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People who help us-postman

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    Hi everyone
    Just wondering if you have any ideas for what to do in the creative area for postman?
    Thanks
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    hi,
    how about setting up a post office role play area, and then role playing. thats what we did and it really got chn. writing letters not only in the writing area but also other areas just so that they could go and get a stamp and put it on their letter then post it. you could also encourage chn. to write letters to their friends.
    also the post office is so easy to set up, you just need:
    *a table/shop stand
    *till with money
    *post box
    *stamps (photocopies)
    *lots of different sized envelopes and paper
    *weighing scales for the parcels
    *parcels (children can get empty boxes and put wrapping paper/ coloured paper around the parcels in the junk modelling area)
    *post cards and post labels
    *leaflets from the post office
    *sparkleboxes labels
    *a stamper and ink pad
    *a pen attached to the table (as it would be in a post office)
    *passport and driving license forms (get one and photocopy it several times)
    *postbag or large sack for parcels to go in

    at the end of the week, you could get someone to dress up or pretend to be a postman and they could empty the postbox and sack of parcels and give the letters and parcels out to the children whose name is on there.

    hope that helps
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    thanks a lot
    that was really helpful!
    do you have any lesson plans to go with it?
    thanks
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    thanks that was very helpful
    have you got a lesson plan to go with this?
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    hi,
    i will see if i can find it.
    leave me your email address and i will take a look in my memory stick to see if i still have it.
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    hi
    my email is
    rozz26@hotmail.com
    It will be a great help.
    Thanks
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    How about looking at the 'Postman Pat' stories and maybe draw/make a street map with the houses that Postman Pat visited? You could use the small cereal boxes (Kellogg's variety ones), and make those into buildings/houses, stick them onto the map and use that to show what Postman Pat's postal route may look like. Or you could do a map of the area where the children live, and ask them to think of different routes the postman may go. How about seeing if you could get a postman to visit the class and talk about what its like being a postman? Or maybe get someone to dress up as a postman...
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    Activity Plan POST OFFICE ROLE PLAY
    Young children learn how to write through:
    • Developing oral language;
    • Playing and experimenting with writing, for example through role play, and watching others write (shared writing);
    • Reading with an adult individually and/or in a group;
    • Playing games and singing rhymes which help them to hear sounds
    • Writing for a purpose – play and experience to generate writing

    Play is a key way children learn throughout the Foundation Stage. Through play, children can explore, develop and represent learning experiences and practise and build up ideas, concepts and skills. For example, when playing in an improvised café children can be encouraged to look at menus, reservation lists and relevant recipe books, and incorporate these into their play. This establishes meaningful links with their other literacy learning. When children are encouraged to write their own menus, reservation lists and recipes and use these in their play, they are learning that letters and words are useful symbolic ways of preserving meaning. Having a purpose for writing, which is real and of interest to children, will help them to understand why learning to write is important and will motivate them to write. They also need someone to provide a model as a writer and to respond as a reader to their early attempts at writing.

    Children will be encouraged to write if they learn within an environment rich in print and possibilities for communication with:
    • A planned environment that reflects the importance of language through signs, notices and books;
    • Regular opportunities for children to see and discuss adults writing for specific purposes;
    • Opportunities for children to become aware of languages and writing systems other than English, and communication systems such as signing and Braille;
    • Opportunities for children to experiment with writing for themselves through mark making, personal writing symbols and conventional script;
    • Displayed and celebrated examples of children's own writing.

    Information sourced from: Curriculum Guidance for the Foundation Stage (QCA/DfEE May 2000) and Developing Early Writing (DfEE May 2001)

    ‘Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Mathematical understanding should be developed through stories, songs, games and imaginative play, so that children enjoy using and experimenting with numbers, including numbers larger than 10.’ QCA (2000) Curriculum Guidance for the Foundation Stage, DfEE/QCA

    Resources/Additional Information
    * Weighing scales
    * Writing Paper
    * Pens and Pencils
    * Order Books
    * Till
    * Stamp Pad
    * Stamps, rubbers
    * Writing Paper
    * Forms from Post Office
    * Side table for leaflets
    * Telephone directories
    * Sponge pad (stamps)
    * Order Books
    * Air mail supplies
    * Postman hat, bag, coat
    * Sellotape
    * Parcel Sacks
    * Envelopes
    * Counter Top (Table)
    * Money
    * Staples
    * Rubber bands
    * Paper clips
    * Pens and Pencils
    * Telephone
    * Post box
    * Keyboard
    * Clipboards
    * Laminated Letters in
    various shapes for sorting game (sparklebox)

    • Make sure the area is large enough for children to move freely around tables and offers plenty of table surface.
    • Present equipment in labelled trays, baskets or plastic pots, preferably on open-shelved units for easy access.
    • Plan regular adult focus time in the area.

    * Weighing scales * Envelopes
    * Writing Paper * Counter Top (Table)
    * Pens and Pencils * Money
    * Order Books * Staples
    * Till * Rubber bands
    * Stamp Pad * Paper clips
    * Stamps, rubbers * Pens and Pencils
    * Writing Paper * Telephone
    * Forms from Post Office * Post box
    * Side table for leaflets * Keyboard
    * Telephone directories * Clipboards
    * Sponge pad (stamps) * Laminated Letters in
    * Order Books various shapes for sorting game
    * Air mail supplies
    * Postman hat, bag, coat
    * Sellotape
    * Parcel Sacks
    • Make sure the area is large enough for children to move freely around tables and offers plenty of table surface.
    • Present equipment in labelled trays, baskets or plastic pots, preferably on open-shelved units for easy access.
    • Plan regular adult focus time in the area.
    Possible learning experiences


    In the writing area children will be working towards early learning goals in writing, reading, linking sounds to letters and handwriting. But the area also provides real scope for children's physical development (using tools and materials) and personal, social and emotional development (dispositions and attitudes, self care).
    In this area, children will be able to:
    • explore mark-making tools and materials
    • select appropriate tools and materials for a task
    • experiment with marks on paper
    • refine marks over time to produce recognisable letter shapes
    • ascribe meaning to marks
    • attempt to read back own marks
    • engage in role-play, imitating writing and reading in the adult world
    • take turns in phone conversations
    • hear and identify sounds in words
    • say letter names, link letters to sounds
    • explore purposes for ICT in an office

    Communication Language and Literacy
    Carrying out roles of post office worker, customers. Writing addresses, filling in forms. Answering the phone. Reading posters, leaflets, signs, letter writing.
    Mathematical
    Money - buying stamps, cards. Getting family allowance. Weighing letters, parcels. Times of opening and closing. Shape of parcels. Size - large/small, thick/thin. Length of string to tie parcels. Estimating size for wrapping. Sorting letters, parcels. House numbers. Odd/even
    Scientific
    Sound travelling - making a telephone.
    Physical
    Sorting. Carrying. Packing parcels. Using scissors, tying string, using Sellotape. Using equipment - telephone, weighing scales.
    Technological
    Word processing. Data handling. Designing stamps. Designing packaging to protect contents. Materials. Fixing.
    Personal Social & Emotional Development
    Waiting turns. Politeness. Answering questions. Following out instructions. Sharing. Cooperating.
    Home & School, Writing and receiving letters, cards. Birthdays.
    Extension Activities
    Walk to the post box to post a postcard. Visit from a postman/woman


    Adult Role/ Adapting the activity for individual children

    • Have a knowledge of how writing, reading and handwriting concepts and skills develop.
    • Value children's writing at all stages of development.
    • Make assessments of a child against stepping stones and goals in communication, language and literacy; mathematical development, plan appropriately for their next steps.
    • Share information with parents and carers about their child's development and about appropriate ways of supporting their reading and writing.
    • Model purposes for and skills involved in writing and reading.
    • Act as a scribe for children's ideas.
    • Use key vocabulary such as 'letter' and 'word' and ask open questions to extend learning.

    Main Learning Intentions/Early Learning Goals
    PSE 1 Develop independence and confidence, Motivated to learn independently
    PSE 2 Attempt new activities,
    PSE 3 Concentrate for a short period of time
    PSE 5 Make choices for individual learning.
    PSE 7 Show an interest in interacting with their peers and familiar adults
    PSE 13 Display a willingness to select activities and resources. Explore activities with growing confidence.
    CLL11 Make letter-like marks and give them meaning (emergent writing), Write own name, Write some letters and words
    CLL 14 Is aware of a wide variety of prints within own environment
    CLL17 Make marks (pencil point), and know the difference between drawing and writing, ‘write’ in different contexts and read back own writing, attempt to write conventional words using phonic strategy
    CLL 18 Imitate adults writing in different situations, use ‘play writing’ in different contexts and begin to explain what it is for or says, attempt writing for a variety of purposes, using features of different forms
    CLL 19 Experiment with mark making, sometimes ascribing meaning to the marks, notice writing in the environment and use some clearly identifiable letters to communicate meaning, write own name and other words from memory
    CLL20 Experience activities to develop scribbling actions, create letter-like marks (pseudo-letters) in horizontal lines, develop a comfortable pencil grip and write actual letters
    M1 Develop confidence using numbers in play/activities representing numbers using own method of recording
    M1 Show confidence representing numbers using own method of recording
    M2 Count up to 10 objects
    M4 Estimate and make reasonable predictions
    M5 Discuss possible outcomes in practical number problems and use the language of addition and subtraction in context
    M6 Understand that one number is more than another, Use language more, less, fewer in a mathematical context
    M8 Understand that the total is found by counting two groups
    M9 Uses comparative language of measurement
    M12 Use positional language in play
    M13 Can sort using simple criteria
    P2 Use control coordination and fine motor control
    P7 Begin to use small equipment with control and confidence. Experiment with equipment showing a range of basic skills.
    P8 Handle tools with basic control, increasing this control in time.
    C3 Use imaginative skills in drawing
    C5 Know that drawing is a means of recording and communicating and respond to stimuli such as books






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    http://www.tes.co.uk/resources/Resource.aspx?resourceId=3...

    I've uploaded other Post Office plans and resources here including a Circle Time plan.

    Carla :)
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    hi rozz,
    i've looked for my planning but i think its on my school laptop. however, after reading the planning that zaps put up, i think its much better than mine and covers all the areas anyway.definitely click on that link that s/he has put up, its fantastic.
    sorry couldnt be much more of a help :(
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    rozz just done this

     

    Design and Make a stamp

     We looked at the repeated picture in a sheet of stamps (bought the cheapest from PO)

    The chn all made their own picture on A4 cartridge paper drawn and coloured with permanent markers

    I took them to the scanner (+chn) and sanned the design,reduced the size and repeated them several times onto another A4 sheet. Printed them out. (about 25 - 32 per sheet)

     We made the glue on the back with a mixture of gelatin, golden syrup and vailla essence pasted on the back.

     he chncut them out and used one 'stamp' on an envelope

     

    Looked brilliant - just like the real thing

     

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    Loads of great ideas already given. The Jolly Postman is also a good book to use and the Scholastic magazine website had an interactive section about the journey of a letter.
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