Literacy Week 2 - Week Beginning 27/4/2020
Learning Intentions: Read and write words with new sound ‘ch’.
Listen to and read stories for enjoyment, answer questions relating to them.
Use our sounds to write sentences to match pictures.
Listen to and read stories for enjoyment, answer questions relating to them.
Use our sounds to write sentences to match pictures.
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 27/4/2020
Today we are learning three new HFWs (high frequency or common words) new sound ‘ch’ and recounting our weekends!
1.
Learn to recognise high frequency words – out, this & have. 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 – have a few HFWs in a pile, label some fish with the same target words, attach a paperclip to them, then fish them out with a magnet attached to some string – can your child match the word to a word from their pile? Read the word with your child to help reinforce it.
2.
Introduce the sound ‘ch’ 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 ch, a & t (all lower case). These are the sounds your child needs to build the word ‘chat’. Draw 3 lines for each sound and say ‘we are going to build the word chat, chaaaaat.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word chat?’ Point to the first line and say the word chat again slowly pointing to each line. Once your child has selected the ch (they may need help with finding ch), 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 chin, chop, rich, & much.
3.
Watch this video all about ‘ch’.
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 28/4/2020
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Today we are continuing to learn HFWs, sound ch and listen to a story!
1.
Continue to revise HFWs out, this & have.
2.
Use sand/chalk/paint/grass/playdough to create some ch words such as chap, munch, such & chop.
3.
Listen to the story ‘Pig in the Pond’. Discuss this story. Which animals were in the pond first? What was the weather like? Why did the pig want to go into the pond? What other animals were in the book? What happened when the farmer came back and saw the pig in the pond? What would you do if you saw a pig in a pond?
Wednesday 29/4/2020
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1.
Continue to revise HFWs out, this & have.
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) ch, o, p, a, t, r & b.
Ask your child to select p, ch & o (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 chop, chooooop, (running your finger under the lines as you say it). What is the first sound you hear in the word chop? (Point to the first line.)
Find the ch and put it here (point to the first line). What is the next sound we hear in the word choooop?’ {the ‘o’ sound is stretched out to emphasise it but retains the ‘o’ for ‘orange’ sound}. Point to the lines as you say the word. Ask your child where the o goes. Point to the middle line if they need help.
‘What is the last sound we hear in the word chop?’ (Run your finger under the lines as you say this). Once your child has selected p and put it on the last line, ask them to say the sounds and read the word – ch p p chooooop chop.
Ask your child to write the word chop 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 chap. Chaaap. What sound do we need to get rid of? (Point to the sounds in chop). What sound do we not hear in the word chap?’
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 o. If they are unsure help them by saying ‘we do not hear o in the sound chap so we can get rid of o.’ (Remove o from the word.) You are now left with ch _ p.
‘What sound do we need here?’ (Point to the middle line as you say the word chaaaaap, emphasise the middle sound a). Your child will tell you they need a, if your child is unsure, say ‘the middle sound is 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 chap in the next body segment.
Repeat this process to change chat>rat>bat until the caterpillar is complete.
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) ch, o, p, a, t, r & b.
Ask your child to select p, ch & o (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 chop, chooooop, (running your finger under the lines as you say it). What is the first sound you hear in the word chop? (Point to the first line.)
Find the ch and put it here (point to the first line). What is the next sound we hear in the word choooop?’ {the ‘o’ sound is stretched out to emphasise it but retains the ‘o’ for ‘orange’ sound}. Point to the lines as you say the word. Ask your child where the o goes. Point to the middle line if they need help.
‘What is the last sound we hear in the word chop?’ (Run your finger under the lines as you say this). Once your child has selected p and put it on the last line, ask them to say the sounds and read the word – ch p p chooooop chop.
Ask your child to write the word chop 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 chap. Chaaap. What sound do we need to get rid of? (Point to the sounds in chop). What sound do we not hear in the word chap?’
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 o. If they are unsure help them by saying ‘we do not hear o in the sound chap so we can get rid of o.’ (Remove o from the word.) You are now left with ch _ p.
‘What sound do we need here?’ (Point to the middle line as you say the word chaaaaap, emphasise the middle sound a). Your child will tell you they need a, if your child is unsure, say ‘the middle sound is 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 chap in the next body segment.
Repeat this process to change chat>rat>bat until the caterpillar is complete.
3.
Listen to this ‘ch’ song – join in if you can!
Thursday 30/4/2020
Today we are continuing to learn our HFWs and we are using the ch sound to read and write words.
1.
Continue to revise HFWs out, this & have.
2.
3.
Please see Seesaw for the Pig in the Pond writing task.
Friday 01/5/2020
Today we are using our sounds to write words in a dictated sentence!
The chimp was such a big chap.
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 ‘was’. 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, and the HFW ‘was’. 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.