w/c 6.4.20 FS2 Home Learning

  • 5th Apr, 2020 at 8:18am


This week, we are thinking about Easter – both the religious story of Easter as well as how we celebrate Easter with our families.

Please click on the link below to access the story of ‘Happy Easter’.


It is best to repeat this story every day to enable the children to use the vocabulary in their play.  Ask your child lots of questions about the story (I have included some examples below).

  • Why do you think that the rabbit mother was so keen to get her rabbit children to fetch eggs at the beginning of the story?  How do you think the rabbit mother was feeling?
  • In the story, it says that the rabbit family painted the eggs with colours that had been left by the last rainbow.  Can you name the colours of a rainbow? When are you most likely to see a rainbow? How would you describe the shape of a rainbow?
  • Word play – In the story, it says how the rabbits ‘pleaded’ with the hen.  What do you think the word ‘pleaded’ means?  What other words could be used instead of pleaded?
  • How do you think the hen felt when she saw the different coloured chickens?  Why do you think this?  What do new chicks usually look like?
  • Can you retell the story? (by the end of the week)


  • Continue to access the range of reading books from the oxford owl website:


If you have forgotten how to log in, check back to last week’s blog entry!

  • Word practise: Keep going through the sounds and words in your red phonics book.  Try doing ‘fred in your head’ and speed reading for fluency.
  • Keep looking at the ‘reading support’ resources that Mrs Mills has put onto the blog under ‘news’ and access your level of sounds and words.  If you are in rabbits and owls groups and are feeling confident with your sounds.  Start to learn the set 2 sounds which are all ‘special friends’ (eg. ‘ay’ in play; ‘ee’ in see).
  • Continue to read bedtime stories to your child.


All groups: Have a go at making an Easter basket to hold some Easter egg treats.  You could use a small box or tub or material.  You could also decorate it using paints and Easter pictures.  Don’t forget that your basket will need a handle.

Hedgehog/ Owls group: Once you have completed your Easter basket, talk to a grown up about the different steps you took to put it together.

Now try writing a list of instructions of how to make a similar basket.  Make sure that you number your instructions (just like in a food recipe).  Challenge: Try starting each instruction with an adverb such as first, then, next, finally….

Remind your child to keep saying their sentence over and over again so that they can remember it well.  Encourage to use their ‘fred fingers’ to think about the sounds in words.  Remind them to use finger spaces and finish their sentences with a full stop. 

Rabbit group: Once you have completed your basket, you could ‘review’ it: think about if you were to make your basket again, what you would do differently?  Would you use a different material? Would you attach the handle in a different way to make it stronger? Would you decorate it using something different?

Write at least one sentence about what you would do differently.  Start your sentence with ‘Next time…’.  Remind your child to keep saying their sentence over and over again so that they can remember it well.  Encourage to use their ‘fred fingers’ to think about the sounds in words.  Remind them to use finger spaces and finish their sentence with a full stop. 


This week, we are focused upon the Easter story.  The following YouTube clip tells the story in a child friendly way:


You could also look at the following reading and ask questions about it:

  • Who was there with Jesus when he died?
  • What did Jesus say to them?
  • What does the story tell you about Jesus?
  • What does the story tell you about Mary?
  • What does the story tell you about John?

Choice of RE activities:

  • Make an Easter Garden (this could be in a shoebox or you could make it in a little bit of your garden, maybe even in a plant pot).  Include fresh flowers – eggs, chicks and lambs which are signs of new life.
  • Decorate hard boiled eggs with signs of new life and put them into an Easter basket. These can then be used in an Easter egg hunt.
  • Plant quick growing seeds as signs of new life: e.g. cress or grass. This could be used in the Easter Garden.


Subtraction by counting back

Parents have access to the ‘twinkl’ website which has lots of teaching resources to support the children’s learning.

Teach the children that when we subtract or ‘take away’, we can do this by counting back on a numberline.  If we have the equation 6-2, we find 6 on the numberline and count back 2 jumps to solve the equation.

We would then say the sentence:

‘Six take away two is equal to four’

Have a go at practising subtraction by counting back using the following equations through the twinkl website, which is free for parents to access whilst schools are partially closed.


Try playing the online subtraction game:


Each time you solve an equation, encourage your child to say the sentence structure (eg ‘nine take away two is equal to seven’)

Remember to keep practising your number recognition with all numbers to twenty.

Fun ideas:

  • Make some Easter treats to share with your family.  You could make some biscuits in the shape of chicks or bunnies, or you could decorate some cakes with miniature eggs.
  • Make an Easter card for a family member, friend or a neighbour.  Make sure that your picture on the front relates to something to do with Easter.
  • Draw and paint/ colour a number of Easter eggs pictures.  Cut them out using your best cutting skills and then get a grown up to hide them around your house/ garden.  You can then go on an Easter egg hunt to find them all.  Count them up to make sure that you have found them all.


Thank you for all of your observations so far – it is good to see how you are following the teaching in the blog as well as completing your own tasks. Remember to keep taking photographs of your child and emailing them to the 2simple/ 2buildaprofile program.  Include what your child is doing and saying and I will link it to the curriculum so that their educational profile continues to build.

If you have any comments to share or any questions about the learning tasks, please leave comments on the blog and I will get back to you!

Have a safe and wonderful Easter everyone…

I’ll be back with some more learning ideas after the Easter break!

Mrs Swift xx


  • Paige
    7th Apr, 2020 at 12:07pmm

    Hi, I’ve just got a quick question on how you correct their spelling- for instance when writing out our instructions for an Easter basket: we thought of a sentence then Fred talked the words. But some words like make he couldn’t understand why it was make and not mayk because he said ay are special friends. I just don’t get how to correct him, or don’t I if they are phonetically plausible. Thank you

    • Mrs Swift
      8th Apr, 2020 at 1:05pmm

      Hi Paige, thanks for your question! Just let him write out sentences using ‘what he knows’ in the first instance because we want him to feel like a confident writer. When we read back over the sentence at the end, you can tell him the correct spelling by explaining that the ‘a_e’ makes an ‘ay’ sound too. You could then choose ‘make’ as a word that you practice reading and writing on a more regular basis.
      If he has made a few mistakes, do not correct every mistake as we want his confidence to stay high, just choose a couple each time!
      Hope that this helps! Mrs Swift x

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