Learning Together at Home. P1 Divine Dragonflies 22.05.2020

Good morning my Dragonflies!

It’s Friday! My favourite day of the week.

Remember to watch Mrs Imrie’s assembly at Buckstone Buzz


Hannah has recorded this lovely story for her  cousin and she is happy for me to share it with you:


I hope you like it as much as I did!

Here is the learning for today:



Learning Intention:

We are learning to explore sounds, letters and words, discovering how they work together, and how we can use what we have learned to help us write.

Success Criteria:

  • I can form most lowercase letters legibly.
  • I can write words from left to right.
  • I try to spell familiar words correctly.
  • I try to spell words with sounds that I have learned before.

Focus: Dictation

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: grab, frog, drip, trap, crash, prod, trim, broth
  • Children: gran, from, drum, trip, crab, pram, trot, brush



  • Adult: Fred hit the drum.
  • Child: Fran took Gran a gift.

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.


Write a book review (or talk to an adult about it): What did you like about the book? What did you not like about the book? What puzzled you?

Lizards: Can you see me? (Stage 1+) Please be careful as there is another book with the same tittle.

Dolphins: Moths!

Lions: By the stream.

Cheetahs: Stuck in the mud. Please be careful as there is another book with the same tittle.

Challenge: Please do not sneeze.


Please use the sheet below from your pack.


Before writing on the worksheet, ask your child to practice writing the letter in the air with their finger, on the floor and also on your back, again using their finger to do so.

Remember: we sit down with our feet on the floor, we hold the pencil properly (frog on a log), each letter is in a square, the pencil stays on the paper while writing your letter, use the lines on the paper to guide you :



Learning Intention

I am learning to experiment with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.

Success Criteria

  • I can share relevant experiences in which measurements of lengths and heights.
  • I can describe common objects using appropriate measurement language.
  • I can use non-standard units to measure height and length.


We are focusing on length. When learning about length, children need to be able to measure how long an item is. They can do this using non-standard or standard units.

You will be measuring your creatures using non-standard units.

Warm up

Please click on the following link and watch the video ‘Lesson 2, measuring length’. https://whiterosemaths.com/homelearning/year-1/

Following this, use the morning starter power point and click on slide 7. Discuss each picture with your child and see if they can answer the questions.


Focus task:

We use certain words to compare the lengths and height of objects, such as:

  • long, longerand longest
  • short, shorterand shortest
  • tall, tallerand tallest

Using the ‘minibeasts how many cubes long’ worksheets, please measure how many ______ long each creature is. You can use pieces of lego, paperclips, buttons or you can create your own cubes to measure the creatures length.


All items should be the same size and length to give accurate answers.

There are some additional videos and activities you can complete on the following link.


Challenge: Can your child measure the length of their own toys using non-standard units? You can choose the toy, measure it first and then ask your child to work out the answer for you.

Additional task for throughout the week:

Measurement scavenger hunt  (attached to Thursdays blog)



Fantastic resource from the Royal Botanic Garden about Snails.



General ideas


Greetings’ song



  • Bonjour – Hello. Formal and informal. Acceptable in all situations.
  • Salut – Hi. Informal and mostly between friends.
  • Coucou – Hiya. Very informal. Between friends only or to greet young children.
  • Bonsoir – Good evening. Specific to very late in the day.

Saying goodbye

  • Au revoir – For all situations!

Ideas of how to do this naturally:

Greet your child in French in the morning! “Bonjour! Ça va?”

Play peek-a-boo: hide behind your hands then say “Coucou!”

Asking people in the family “Ça va?” Encouraging them to reply “Ça va bien merci!” so that your child can see an interaction.

Puppets: next time you are playing, act out a scene with teddies. “Bonjour monsieur! Comment allez-vous? Ça va bien, Madame. Et vous?”


Virtual Spring tour




Investigating Shadows

On a sunny morning, stand outside and ask someone to draw around your shadow.   Stand in the same place two more times throughout the day and compare the shadows.   What can you say about them?

Design an animal house

Explore human and animal architecture and create a home for an animal of your choice in this Art and Science project.


Physical Education

Daily Mile

Why don’t you try to run/walk a daily mile activity by using space in your garden or nearby green space to run, jog and move around?

Task: Responsibility & Leadership

Can you take your parent/carer outside and play “Follow the leader”?

Task : Respect & Tolerance

 Can you let your parent or brother/sister take the lead during “Follow the leader”?

Expressive Arts


You could have a look at the National Galleries weekly activity:


Do you have ready your entry for the National Galleries Art Competition? I would love to see your Art work.


Remember that there is a family entry too:



Dancebase an Edinburgh based company is running free online classes every week:


Virtual Day Trip

1.Watching the animals at Edinburgh Zoo via their webcams

2.Checking in on the penguins at Living Coasts

3.Taking a trip to Paris to visit the Louvre

4.See the dinosaurs at the Smithsonian in America

5.Virtually visiting museums and landmarks around the world through Google’s Arts & Culture website


Have a wonderful weekend!


Mrs de Bonrostro