Category: Junior Infants Senior Infants SEODA

Junior Infants-Ms. Meenagh & Ms. Gilroy


  • Recognise 1, 2, 5 and 10c coins
  • Use different coins to make totals of 1c 2c 3c 4c 5c
  • Play shop and use coins to buy different items which cost 1c 2c 3c 4c 5c
  • Practise counting 1-10 (up and down)
  • Using household objects practise counting groups of up to five objects e.g. spoons, crayons, pegs etc.


  • Keep completing one letter per day in phonics books
  • Keep practising letter sounds/name of letter daily
  • Go over The Lost Ball readers as normal
  • Word families -at words (hat, rat, bat, fat, cat) and -an words (man, can, tan, fan)
  • If possible, read Zac the Rat story–learn-to-read


  • This is our leprechaun sldong, you cou practise singing it at home:


  • Continue with the Pre-Writing Book
  • Sing the alphabet song and point to the correct letter of the alphabet as you sing (adult could write the alphabet clearly for this activity)
  • Practise singing nursery rhymes together.


Please consider doing some of these activities also…

  • Play a board game
  • Play a game of cards
  • Draw/paint a picture
  • If you like please keep a little diary of all your activity – we would be delighted to see this diary when we return to school.
Senior Infants- Ms. Toomey & Ms. McGeough


Number 10

  • ·         Find and count sets of 10, eg. 10 spoons, 10 crayons, 10 pictures, etc.
  • ·         Practise writing the numeral 10
  • ·         Addition to 10- Butterflies’ Worksheet.

  • ·         Busy at Maths, Senior Infants, pgs. 92, 93, 94
  • ·
  • ·        Maths/Counting games eg. Buzz, Higher or Lower
  • ·


  • Reading: Continue to read “What A Mess!”
  • Phonics: Here are some helpful websites:



  • Handwriting:  Handwriting booklet pg. 16-18
  • Oral Language Games: eg. What Am I?, I Spy, Categories, Odd One Out


  • ·         Continue to practise song “Beidh Aonach Amárach”
  • ·         Continue to practise the following phrases
  • –          Dia duit (Hello)
  • –          Conas atá tú? Tá mé go maith/ Níl mé go maith (How are you? I’m good/ I’m not good)
  • –          An maith leat ____? (Do you like ___?)
  • –          Is maith liom/ ní maith liom ____ (I like/ I don’t like)
  • –          Go raibh maith agat. (Thank you)
  • –         Slán (Goodbye)


  • Religion: Discuss the story of The Last Supper
  • ·        Grow In Love Workbook pgs. 42, 43
  • Please consider doing some of these activities also…….
  • ·         Read stories to/with your child
  • ·         Practise fine-motor activities: play dough, puzzles, beading, threading, zipping up/buttoning coats, tying shoelaces
  • ·         Practise gross-motor activities: skipping, riding a bike, throwing, catching
  • ·         Drawing for a game eg. Pictionary, Don’t Mention It
  • ·         Colour by number/Mindfulness colouring sheets
  • ·         Play a board game/oral language game eg. Snakes and Ladders, Draughts, Guess Who?, Charades, Simon Says, Chinese Whispers, 30 Seconds
  • ·         Play a card game eg. Go Fish, Snap, Uno, Higher/Lower
  • ·        Visit for a variety of activity sheets

If you like please keep a little diary of all your activity – we would be delighted to see this diary when we return to school.

SEÓDA- Ms. Ní Chiosáin


Activities are in stages so choose the activity appropriate to your child. Each activity should not exceed 15 minutes.


  • Using paper circles with 1 – 10 inside, ask your child to place small items (buttons etc) inside the circle.
  • Begin at 1 and continue to the number your child is comfortable with. Each day continue to the next number until 10 has been reached.
  • If the first step has been completed with confidence, place random numbers in circles in front of the child and ask them to place small items in the circles amounting to the correct number.
  • If second step has been completed, encourage your child to complete the activity with no verbal prompt from you, in order to gauge their ability to complete the task unsupported.


  • Choose, or ask your child to choose, a picture book and read the book from start to finish with your child.
  • Repeat reading the book everyday for at least a week to familiarise the child with the story.
  • For visual storytime, Youtube contains the children’s favourite stories such as Owl Babies and Bear Hunt.
  • All stories covered are in the children’s reports in their journals.
  • Give your child the choice to choose two of these stories each day.
  • With phonics, ask your child to verbally express and/or identify the sounds of the letters S,A,T,P,I. This is an important stage and only when the child correctly identifies the phonics three times consecutively should she move onto the next stage.
  • Ask your child to identify by pointing the words at, sat, pat, tap, pit, sit, sip.
  • Ask your child to sound out the words specified above and encourage them to say the word after sounding it out.
  • Give your child all the letter cards. Give her a word card at a time and ask her to construct it. The child should see the word as she is spelling it.
  • Verbally prompt your child to spell the word using the letter cards.
  • When working on the words with your child, begin with ‘at’ and continue if she is confident in progressing. If your child disengages with the task, it should be cut short and revisited the following day.

Links for stories:

Owl Babies –

The Very Hungry Caterpillar –

We’re Going on a Bearhunt –

Room on the Broom –


  • Allow your child to choose the order of the 6 songs they regularly engage with every day. All songs are available on Youtube. The songs are noted in the weekly reports in their journals.
  • Encourage your child to perform the actions for the songs.

Links for music videos:

Itsy Bitsy Spider –

Old Mac Donald –

Bingo –

Baby Shark –

If You’re Happy and You Know It –

Head, Shoulders, Knees and Toes –


  • Choose a letter a day (S,A,T,P,I) and ask your child to draw it using a pencil, crayon or paint.
  • Allow your child to freepaint if she does not engage with the letter activity as all of the children in the class thoroughly enjoy painting.


  • Every morning, the children are used to at least 20 minutes of freeplay in order for them to settle in for the day ahead. Free play could consist of pretend play with dolls, a tea set, lego, blocks etc. Any activity that engages the child and focuses her attention.

Sensory time 
Sensory time should be allotted at least twice a day if possible because all the children in Seóda benefit from it. The lights can be dimmed or switched off and the curtains or blinds can be drawn. Relaxing music can be sourced on Youtube or Spotify and played at a low volume. Sensory timers are also available online and have soothing visuals for the children. Gather any toys that are squishy, items that are scented, fans, torches or furry/fluffy items and place them in a box for your child to explore during her sensory time. If she prefers to relax rather than play with given items, that’s fine too.


Links for sensory time –

Sensory Timer –

Music Playlist – or

Yoga is part of the daily routine in the classroom. Although the video below is not what is used in class, your child is familiar with the majority of the poses in it.

Link for yoga video –


Tactile Actvity 
The children should participate in two tactile activities daily. Activities can be playdough, puzzle, blocks, lego, sand, water or rice. Bath toys can be used in conjunction with all of these activities or items can be hidden for the children to discover to maintain engagement.

Movement Break 
The children should receive two movement breaks a day. Their movement breaks can take place in a garden, a quick walk down the road and back carrying a backpack with a book or two in it for proprioceptive needs. If the outdoors is not possible, rolling or tumbling on the carpet or following a movement video can be fun and beneficial to your child. GoNoodle is a great resource to get your child active. After each movement break your child should receive sensory time in order for her to find a good level for focusing on her next activity.

Link for GoNoodle –



A possible routine for your child could consist of:

Sensory time.
Tactile activity.
Movement break.
Sensory time/yoga.
Movement break.
Visual storytime.


This is merely a suggestion but it is in keeping with the general routine of our school day in Seóda.

If you like, please keep a little diary of all your activity – we would be delighted to see this diary when we return to school.