Learning Intentions: -Read and write words with new sound ‘qu’.
-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 8/6/2020
Today we are learning three new HFWs (high frequency or common words) new sound ‘qu’ and recounting our weekends!
1.Learn to recognise high frequency words – do, down, me
Stick them up on a door or the fridge so that your child sees them frequently throughout the day & week. You could play games or take your learning outdoors and do some painting, writing with chalk or take it to the beach and practice in the sand.
-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 8/6/2020
Today we are learning three new HFWs (high frequency or common words) new sound ‘qu’ and recounting our weekends!
1.Learn to recognise high frequency words – do, down, me
Stick them up on a door or the fridge so that your child sees them frequently throughout the day & week. You could play games or take your learning outdoors and do some painting, writing with chalk or take it to the beach and practice in the sand.
2.Introduce the sound ‘qu’ 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 qu, i & t (all lower case). These are the sounds your child needs to build the word ‘quit’.
Draw 3 lines for each sound and say ‘we are going to build the word, quiiiit.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word quit?’ Point to the first line and say the word quit again slowly pointing to each line. Once your child has selected the qu (they may need help with finding qu), 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 quiz, quack, quick.
Draw 3 lines for each sound and say ‘we are going to build the word, quiiiit.’ Point to the lines as you say the sounds. ‘What is the first sound we need to build the word quit?’ Point to the first line and say the word quit again slowly pointing to each line. Once your child has selected the qu (they may need help with finding qu), 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 quiz, quack, quick.
3.Watch this video all about ‘qu’.
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.
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.
Tuesday 9/6/2020
Today we are continuing to learn HFWs, sound qu words and practice letter ‘q’ formation.
1.Continue to revise HFWs do, down, me
2. Please see seesaw for worksheet for matching the qu words to pictures.
2.Use sand/chalk/paint/grass/playdough to create some qu words such as quit, quiz, quack, quick.
4. Letter Qq can be tricky to write. Please see seesaw for letter q formation.
Today we are continuing to learn HFWs, sound qu words and practice letter ‘q’ formation.
1.Continue to revise HFWs do, down, me
2. Please see seesaw for worksheet for matching the qu words to pictures.
2.Use sand/chalk/paint/grass/playdough to create some qu words such as quit, quiz, quack, quick.
4. Letter Qq can be tricky to write. Please see seesaw for letter q formation.
Wednesday 10/6/2020
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1.Continue to revise HFWs do, down, me.
Today we are continuing to learn HFWs and manipulate sounds to make new words!
1.Continue to revise HFWs do, down, me.
2.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)
Ask your child to select i, t & qu (support your child here if necessary). Remember that ‘qu’ is one sound so is written on oneline.
If necessary, draw three lines on a page/whiteboard. Say ‘these are the sounds we need to build the word quit, quiiiiiit, (running your finger under the lines as you say it). What is the first sound you hear in the word quit? (Point to the first line.)
Find the ‘qu’ and put it here (point to the first line). What is the next sound we hear in the word ‘quiiiiiit’ {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 quit?’ (Run your finger under the lines as you say this). Once your child has selected ‘qu’ and put it on the last line, ask them to say the sounds and read the word – qu iiiiii t, quit.
Ask your child to write the word quit 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 quiz. quiiiiiz. What sound do we need to get rid of? (Point to the sounds in quit). What sound do we not hear in the word quiz?’
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 ‘t’. If they are unsure help them by saying ‘we do not hear ‘t’ in the sound quiiiiiz so we can get rid of t.’ (Remove t from the word.) You are now left with qu i .
‘What sound do we need here?’ (Point to the end of the line as you say the word quizzzz, emphasise the last sound z). Your child will tell you they need z, if your child is unsure, say ‘the first sound is z’. Ask your child to select z and put in on the last line. Now say all the sounds and read the words.
Ask your child to write quiz in the next body segment.
Repeat this process to change quiz>quick>quack
until the caterpillar is complete.
3. Please see seesaw for worksheet: I can read ‘qu’ words.
4. Watch this alphablocks video on the ‘qu’ sound.
4. Watch this alphablocks video on the ‘qu’ sound.
Thursday 11/6/2020
Today we are continuing to learn our HFWs and we are recounting and sequencing a story.
1.Continue to revise HFWs went, be & like
2. Please see seesaw for the video of Mrs Matthews telling the story of “Winnie at the Seaside” and for the corresponding worksheet.
Ask your child if they liked the story, what their favourite part was, do they have a favourite character and why?
Ask them to retell the story in 3 parts, encourage your child to recount the details in order. On the worksheet, you will be splitting this story into three parts and drawing pictures to show this. Write a sentence or just words underneath each picture.
3. Login to Studyladder and complete the phonics tasks on 'qu' and zz revision under Thursday 11/06/20.
Today we are continuing to learn our HFWs and we are recounting and sequencing a story.
1.Continue to revise HFWs went, be & like
2. Please see seesaw for the video of Mrs Matthews telling the story of “Winnie at the Seaside” and for the corresponding worksheet.
Ask your child if they liked the story, what their favourite part was, do they have a favourite character and why?
Ask them to retell the story in 3 parts, encourage your child to recount the details in order. On the worksheet, you will be splitting this story into three parts and drawing pictures to show this. Write a sentence or just words underneath each picture.
3. Login to Studyladder and complete the phonics tasks on 'qu' and zz revision under Thursday 11/06/20.
Friday 12/6/2020
Today we are using our sounds to write words in a dictated sentence!
Quick! Get off the hot sand!
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.
Today we are using our sounds to write words in a dictated sentence!
Quick! Get off the hot sand!
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.