We have a mum coming in today to talk about her working role. We will encourage the children to ask questions to find out more about this.

Later our activity is linked to a story called ‘Frightened by a Frog”. We will read the story to the children. It is a story without illustrations so we will be asking the children to use their imagination to create pictures in their heads. Then we will explain to the children that they need to create a simple map based on the story. Adults will first use small world resources to represent a map to go with the story. Then we will show the children some simple maps and explain that we need to create something similar. We will go back to the beginning of the story and talk about the first setting, a small village. We will give each child paper for their map and remind them to use the pinch and flick technique to pick up their chosen pens. We will ask the children to begin by drawing the village. We will remind them that this doesn’t need to be too big so that we can fit other features on the map. Then we will talk about the next setting (the river) and represent this. We will repeat this until the maps are finished. We will also ask children to have a go at writing ‘map’ as a label. adults will model sounding this out and writing each letter. The children will then imitate this (using an appropriate grip). We will ask the children to look at each other’s maps to see if they are the same or different. Finally, at the end we will show the children some pictures of other frog homes - linked to the following questions: “Where do they go home?” Lily, “Where do they swim?” Poppy MB and “Where do they live?” Sebastian.

Today we have our class assembly. We hope that you are all able to come. The children have worked hard preparing their presentation and are looking forward to it.

Later in the day we will visit the adventure trail and explore travelling around it in different ways. On our way to the adventure trail we will talk about Sophia’s question: “Why do they [frogs] have springy legs?”

Today we have the third Balanceability session. The children will be exploring balancing activities before completing challenges on balance bikes. As part of these sessions we will be exploring ‘frog legs’, ‘dinosaur steps and gliding’.

Today we will introduce the story ‘Tuesday’. We will watch the video of the story twice so that the children develop familiarity with it. Once we have watched the story we will talk about what happened in the story, we will encourage the children to recall the story in sequence. (We will link this to the children’s questions [“Why do they {frogs} go ribbet?” Sebastian. “Why do frogs jump on lily pads?”  Munro.] We will talk about the beginning, middle and end of the story. Then using the notes we have made with the children we will work together to create a story mountain. When this is created we will ask the children to join us in retelling the story. Next we will show the children a range of instruments and explain that we are going to watch the video story again and decide on which instruments we should use at each section of the story (we will annotate this on our story mountain). Each child will have an instrument and will need to follow the story mountain to check when they need to play their instrument. As they play we will talk about how they need to play (loudly, quietly, fast or slow etc).

Friday

Today we will start by revisiting our counting song of the week - five speckled frogs. We will show the children a five-frame and as we sing the song again we will show the children the relevant number of frogs and ask individual children to show how many on the five-frame by using counters. Then we will mark out a large five-frame on the ground with tape. We will explain that the children are going to be frogs (this is linked to the children’s questions [“Why do frogs hop up and down?” Freddie J “Why do they (frogs) hop?” Vihara.] which we will discuss.) We will ask the children to practise hopping, safely, in the classroom. Then adults will show the children a group of frogs up to three and then five and see if one child can organise others to hop over to the five-frame and give the correct number of children standing in the five-frame (representing the group of frogs).