Learning Intentions: - Read and write words with new sound ‘ng’
- Write creatively about going to the beach
- Use a word-mat to read and spell unfamiliar words
Reading
Every day read some of your reading book – keep an eye out for any high frequency words and talk about what is happening in the story. Do you see any capital letters and full stops?
Monday 1/6/2020
Today we are learning three new HFWs (high frequency or common words) the new sound ‘ng’ and recounting our weekends!
- Write creatively about going to the beach
- Use a word-mat to read and spell unfamiliar words
Reading
Every day read some of your reading book – keep an eye out for any high frequency words and talk about what is happening in the story. Do you see any capital letters and full stops?
Monday 1/6/2020
Today we are learning three new HFWs (high frequency or common words) the new sound ‘ng’ and recounting our weekends!
Learn to recognise high frequency words – mum, one, them
1. Stick them up on a door or the fridge so that your child sees them frequently throughout the day & week. You could play Snap, or any other matching game and practice writing them on paper, sand or even painting them.
1. Stick them up on a door or the fridge so that your child sees them frequently throughout the day & week. You could play Snap, or any other matching game and practice writing them on paper, sand or even painting them.
2. Introduce the sound ‘ng’ 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 w, i & ng (all lower case).
These are the sounds your child needs to build the word ‘wing’. Draw 3 lines for each sound and say ‘we are going to build the word wing, ‘wiiiiiiiing.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word wing?’ Point to the first line and say the word wing again slowly pointing to each line.
Once your child has selected the ‘w’ (they may need help with finding ng), 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: thing, string, song, sing, swing, sting.
3.Watch this video all about ‘ng’.
Once your child has selected the ‘w’ (they may need help with finding ng), 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: thing, string, song, sing, swing, sting.
3.Watch this video all about ‘ng’.
4.Ask your child to tell you about their weekend, hopefully you are all able to get out and about a little more! They may need prompts to help them remember! Scribe a sentence or two for your child about their weekend news. Your child may wish to write some of their news themselves. They may wish to copy your words, they could use their sounds, or they may do a combination of both. Encourage your child to add detail to their picture, we’ve seen such lovely examples of weekend news throughout the year.
Tuesday 2/6/2020
Today we are continuing to learn HFWs, sound ‘ng’ and listening to a story!
1.Continue to revise HFWs mum, one, them.
2.Use sand/chalk/paint/grass/playdough to create some ng words such as thing, sing, song, & long.
3. Please see seesaw for 'can you write the word' worksheet.
4. Watch the video of ‘The Fish who had a wish’.
https://www.youtube.com/watch?v=nIfc9lsZPLQ
Today we are continuing to learn HFWs, sound ‘ng’ and listening to a story!
1.Continue to revise HFWs mum, one, them.
2.Use sand/chalk/paint/grass/playdough to create some ng words such as thing, sing, song, & long.
3. Please see seesaw for 'can you write the word' worksheet.
4. Watch the video of ‘The Fish who had a wish’.
https://www.youtube.com/watch?v=nIfc9lsZPLQ
4. Discuss the story.
- Can you remember 3 or 4 things from the story that the fish wished for? Can you remember what shapes he could turn into? Why was the last wish the fish asked for a very silly wish?
-If you could wish for anything, what would it be?
- Let your child ask you questions about the story.
- Can you remember 3 or 4 things from the story that the fish wished for? Can you remember what shapes he could turn into? Why was the last wish the fish asked for a very silly wish?
-If you could wish for anything, what would it be?
- Let your child ask you questions about the story.
Wednesday 3/6/2020
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1.Continue to revise HFWs mum, one, them.
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)
Ask your child to select i, w & ng (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 wing, wiiiiiing, (running your finger under the lines as you say it). What is the first sound you hear in the word wing? (Point to the first line.)
Find the ‘w’ and put it here (point to the first line). What is the next sound we hear in the word ‘wiiiiiing’ {the ‘i’ sound is stretched out to emphasise it but retains the ‘i’ for ‘ink’ sound}. Point to the lines as you say the word. Ask your child where the i goes. Point to the middle line if they need help.
‘What is the last sound we hear in the word wing?’ (Run your finger under the lines as you say this). Once your child has selected ‘ng’ and put it on the last line, ask them to say the sounds and read the word – w iiii ng , wing.
Ask your child to write the word wing 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 thing. thiiiiing. What sound do we need to get rid of? (Point to the sounds in wing). What sound do we not hear in the word thing?’
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 ‘w’. If they are unsure help them by saying ‘we do not hear ‘w’ in the sound thiiing so we can get rid of w.’ (Remove w from the word.) You are now left with i _ ng.
‘What sound do we need here?’ (Point to the start of the line as you say the word thiiiiiing, emphasise the first sound th). Your child will tell you they need th, if your child is unsure, say ‘the first sound is th’. Ask your child to select th and put in on the middle line. Now say the sounds and read the words.
Ask your child to write thing in the next body segment.
Repeat this process to change wing>thing>ring>sing>song>long.
until the caterpillar is complete.
3.Watch this alphablocks video on the ‘ng’ sound.
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1.Continue to revise HFWs mum, one, them.
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)
Ask your child to select i, w & ng (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 wing, wiiiiiing, (running your finger under the lines as you say it). What is the first sound you hear in the word wing? (Point to the first line.)
Find the ‘w’ and put it here (point to the first line). What is the next sound we hear in the word ‘wiiiiiing’ {the ‘i’ sound is stretched out to emphasise it but retains the ‘i’ for ‘ink’ sound}. Point to the lines as you say the word. Ask your child where the i goes. Point to the middle line if they need help.
‘What is the last sound we hear in the word wing?’ (Run your finger under the lines as you say this). Once your child has selected ‘ng’ and put it on the last line, ask them to say the sounds and read the word – w iiii ng , wing.
Ask your child to write the word wing 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 thing. thiiiiing. What sound do we need to get rid of? (Point to the sounds in wing). What sound do we not hear in the word thing?’
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 ‘w’. If they are unsure help them by saying ‘we do not hear ‘w’ in the sound thiiing so we can get rid of w.’ (Remove w from the word.) You are now left with i _ ng.
‘What sound do we need here?’ (Point to the start of the line as you say the word thiiiiiing, emphasise the first sound th). Your child will tell you they need th, if your child is unsure, say ‘the first sound is th’. Ask your child to select th and put in on the middle line. Now say the sounds and read the words.
Ask your child to write thing in the next body segment.
Repeat this process to change wing>thing>ring>sing>song>long.
until the caterpillar is complete.
3.Watch this alphablocks video on the ‘ng’ sound.
Thursday 4/6/2020
Today we are continuing to learn our HFWs and we are using the 'ng' sound to read and write words.
1.Continue to revise HFWs mum, one, them
Today we are continuing to learn our HFWs and we are using the 'ng' sound to read and write words.
1.Continue to revise HFWs mum, one, them
2. Please see Seesaw for the 'Going to the beach ’ creative writing task. Use these photos as a discussion point to let your P1 choose and plan for what they would bring to the beach for an afternoon (including picnic items, toys and what they would wear). Use the word mat to help with tricky words.
Friday 5/6/2020
Today we are using our sounds to write words in a dictated sentence!
'Sing a song on a long run from the fun tent'.
You can shorten this to 'sing a song on a long run' if necessary.
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 HFWs ‘on, the & from’. 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. 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!
'Sing a song on a long run from the fun tent'.
You can shorten this to 'sing a song on a long run' if necessary.
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 HFWs ‘on, the & from’. 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. 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.