Category: Junior Infants Senior Infants SEODA

Seóda -Ms. Ní Chiosáin

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

Maths

  • 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. 
  • If your child has mastered these tasks, have amounts of buttons, no greater than 10, on 2 separate plates. Write the number on each plate. Then have an empty plate at the end of your equation and ask your child to fill it with the same amount of buttons on both plates. Write the number on the last plate to be the sum of the equation. Once she has gotten used to this, she can start writing the numbers herself. 
  • If your child masters the previous task, ask her to complete equations using numbers but provide her with concrete objects to help her count. 

English

  • 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 storytimeYoutube 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. If she recognises all her letters well, this week you can add ‘n and ‘c’. 
  • Ask your child to identify by pointing the words at, sat, pat, tap, pit, sit, sip. If she has recognised all these words you can add ‘tan’, ‘sin’ and ‘pin’. 
  • 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. 
  • You can also feel free to use the resources posted by the junior infant teachers though not all of them will be suitable. Short home-made tasks and interaction during lessons will be more beneficial. 

 

Links for stories: 

Owl Babies – https://www.youtube.com/watch?v=TPQRiSTYFHo 

The Very Hungry Caterpillar –  https://www.youtube.com/watch?v=75NQK-Sm1YY 

We’re Going on a Bearhunt –  https://www.youtube.com/watch?v=Waoa3iG3bZ4 

Room on the Broom –  https://www.youtube.com/watch?v=cWB0goTWZic 

 

Try a new story this week! 

The Gruffalo – https://www.youtube.com/watch?v=s8sUPpPc8Ws 

Music

  • Allow your child to choose the order of the 6 songs they regularly engage with every day. All songs are available on YoutubeThe 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 –  https://www.youtube.com/watch?v=w_lCi8U49mY&t=10s 

Old Mac Donald –   https://www.youtube.com/watch?v=_6HzoUcx3eo 

Bingo –  https://www.youtube.com/watch?v=0IvC6fZYGMM 

Baby Shark –  https://www.youtube.com/watch?v=FX20kcp7j5c 

If You’re Happy and You Know It –  https://www.youtube.com/watch?v=71hqRT9U0wg 

Head, Shoulders, Knees and Toes –  https://www.youtube.com/watch?v=RuqvGiZi0qg 

 

Add in a new song this week! 

Try Skidamarink a Dink a Dink 

 https://www.youtube.com/watch?v=6916kVhbEZw 

Art

Try finger painting or even footprint painting! You can add flour, cereal or rice to the paint to make the sensory art experience more fun! Ask the girls to help mix them in with a spoon as the stiffness of the mixture will stimulate her proprioceptive senses. 

Freeplay

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 Play

  • 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 –  https://www.online-stopwatch.com/sensory-timers/ 

Music Playlist –  https://open.spotify.com/album/0vsh4YCOspZwtU8cI58Wx8?highlight=spotify:track:5IB9GOShcNCZ8fhfoj3NXF or  https://www.youtube.com/watch?v=2RvXsdtPv_4 

 

Yoga

  • Yoga is part of the daily routine in the classroomAlthough 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 – 

https://www.youtube.com/watch?v=5XCQfYsFa3Q 

Tactile Activity

The children should participate in two tactile activities daily. Activities can be playdoh, puzzle, blocks, legosand, 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 in 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 –  

https://www.gonoodle.com/ 

Other

A possible routine for your child could consist of: 

  • Freeplay. 
  • Sensory time. 
  • Task. 
  • Tactile activity. 
  • Art. 
  • Movement break. 
  • Sensory time/yoga. 
  • Task. 
  • Music. 
  • Movement break. 
  • Visual storytime. 

 

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

 

 

Junior Infants- Ms. Gilroy & Ms. Meenagh

 

Section A 

Suggested activities for April 20th-24th  

Maths: 

  • 3D shapes; Cube, Cone, Sphere and Cylinder 
  • Please watch the video 

 https://www.youtube.com/watch?v=guNdJ5MtX1A 

  • Now, let’s see if you can find any of these shapes in your home! 
  • Make a set of these shapes and count how many of each shape you found. 
  • Once you have completed this, let’s see which 3D shapes can roll. 
  • Have a race with someone in your home to see who can roll their shape the furthest! Take pictures and share them with us if you can.  

 

 

 

English: 

  • Continue to revise and write a letter each day, do this in your phonics homework book.  What is the letter’s name? What sound does it make? 
  • Watch the story “Rainbow Fish” https://www.youtube.com/watch?v=r9mryuEKkKc and answer these questions orally: What was your favourite part of the story? Why was Rainbow Fish different to the other fish? Why was the Rainbow Fish lonely? What did Rainbow Fish do?  
  • We would love to hear how you have been keeping busy! Please write your news in 1-3 sentences and draw a picture of what you have been upto at home. We would love if you could take a picture of this and send it to the school! 
  • We have new reading words! Please practise reading and using the following words; Mum   on   Zack    into   water  

 

 

Irish: 

(These words are pronounced in the video above)  

 

Other 

  • Art: Draw and Colour your very own Rainbow Fish! 

 

 

 

Section B 

Please consider doing some of these activities also……. 

  • Play a board game 
  • Play a game of cards 
  • Draw/paint a picture 
  • Watching TG4 – Cartoons in Irish 
  • Creating with Playdoh 
  • Jigsaws 

  

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. 

 

We hope you are keeping well at home and we miss you very much! 

We can’t wait to see you all back in school soon, 

Ms. Gilroy and Ms. Meenagh 

Senior Infants-Ms. Toomey & Ms. McGeough

Suggested Activities for April 20th27th 

Maths  

Ordinal Number 

  • Choose four teddies/ dolls. 
  • Place them in a line, one behind the other, facing the same direction. 

Combining Within 10 

  • Count out a set of 10 objects (e.g. pebbles, marbles, paper clips, lego) 
  • Using these 10 objects, ask your child to create 2 sets (e.g. 5 and 5,or 6 and 4) 
  • How many marbles do we have each set? 
  • If we combine both sets, how many marbles will we have altogether? Count. 

 

Literacy 

Reading: Continue to read “What A Mess!” and revise the lists of words for “The Big Horse” and “What A Mess!”If your child is interested in listening to the story ‘The Tale of Peter Rabbit’ (Miss Mc Geough’s class watched the film before the break), click the following link where it is read by the main actress in the film Rose Byrne: https://www.storylineonline.net/books/peter-rabbit/. Your child can do any of the following activities based on this story: 

  • Draw three pictures: a picture of the beginning, middle, and end of the story 
  • Write a sentence about Peter Rabbit’s character: Peter Rabbit is ____ and ____. 

Stories to Practise Reading: 

Phonics and Phonemic Awareness 

  • Your child learned all about cvc (consonant-vowel-consonant) three-letter words. It’s important that you prompt them to sound out and blend as many cvc words as possible. You could use any cvc words that are in your home/environment. For example, if you have a cat you might ask your child to sound out the word cat: ‘c-a-t’ and then to blend it together to say the word ‘cat’. To challenge your child further, you could get them to write the letters for the cvc word when sounding it out. You could also ask them to sound out, write or draw rhyming words eg. Hat, mat, bat, pat, sat.  

Phonics and Phonemic Awareness Games: 

Handwriting: Handwriting book pg. 19 

Oral Language Games: What Am I?, I Spy, Categories, Odd One Out 

Irish 

Practise the following vocabulary: 

  • éadaí (clothes) 
  • cóta (coat) 
  • hata (hat) 
  • léine (shirt) 
  • geansaí (jumper) 
  • bróga (shoes) 

Helpful tips: 

  • if you are unsure of pronunciation, this is a helpful resource: 

https://www.teanglann.ie/en/fuaim/ 

It provides the pronunciation of Irish words in the three Irish dialects. Miss McGeough’s class are familiar with the Ulster dialect while Miss Toomey’s class are familiar with the Munster dialect. As your child goes through school, she will most likely experience all three dialects. It could be fun to use this resource to listen to the same word spoken in three different dialects. 

  • Use your child’s own clothes to teach this vocabulary. 
  • Cluiche Kim: place a coat, hat, shirt, jumper and shoes in a line on the floor. Point to each item of clothing and say the word in Irish. Have your daughter close her eyes while you take away one item of clothing and hide it. When she opens her eyes, ask her to guess which item of clothing is missing. Encourage her to answer in Irish. 
  • Name an item of clothing in Irish and get your child to point to this item of clothing if she is wearing it, or find it in the wardrobe. Reverse roles and get your child to say the word as you look for the clothing. 

Art 

Activities for Ms Tiernan’s Students: 

Don’t forget to take photos of your child’s work so we can see how her learning is progressing and possibly share the photos on the school website! 

 

 PE

Our GAA Coach has some great videos for practising skills on the St. Brigid’s GAA Club Facebook page. Give them a go! 

https://www.facebook.com/StBrigidsGAA/videos/ 

Junior Infants-Ms. Meenagh & Ms. Gilroy

Maths

  • 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.

English

  • 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 https://www.starfall.com/h/ltr-sv-a/?sn=ltr-sv–learn-to-read

Irish

  • This is our leprechaun song, you could practise singing it at home:

Other

  • 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

Maths

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.

https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Adc68e3f3-b1d0-4a54-9e93-f93b45fd1c8f

  • ·         Busy at Maths, Senior Infants, pgs. 92, 93, 94
  • ·         https://my.cjfallon.ie/dashboard/student-resources/?levels=0&classes=0&subjects=0&serieses=0&booktitles=0&types%5B0%5D=Book+Sample
  • ·        Maths/Counting games eg. Buzz, Higher or Lower
  • ·        https://www.topmarks.co.uk/maths-games/5-7-years/counting

English

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

·         www.starfall.com

·         www.teachyourmonstertoread.com

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

Irish

  • ·         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)

Other

  • 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 https://www.twinkl.ie/ 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.

Maths

  • 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.

English 

  • 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 – https://www.youtube.com/watch?v=TPQRiSTYFHo

The Very Hungry Caterpillar –  https://www.youtube.com/watch?v=75NQK-Sm1YY

We’re Going on a Bearhunt –  https://www.youtube.com/watch?v=Waoa3iG3bZ4

Room on the Broom –  https://www.youtube.com/watch?v=cWB0goTWZic

Music

  • 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 –  https://www.youtube.com/watch?v=w_lCi8U49mY&t=10s

Old Mac Donald –   https://www.youtube.com/watch?v=_6HzoUcx3eo

Bingo –  https://www.youtube.com/watch?v=0IvC6fZYGMM

Baby Shark –  https://www.youtube.com/watch?v=FX20kcp7j5c

If You’re Happy and You Know It –  https://www.youtube.com/watch?v=71hqRT9U0wg

Head, Shoulders, Knees and Toes –  https://www.youtube.com/watch?v=RuqvGiZi0qg

Art 

  • 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.

Freeplay 

  • 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 –  https://www.online-stopwatch.com/sensory-timers/

Music Playlist –  https://open.spotify.com/album/0vsh4YCOspZwtU8cI58Wx8?highlight=spotify:track:5IB9GOShcNCZ8fhfoj3NXF or  https://www.youtube.com/watch?v=2RvXsdtPv_4

Yoga 
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 –

Home

Other

A possible routine for your child could consist of:

Freeplay.
Sensory time.
Task.
Tactile activity.
Art.
Movement break.
Sensory time/yoga.
Task.
Music.
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.