 We have explored repeating patterns. Can you have a go at creating your own
repeating pattern, using toys and colour e.g. red car, yellow car, red car,…..etc
For Reception children, please find below the ‘tricky words’ we have been learning. We
call them tricky words because they are not easy to ‘sound talk’. Please could you help
your child to learn to spell these, as well as read them.
(A note to parents/carers: please encourage your child to think about which part of each
word is being ‘tricky’ and why; for example, in the word ‘go’, the ‘o’ is the tricky part
because it is not saying /o/ as in the word ‘dog’.)