Learning Intentions: -Read and write words with new sound ‘th’ (unvoiced).
-Listen to and read stories for enjoyment, answer questions verbally.
-Recount and retell parts of a story.
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?
-Listen to and read stories for enjoyment, answer questions verbally.
-Recount and retell parts of a story.
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 4/5/2020
Today we are learning three new HFWs (high frequency or common words) new sound ‘th’ and recounting our weekends!
1.Learn to recognise high frequency words – went, be & like.
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. Snap cards don’t need to be anything fancy, you can recycle some paper, choose some other frequency words from weeks previous and keep adding to them each week.
Today we are learning three new HFWs (high frequency or common words) new sound ‘th’ and recounting our weekends!
1.Learn to recognise high frequency words – went, be & like.
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. Snap cards don’t need to be anything fancy, you can recycle some paper, choose some other frequency words from weeks previous and keep adding to them each week.
You or your P1 could write the new frequency words out using a large font and decorate using things from outdoors like grass, sticks, dandelions or just have fun painting or writing them in colours.
2. Another great 2 person game to help practice writing and saying frequency words is the X/O’s game, or ‘tic tac toe’. Instead of using ‘X’ or ‘O” to make three in a row, draw a slightly bigger grid and play the game using 2 frequency words, changing them when necessary. Encourage your child to say the word after they write them.
3. 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 & n (all lower case). These are the sounds your child needs to build the word ‘thin’.
Draw 3 lines for each sound and say ‘we are going to build the word thin, thiiiiiin.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word thin?’ Point to the first line and say the word thin 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 thud, thank, & thump.
4. Watch this video all about ‘th’.
5. 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? Are there any objects in the background to draw.
Tuesday 5/5/2020
Today we are continuing to learn HFWs, sound th and listen to a story!
1.Continue to revise HFWs went, be & like.
2.Use sand/chalk/pain/playdough to create some th words such as thud, thank, & thump.
Today we are continuing to learn HFWs, sound th and listen to a story!
1.Continue to revise HFWs went, be & like.
2.Use sand/chalk/pain/playdough to create some th words such as thud, thank, & thump.
3. Watch the video on seesaw of Mrs Matthews telling 'The true story of the 3 little pigs',
a video of the story being told is also available on youtube.
a video of the story being told is also available on youtube.
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, do you think the wolf is telling the truth, were little pigs right to not let the wolf come in, or do you think they were being rude? What would be your favourite type of cake to make for someone’s birthday?
- Let your child ask you questions about the story.
- Ask questions about the characters, do you think the wolf is telling the truth, were little pigs right to not let the wolf come in, or do you think they were being rude? What would be your favourite type of cake to make for someone’s birthday?
- Let your child ask you questions about the story.
Wednesday 6/5/2020
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) th, i, n, b, ll, J, m, T.
Ask your child to select i, 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 thin, thiiiiiin, (running your finger under the lines as you say it). What is the first sound you hear in the word thin? (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 thiiiiiin?’ {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 thin?’ (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 iiiiii n thin.
Ask your child to write the word thin 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 bin. biiiiiin. What sound do we need to get rid of? (Point to the sounds in thin). What sound do we not hear in the word bin?’
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 th in the sound bin so we can get rid of th.’ (Remove th from the word.) You are now left with i _ n.
‘What sound do we need here?’ (Point to the start of the line as you say the word biiiiiin, emphasise the first sound b). Your child will tell you they need b, if your child is unsure, say ‘the first sound is b’. Ask your child to select b and put in on the middle line. Now say the sounds and read the words.
Ask your child to write bin in the next body segment.
Repeat this process to change bin>kin>kill>Jill>Tim until the caterpillar is complete.
3.Watch this alphablocks video on the ‘th’ sound.
Thursday 7/5/2020
Today we are continuing to learn our HFWs and we are using the th sound to read and write words.
1.Continue to revise HFWs went, be & like
2.Login to Studyladder and complete the Pod ‘Thursday 7/05/20 th’.
3. Creative writing task.
The little pigs houses were not very suitable for modern day living! Ask your P1 to design a better house for the three little pigs to live in, that keeps them safe. Draw the house on a plain piece of A4 paper. Use colours or different materials if you have them. You can add indoor or outdoor features to the house using a catalogue or magazine that you don’t mind being cut up!
Leave space at the bottom or on the back of your page to write a sentence describing your house. Have some scrap paper handy, an adult will need to help you with this. You could start with: “My house would have”…
4. Send us some pictures of your designs through seesaw!
Today we are continuing to learn our HFWs and we are using the th sound to read and write words.
1.Continue to revise HFWs went, be & like
2.Login to Studyladder and complete the Pod ‘Thursday 7/05/20 th’.
3. Creative writing task.
The little pigs houses were not very suitable for modern day living! Ask your P1 to design a better house for the three little pigs to live in, that keeps them safe. Draw the house on a plain piece of A4 paper. Use colours or different materials if you have them. You can add indoor or outdoor features to the house using a catalogue or magazine that you don’t mind being cut up!
Leave space at the bottom or on the back of your page to write a sentence describing your house. Have some scrap paper handy, an adult will need to help you with this. You could start with: “My house would have”…
4. Send us some pictures of your designs through seesaw!
Friday 8/5/2020
Today we are using our sounds to write words in a dictated sentence!
The thump of the dog on the mat was big.
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.
Today we are using our sounds to write words in a dictated sentence!
The thump of the dog on the mat was big.
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.