Our story this week was 'Little Red Riding Hood.' The children enjoyed listening to the story and seeing the Big Bad Wolf again in another story. They acted out the story using masks, trying to think about what the character would say and how they would be feeling.  We read different versions of the story and recognised some of the similarities and differences. We identified that in one story Little Red Riding Hood brought Granny some apples, but in the other story she brought some cakes.

Little Red Riding Hood rang us with a problem. She had a hole in her cape and wanted a new waterproof one to walk to Granny's house when it is raining. We tested out different materials by pouring water on them, we recognised whether they were waterproof by looking to see if the water was absorbed and came through the material and feeling the other side of it to check if it was wet or dry. We sorted the materials into 'waterproof,' and 'not waterproof.' We then looked at the materials we had a decided which ones could be easily manipulated to wrap around Little Red Riding Hood. 

We played a board game to see who could get to Granny's house first. We rolled out dice and subitised or counted the amount and then moved the correct number of spaces using one to one correspondence and stopping at the cardinal number. We were practising taking turns, and winning and losing graciously. 

We selected which character we would like to make for our expressive arts and design. They then decided the materials they would like to use to make the characters & used their fine motor skills to glue and stick them into place. We focused on where the features of the body went and tried to discuss the size they should be to be in proportion. 

The children used their fine motor skills to cut out Little Red Riding Hood’s cape. The focused on twisting the paper, rather than twisting their hands. We focused on the correct scissors hold and trying to cut accurately along the line.

We made houses using 2D shapes, thinking about the most appropriate shape to use for each feature of the house. Such as a rectangle for the door. We then manipulated the shapes to rotate them to be twisted the right way and in the correct place. For example, the door must be at the bottom of the house, otherwise they wouldn’t be able to walk into it.

We learnt the ‘s’ sound and practised forming it.