Literacy Week 1 - Week Beginning 20/4/2020
Learning Intentions: Read and write words with new sound ‘sh’.
Read HFWs her, what & there.
Listen to and read stories for enjoyment, answer questions relating to them.
Use our sounds to write sentences to match pictures.
Read HFWs her, what & there.
Listen to and read stories for enjoyment, answer questions relating to them.
Use our sounds to write sentences to match pictures.
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 20/4/2020
Today we are learning three new HFWs (high frequency or common words) new sound ‘sh’ and recounting our weekends!
1.
Learn to recognise high frequency words – her, what & there. Stick them up on a door or the fridge so that your child sees them frequently throughout the day. You could play Snap, or any other matching game such as labelling a car with one of the words and also labelling a ‘parking space’ with the same word – can your child match the car to the correct space? Read the word with your child to help reinforce it.
2.
Introduce the sound ‘sh’ to your child. Explain to your child that this is a very special sound because it is one sound but it is spelt with two letters!
On squares of paper, draw the sounds sh, o & p (all lower case). These are the sounds your child needs to build the word ‘shop’. Draw 3 lines for each sound and say ‘we are going to build the word shop, ssshhhoooop.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word shop?’ Point to the first line and say the word shop again slowly pointing to each line. Once your child has selected the sh (they may need help with finding sh), 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 mush, dish, ash and ship.
On squares of paper, draw the sounds sh, o & p (all lower case). These are the sounds your child needs to build the word ‘shop’. Draw 3 lines for each sound and say ‘we are going to build the word shop, ssshhhoooop.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word shop?’ Point to the first line and say the word shop again slowly pointing to each line. Once your child has selected the sh (they may need help with finding sh), 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 mush, dish, ash and ship.
3.
Watch this video all about ‘sh’.
4.
Ask your child to tell you about their weekend. 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. Ask them to draw a picture to illustrate what has been written. Can they think about what colours they could use? What shapes are the different parts of the picture they may draw? Do the people/animals have all of their body parts?
Tuesday 21/4/2020
Today we are continuing to learn HFWs, sound sh and listen to a story!
1.
Continue to revise HFWs her, what & there.
2.
- Use sand/chalk/paint/grass/playdough to create some sh words such as shell, dash, fresh, mash & shed. To help your child, you could write the word first for your child to build on top of.
3.
Listen to the story ‘Cockadoodle Doo! Farmyard Hullabaloo!’.
Discuss this story. Which animals appeared in the story? Where did the sheepdog fall asleep? Why did the farmyard cat keep one eye open? What did the donkey like to do all day? |
Wednesday 22/4/2020
Today we are continuing to learn HFWs, manipulate sounds and write sentences to match pictures!
1.
Continue to revise HFWs her, what & there.
2. Sound swap
On individual squares of paper, write out the sounds (or ask your child to write the sounds) sh, e, d, ll, b, t & i.
Ask your child to select sh, d & e (support your child here if necessary).
Draw three lines on a page/whiteboard. Say ‘these are the sounds we need to build the word shed, ssshhheeed, (running your finger under the lines as you say it). What is the first sound you hear in the word shed? (Point to the first line.)
Find the sh and put it here (point to the first line).
Ask your child to select sh, d & e (support your child here if necessary).
Draw three lines on a page/whiteboard. Say ‘these are the sounds we need to build the word shed, ssshhheeed, (running your finger under the lines as you say it). What is the first sound you hear in the word shed? (Point to the first line.)
Find the sh and put it here (point to the first line).
What is the next sound we hear in the word sheeeeed?’ {the ‘e’ sound is stretched out to emphasise it}. 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 shed?’ (Run your finger under the lines as you say this). Once your child has selected d and put it on the last line, ask them to say the sounds and read the word – sh e d ssshhheeed shed.
‘What is the last sound we hear in the word shed?’ (Run your finger under the lines as you say this). Once your child has selected d and put it on the last line, ask them to say the sounds and read the word – sh e d ssshhheeed shed.
‘Now we are going to change just one sound to build a whole new word. We are going to build the word shell. Ssshhheeellll. What sound do we need to get rid of? (Point to the sounds in shed). What sound do we not hear in the word shell.’
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 d. If they are unsure help them by saying ‘we do not hear d in the sound shell so we can get rid of d.’
(Remove d from the word.) You are now left with sh e _.
‘What sound do we need here?’ (Point to the last line as you say the word shelllll, emphasise the last sound ll). Your child will tell you they need ll, if your child is unsure, say ‘the last sound is ll’.
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 d. If they are unsure help them by saying ‘we do not hear d in the sound shell so we can get rid of d.’
(Remove d from the word.) You are now left with sh e _.
‘What sound do we need here?’ (Point to the last line as you say the word shelllll, emphasise the last sound ll). Your child will tell you they need ll, if your child is unsure, say ‘the last sound is ll’.
Ask your child to select ll and put in on the last line. Now say the sounds and read the words. Repeat this process to change shell>bell>tell>till. You can ask your child to write out the words each time they build a new one.
3.
Please see Seesaw for the Farmyard Hullabaloo writing piece.
Thursday 23/4/2020
Today we are continuing to learn our HFWs and we are using the sh sound to read and write words.
1.
Continue to revise HFWs her, what & there.
2.
Have a dance to this song all about sh!
3.
Please see Seesaw for the ‘sh’ worksheet. Say the sounds then blend them together to read the word. Draw a picture of the word then write the word, saying the sounds as they are written.
Friday 24/4/2020
Today we are using our sounds to write words in a dictated sentence!
1. Dictation
The shell is on the short shelf.
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. 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.
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. 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.