Literacy Week Beginning 11/05/20
Our Learning Intentions for this week are:
Read and write words with the new sound 'th' (voiced)
Use a capital letter at the beginning of a sentence
Use full stops to demarcate sentences
Use phonic knowledge to read and write simple regular words and
make phonetically plausible attempts at longer more complex words
Read and write words with the new sound 'th' (voiced)
Use a capital letter at the beginning of a sentence
Use full stops to demarcate sentences
Use phonic knowledge to read and write simple regular words and
make phonetically plausible attempts at longer more complex words
Reading
Every day read some of your reading book and other books you have at home. Keep an eye out for any high frequency words and talk about what is happening in the story. Keep a close eye out for capital letters and full stops. Pay particular attention to full stops demarcating two sentences. Can you try and read bigger words by using your phonic knowledge to sound them out?
Every day read some of your reading book and other books you have at home. Keep an eye out for any high frequency words and talk about what is happening in the story. Keep a close eye out for capital letters and full stops. Pay particular attention to full stops demarcating two sentences. Can you try and read bigger words by using your phonic knowledge to sound them out?
Monday 11/05/20
Today is the start of a brand new week with lots of new learning adventures ahead.
We are going to learn...
1. Learning our HFW can be fun with the use of games. Before getting started, expose your child to the three new words by writing them down beside your child, nice and big, telling them the word then displaying in somewhere your child will walk by often. The fridge, hallway, bedroom wall etc are all great places.
Our suggestions for learning our HFW words this week are...
Today is the start of a brand new week with lots of new learning adventures ahead.
We are going to learn...
- Three new HFWs (high frequency/common words) some, so & not
- Our new sound - th (voiced)
- Recount our weekend news - can you write your own weekend news using your phonic knowledge? Can you remember a capital letter and full stop? Could you try and write more than one sentence, learning with some help how we use full stops and capital letters?
1. Learning our HFW can be fun with the use of games. Before getting started, expose your child to the three new words by writing them down beside your child, nice and big, telling them the word then displaying in somewhere your child will walk by often. The fridge, hallway, bedroom wall etc are all great places.
Our suggestions for learning our HFW words this week are...
- Play snap on lolly pop sticks
- Write the words on different textures
- Look at the word (adult written or printed), build it with magnetic letters, write it out, use it in a sentence either writing or telling an adult
- Write them out over and over, saying the word each time - not only is this good for learning the words, it is also super for writing skills and practising the formation of our sounds. Please see the youtube video below as a reminder of how to form the letters; this formation is very important as it will lead children effortlessly into further writing styles in KS1.
2. Introduce the sound ‘th’ to your child.
Explain to your child that this is another very special sound because it is one sound but it is spelt with two letters!
On squares of paper, draw the sounds th, i & s (all lower case). These are the sounds your child needs to build the word ‘this’.
Draw 3 lines for each sound and say ‘we are going to build the word this, thiiiiiis.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word this?’ Point to the first line and say the word this again slowly pointing to each line. Once your child has selected the th (they may need help with finding th), do the same with the next sounds until the word is complete. Ask your child to write the word, saying each sound as they write it. Once your child has written the word, ask them to read the word, sliding their finger under each sound as they do so. Repeat this process to build that, then, than & them.
Explain to your child that this is another very special sound because it is one sound but it is spelt with two letters!
On squares of paper, draw the sounds th, i & s (all lower case). These are the sounds your child needs to build the word ‘this’.
Draw 3 lines for each sound and say ‘we are going to build the word this, thiiiiiis.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word this?’ Point to the first line and say the word this again slowly pointing to each line. Once your child has selected the th (they may need help with finding th), do the same with the next sounds until the word is complete. Ask your child to write the word, saying each sound as they write it. Once your child has written the word, ask them to read the word, sliding their finger under each sound as they do so. Repeat this process to build that, then, than & them.
Tuesday 12/05/20
Today we are continuing to learn...
1.Continue to revise HFWs some, so & not.
2. Sound swap
Use the caterpillar template to create new words by changing just one sound each time. On individual squares of paper, write out the sounds (or ask your child to write the sounds) th, e, n, c, t, ch, b, i.
Today we are continuing to learn...
- HFWs
- Sound th
1.Continue to revise HFWs some, so & not.
2. Sound swap
Use the caterpillar template to create new words by changing just one sound each time. On individual squares of paper, write out the sounds (or ask your child to write the sounds) th, e, n, c, t, ch, b, i.
- Ask your child to select e, th & n (support your child here if necessary). If necessary, draw three lines on a page/whiteboard. Say ‘these are the sounds we need to build the word then, theeeen, (running your finger under the lines as you say it). What is the first sound you hear in the word then? (Point to the first line.)
- Find the th and put it here (point to the first line). What is the next sound we hear in the word theeen?’ {the ‘e’ sound is stretched out to emphasise it but retains the ‘e’ for ‘elephant’ sound}. Point to the lines as you say the word. Ask your child where the e goes. Point to the middle line if they need help.
- ‘What is the last sound we hear in the word then?’ (Run your finger under the lines as you say this). Once your child has selected n and put it on the last line, ask them to say the sounds and read the word – th eeeee n then.
- Ask your child to write the word then in the first body part of the caterpillar.
- ‘Now we are going to change just one sound to build a whole new word. We are going to build the word than. thaaan. What sound do we need to get rid of? (Point to the sounds in then). What sound do we not hear in the word than?’ Repeat the two words a couple of times, running your finger under the three lines. Your child will tell you we do not need the ‘th’. If they are unsure help them by saying ‘we do not hear e in the sound than so we can get rid of e.’ (Remove e from the word.) You are now left with th _ n.
- ‘What sound do we need here?’ (Point to the start of the line as you say the word than, emphasise the first sound a). Your child will tell you they need a, if your child is unsure, say ‘we need the sound a’. Ask your child to select a and put in on the middle line. Now say the sounds and read the words.
- Ask your child to write than in the next body segment.
- Repeat this process to change than>that>chat>bat>bit until the caterpillar is complete.
Wednesday 13/04/20
Today we are continuing to learn...
1. Continue to use the activities above to explore and learn HFW - some, so & not
2. Login to Studyladder and complete the Pod Wednesday 13/05/20 revising th
3. Listen to the story below 'Tom's Tail'
4. Ask your child to write or tell you 4 things they remember about the story, don’t be afraid to listen to the story twice to get all the details. Encourage your child to recount the details in order. Ask questions about the characters, the setting, the beginning middle and ending, also let your child ask you questions about the story
Today we are continuing to learn...
- HFWs - some, so & not
- Continue to work on the sound 'th'
- Listen to a story and discuss
1. Continue to use the activities above to explore and learn HFW - some, so & not
2. Login to Studyladder and complete the Pod Wednesday 13/05/20 revising th
3. Listen to the story below 'Tom's Tail'
4. Ask your child to write or tell you 4 things they remember about the story, don’t be afraid to listen to the story twice to get all the details. Encourage your child to recount the details in order. Ask questions about the characters, the setting, the beginning middle and ending, also let your child ask you questions about the story
Thursday 14/05/20
1. Continue to revise weekly HFW and sound 'th'
3. Refer back to yesterdays story; maybe have another listen or simple discuss it with your child.
2. Complete writing task - please see Seesaw for activity sheet.
Friday 15/05/20
Today we are using our sounds to write words in a dictated sentence!
A thud and pop from this cat. Then the hat fell off the cat.
Say this sentence, a word at a time, and ask your child to write it into their dictation book. Say each word slowly, emphasising the individual sounds. This sentence only uses sounds we have already covered, and the HFW ‘the’. Encourage your child to start with a capital letter and end with a full stop. Remind your child to have ‘finger spaces’ (a gap the size of a finger) between their words. To help support your child, you can draw the lines for each sound that your child will need to complete the sentence (see below) or if you feel your child is comfortable to write on straight lines remembering to stay on the line and use their finger spaces, go ahead and draw out straight lines like the example below.. You could also give them a copy of the alphabet as they may be able to recognise the sounds they need if they can see them all in front of them. If your child finds it very challenging to recall many of the sounds required, help them by writing the sounds and words for them to copy. You should encourage as much independence as possible however. Ask your child to draw a picture to match the sentence above it.
Today we are using our sounds to write words in a dictated sentence!
A thud and pop from this cat. Then the hat fell off the cat.
Say this sentence, a word at a time, and ask your child to write it into their dictation book. Say each word slowly, emphasising the individual sounds. This sentence only uses sounds we have already covered, and the HFW ‘the’. Encourage your child to start with a capital letter and end with a full stop. Remind your child to have ‘finger spaces’ (a gap the size of a finger) between their words. To help support your child, you can draw the lines for each sound that your child will need to complete the sentence (see below) or if you feel your child is comfortable to write on straight lines remembering to stay on the line and use their finger spaces, go ahead and draw out straight lines like the example below.. You could also give them a copy of the alphabet as they may be able to recognise the sounds they need if they can see them all in front of them. If your child finds it very challenging to recall many of the sounds required, help them by writing the sounds and words for them to copy. You should encourage as much independence as possible however. Ask your child to draw a picture to match the sentence above it.