Junior Infants
Weekly outline of Work.
Monday 25th January-Friday 29th January.
MONDAY
1.Gaeilge/ Irish
Please help your child to revise the following
actions/movements. Your child might remember doing this rhyme is
school so encourage him/her to sing along with it and do the
actions.
A voice recording of these actions are available on Microsoft
Teams under the heading ‘Irish Action Rhyme’.
Haileo a pháistí seasaigí suas lámha suas lámha síos
1,2,3, 1,2,3, 1, 2,3
Hello children stand up hands up hands down
Lámha amach lámha isteach lámha síos slán
1,2,3, 1,2,3 1,2,3,
hands out hands in hands down Bye
2.Jolly Phonics
( Please remember your child is not saying the name of
the sound. He/she is only saying the sound that the letter
makes.)
(a) Revise each sound in the Sound bag. New
sound for week: ‘g’
(b)Cut out the ‘g’ sound and put it into the
‘Sounds bag’ along with the sounds that we have already learnt
in school
(c)Encourage your child to think of words which begin with
the ‘g’ sound e.g.
grapes, guitar, girl
https://www.youtube.com/watch?v=wiI16fMPr1Q (Jolly
Phonics g song).
Action: Spiral hand down as if water gurgling down a plug hole and say g, g, g
Please see Microsoft Teams for videos for the sound
‘g’
3.Tricky Words –
(These words need to be learnt as a sight word i.e. when your
child sees these words, he/she needs to say these words
immediately. These words cannot be sounded out.)
a. Revise all words learnt to date in the Tricky Word
Bag. ‘I, the, he, she, me, we, be, was’
b. New word ‘to’ (Jack Hartmann and Jan
Richardson ‘to’ sight word song)
https://www
.youtube.com/watch?v=OScbLnssF9I
c. Cut out the word ‘to’ and put it into the Tricky
Word Bag.
d. Encourage your child to look at and say this word without
sounding it out. Think of different sentences with the word
‘to’ e.g. ‘I went to the park’….. ‘I ran
up to my friend’ etc.
4. Blending Folder: (Please read note at front of this
folder)
Pg. 1 Words: sat, at
Blend (run the sounds
together): s-a-t Segment word (stretch it
out) s-a-t
Blend (run the sounds
together): a-t Segment word (stretch it
out) a-t
Encourage your child to use the sounds from their Sound Bag to
make the words
‘sat’ and ‘at’.
5.Nursery Rhyme : Continue to revise nursery rhymes. Which rhyme
was about a shoe, a door, sticks and a big fat hen? Can you clap
this rhyme? Can you tap the rhyme? Can you stamp the rhyme? Can you
whisper the rhyme? Can you say the rhyme out loud? Can you say the
rhyme in a happy, sad, excited, grumpy voice? What is your
favourite part of the rhyme? Why is this part your favourite? Are
there any words that sound alike? four and door, eight and
straight, ten and hen. These words rhyme.
6. Cracking Maths Home/School Link Book pg. 9 Number
2.
Trace over 2.
https://youtu.be/LwuiDz3gcUY (Two Little Dickie Birds)
Rhyme:
Two little dickie birds sitting on a wall, one named Peter, the
other named Paul! Fly away Peter, Fly away Paul! Come back Peter!
Come back Paul!
Number 2 formation rhyme: Around and back on a railroad track,
two, two, two!
2
7.Pre Reading Activity Book pg 45. (Mrs. Browne’s
Class)
Spot the difference. Make them the same.
Pg. 55 (Ms. Weafer’s Class)
Show them the way. Begin at the arrow. Remember to hold your
pencil properly and colour in the pictures using different
colours!
Well-being Activity: The following is a mindfulness breathing
lesson from Cosmic Kids Zen Den.
https://www.youtube.com/watch?v=nqQN4ugzj_g
TUESDAY
Please note: We will do each Irish lesson for two weeks. We have
split the ‘story’ part of the lesson into two parts. (Please go to
Teams to access)
1. Gaeilge/Irish Sneachta sa ghairdín (snow in the
garden)
a. Help your child learn the following Irish words. A voice
recording of this section is available on Microsoft Teams under the
heading ‘Voice recording vocabulary’. After each word is said there
will be a pause so that your child can repeat the word. Lots of
repetition is important.
Seáinín Sioc ag cur sneachta ag déanamh fear sneachta Isteach
libh anois!
Jack Frost snowing making a snowman In ye go now!
b. Find the voice recording saying ‘Irish Story (scéal)-1.
Listen to the story. After each sentence is said there will be a
pause so that your child can repeat the sentence. Lots of
repetition is important.
2. Jolly Phonics
(a) Revise all sounds in the sounds bag. Focus on the ‘g’
sound.
(b) Look at the pictures on the ‘g’ page of your child’s Sound
Booklet. Say them together e.g., girl, golf, guitar, goat, granny,
green…. Can you hear the ‘g’ sound? Is it at the beginning, middle
or end of the word?
(c) I spy! Looking around your home can you find things that
begin with the ‘g’ sound. e.g., garden, gate, etc.
Geraldine the Giraffe learns the ‘g’ sound
https://www.youtube.com/watch?v=P2DdC5Q6D64
Please see Microsoft Teams for videos for the sound ‘g’
3. Tricky Words
(a)Revise all Tricky Words in the Tricky Word bag: ‘I, the, he,
she, me, we, be, was’
(b) Continue to focus on new tricky word: ‘to’
https://www.youtube.com/watch?v=f8mYY59kOSU&list=PLu2eu2ZZMw-AJYUDDM0gC_gy78Gub4cF8&index=12
(Miss Molly Songs! The ‘to’ song)
(c). Encourage your child to look at and say the word ‘to’
without sounding it out. Think of more sentences with the word
‘to’ e.g. ‘I walked to the playground’… ‘I like to dance and
sing songs’ etc.
4. Blending Folder: (Please read note at front of this
folder)
Pg. 1 Words: sat, at
Blend (run the sounds together): s-a-t Segment word (stretch it
out) s-a-t
Blend (run the sounds together): a-t Segment word (stretch it
out) a-t
Encourage your child to use the sounds from their Sound Bag to
make the words
‘sat’ and ‘at’.
5.Nursery Rhyme: We will revisit the rhyme ‘One, two buckle my
Shoe’ this week’ (Please read note for term 2 inside Nursery Rhyme
Booklet). Share read ‘One, two buckle my Shoe’ with your child.
Model good reading by encouraging and showing your child how to put
his/her finger under the words as you read together. Are there any
words he/she knows? Maybe a tricky word we have learnt e.g., the
word ‘the’. Encourage your child to colour in this word wherever
he/she can find it. Maybe you could pick out simple words like at,
ten, a, hen, big, with your child. Encourage him/her to sound
(blend) some of these words a-t, t-e-n, h-e-n, b-i-g. He/she can
colour in these words.
6. Handwriting Booklet: Writing the letter a.
Time to write!
· Are you ready? Give me a thumb up!
· Are you sitting properly? Two feet down, back straight, chair
pushed in!
· Are you holding your pencil properly? Between Tommy Thumb,
Peter Pointer, Middle Man/Toby Tall helping! Ruby Ring and Baby
Small go to sleep!
a When we are forming the letter ‘a’ we say
‘up, around like a ‘c’, up, down and a tail’.
· Draw some pictures of words beginning with the sound ‘a’ e.g.
ant, ambulance, anchor, alligator etc. at the top of the page.
7. Cracking Maths pg. 48 Number 3: Write the number 3.
How many bees at the top of the page? Look at the grid at the
top of the page. How many are coloured in green? Can you count
three fingers? Can you clap three times? Can you do three jumps?
Can you do three hops? Can you do three skips?
How many cherries/pears/oranges/strawberries/bananas do you see?
Write the number 3 in the box. What colour are
cherries/pears/oranges/strawberries/bananas?
Number 3 formation rhyme: (say the rhyme while making number
three with your finger in the air, on the table or with play
doh)
Around the tree, around the tree, that’s the way we make a
three.
3
Well-being Activity:
https://www.partnershipforchildren.org.uk/uploads/Files/PDFs/Resilience%20Activities/Coping%20Toolbox.pdf
This is a lovely idea which you can make together with you
child, creating a coping tool box together and filling it with nice
things you can do, make or say etc when anyone is feeling down.
WEDNESDAY
1. Gaeilge/Irish: Sneachta sa ghairdín (snow in the garden)
Please go to Microsoft Teams
(a) Under the heading ‘Voice recording vocabulary- Foclóir’.
Revise vocabulary. After each word is said there will be a pause so
that your child can repeat the word. Lots of repetition is
important.
(b) Find the voice recording saying ‘Irish Story (scéal 2).
Listen to the story. After each sentence is said there will be a
pause so that your child can repeat the sentence. Lots of
repetition is important.
2. Jolly Phonics:
(c) Revise each sound in the Sound Bag.
(d) Focus on ‘g’ sound. Can your child remember the jolly
phonics ‘g’ song and action?
Spiral hand down as if water gurgling down a plug hole and say g, g, g
https://www.youtube.com/watch?v=wiI16fMPr1Q (Jolly
Phonics g song).
(e) Can your child remember any of the words beginning with ‘g’
which were in our sound's booklet e.g., grandad, goat, garden,
guitar, grapes etc.
(f) Encourage your child to put some of the sounds from sound
bag together and try to make some short words e.g., gap,
gas, bag, big
Where is the ‘g’ sound? Is it at the beginning, middle or end of
the word?
(g) Encourage your child to air trace the correct formation of
the letter ‘g’ using his/her Peter Pointer finger. (Refer to
handwriting sheet in Homework Folder for correct formation and
words to use when forming the letter ‘g’).
We say ‘up around like a ‘c’, up, down and a tail’ when making
the letter ‘g’
Please see Microsoft Teams for videos for the sound ‘g’
3.Tricky Words
(h) Revise all Tricky Words in the Tricky Word bag : ‘I,
the, he, she, me, we, be, was’
(i) Continue to focus on new tricky word: ‘to’
(j)
https://www.youtube.com/watch?v=f8mYY59kOSU&list=PLu2eu2ZZMw-AJYUDDM0gC_gy78Gub4cF8&index=12
(Miss Molly Songs! The ‘to’ song)
https://www.youtube.com/watch?v=OScbLnssF9I (Jack Hartmann and
Jan Richardson ‘to’ sight word song)
(c) Continue to encourage your child to think of more sentences
which have the word ‘to’ in them.
4. Blending Folder: Blending Folder: (Please
read note at front of this folder)
Pg. 1 Words: sip, tin
Blend (run the sounds together): s-i-p Segment word (stretch it
out) s-i-p
Blend (run the sounds together): t-i-n Segment word (stretch it
out) t-i-n
Encourage your child to use the sounds from their Sound Bag to
make the words
‘sip’ and ‘tin’.
5. Nursery Rhyme: We will revisit the rhyme. Continue to share
read ‘One, two buckle my Shoe’ with your child. Model good reading
by encouraging and showing your child how to put his/her finger
under the words as you read together. Are there any words he/she
knows? Maybe a tricky word we have learnt e.g., the word ‘the’.
Encourage your child to colour in this word wherever he/she can
find it. Maybe you could pick out simple words like at, big, hen.
With your child encourage him/her to sound (blend) some of these
words a-t, b-i-g, h-e-n. He/she can colour in these words.
6. Cracking Maths pg. 49: Number 3. How many cubes can you see
at the top of the page? How many penguins do you see? Write the
number of penguins that you see. How many monkeys do you see? Write
the number of monkeys that you see etc. Are there more elephants or
giraffes? Are there more monkeys or elephants? Are there less lions
than penguins? Tell me about the penguins and the elephants? Yes,
there is the same amount! They both have sets of two!
1 2 3
Don’t forget our rhymes:
1. Start at the top and down we run! Thats the way we make a
one!
2. Around and back on a railroad track, two, two, two!
3. Around the tree and around the tree, that’s the way we make a
three!
(air trace formations, finger trace formations, make the numbers
1, 2, and 3 with your play doh)
Can you count sets of one, two or three in your home? E.g. Maybe
2 spoons, 1 cushion, 3 building blocks or any 2 toys you have?
Understanding the number 3
(a) Put 3 spoons/building blocks on the table. Count them!
Spread them out a little. How many? Still 3! Spread them out some
more? How many now? Still 3! Spread them out some more! Count-
Still 3! It doesn’t matter how much we spread them out there are
still 3!
(b) Stack a set of three objects up on top of each other e.g. 3
books. Now stack a set of three objects in a straight line. Ask
your child which set has more? It does not matter whether the
objects are stacked on top of each other or in a line there are
still only 3!
(c) Draw a set of three small objects and a set of three big
objects on a blank page e.g 3 apples! Ask your which set has more?
Draw some more big and small sets and ask your child the same
question. It doesn’t matter how big/small the objects are. There
are still three!
7. Just Handwriting Practice Copy: Writing the letter a.
Time to write!
· Are you ready? Give me a thumb up!
· Are you sitting properly? Two feet down, back straight, chair
pushed in!
· Are you holding your pencil properly? Between Tommy Thumb,
Peter Pointer, Middle Man/Toby Tall helping! Ruby Ring and Baby
Small go to sleep!
a When we are forming the letter ‘a’ we say
‘up, around like a ‘c’, up, down and a tail’.
· Draw some pictures of words beginning with the sound ‘a’ e.g.
apple, arrow, anchor, astronaut etc. at the top of the page.
(a) It important we touch the two lines when we are writing the
letter ‘a’.
(b) Encourage your child to practice writing the letter in the
air first using their ‘Peter Pointer Finger’.
(c) If you have play doh at home, your child can use
it to make the letter ‘a’.
(d) Continue to encourage your child to hold his/her pencil
properly ‘Between Tommy Thumb and Peter Pointer with Middle
Man/Toby Tall helping! Ruby Ring and Baby Small go to sleep! Hold
down the page with the hand not being used.
Well-being Activity: The following is a workout from Joe Wicks
if you would like to give it a go!
https://www.youtube.com/watch?v=mhHY8mOQ5eo
THURSDAY
1. Gaeilge/Irish: Sneachta sa ghairdín (snow in the garden)
Please go to Microsoft Teams
(a) Under the heading ‘Poems and songs- Dánta agus amhráin’.
Listen to the poem for the week. It is called ‘Sneachta, Sneachta.
Your child will get the opportunity to repeat this poem. Lots of
repetition is important.
Sneachta, Sneachta (Snow, Snow)
Sneachta, sneachta (Snow, snow)
Ag titim, ag titim, (Falling, falling)
Sneachta ag titim (Snow falling)
Anuas ón spéir. (Down from the sky)
2. Jolly Phonics
(a)Revise all sounds in the sounds in sound bag.
(b)Put some sounds together to make words e.g., n-a-p, p-a-t,
t-a-n, a-n-t
(c)Focus on ‘g’ sound. Can you think of any words with ‘g’ sound
at the beginning?
(d)Can you think of any words where ‘g’ sound is at the end?
E.g. big, bag, beg etc.
(e) Continue to encourage your child to air trace the correct
formation of the letter ‘g’ using his/her Peter Pointer finger. We
say ‘up around like a ‘c’ up down and a tail’ when making the
letter ‘g’
https://www.youtube.com/watch?v=ZeWzg82Dcpg (AlphaBlocks the
letter g)
Please see Microsoft Teams for videos for the sound ‘g’
3. Tricky Words
(a) Revise all Tricky Words in the Tricky Word bag : ‘I,
the, he, she, me, we, be, was’
(b) Continue to focus on new tricky word: ‘to’
https://www.youtube.com/watch?v=f8mYY59kOSU&list=PLu2eu2ZZMw-AJYUDDM0gC_gy78Gub4cF8&index=12
(Miss Molly Songs! The ‘to’ song)
https://www.youtube.com/watch?v=OScbLnssF9I (Jack Hartmann &
Jan Richardson ‘to’ sight word song)
(c) Continue to encourage your child to think of more sentences
with the word ‘to’.
. 4. Blending Folder: Blending Folder:
(Please read note at front of this folder)
Pg. 1 Words: sip, tin
Blend (run the sounds together): s-i-p- Segment word (stretch it
out) s-i-p
Blend (run the sounds together): t-i-n Segment word (stretch it
out) t- i-n
Encourage your child to use the sounds from their Sound Bag to
make the words ‘sip’ and ‘tin’.
5. Nursery Rhyme: We will revisit the rhyme. Continue to share
read ‘One, two buckle my Shoe’ with your child. Model good reading
by encouraging and showing your child how to put his/her finger
under the words as you read together. Are there any words he/she
knows? Maybe a tricky word we have learnt e.g., the word ‘the’.
Encourage your child to colour in this word wherever he/she can
find it. Maybe you could pick out simple words like at, big, hen.
With your child encourage him/her to sound (blend) some of these
words a-t, b-i-g, h-e-n. He/she can colour in these words.
6.Grow in Love ‘At Home’ pg. 29 Jesus blessed the
children
Read this poem with your family.
Our lesson this week is: Theme 5: Jesus. Week 1: Jesus and the
children
To access the online material log on
to: www.growinlove.ie with the following
details:
Email: [email protected]
Password: growinlove
In this website there is a video telling the story about ‘Jesus
and the Children’
There is also a recording of a song called ‘Quiet and Still’
which the children love singing in school.
(If your child wishes he/she may complete the ‘In school’ page
28 Jesus and the children). Colour the picture and write the words.
Draw yourself in the picture.
7.Small World pg. 17 Old or New
Long Ago and Now | Culture and History | Time | Little Fox |
Animated Stories for Kids
Have a look at this video and discuss the differences between
long ago and now.
Small world page 17: Old or New? Discuss and compare objects
that are old and objects that are new. Look at the pictures and
compare them. Circle ‘old’ or ‘new’ under the pictures. How have
the milk containers and phones changed over time?
Milk bottle: Look at photographs on this page. Look at the
pictures of the milk bottle and milk carton. What are they made of?
In the past milk was delivered to the houses of people living in
the towns and cities by a milkman in a milk van. The bottles were
left outside the front door and sometimes clever little birds
pecked holes in the tinfoil to get the cream on top of the milk.
Every night the empty milk bottles were left outside for the
milkman to collect in the morning. They were brought to the dairy,
washed and filled up again with milk.
Phone: The old telephone had a handset; you listened at one end
and spoke into the other end. You used your finger on the circular
part to dial the number. The phone could not be carried around (was
not mobile) It had to be plugged in/connected to a telephone point
in the house.
Discuss: What has changed? What has stayed the same? Which is
better?
Well-being Activity: The following is a yoga routine for the
children to try. Yoga PE - Body | Yoga With Adriene - YouTube
.
FRIDAY
1. Gaeilge/Irish: Sneachta sa ghairdín (snow in the garden)
Céim ar Chéim pg. 35 Treoraigh Liam go dtí an Fear sneachta/
Guide Liam to the snowman.
Please go to Microsoft Teams and the teacher will explain and
talk through this activity.
You will find it under ‘Written activity page 35- Leathanach
35’
2. Jolly Phonics Sounds
(a) Revise all sounds in the Sounds Bag.
(b) Revise some of the pictures which go with any sounds
completed in Sound Booklet.
https://youtu.be/T4fvEl8MIvs (Phonics letter sounds sound set 1:
s, a, t, p)
https://youtu.be/daOv3apd78s (Phonics letter sounds sound set 2:
i, n, m, d)
https://www.youtube.com/watch?v=R-kQoyBYKJI (Phonics letter
sound set 3: g, o, c, k)
3. Tricky Words
Revise all words in the Tricky Word Bag. ‘I, the, he, she,
me, we, be, was, to’
4. Blending Folder: Revise blending and segmenting the
following words:
a. Page 1, words sat, at, sip, tin
b. Encourage your child to use their sounds from their Sound Bag
to make the above words.
5. Nursery Rhyme: One, two buckle my Shoe: Continue to share
read the rhyme finding and focusing on the words the and at, big,
hen.
6. Sounds Make Words page 39 (g) Say the ‘g’ words.
Write the letter ‘g’. Draw a ‘g’ word.
Well-being:
https://www.partnershipforchildren.org.uk/uploads/Files/PDFs/Resilience%20Activities/Ways%20to%20Feel%20Better.pdf
This link provides some examples of activities which you can put
into your coping toolbox and use whenever you like.
OTHER POSSIBLE ACTIVITIES
1. Rhyme for this week:
(a) We will learn the rhyme called ‘School Uniform‘.
School Uniform
A cardigan, a jumper, a blouse or a shirt.
A tie or a pinafore, a dress or a skirt.
Socks or tights, boots or shoes.
These are the clothes I wear to school!
(b) What do you wear to school? What is your school uniform?
What colour are your trousers/jumper/t-shirt? What shoes do you
wear to school? Do you like your school uniform?
2. Number Rhyme:
Three Blind Mice
Three blind mice, Three blind mice.
See how they run, See how they run.
They all run after the farmer’s wife,
Who cut off their tails with a carving knife.
Did you ever see such a sight in your life,
As three blind mice.
https://www.youtube.com/watch?v=fJR9ladarls
Rub -a Dub Dub Rub-a-Dub-Dub | Nursery Rhymes
Rub-a- dub-dub,
Three men in a tub
And who do you think they would be?
The butcher, the baker, the candlestick maker
And all of them gone to sea!
3. Oral Maths:
· Count up to 3 and back from 3.
· -Use fingers , lego, bricks, teddies etc to make sets of
3.
· -If your child has play doh at home , make the number 3 using
the playdoh.
· -Trace the number 3 in the air and on the table /floor before
writing it on a sheet of paper in different colour
· What number comes before/after number 3 on the number
line?
· Can you think of a number more than /less than 3?
· Number stories: If I had 2 lollipops and I got one more how
many would I have? Would you prefer if I gave you 3 sweets or one
sweet? Why?
· Number Matching game:Match the number cards to sets of 1 , 2 ,
3 e.g., 1 teddy – put number 1 card near it 2 cars – put the number
2 card here, 3 spoons – put the number 3 card here; this is where
we put the number 3 card.
· Simon Says number game:play the games doing 3 of each activity
e.g. Simon says do 3 star jumps / 3 hops / 3 claps / 3 jumps / 3
taps on your head...etc
3.Grow in Love
Dear Parents. It would be wonderful if you had a look at what
your child would have been learning in ‘Grow in Love’ at this time.
By following the link below, you will be able to see
fantastic engaging videos, art ideas and music that go with each
lesson. To access the online material log on
to: www.growinlove.ie with the following
details:
Email: [email protected]
Password: growinlove
Junior Infants: Theme 5: Jesus. Week 1: Jesus and the
Children
Grow in Love pg. 28 Colour the picture and write the words. Draw
yourself in the picture.
4.Oral Language: Theme: School- What I wear to school:
Vocabulary: jumper, t-shirt, trousers, socks, shoes, runners, coat,
hat, gloves, tracksuit, comfortable, uncomfortable, similar,
different
(a) What do you wear to school? What clothes do you not wear to
school?
(b) What colour is your school tracksuit?
(c) Is your school tracksuit comfortable or
uncomfortable?
(d) Do you like to wear your school tracksuit? Why/why not?
(e) Why do you think many schools have uniforms?
(f) Activity: Describe your school tracksuit. He/she can draw a
picture of themselves in their school tracksuit in their yellow
news copy (Blank yellow copy book where the children draw
pictures)
(g) Activity: Draw an outline of a child. Ask your child to
instruct you on how to dress the child in their school tracksuit
e.g. He/she is wearing a bright blue jumper with long sleeves,
He/she is wearing old white socks, He/she is wearing dark navy
trousers with a hole above the right knee etc. Now they can draw
and you can instruct them on what to draw.
If you need to contact us at any time or if we can offer
assistance in any way, please send us an email
at any time and we will get back to you
[email protected]
[email protected]
