Learning Together at Home. P1 Divine Dragonflies 29.05.2020

Good morning my Dragonflies!

Today is Friday! Another beautiful day. I hope that you enjoyed yesterday’s weather and that you are making the most of the weather today.

Here is the learning for today:



Letter formation:

Today we are going to practice letter p from our home pack:


It is important that your child is sitting comfortably and in a good position when writing. Check the pencil grip.

Pencil grip video: I found this video very useful

Please use the following video to help you to see how the letters should be formed.

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.

You will now have a good knowledge of which letters and numbers your child needs to practise more.

Cursive letter formation: to form a cursive letter the pen/pencil should not be removed until the letter is completed (flicks should not be added at the end!).

See Handwriting PDF for more practice:

Handwriting cursive practice

Number formation: If you would like to practice number formation this is a Power Point that might help your child. I have also added a PDF document to practice number formation if you wish to do so.

number formation

Number formation practice

Feel free to do letter/number formation using different writing materials, here are some fun ideas:

  • Chalks on the ground outside.
  • Make mud paint and paint the letters/numbers.
  • Shaving foam on the side of the bathtub.
  • Dye shaving form and put it in a try, use your finger as the pencil.
  • Put sand or rice in a try, use you finger as the pencil.
  • Use a feather to paint.
  • Fill a food/sandwich bag with paint or salt and use your finger as the pencil.
  • Write on play dough using a stick or the other end of a pencil.
  • ‘Human Pencil and Paper’ game: draw letters/numbers on someone’s back or hand and see if try can guess what you have written


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: drum, drop, drab, Fred, fresh
  • Children: dragon, draw, dress, dry, fry, frog, frost


“I can hear a drip, drip, drop.“

“The frog got a fright.”

 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.


SEAL (Dividing items in to equal groups)

Today we are continuing to focus on dividing and sharing skills.

This video is a good introduction to sharing equally:

The doorbell rang


You will need counters or small items (for sharing) and plates or pieces of paper to share the items on to. If you think your child has good self- control you could do this task with sweeties!

Warm up activities:

Please watch the following video and create your own division sheets, just like the ones in the videos. We do not need to use the division sign in primary 1. We discuss sharing groups of items equally.

If you do not want to make the worksheets and you have 2 hoops in your house, you could use these.


Please don’t worry if you do not have counters, you could use anything – pom poms, stones, sticks, leaves, buttons, lego etc.

Give your child 10 items and put out 2 plates: ask them how many do they think should be on each plate if they share the items equally?

  • Estimate then test by sharing and counting.

Remember to ask your child: how do you know?


Share 2 items equally between 2 circles.

Share 6 items equally between 2 circles.

Share 8 items equally between 2 circles.

Share 9 items equally between 2 circles – discuss this question with your child and discuss why this cannot be shared equally.


Share 12 items equally between 4 circles.

Share 18 items equally between 3 circles.

Share 15 items equally between 3 circles.

Share 13 items equally between 4 circles – discuss this question with your child and discuss why this cannot be shared equally.


Share 25 items equally between 5 circles.

Share 20 items equally between 4 circles.

Share 30 items equally between 6 circles.

Share 21 items equally between 5 circles – discuss this question with your child and discuss why this cannot be shared equally.


Mild: mild-feeding-the-owlets-activity-sheet_ver_1

Spicy: spicy-i-can-divide-objects-into-equal-groups-activity-sheet_ver_1

Hot: hot-division-by-equal-sharing-_ver_5 (1)


You could also use these websites:




General ideas

Topic: Minibeasts

(These activities are on the weekly grid)

  • Watch this video:


  • Access this book via the Oxford OWL e-books using your class log-in and enjoy some mini poems together.
  • Watch this video


  • Choose a Minibeast to research and label a diagram about: try to include facts: size? Shape? Number of legs? How many eyes? Etc.
  • Minibeast adventure with Jess: discover what minibeasts are on your doorstep.



Our focus for the next fortnight is the weather

What is the weather?        Quel temps fait-il?

Why not try some of the following activities to help you to learn about weather words and phrases in French?  (If a link isn’t working please try copying and pasting into your browser)

  • Have fun talking about the weather with the other people in your household (in English or the language you speak at home). Describe today’s weather and predict what tomorrow’s weather will be like.  Think about all of the different types of weather that you can- there are so many.
  • Take a look at the French Weather PowerPoint. Use the pictures and the speaker icon on each weather type to hear the French being said and try saying them too.  Enjoy
  • Listen and enjoy listening to this song all about the weather today


Did the pictures help you work out any of the weather types that were being sung about?

Physical Education

  • Task: Stamina. Can you run on the spot for 1 minute without stopping?
  • Task: Speed. Can you run on the spot as slow as you can for the count to 5, then run as fast as you can for the count to 5?
  • Bounce (Gross & Fine Motor Skills)

The skill of bouncing and catching a ball can be a challenge for children at early level. This activity encourages the pupils to select a challenge that suits their own abilities, whether it is a simple activity as bouncing, catching and counting their bounces, or to creating an obstacle course for them to dribble around.

Children should enjoy the practice so let them choose the context and approach that interest them the most

Expressive Arts


Listen while you walk

Listen to the sounds you can hear when out on a walk. You might hear traffic, bird song, people, bicycle bells and so on. Draw a picture of your journey when you get home and mark on the sounds you heard (and what made the sounds). Think of sounds you could play as you re-create your journey for someone in your household using your picture to help.

 Dance, Dance, Dance

Listen to a modern, lively piece of pop music that you like and create your own dance to go along with it. Now listen to a piece of classical music and create a different dance.

Are your dances much different? Why? What did you think about when you were coming up with your moves? Did you think about it much at all or did you just go with the music?


Force of the Wind

Make a wind chime using long straight twigs and string.   Tie the twigs onto a branch, making sure they are close enough to hit each other.  Discuss the way the wind makes it work.

Special cork activity for the weekend:

Cork Craft Fun

Have a wonderful weekend!


Mrs de Bonrostro