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W/C 13.09.21

Here We Are - Read Aloud Picture Book | Brightly Storytime

Here We Are is a sweet and gently humorous guide to humanity for children and their parents. Get the book: http://bit.ly/2W7zwBzFor more children's book reco...

This week we will be looking at the story “Here we are” by Oliver Jeffers. The story introduces the children to the Earth and how special it is. It discusses life on Earth and the people that live on it.

We will be using the story to develop the children’s sense of belonging, encourage their wonder of the world around them and help them to celebrate our diverse planet.

You can watch the story with your child on here if you do not have a copy of the book. https://www.youtube.com/watch?v=cPPQdDwTUvE

 

Day 1

Introduce the title of the book Here We Are, and the front cover of the text. Talk together about the words Here We Are and use these to talk about being here together. Begin by giving your child the time to look at the illustration on the front cover of the text and ask them what they can see. Do they know the name of this planet? Do they know who or what lives here and what happens on this planet?

Use Google Earth (https://earth.google.com/web/) to share a view of the Earth from space. Have they ever seen our planet like this before? What do they notice about it?  Now use the search function on Google Earth to locate your house. Before the map zooms in completely, pause the zoom to look more closely at the land and sea and to see if your child is able to identify the country we are in, or the town. As the view hovers over your house, allow your child to discuss what they can see. What does the land around the house look like? Do they recognise any of the places around it? Continue to zoom in to see your home in closer detail. Can they pick out key features. Now think about your home and the space that they are in, that can’t be seen in the map view. What do you have in your home and outside it? Where are these things located? What can we do with these things? Ask your child to explore their favourite places in your home take photos. Spend time talking to them about their favourite place and record their responses to these.

 

Day 2

Watch the whole story today

Pay close attention to the pages which explain what happens on earth and the things that live on our planet.

Look for and read out the words Here We Are, look at the Earth and read its name. Ask them if they recognise any of the other objects in the illustration or if they know any information about them. For example, many children will instantly recognise the sun and may make observations about it based on their everyday knowledge. Continue reading up to ‘…so let’s get started with a quick tour.’ Ask the children to think about the planet that they live on. What sorts of things can you see and do on our planet?

Finish listening to the story.

Ask your child what they remember about the Earth? What did the book say about our planet? Share ideas, return to some of the pages that show what life on Earth is like such as the day and the night, the land and the sea, the people and animals.

Ask your child to draw 4 things they would see, hear, smell or touch on the earth. Remind them of the things in the book. Look back at some of the pages for support. Ask them to write sentences or label the things they have draw for example. This is the day…..This is the night.

 

Day 3

Watch the story again, to reorient the children with the storyline, pause at: The most important things for people to remember are to eat, drink and stay warm. Come back to the diagram of the body and explore this closely Ask your child if they can read any of the labels on the diagram. How did they know what these words said? They may draw attention to the arrows that point to the particular body parts, but it is also important to draw their attention to the sounds and letters contained in the words, e.g. ‘Look at this word, Head. It starts with the sound /h/ and ends with the sound /d/. Listen, head (emphasise the sounds at the start and end of the word).’ You can also orally segment phonetically decodable words, such as, leg (l-e-g), arms (ar-m-s), brain (b-r-ai-n) to tune children into the sounds of words, paving the way for the systematic teaching of phonics. Talk together about our bodies, the parts and their functions, drawing on the explanations given in the text and talking about those parts that are external and those that are internal. Ask your child if they are aware of any other body parts that are not mentioned in the diagrams. They might mention hands and fingers or feet and toes or facial features such as eyes, nose, mouth and ears. Encourage them to think about why each part mentioned is important and add these explanations in brackets alongside as the author has done.

Ask your child to label and explain what each part of the body does on the worksheet below. If you are unable to print this you could draw a body for your child to label.

 

Day 4

Re-watch the story again pause at …but don’t be fooled, we are all people. Give time for your child to look carefully at this spread. Allow them time to respond to what they can see. Do any of the figures interest them? Do any remind them of people in their own lives? Spend some time allowing the children to share their thinking about the people they can see – what do some of them have in common? They may pick out people that are engaged in sports, music or another hobby. They may notice some of them are children and some are adults. Ask them to pick out someone in the image that they think they have something in common with and to explain why. For example, they might enjoy riding a bike and may pick out the child riding in the picture. They may pick out someone who reminds them of their mum, dad or another relative. If they are interested in space, they may pick out the astronaut. Encourage your child to make a drawing to represent them. Support them to think about what they will be wearing, or what they will be doing or holding that will tell us something about them.

People come in many shapes, sizes and colours. We may all look different, act different and sound different… …but don’t be fooled, we are all people. What does your child understand from this? Use this to introduce key words like fairness, inclusivity and equality and explore what these mean in the context of all they have heard. Explain that these are values that lie at the heart of our community and school and that everyone should always be treated fairly and never differently because of the way they look and that we should work together to make sure this happens.

After your child has draw the picture of themselves support them to write some sentences about themselves.

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