Suggested Activities 25th-29th May


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New ePayment System         Aladdin Schools Connect



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

Section A  Suggested activities for May 25th – 29th   
Maths  Measures – Time 

  • Print or draw a sequence of events taking place during the day, simple activities and attempt to raise the number of sequenced events to 10. 
  • Print or draw the different times of the day i.e. morning, afternoon, evening and night. Ask your child to sequence them. 
  • If your child is comfortable with both of the activities above, choose a daily activity and ask her what stage in the day they take place. 


Here are some images that can be printed for the activities: 








  • 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. 
  • The girls can now move onto group 2 of their phonics! It’s time for them to meet the letter h. 
  • Ask your child to identify by pointing the words at, sat, pat, tap, pit, sit, sip, tan, sin, pin, in, it, is, as, can, kit, an, hat, hit. This week you can add set, pet, ten, pen. This will keep building on her understanding of spelling and reading! 
  • 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. 
  • If your child is successfully spelling the words using letter cards, ask her to write over traced out versions of the words. 
  • 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. 
  • Choose a simple and short book. Ask your child to identify one word per page. The words to be identified are at, sat, pat, tap, pit, sit, sip, tan, sin, pin, in, it, is, as, can, an, kit, set, pet, ten, pen, hat, hit. This will give her a great sense of confidence when reading! 
  • Add Rainbow Fish to her books! The link to the video is down below. To start encouraging decision making, tell her to choose 3 stories each day. This may challenge her at first but it fosters autonomy and independence in making choices for herself. 



Links for stories: 

Owl Babies – 

The Very Hungry Caterpillar – 

We’re Going on a Bearhunt – 

Room on the Broom – 

The Gruffalo – 

Rainbow Fish – 


  • Allow your child to choose the order of the 8 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. 
  • Here’s a new song this week – it’s The Ants go Marching! It contains numbers so you could quickly write out the numbers, mix them up and ask her to pick up the correct number when it is being sung. 

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 – 

Skidamarink a Dink a Dink – 

The Ants go Marching – 



  • This week, using hand over hand, ask your child to write her words using finger paint to help with her fine motor and handwriting. 
  • 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 playdoh, 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 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 – 




A possible routine for your child could consist of: 



  1. Freeplay. 
  2. Sensory time. 
  3. Task. 
  4. Tactile activity. 
  5. Art. 
  6. Movement break. 
  7. Sensory time/yoga. 
  8. Task. 
  9. Music. 
  10. Movement break. 
  11. 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. 


Send us in your photos of your activities at home, we’d love to see how you’re getting on! 


Videos will be posted next week for Seóda, but feel free to use the junior infant videos especially about the Hungry Caterpillar, as we covered that book this year!