Learning Together at Home. P1 Divine Dragonflies 1.05.2020

Good morning my Dragonflies!

It is Friday already! I hope you are having a lovely week.

I can’t believe today is Friday the 1st of May. We haven’t seen each other for over a month!

Look who is at my house!!! He came home because he felt a bit lonely at school. I am so happy to see him, he misses you all.


I have been looking for a new song for us to learn, do you like it? You could also suggest some songs for us to learn.


As you may have noticed your child has worked on all the reading books that we have sent home. Please don’t worry, from now on we will be using online e-books. I have set up a class account for our class. You will receive an email on Tuesday with the username and password (all the class will have the same account) however I will differentiate the reading as  I have done in the past. I will give you more instructions on Tuesday. I have organised this carefully based on the knowledge I have of your children however some of them might have moved on so I had this in mind when organising the groups. I hope this will work for all of us.

Please read only the books I select and do not use this resource for reading for pleasure. This will allow us to work through them without repeating them and ensure breadth, progression and challenge on your child’s learning.

Learning intention

We are learning to write words with sounds ou and ow.

Success criteria

I can spell familiar words correctly.

Dictation ou and ow

As mentioned before your child might find this tricky but it is a fantastic way to see if your child understands the system behind reading and writing.  Your child will have to listen to the sounds within the spoken word recall the letter/s that correspond with the sounds and then record them. This strategy helps children to understand that individual letters/sounds make up words and words, ‘with spaces’, go together to make a meaningful sentence.

We will start with dictation of words that we have been working on this week as well as tricky words. If your child feels confident and you think is ready for a challenge you can do a sentence afterwards.

Remember to always model: first with one word and later with one sentence).


  • Adult: loud shout our south owl how bow down
  • Children: sour mouth out foul cow row now town


  • Adult: Val ran out to the town
  • Child: Vick fed our cow with hay.

When doing a word:

  • Say the word.
  • Think aloud how many sounds you can hear in that word.
  • Use your fingers to count the sounds.
  • Think aloud again that some sounds are made by more than one letter (like the ones we have been learning this week).
  • Write each letter/ sound and check if there are the same number of letters as sounds (it will not be the case with this week’s words).
  • Check if you are right (sometimes is okay to make mistakes so your child can correct them and to make them aware that is okay to make mistakes).

When doing a sentence:

  1. Please model the first sentence to your child, highlighting the capital letter, finger spaces and full stops. Point to each word as you read it aloud.
  2. Explain that your child is now about to write a different sentence and then dictate (read aloud) the second sentence noted below.
  3. Ask the child to repeat the sentence back to you to ensure they have heard it correctly.
  4. Discuss how many words there are in the sentence, what the first word in the sentence is and remind them that the first word will have a capital letter.
  5. Ask your child to write the word, vocalising each sound as they write it.
  6. Remind them of finger spaces between the words.

Repeat this process for each remaining word

  1. Once they have written the whole sentence, ask them to read it back to you – pointing at each word as they read.
  2. Ask the child what happened in the sentence and remind them to use a full stop at the end.


Learning intention

We are learning to write letters j and k

Success criteria

  • I can use a pencil with increasing control and confidence.
  • I can form correctly letters j and k legibly.

Please complete the sheet from your pack: j and k.


See the videos.

Numeracy and Maths

Learning intention

We are learning to write numbers from 0 to 10.

Success criteria

I can form correctly numbers from zero to ten.

 Every Friday we work on number formation. Please see video attached of how to write the numbers. Could you try at home to write your numbers from 0 to 10 and take a photo so I can see how your numbers look like?

See video and practise at home.



Game ideas for the long weekend

Play together:

Memory Game.

Choose 10 objects from around your house or from outdoors, put them together, have a good look at them and then cover them up.

Option 1: remove one of the objects and then let your child look at the objects to see if they can spot which one is missing.

Option 2: Ask your child to draw/write all the objects they can remember. Can they remember them all?


What’s in the bag?

Fill a bag with items from around your house or from outdoors e.g. fruit, tins, teabags, anything lying around (and safe). Shake it to rattle the objects inside. Put your hand in to touch an object. What does it feel like – fluffy? rough?, bumpy?, smooth? Then everyone chant ‘What’s in the bag?’

My favourite movie

Design a poster of your favourite film! Use pencils, pens, paint or

any other materials … Be as creative as you can!

Tidy up:

Pop on this clean up song and help to tidy up as many things as you can before the music stops!




This also provides an opportunity for older children within the family to scaffold learning and have fun in making their own rainbows.

  • If the children would like to explore sensory messy play, then here are some ideas to use spaghetti to make another rainbow:



Extension Activities

  • Use the chalks outside to develop skills in reading sight words: create a grid and write a word in each square. Create flash cards and see how quickly the children can reach the matching square on the grid and read the word.  Timed answers can make it a competition – can they improve on their last score?
  • Ice balloons to explore melting some more https://www.exploratorium.edu/snacks/ice-balloons– if everyone in the family makes their own ice balloon, this provides an opportunity to put the balloons in different places around the house and outside to explore the conditions in which ice will melt faster. This develops predictive skills and reasoning also.
  • Try some mindfulness and pretend you are melting like ice –https://family.gonoodle.com/activities/melting


Remember that next Monday is an In-Service Day. I will be working from home learning new things. You will have your new Learning Together at Home post on Tuesday 5th May.

I hope you have a lovely long weekend!


Mrs de Bonrostro