Nursery Transport Topic Language, Literacy and Early Phonics Ideas
Week 5 - 18/05/2020
Story of the Week - Duck in the Truck by Jez Allborough
Click on the video below to watch this weeks story.
Talk to your child about the story. Discuss their favourite and least favourite parts of the story. Share your favourite and least favourite part of the story too!
Ask some follow-up questions to develop understanding of the story.
1. Who was driving the truck
2. What happened to the truck when it drove through the mud?
3. Who was driving the green car?
4. Could frog and duck push the truck out of the mud?
5. How do you think duck was feeling when his truck was stuck?
6. Who was driving the boat?
7. What was goats idea to help get the truck unstuck from the mud?
8. Who was left stuck in the mud?
9. How do you think they were feeling?
10. Do you think duck should have left his friends stuck in the mud?
This story has wonderful opportunities to revisit the skills we learned during rhyme. Encourage your child to recognise and predict the rhyming words in the book.
Ask some follow-up questions to develop understanding of the story.
1. Who was driving the truck
2. What happened to the truck when it drove through the mud?
3. Who was driving the green car?
4. Could frog and duck push the truck out of the mud?
5. How do you think duck was feeling when his truck was stuck?
6. Who was driving the boat?
7. What was goats idea to help get the truck unstuck from the mud?
8. Who was left stuck in the mud?
9. How do you think they were feeling?
10. Do you think duck should have left his friends stuck in the mud?
This story has wonderful opportunities to revisit the skills we learned during rhyme. Encourage your child to recognise and predict the rhyming words in the book.
Retelling the story
Download the stick puppets below or make your own and use them to retell the story of duck in his truck. Encourage your child to use story book language and the rhymes used in the story. This is a lovely activity to help develop expression and fluency when speaking. Model using different voices for each character and using your voice to show expression as you use the puppets to retell the story with your child this will help your child learn to use these story telling skills as they play.
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Early Phonics - Syllables
Thank you to everyone who completed our syllable survey last week. The results showed that around 50 percent of children are still physically clapping syllables in words. With this in mind we will spend this week revisiting syllables encouraging children to have a go at both physically clapping syllables and working them out internally as well as introducing the next skill - syllable deletion.
If your child is still relying on phyisically clapping or moving to work out syllables please don't worry, the best way to internalise something is to practise practise practise. This could be repeating some of our nursery syllable games or spending 5 minutes in the car/on your walk/in the bath playing with words and syllables.
If your child is still relying on phyisically clapping or moving to work out syllables please don't worry, the best way to internalise something is to practise practise practise. This could be repeating some of our nursery syllable games or spending 5 minutes in the car/on your walk/in the bath playing with words and syllables.
Syllable Count and ColourColour the picture and say the word. Circle the correct number of syllables for each picture. This can also be done practically with objects. Encourage your child to clap first if they need to then have a go at trying to segment the syllables internally.
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Syllable MatchLook carefully at each picture. Say the word out loud and then count how many syllables it has. You can clap to help you if you need to. Draw a line from the picture to the correct number that matches how many syllables are in that word. You can play this game practically by using small toys and drawing the numbers.
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Syllable DeleteFor this activity we will be learning a new skill. Hearing a two syllable word and breaking it down into the words that make it. e.g. Chopstick is made from Chop + Stick. Once your child has worked out the two words we will ask them to remove one. e.g. say chop stick without the chop - answer stick. This is a tricky concept but one that will help with breaking down words into sounds for reading. Help your child by saying each word slowly and clearly emphasising the answer at first. e.g. Can you say chopstiiiicccck with out the word chop? Teach this skills in three parts - adult modelling how to do it / adult and child doing it together / child attempting independently but with adult support and prompts if needed.
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Early Writing
In our story Duck got his truck stuck in the muck but he was very lucky his friends sheep, frog and goat helped to push and pull it out for him. For this weeks early writing task draw or write a letter to say thank you to someone who has helped you. It could be a friend, parent, teacher, doctor, brother or sister - anyone who has helped you in with something you found tricky or worrying. If you know their address you could even post it to them. Don't forget to sign your letter or picture with your name so they know who the letter is from.
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Communication and Language
Take a look at the picture below. What type of vehicle is it? Have you seen a train like this before? How is the train crossing the water? Where do you think it is going? Who do you think is on board the train?
Week 6 - 26/05/2020
Story of the Week - Amazing Aeroplanes by Tony Mitton
Click on the video before to watch the story
Talk to your child about the story. Discuss their favourite and least favourite parts of the story. Share your favourite and least favourite part of the story too!
Ask some follow-up questions to develop understanding of the story.
1. Where do aeroplanes fly from?
2. Before you can get on the aeroplane where do you have to check in?
3. What parts of an aeroplane can you remember from the story?
4. Who was flying the plane?
5. Who else was helping the passengers on the plane?
6.Where did the baggage go?
7.What did the passengers do when the plane landed?
8.Where do you think the plane was when it landed?
9. Would you like to go on a plane?
10. If you could go on a plane anywhere in the world, where would you go?
Ask some follow-up questions to develop understanding of the story.
1. Where do aeroplanes fly from?
2. Before you can get on the aeroplane where do you have to check in?
3. What parts of an aeroplane can you remember from the story?
4. Who was flying the plane?
5. Who else was helping the passengers on the plane?
6.Where did the baggage go?
7.What did the passengers do when the plane landed?
8.Where do you think the plane was when it landed?
9. Would you like to go on a plane?
10. If you could go on a plane anywhere in the world, where would you go?
Early Phonics - Syllables
This week we are going to continue extending our work with syllables by breaking compound words down into their syllable parts, also known as 'syllable deletion'. We are also going to introduce the opposite skill- 'syllable blending' to try and join two one syllable words into a two syllable compound word e.g. pop + corn = popcorn. Both of these skills are the building blocks of a)breaking down words into sounds and b) joining letter sounds to make words which are essential for early reading.
Syllable Delete
This activity builds upon the syllable delete skill taught in week 5. Encourage your child to say the word, say/clap each syllable then cut and stick the correct answer to the question from the pictures at the bottom of the page , e.g. doghouse without house = dog. Can you think of any other words you can break down for syllable delete?
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Syllable Blend
For this activity explain to your child you are going to say two words and ask them to help you join and blend them together to make a new word. Children might find this tricky at first so use the three step model for teaching new skills - adult model how to do it, adult and child do it together and child try independently.
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I spy Syllable Blend
This game also builds upon the skill of syllable blending. Download the sheet below (or use objects from around your home to make it more practical). Explain to your child you are going to say the two syllables that make a word and ask them to 'spy' the correct picture or object that matches the new long word. e.g. I spy with my little eye a hot...dog... repeat this slowly and clearly making sure to leave a 1/2 second gap between each word. Allow your child to process this information and encourage them to say each word slowly then quickly to help them. Repeat this game throughout the week to help your child practise.
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Early Writing
When you are travelling by aeroplane you need to bring your passport with you to check in so everyone knows who you are. This week your early writing challenge is to make your very own passport. Decorate the cover with your favourite colours. Don't forget to include your name, age and where you live. You can use the template attached or design your own
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Communication and Language
Look at the picture below can you think of some sentences to describe it?
Week 7- 01/06/2020
Story of the Week - Brilliant Boats by Tony Mitton & Ant Parker
Talk to your child about the story. Discuss their favourite and least favourite parts of the story. Share your favourite and least favourite part of the story too!
Ask some follow-up questions to develop understanding of the story.
1. The story had lots of different boats, how many can you name?
2. What did the sailors wear to keep safe in the water?
3. What do you call the sailor in charge of the crew?
4. What did the fishing boat use to catch the fish?
5. What is an anchor used for?
6. What does a lighthouse do?
7.Where did the boats dock when they had finished their journey ?
8. Which boat did you like the best?
Ask some follow-up questions to develop understanding of the story.
1. The story had lots of different boats, how many can you name?
2. What did the sailors wear to keep safe in the water?
3. What do you call the sailor in charge of the crew?
4. What did the fishing boat use to catch the fish?
5. What is an anchor used for?
6. What does a lighthouse do?
7.Where did the boats dock when they had finished their journey ?
8. Which boat did you like the best?
Early Phonics - Hearing and Identifying Initial Sounds
This week we will be learning a new skill - identifying initial sounds in words, however please continue to practise quick syllable games with your child regularly to allow them to fully embed their knowledge and understanding of syllables.
Hearing and saying the initial sounds in words is the next step in building your child's phonological awareness. At Nursery level these skills are based solely on listening skills, letter shapes are introduced as your child progresses into Primary 1. Over the coming weeks we will be setting activities to help your child hear and say/sort & match words by their initial (first) sound. This is an important pre reading skill, it helps children to recognise that words are build up of different sounds, develop the skill set to hear and discriminate these sounds by ear and also to recognise patterns in words with familiar sounds.
Like syllables, hearing and saying initial sounds is taught in three phases :
1. An adult modelling hearing and saying the sounds (always using clear speech emphasising the first sound e.g sssssssnake)
2. Adult and child practising the skills together
3. Child attempting to hear and say the sounds independently
With all new skills children can find this very tricky to begin with but with some patience and practise they will start to gain more confidence.
Hearing and saying the initial sounds in words is the next step in building your child's phonological awareness. At Nursery level these skills are based solely on listening skills, letter shapes are introduced as your child progresses into Primary 1. Over the coming weeks we will be setting activities to help your child hear and say/sort & match words by their initial (first) sound. This is an important pre reading skill, it helps children to recognise that words are build up of different sounds, develop the skill set to hear and discriminate these sounds by ear and also to recognise patterns in words with familiar sounds.
Like syllables, hearing and saying initial sounds is taught in three phases :
1. An adult modelling hearing and saying the sounds (always using clear speech emphasising the first sound e.g sssssssnake)
2. Adult and child practising the skills together
3. Child attempting to hear and say the sounds independently
With all new skills children can find this very tricky to begin with but with some patience and practise they will start to gain more confidence.
Silly Name GameChildren's names are a great place to start with sound awareness. For this game think of some silly names or sentences for your child, your family, pets, friends and even your teddies.
Silly Sausage Sid Funny Feet Fred Jiggly Jelly Joe Big Bad Bert You could even draw and label your new characters / friends for some extra fun and something to refer back to later when practising. Don't forget to send us some examples, we love a funny sentence. *Model the sentences first encouraging your child to join in, give lots of praise if they can think of some silly sound names but don't worry if it takes a little while and lots of practise before they can do this. |
Sound SoupSilly sound soup will encourage your child to hear and say the initial sounds in words as they play.
What you need - a saucepan, a spoon, some objects or toys beginning with the same sound - tiger, toothbrush, train, tie lego, lolly, lipstik, lid, lemon Dog, doll, drum, etc or you could make your own picture cards if you prefer. Song (to tune of pop goes the weasle) 'We're making lots of silly soup we're making soup thats silly we're going to pop it in the fridge and make it nice and chilly' Explain to children that today's soup is beginning with the sound t and model singing the song and putting each item in saying it as you put it in the bowl, now ask your child to try. Repeat the activity with some other sounds - always making sure to really emphasise the first sound of the word as you say it. For an extra challenge after playing the game lots of times try asking your child to think of something else that could go into your soup. If they can do this confidently try adding in one toy where the sound doesn't match - can your child recognise the sound is different |
Odd One OutPlay this online game - say the names of each picture clearly several times making sure to really emphasise the initial sounds in each word. Support your child to choose the odd one out before allowing them to try this independently.
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Early Writing - Message in a bottle
In the past sailors used to write letters to people they loved, put them in a bottle to keep them safe and send them out to sea. Why not have a go at writing your own message in a bottle - it could be a message, a picture or maybe even a map! When you've finished roll up your message and put it inside an empty bottle. Hide your bottle in the bath, the garden or somewhere around the house for your family to find. If you're feeling creative you could even decorate your bottle or make a little flag to go on top. Don't forget to send a photo of your message in a bottle to your teachers on Seesaw.
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Communication and Language
Look at the picture of the ship, can you think of some words and sentences to describe it. Do you think this ship is old or new? Who might sail on a ship like this?