Foundation Weekly Plan: Week 12
CLL focus:
Language for Thinking; Writing; Reading; Handwriting; Language for Communication
PSRN focus:
Numbers as Labels and for Counting; Shape, Space and Measures; Calculating
dinosaurs
lost
label
anchosaurus,
apatosaurus,
pterodactyl,
scelidosaurus,
stegosaurus,
triceratops,
tyrannosaurus
• favourite
• describe
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•
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•
as ___ as a ___
how many?
estimate
one, two, three,
four, five, six, seven,
eight, nine, ten
Resources
• fi
rst, second, third,
fourth, fifth, sixth,
seventh, eighth,
ninth, tenth
Goals
Planning and Development
• U
se talk, actions and
objects to recall and relive
past experiences.
• Write their own names
and other things such
as labels and captions,
and begin to form simple
sentences, sometimes
using punctuation.
Read Harry and his Bucketful of Dinosaurs by Ian Whybrow
stopping at the part where Harry is in bed having lost his
dinosaurs. Discuss whether children have ever lost anything
they really liked. Encourage children to tell stories and to relate
Harry losing his dinosaurs to their own experience of losing
things. Read the end of the story. How did Harry get them
back?
• E
stimate how many objects
they can see and check by
counting them.
• Say and use number
names in order in familiar
contexts.
Show children a bucketful of ten plastic dinosaurs. How many
dinosaurs are in the bucket? Encourage children to estimate,
and record some of their guesses on the board. Count the
dinosaurs, choosing a child to take them out of the bucket one
by one. Compare the number with their estimates. Who was
correct?
• E
xplore and experiment
with sounds, words and
texts.
• Use a pencil and hold
it effectively to form
recognisable letters,
most of which are
correctly formed.
Re-read Harry and his Bucketful of Dinosaurs. Look at the page
in the library where Harry names his dinosaurs. Read the names
of the dinosaurs with children. Can they say these names?
Does anyone know any other dinosaur names? Record the
names of Harry’s dinosaurs on the board, and perhaps some
other favourite dinosaur names. Read the names with children.
• K
now that numbers identify
how many objects are in a
set.
• Use developing
mathematical ideas
and methods to solve
practical problems.
Use the bucket of dinosaurs. If children have used it before
ask if they can remember how many there were. Count the
dinosaurs to check that there are ten. Tip the dinosaurs from
a bucket to a bag. Ask them if there are still ten. Encourage
children to notice that we did not drop any, nor did we add any.
There are still ten. Count to check. Tip the dinosaurs from the
bag to the table without dropping any. Are there still ten?
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ITR 12
PCM 44: biscuit recipe
PCM 53: bucket instructions
PCM 54: 1–10 number line
page 4 of ICD Book 1
page 5 of ICD Book 1
Harry and his Bucketful of
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Dinosaurs by Ian Whybrow
30–40 small plastic dinosaurs
a bucket
a dice
a bag
a tray
biscuit ingredients
Effective Practice
Adult-led
Day 1
Day 2
Week 12
• dinosaur biscuit cutter
• mud, soapy water, sponges
• ‘fossils’ (shells, small toys) and
pictures of them
• trowels, sieves, brushes,
clipboard
12.1
Children work in pairs to role play being in
Lost Property and describing something
that they have lost. Encourage children to
take turns in the roles of the Lost Property
person and the child.
12.2
Have 30–40 small plastic dinosaurs in a
bucket. Each child throws a dice, then
takes this number of dinosaurs from the
bucket. They must count carefully. If
they do this correctly they may keep the
dinosaurs. If not, they put them back in the
bucket. Repeat until each child has at least
ten dinosaurs in their pile.
12.3
Children choose a dinosaur. They draw it
and write its whole name. Help children
to segment the word into sounds, identify
letters to write, and then to form each letter
in turn correctly, giving lots of praise and
encouragement that they can write such a
long name.
/
12.4
Place six or more dinosaurs in a line. How
many are there? Children count, pointing at
each dinosaur as they say the number. Move
one dinosaur from the front to the back. Are
there still six? Encourage children to realise
that since you haven’t added/taken any
away there are still six. Repeat. Alternatively,
use Big Book F2, page 3, Counting to 10.
Free choice
Children
can…
Cooking
Make dinosaur biscuits
(PCM 44). Children can take
them home in a handmade
card bucket (see PCM 53).
• CLL opportunities:
What is your dinosaur called?
What sounds can you hear in
his/her name?
• PSRN opportunities:
How many dinosaurs will we
need to fill the bucket? How
much mixture have we made?
Will there be enough?
• D
escribe
something they
have lost.
Computer activity
Set up ITR 12 screen 4.
Children can create their own
dinosaur. [ITR 12]
• CLL opportunities:
Can you describe how your
dinosaur looks? What is her
name? What does she eat?
• PSRN opportunities:
How many legs does your
dinosaur have? How old is
he?
• R
ecognise
and write
some dinosaur
names.
• Form letters
correctly.
• E
stimate how
many up to ten.
• Count up to 10
objects, using
one-to-one
correspondence.
• C
ount up to
six objects,
understanding
that the number
does not
change if the
objects are
moved.
Abacus Evolve Foundation © Pearson Education Ltd 2008
Useful vocabulary
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Goals
Planning and Development
Effective Practice
Adult-led
Day 3
Day 4
Day 5
• Use
a pencil and hold
it effectively to form
recognisable letters,
most of which are
correctly formed.
• Write their own names
and other things such as
labels and captions.
Clearly display the inside front or back pages of Harry and his
Bucketful of Dinosaurs. Look at all the dinosaurs. Encourage
children to recognise both the dinosaurs and the names.
Choose a favourite dinosaur and create a dinosaur name label,
modelling how to write such a long name forming each letter
correctly.
• C
ount reliably up to ten
everyday objects.
• Use ordinal numbers in
different contexts.
Make a line of 10 dinosaurs. Count along the line together. Then
ask children which dinosaur is fourth? How can we find out?
Encourage children to see that the fourth dinosaur is the one that
is four along from the start of the line. Count along four, and
establish which dinosaur is fourth. Repeat this to find the dinosaur
that is sixth. Then ask children to tell you which dinosaur is eighth.
• L
isten to stories with
increasing attention and
recall.
• Extend their vocabulary,
exploring the meanings
and sounds of new
words.
Look at Harry and his Bucketful of Dinosaurs. Turn to the
page where Harry tells the man in Lost Property the names of
his dinosaurs. Can you remember the names of the different
dinosaurs? Show children six plastic dinosaurs on a tray. Ask
them to name each of these. Play a memory game. Children
shut their eyes and you remove one dinosaur. Can they say
which one is missing? Repeat several times.
• R
ecognise numerals
1 to 9.
Choose ten children to come to the front and each hold one
number card between 1 and 10 (PCMs 8–9) and a different toy
dinosaur to form a dinosaur number line. Ask children which
dinosaur is on number 7, e.g. a green dinosaur. Can they
recognise number 7 in the line? Ask which number has the
T-Rex. Encourage children to use the dinosaurs to help them
rehearse numeral recognition.
• B
egin to use more
complex sentences.
• Write their own names
and other things such
as labels and captions,
and begin to form simple
sentences, sometimes
using punctuation.
Look at Harry’s dinosaurs. Which is his favourite? How can
we tell? Show a large picture of a tyrannosaurus rex (ITR 12
screen 2). How can we describe this dinosaur? Read out: Our
dinosaur is as large as … What words could we use to finish
this sentence? Encourage suggestions, e.g. my house, a tree.
Repeat for the other similes. [ITR 12]
12.9
Use page 4 of ICD Book 1. Encourage
children to suggest some words which
could complete the similes. Either the
children or an adult can write these.
• C
ount repeated groups of
same size.
• Use developing
mathematical ideas
and methods to solve
practical problems.
Show a picture of a triceratops (ITR 12 screen 3). How many
legs does the dinosaur have? Count them: Four. Click on the
dinosaur and drag to create a second copy. Place it next to the
first one. How many legs in all now? Four on the first dinosaur
and four on the second. Count all the legs and establish that
there are eight. Repeat, adding a third dinosaur. [ITR 12]
12.10 iTR
Use plastic dinosaurs or ITR 12 screen 3.
Encourage children to say how many legs
on one dinosaur, on two dinosaurs, on
three dinosaurs, etc. How can we record
this? [ITR 12]
/
12.5
Children choose their favourite dinosaur
and create a dinosaur name label.
Encourage them to identify each sound in
turn and to make suggestions as to how to
write it. They then form each letter correctly
and clearly. We need a label we can read!
Children can then decorate the name label.
12.6
Use page 5 of ICD Book 1. Help children to
match the correct number to the dinosaur in
that place in the line.
/
12.7
Play the memory game with children. Place
six different dinosaurs on a tray. Children
shut their eyes, and you remove one.
They must say which one is gone. Choose
different children to be the one to remove a
dinosaur.
/
12.8
Use a 1–10 number line (PCM 54). Place
a toy dinosaur on each number. Which
dinosaur is on number 2? Which is on 3?
Children count the dinosaurs to match them
to numbers. Can children write the number
with their favourite dinosaur on it? Practise
writing some numbers.
Free choice
Children
can…
Outdoor play
Provide some muddy
dinosaurs, soapy water and
sponges. Children can clean
the dinosaurs like Harry.
• CLL opportunities:
How does the water feel? Does
it make your hands feel cold?
What if we had warm water?
How have we made the water
bubbly? What colours can you
see in the bubbles?
• PSRN opportunities:
How much water did you need
to fill the bowl? Will you need
more or less water to fill the
water tray? A cup?
• W
rite a
dinosaur name
label, forming
letters correctly.
Sand
Bury some ‘fossils’ in the
sand, such as shells or small
toys. Provide trowels, sieves
and brushes, and a clipboard
with a pictorial list of the
‘fossils’. Children can tick
them off as they find them.
• CLL opportunities:
Why do we need to search
carefully? How are you using
the tools?
• PSRN opportunities:
How many objects have we
found? How many are left?
• R
ecognise
dinosaur
names and
remember
these.
Writing table
Provide paper and crayons,
and display dinosaur names.
Children can draw and label
dinosaur pictures to display in
a ‘gallery’.
• CLL opportunities:
What is the name of your
dinosaur? Have you tried to
write its name? Which letters
did you need?
• PSRN opportunities:
How many dinosaurs have
we made so far? How many
legs have they got each/
altogether?
• Read a simple
sentence.
• Complete
a simple
sentence by
adding a word.
• M
atch
numerals to
positions in a
line.
• Use ordinal
language.
• R
ead numerals
and match to
objects on a
number line.
• C
ount sets
of the same
number.
• Find practical
ways of
finding a total.