Tuesday 31st March 2020


If you are a parent from Rabbit Class and this is not your first visit to this website, please click here to jump to today’shome teaching section’.

If this is your first visit to this website site, please read the next few paragraphs to familiarise yourself with the setup and function of this website.

This is a template blog post in which I share the daily adult led input normally delivered to the children in my reception class.

In this blog post there is a phonics input, a sentence writing input and a maths input; please see the relevant section below).

The wording of this blog post will be the same every day, with only the ‘teaching input’ content changing. This will allow me to post quicker, with less typos and allow regular visitors to become familiar with the structure so they can focus on delivering the content to the children in their care.

The goal of this website is to inform, rather than entertain adults, so they can support the progress of the children.

Please note, I have created this website as this information doesn’t easily fit on Class Dojo, the normal platform I use to communicate with the parents of the children in my class. This means that the content posted is based on my class’s needs and current place in our curriculum.

Parents outside of Rabbit Class are more than welcome to use this content to support their children learning at home, however I will not be taking requests to create specific videos. The children of Rabbit class are my priority.

It might be worth reading the pages ‘a guide to using this website’, ‘copyright infringement’ and ‘resources’.

The home teaching section:


Today’s session has a reading focus.

The presentation this video is bases on comes from Twinkl.

If you are interested in finding out more about our phonics teaching strategy, please click here.

Sentence Writing

Today’s sentence should be “The sail boat is up high.”

Images taken from here and here.

Today’s picture is more challenging to find phonically decodable extra sentences, please just do your best and remember we are looking for phonically plausible spelling, so, for example “foto” instead of “photo” is fine, as is “bair” instead of “bear”.

Here are a couple of ideas:

  • He is on a stool.
  • I can see spiderman.


Here is the maths video relating to day 2 of our maths wall project.

For those that missed yesterday’s introduction to the project, please read below:

This week we are recapping the numbers 0 to 20, we will be completing a week long project with the goal to create a ‘maths wall’ that shows examples of a quantity of actual real objects for each number (concrete), a picture of the objects (pictorial) and then the abstract representation of the number (the numeral and the ten frame representation).

So for example, here is what I did for number 5. I collected 5 daisies, then drew the 5 daisies, then wrote the number 5 and included 5 dots.

To give you an idea of where we are going with this, here is what my final ‘maths wall’ looks like.

We can use the ‘maths wall’ in the upcoming weeks as a point of reference.

I have used A4 pieces of paper as I am very lucky to have enough space. This project will work equally as well on smaller pieces of paper or even in a book.

Either way the focus of this activity is to work through the ‘concrete’ (the flowers and leaves in my example), ‘pictorial’ (the pictures I drew of the flowers /leaves) and ‘abstract’ (the numerals and blue circles in the ten frame format) that relates to each number.

Feel free to use any objects you have access to.

Thank you as always for your support.

Please email any comments, questions or feedback to receptionroy [at] burntmill.essex.sch.uk

Mr Vullo

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s