Literacy
Week Beginning 25/05/2020
Learning Intentions:
Reading
Reading every day is very important for ensuring progressing skill and enjoyment.
Every day read some of your reading book and some of your own stories at home – 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?
We would love to draw your attention also to the range of other reading resources available, two of which we recommend. Oxford Owl who provide a wealth of free resources for home use and NI Library if you have a library card. Click on the links below to explore.
- Read and write words with new grapheme ‘wh’.
- Listen to and read stories for enjoyment, answer questions relating to them.
- Use experience of stories, poems and simple recounts as a basis for independent writing, remembering capital letters and full stops
- Use ‘talk’ to clarify their ideas, thoughts and feelings
Reading
Reading every day is very important for ensuring progressing skill and enjoyment.
Every day read some of your reading book and some of your own stories at home – 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?
We would love to draw your attention also to the range of other reading resources available, two of which we recommend. Oxford Owl who provide a wealth of free resources for home use and NI Library if you have a library card. Click on the links below to explore.
Tuesday 26/05/2020
Today we are learning three new HFWs (high frequency or common words), the new sound ‘wh’ and recounting our weekends!
1. Learn to recognise high frequency words – little, as & no. Ensure the words are displayed around the house so your little one has plenty of opportunity to view them. If your child happens to say the word as they are talking, draw their attention to this.
2. Introduce the spelling of the sound ‘wh’ to your child. Explain to your child that this is our new sound this week. On squares of paper, draw the sounds e, wh& n(all lower case). These are the sounds your child needs to build the word ‘when’. Draw 3 lines for each sound and say “we are going to build the word when, wheeeeennn”. Point to the lines as you say the sounds. “What is the first sound we need to build the word when?” Point to the first line and say the word when again slowly pointing to each line. Once your child has selected the wh 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 wham, which, whip, whiff & whisk.
Today we are learning three new HFWs (high frequency or common words), the new sound ‘wh’ and recounting our weekends!
1. Learn to recognise high frequency words – little, as & no. Ensure the words are displayed around the house so your little one has plenty of opportunity to view them. If your child happens to say the word as they are talking, draw their attention to this.
2. Introduce the spelling of the sound ‘wh’ to your child. Explain to your child that this is our new sound this week. On squares of paper, draw the sounds e, wh& n(all lower case). These are the sounds your child needs to build the word ‘when’. Draw 3 lines for each sound and say “we are going to build the word when, wheeeeennn”. Point to the lines as you say the sounds. “What is the first sound we need to build the word when?” Point to the first line and say the word when again slowly pointing to each line. Once your child has selected the wh 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 wham, which, whip, whiff & whisk.
3. Watch this video where Geraldine the Giraffe learns all about ‘wh’.
Wednesday 27/05/2020
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1. Continue to revise HFWs little, as & no.
2. Sound swap using our new sound ‘wh’.
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) wh, i, b, ff, t, s, u & ck.
Ask your child to select i, wh & ff (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 whiff, whiiiiffff, (running your finger under the lines as you say it).What is the first sound you hear in the word whiff? (Point to the first line.)
Find the wh and put it here (point to the first line). What is the next sound we hear in the word whiiiiiiiiffff?’ {the ‘i’ sound is stretched out to emphasise it but retains the ‘i’ for ‘igloo’}. 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 whiff?’(Run your finger under the lines as you say this). Once your child has selected ff and put it on the last line, ask them to “say the sounds and read the word” – wh i ff whiff.
Ask your child to write the word whiffin 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 biff. Biiiiiffff. What sound do we need to get rid of? (Point to the sounds in whiff).What sound do we not hear in the word biff?’
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 wh.If they are unsure help them by saying ‘we do not hear wh in the word biffso we can get rid of wh.’ (Remove wh from the word.) You are now left with _iff.
‘What sound do we need here?’ (Point to the middle line as you say the word biiiiifffff, 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 biff in the next body segment.
Repeat this process to change biff>tiff>stiff>stuff> stuckuntil the caterpillar is complete.
3. Listen to this ‘wh’ song – join in if you can!
Thursday 28/05/2020
Today we are continuing to learn HFWs, our new sound ‘wh’ and begin to think about our new topic, Seaside Holidays!
1. Continue to revise HFWs little, as & no.
2. Can you get creative writing your words and new sound with a carrot instead of a paint brush? Give it a go and practise our new sound and some new words; whwords such as whack, whisk, whip & wham.
3. As we enter the first week of our new topic ‘Seaside Holidays’ lets rattle our brains to think of words we could use to describe the seaside.The pictures below may be useful as a stimulus for this part of the activity. Discuss with your child what the seaside actually looks like, smells like, feels like etc. Working through their senses discuss what words come to our mind when we think about the seaside, for example, sand, water, ice cream, sand castles etc.
4. Have a listen to this seaside scene as you work your way through this discussion, or simply have your child take some quiet time to listen and think of ideas before you discuss some words.
5. Pupil Activity: Print out or ask your child to draw a picture of the seaside, the pictures above may help. Around the printed/completed picture, begin to write with your child, words they would use to describe the seaside. Can your child write some of their own words? These words they can try to spell themselves using their phonetic knowledge or you can spell it our for them using their sounds/writing it down for them to copy.
Friday 29/05/2020
Today we are continuing to learn our HFWs and we are using the ‘wh’ sound to read and write words.
1. Continue to revise HFWs little, as & no.
2. Seaside poem – Choose a poem with your child to focus on today. Read this poem to your child. Discuss the poem and what it involves. Can you and your child and any other members of the family dramatise the poem. Saying words in different ways, using actions and movement etc. Be as creative as you possibly can.
*Ensure your child is given the opportunity to discuss, lead and clarify their ideas, thoughts and feelings as to how they perform the poem through use of voice/actions/song etc.
****OPTIONAL EXTRA DICTATION TASK (29/05/2020)
When the little frog swam, he got wet.
(You can choose to include the HFW ‘little’ or leave it out)
Say this sentence, one 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 ‘little' and 'he'. 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 at the end to match the sentence they have written.