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EYE1002 - Curriculum Literacy "We're Going on a Bear Hunt!"…
EYE1002 - Curriculum
Literacy
"We're Going on a Bear Hunt!"
National Curriculum - Reception
Make an obstacle course using resources to recreate the "Long wavy Grass", "The cold river", "Thick oozy mud", "Big dark forest", "Swirling whirling snow storm" and "the narrow gloomy cave".
Talk about their experiences of going on a walk, who they went with? What did the find? and, Did they see a bear?
Make your own map of "We're going on a bear hunt!"
Make your own bear toast, using fruit.
Act out 'We're Going on a Bear Hunt."
Make your own puppets to tell the story.
Prepositions (under, over and through) talk about what you can get under, over and through.
Early Years Foundation Stage - Pre-School
Using bingo dabbers to follow lines and trails of the family on their bear hunt.
Using different textures in trays for children to walk in and explore and encourage speech about textures etc. (Chocolate for mud and shaving foam for snow).
Finding bears in gloop, counting up to 5 or 10 and using different resources to change the gloop, for example, adding food colouring, glitter or things you may have found whilst being on a bear hunt.
Make your own binocular's or bear from the story.
Sensory Bottles -
(Tissue Paper for grass).
(Oil and blue food colouring for the river).
(Mud and water for the mud).
(Leaves, conkers, moss, twigs etc for the forest).
(Cotton wool and glitter for the snowstorm).
Pick a literacy activity relating to the book you have chosen and plan this activity using different writing ideas such as: Treasure hunts and maps, instruction booklets or directions, letters or books or drawing and writing.
Dialogical Approach
Explaining to a child what activity is going to take place.
What the aims are for the activity.
What the outcome will be by the end of the activity.
What the child will know or have learnt from the planned activity.
Link chosen activity to The Early Years Foundation Stage as well as the National Curriculum.
Pick and activity, make or use pictures, speech bubbles, accounts and different ways to express information in a presentable format.
Briefly give an overview of the roles in planning, assessing and observing an activity for a child.
What is the main focus of learning for your outline plan?
What will children learn best? How will you know?
What else might the child learn?
How will your plans fit into the current literacy provision?
What do you want the other adults to do? Why?
Due Date: PIP session with Karen.