Week Three- How do you make colours?

Chosen question of the week – How do you make colours?

Book – Mouse Paint by Ellen Walsh  

Language Development

Sounds and h/f words 3 times a day

RWInc d,t,i

Writing workshop – d,g,q.

Talk about and identify the different colours. Children identify and record the initial sound underneath each colour.

Compact profile – Oracy – Phonological awareness

O2 - listen to and join in with songs and rhymes and engage in sound and word play. (They will hear and discriminate general, environmental and speech sounds)

O3 – they play with sounds in words including isolating and identifying initial sounds.

O4 – they can segment and blend sounds in words (including medial and final sounds)

Children listen to instructions to colour bears the correct colour. Adult hold the pre coloured bear and give instructions. 

 Compact profile – Listening and Understanding

O1 respond to spontaneous one-step instructions and show an understanding of simple phrases. O2. listen with growing attention and concentration. They show understanding of two-step instructions and basic concepts and ask simple appropriate questions. O3. demonstrate that they have listened to others. They understand three-step instructions and basic concepts. They usually respond appropriately to people and stimuli and ask an appropriate question about something that has been said. O4. listen to other speakers or stimuli, with growing attention, usually responding appropriately to complex information and instructions. They ask detailed questions to clarify understanding.

Groups work together to describe what they think Queen Sparkle has in her kingdom and what the kingdom looks like.  Queen Sparkle’s kingdom on the white display board in construction area. As topic progresses, groups to mix colours to paint areas of the kingdom for each question answered. Therefore, by the end of the topic, Queen Sparkle will have colour back in her kingdom and we will hold a colour party.

Compact profile – Oracy – Expressive Language

Oracy- Expressive Language Compact Profile.

O1. begin to use newly learned words in their play. They ’talk’ to themselves, other children and familiar adults using simple sentences.

O2.

use newly learned words and relevant vocabulary in their play in complete sentences with five or more words.

O3 use an appropriate and increasing range of vocabulary in phrases and complete sentences.

O4. use an increasing and varied range of appropriate vocabulary. They

usually make themselves clear by choosing words deliberately and organising what they say.

Mathematical Development

Counting songs counting up and back to be sung everyday

Pattern walk. In groups, children walk around the school building and outside to look for pattern in the environment e.g. Railings, floor tiles. Children take turns to photograph the patterns they have found on an iPad. Make a pic collage to stick in their books.

Compact profile – pattern

O1 – begin to show recognition of pattern in the environment (show awareness of patterns indoors and outdoors e.g. On flooring, clothes, buildings)

Adult to make a 2 shape pattern using the 2d shapes and ask the children to copy the pattern . Use this opportunity to ask children the name of the shapes as you work.

Compact profile – Pattern

O2- copy a range of simple patterns visually (copy simple patterns of two easily recognised shapes)

Recognising and repeating patterns. Use the resource ‘Colour repeating pattern snake.' Start with 2 colour repeating pattern snake, complete by making the coloured dots with their finger or a cotton bud. If confident completing with two colours then progress onto 3 colour snake.

Compact profile – Pattern

O3 – recognise and repeat patterns of up to 3 visually – (recognising and repeating a sequence of three colours).

Knowledge and Understanding

LO: investigate how colours are made.

As a group, children investigate the colour paddles using the light box. Ask – what colours can you see as they lay the paddles down. What happens when you put two on top of each other? Choose two paddles and predict what they will see, were they correct? What would happen to different classroom objects if they put them under the colour paddles?

LO: investigate how colours mix together

Cover the tough tray in a white shower curtain. Put primary coloured ice cubes in the tough tray. Observe and ask – what is happening to the ice? Why do you think the ice is melting? How can we get the ice to melt faster? What happens when two ice cubes melt next to each other? Hold and squeeze two different coloured ice cubes – what colour do you expect to see drip from your hands?

PSD

What colour are feelings? Talk about different emotions, how do you feel when you are sad? Angry?tired? Etc. When you are happy, what colour do you see? Why do you think this? Continue through the group with different feelings, do all the children think the same colour?

Compact profile – oracy – expressive language

Oracy- Expressive Language Compact Profile.

O1. begin to use newly learned words in their play. They ’talk’ to themselves, other children and familiar adults using simple sentences.

O2. use newly learned words and relevant vocabulary in their play in complete sentences with five or more words.

O3 use an appropriate and increasing range of vocabulary in phrases and complete sentences.

O4. use an increasing and varied range of appropriate vocabulary. They usually make themselves clear by choosing words deliberately and organising what they say.

Creative

LO: find out what happens when two primary colours are mixed together.

Squeeze two chosen primary colours into zip lock bags, close bags and squish in their hands to see the colours merging and mixing. Talk about what they can see and what they have found out. Sing/learn the ‘Mixing Colours’ song.

Physical development

Play to learn – crawling soldiers

Welsh development

Watch ‘Ga i fynd i’r ty bach’ song.

Think about where else they would like to go e.g. Sinema, siop, parc, traeth. Sing the song pretending to get on a bus to different places for each verse.

Enhanced activities

Physical – throw quoits into hoops of matching colours.

FPP- Social interaction Compact Profile.

O1. play alone or parallel to other children often near a familiar adult.

O2. usually play with other children.

O3. often play cooperatively with other children.

O4. play independently and cooperatively with other children.

Puzzles table ( Compact profile - fine manipulation)

O2 – locking together pieces in larger construction materials and jigsaw puzzles.

O3 – locking together jigsaw puzzles and construction materials.

Writing/colouring table – colour by number sheets 

C touch board – top marks gingerbread man game (counting, matching, ordering choices) Gingerbread man game

Computers – colour mix cottage – mixing room activity.

Mrs James and Mrs Farrell.