CLASS RA HOME LEARNING 13.05.2020
Good morning everyone,
I hope that you are enjoying learning about tadpoles and how they grow into frogs.
When I was your age, I lived in a lovely house with a big back garden. My daddy dug a great big hole and lined it with concrete and then filled it in with water. He had made us a garden pond. It was quite big and it had a little island in the middle that had lots of beautiful plants and a bird table on it. My mum planted waterlilies and we had lots of goldfish that grew to be quite big. In the spring, frogs came and laid their frogspawn. I used to watch as the black dot in the middle of the jelly got bigger and bigger until you could see a tadpole growing inside. We must have had literally thousands of tadpoles swimming around in our pond. These tadpoles would gradually turn into tiny froglets and my brother and I used to try and catch them and put them in a jar. I remember getting really told off by my dad because he asked me to put them back in the pond and I had a tantrum. He got really cross with me. It was one of the very few times in my life that he ever shouted at me which is why I remember it. Throughout the whole of spring and early summer, I would go to sleep with the sound of frogs softly croaking underneath my bedroom window. Every year, the frogs would come back and lay their spawn in our pond because that is what they do – they go back to where they were born. Happy memories. I love frogs and now you know why.
The first thing I want you to do is discuss how Tadpole and Caterpillar changed during the story of ‘Tadpole’s Promise’. Flick through the pages to remind you – look carefully at the pictures as well as listening to someone read what the author says about the changes. Look at the different photographs of the frogspawn and tadpoles and frog in the ‘Tadpoles and Frogs’ information sheets that I wrote for you (resources). Can you find out the words that say what each stage is e.g. frogspawn, tadpole, froglet, frog.
Parents - The children are now to write sequenced sentences to report the stages in the frog lifecycle. You need to decide which writing frame from the pack that you want to use (resources in the week 4 pack).
Hard: Provide your child with five sentence openers. They include descriptive vocabulary and complete each sentence correctly.
Medium: Provide your child with four sentence openers. They complete each sentence correctly.
Easy: Provide your child with three pictures. They complete the sentence associated with each picture.
The next activity that I would like you to do is draw your own lifecycle of a frog with arrows going from one stage to the next. Do this in the orange book. If you don’t know what I mean, then look at the information about caterpillars and butterflies that I gave you in week 3’s pack – there is a lifecycle drawing there that you can use to help you when you draw your lifecycle of a frog.
Maths – Find the two black and white sheets in the pack. One has the months of the year at the top and 12 pictures – one for each month. The other says ‘Months and Seasons Cut and Paste’. Colour the pictures carefully and then cut out and order the months and seasons of the year. Look carefully at the pictures for clues as to which month is which.
Finish the day’s learning as you always do with Oxford Owl reading and a Speed Sound lesson on YouTube. If you still want to do more learning, choose from the many extra activities I have included in the pack: the art and craft activities and the activity sheets with the ladybirds border.
Have a really lovely day