• Could you make a healthy snack together? Could you try any fruits from the story?
• Can you go on a bug hunt? What can you find? Can you see a caterpillar?
• Be a butterfly- run around and flap your arms up and down
• Can you spot all the food in the story when you are shopping?
• Could you paint a butterfly by painting one side and folding the paper to make it symmetrical.
• Link to story narrated with Makaton signing
  www.youtube.com/watch?v=kQNxBrONqaA

Watch Mrs Dunbar’s sensory story/song on Tapestry

• Take a walk around the local area, park or gardens – What can you find growing?
• Can you do some planting together and watch it grow?
• Could you help an adult in the garden – water the plants with a watering can?
• Sing the days of the week and say today is Monday…today is Tuesday…
• Can you find any slugs or snails in your garden, on your way to school or at the park?
• Link to story being narrated
  www.youtube.com/watch?v=23INhyreb8M

Watch Mrs Dunbar’s sensory story/song on Tapestry

• Can your child start to show awareness of the number 4 in the indoor/outdoor environment e.g. house numbers, car registrations, in shops and on buses.
• Match shapes that are the same and begin to categorise – square/rectangle e.g. shapes in your house e.g. coasters or picture frames
• Notice patterns and start to arrange things by pattern
  www.bbc.co.uk/iplayer/episodes/b08bzfnh/numberblocks

When singing rhymes, present numbers on fingers, showing fingers decreasing and re- counting when we take one away or add one.

Sing/ recite rhymes at home: use resources from home learning packs to do this

Watch Ganneys Meadow Staff Recordings of rhymes on Tapestry

Ideas to support children’s early phonological development

Blow feathers, blow bubbles and listen to the quiet pop. Feel and hear them pop on your hand, knee, foot, head

Listen to the sounds your child is making. Repeat them back. Add on a new sound. Make the sound on their hand, palm/back, allow your child to touch your face as you make the sounds

Make sounds through tubes made of different materials e.g. plastic, paper, wood, cardboard

Make speech sounds as you and your child are looking in the mirror

• Put on your wellies and go and stand or stomp in the thick oozy mud
• Use a torch to look around the room and track the light
• Visit a local forest/ park and walk through the swishy swashy grass
• To experience a snowstorm, throw scrunched up paper in the air for snowballs
• Link to story narrated with Makaton signing –
  Makaton Signed Story – WE’RE GOING ON A BEAR HUNT – Singing Hands
• Watch Mrs Dunbar’s sensory story on Tapestry

• Watch the story with Makaton signs ( link below) Can you learn to sign; car, kite, ball, tiger, paint, trumpet and kitten?
• Can you move like a tiger and go roaring around the house?
• Throw a big ball and catch it. ‘My turn, your turn’ Try a smaller ball if you can throw and catch a big one. If this is tricky hit and catch a balloon
• Link to story being narrated with Makaton signing –
  www.youtube.com/watch?v=99SARGoQoNc
• Watch Mrs Dunbar’s sensory story on Tapestry

• Can your child start to show awareness of the number 2 in the indoor/outdoor environment e.g. house numbers, car registrations, in shops and on buses?
• Support and encourage your child to begin to recognise the number 2 and show an interest in counting. Model counting the objects your child is counting with.
• Listen to and join in with number rhymes – 2 Little Dickie Birds
• Encourage your child to look at the dickie birds as they are counted and taken away
  www.bbc.co.uk/iplayer/episodes/b08bzfnh/numberblocks

Watch Hornbeam staff sing and sign ‘When Santa Got Stuck Up The Chimney’

Ideas to support children’s early phonological development

Use rhymes and songs with words repeated in a string e.g. Row, Row, Row your boat. Clap, Clap, Clap your hands.

Say word strings – link with an object of interest e.g. blue block, green grass

Blow feathers, blow bubbles and listen to the quiet pop. Feel and hear them pop on your hand, knee, foot, head

Listen to the sounds the child is making. Repeat back. Add a new sound.

Make a speech sound, then add on another one and then another one to make a pattern e.g. e…i…o….s