Literacy Week 9 - Week Beginning 15/6/2020
Learning Intentions: Read and write words with sounds ck, wh, ng and qu.
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? Is there any different punctuation you notice?
Monday 15/6/2020
Today we are learning three new HFWs (high frequency or common words) revising sounds ck, wh, ng and qu and recounting our weekends!
- Learn to recognise high frequency words – dad, big, when & it’s (short for ‘it is’). 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. Perhaps your child could go on a word hunt inthe garden to find words you’ve hidden or written with chalk? These words could also be practised in sand on the beach, or made out of seaweed!
- Remind your child of the sound ‘ck’. 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 ck, qu &a (all lower case). These are the sounds your child needs to buildthe word ‘quack’. Draw 4 lines for each sound and say ‘we aregoing to build the word quack, quuuuaaaack.’ Point to the linesas you say the sounds. ‘What is the first sound we need to buildthe word quack?’ Point to the first line and say the word quackagain 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 string, quick, when and which.
- 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 16/6/2020
Today we are continuing to learn HFWs, sound sh and listen to a story!
Today we are continuing to learn HFWs, sound sh and listen to a story!
- Continue to revise HFWs dad, big, when & it’s.
- Use sand/chalk/paint/grass/playdough to create some ck, ng, qu & whwords such as track, fling, quell & wham.
- Listen to the story ‘The Snail and the Whale’.
4. Discuss this story. Did you spot any rhyming words in the story? What things did the whale and the snail see on their adventure? What swam round them while they were down near the caves? How did the snail manage to save the whale when it was beached on the sand? Do whales need water to live?
Can you find out five facts about whales? These could be about
humpback whales or about different types of whales! You could tell
someone else about what you have found out, write them down or even record them as a voice or video message and send them on Seesaw to your teacher.
Wednesday 17/6/2020
Today we are continuing to learn HFWs, manipulate sounds and write sentences to match pictures!
Below is an example of Sound Swap– building new words by changing just one sound each time.
Can you find out five facts about whales? These could be about
humpback whales or about different types of whales! You could tell
someone else about what you have found out, write them down or even record them as a voice or video message and send them on Seesaw to your teacher.
Wednesday 17/6/2020
Today we are continuing to learn HFWs, manipulate sounds and write sentences to match pictures!
- Continue to revise HFWs dad, big, when & it’s.
- Sound swap. On individual squares of paper, write out the sounds (or ask your child to write the sounds) wh, e, n, B, th, I, ng & ch
Ask your child to select wh, n & e (support your child here if necessary).
Draw three lines on a page/whiteboard. Say ‘these are thesounds we need to build the word when, wheeeeennn, (running your finger under the lines as you say it). What is the first sound you hear in the word when? (Point to the first line.)
Below is an example of Sound Swap– building new words by changing just one sound each time.
Find the wh and put it here (point to the first line). What is the next sound we hear in the word wheeeeen?’ {the ‘e’ sound isstretched 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 when?’ (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 – wh e n wwwhhheeennn when.‘Now we are going to change just one sound to build a wholenew word. We are going to build the word Ben. Beeennn.What sound do we need to get rid of? (Point to the sounds inBen). What sound do we not hear in the word Ben.’
Repeat the two words a couple of times, running your finger under the three lines. Your child will tell you we do not need thewh. If they are unsure help them by saying ‘we do not hear whin the word Ben so we can get rid of wh.’
(Remove wh from the word.) You are now left with __ e n.‘What sound do we need here?’ (Point to the first line as you say the word Beeennn, emphasise the first sound B). Your child will tell you they need B, if your child is unsure, say ‘thefirst sound is B’. Ask your child to select B and put in on the last line. Draw attention to the B being a capital as we need capitals at the start of names. Now say the sounds and read the words.
Repeat this process to change Ben>then>thin>thing>ching. You can ask your child to write out the words each time they build a new one.
These new words can be written into the Sound Swap Caterpillar.
‘What is the last sound we hear in the word when?’ (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 – wh e n wwwhhheeennn when.‘Now we are going to change just one sound to build a wholenew word. We are going to build the word Ben. Beeennn.What sound do we need to get rid of? (Point to the sounds inBen). What sound do we not hear in the word Ben.’
Repeat the two words a couple of times, running your finger under the three lines. Your child will tell you we do not need thewh. If they are unsure help them by saying ‘we do not hear whin the word Ben so we can get rid of wh.’
(Remove wh from the word.) You are now left with __ e n.‘What sound do we need here?’ (Point to the first line as you say the word Beeennn, emphasise the first sound B). Your child will tell you they need B, if your child is unsure, say ‘thefirst sound is B’. Ask your child to select B and put in on the last line. Draw attention to the B being a capital as we need capitals at the start of names. Now say the sounds and read the words.
Repeat this process to change Ben>then>thin>thing>ching. You can ask your child to write out the words each time they build a new one.
These new words can be written into the Sound Swap Caterpillar.
3) Watch this beautiful animated film of The Snail and the Whale in preparation for some writing tomorrow.
https://www.bbc.co.uk/programmes/m000cslw
https://www.bbc.co.uk/programmes/m000cslw
Thursday 18/6/2020
Today we are continuing to learn our HFWs and using sounds learned to read and write words.
Friday 19/6/2020
Today we are using our sounds to write words in a dictated sentence!
Along from the short dog, was a strict man.
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. Remindyour 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.
Today we are continuing to learn our HFWs and using sounds learned to read and write words.
- Continue to revise HFWs dad, big, when & it’s.
- Please see Seesaw for the sounds worksheet. Write the word on the lines to match the picture. You could colour the pictures in once you are finished!
- Have think about the story of The Snail and the Whale. Can you describe the picture using your sounds to write the words? See the worksheet.
Friday 19/6/2020
Today we are using our sounds to write words in a dictated sentence!
Along from the short dog, was a strict man.
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. Remindyour 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.