Welcome back to another week of Learning together at home.We hope you had a lovely, relaxing weekend.
We appreciate that everyone is learning at home under different circumstances, and we would like to emphasise that there is no need to complete every task set, or visit every suggested website, Please only do what is manageable for your personal circumstances.
We would ask that, if nothing else, all children access the phonics powerpoints and literacy activities posted on Mondays and Wednesdays.
In addition, we will mark one task each day with *** which would be our recommended priority task for that day.
Here is the plan for the week…
- I am learning that two letters together make one sound.
- I am learning to recognise the diagraph th
- I am learning to segment, word -build and blend using th
- I can identify that t and h together make the sound th ( 2 letters make one sound)
- I can read words that have the sound th
- I can write words that have the sound th
- I can identify words that contain the sound th
Introduce the sound th. Here is a PowerPoint with the same format that the one we use in the class.
- First slide: the children will be able to see three images. Ask the children to look at them (sometimes they might need to be prompted) and ask them to guess which sound they think they are going to be learning about.
Click the link for Geraldine!
- Second slide: Look at the sound and say all the words on it. If your child wants to help they can read them too however we will be doing blending on the next few slides so there is no need to do so.
- The next slides have animation (there is sound on all the slides):
- First you will see the sounds. Talk about how many sounds and how many letters. Make a point about there are more letters than sounds.
- As you click say the sound, stretch the sounds, they will move to make a word.
- Tricky word: We have to see it look at the letters and practice it as it can’t be sound out. We need to learn it by heart.
Find the sound hunt:
Why don’t you try this game or a similar one at home? I saw it online and I though it was a fun idea for the children:
Put pieces of papers around the house or in a wall with all the sounds we have worked on and ask your child to shoot with a nerf gun to a given sound or if you don’t have one just touch it as quickly as you can. You could also ask them to make a given word touching all the sounds in order that they need to build a word, e.g. say ‘bath they have to find ‘b’, ‘a’, ‘th’ in that order.
Words: thick, bath, path, moth, that, then, this, Beth, Cath, with
On a Monday we introduce our reading books. We look at the book cover and we discuss it; we make predictions about what the books is going to be about; then we read the tittle and talk about things that we know about it or times when we have been in a similar situation.
Introduce the story and invite your child to relate to her/his own experience, tell/read the story and talk about it, encourage your child to re-tell you the story and talk carefully about the pictures.
Look for any new words that are new for your child, discuss the meaning and think together about words that have the same meaning (synonym).
Write the words with the th sound (for challenge ask your child to write them on her/his own) put the words upside down. Pick a random word. Ask your child to read it. Start spelling it you say a sound, your child says the next, you say the next…
They can play this game with an older sibling or even online with a relative to show how good they are!
Tricky words: be and she
Challenge: Can you read these sentences?
- I chop the log.
- I put it in the shed.
- Dad is a rich man.
- He has cash in his bag.
Be Geraldine! Look for things in the house that have the sound th and take a photo and post it on your learning journal.
Challenge: Could you sound them out and write them without help?
Please continue to practice your tricky words (Block 1 and 2).
To develop knowledge and understanding of numerals in the range 1-100
I can recognise and name 2 digit numbers
I can order 2 digit numerals from smallest to largest
adult :Place out 4 number cards in the range 1-30 ( e.g. 9, 14, 23, 24 ) randomly arranged
child :Puts the cards in order from smallest to largest, then says each number in turn as they point to them.
Challenge Increase the range 1- 40, 40 – 100, 1- 100
You can write the numbers on postits or simply cut some small squares of paper, however,
Should you wish to print a set of number cards you can find some here.
Play this fun coconut ordering game for further practise
There is also a written worksheet here for you to print if you wish
I am learning about electrical objects which I use daily.
- I can talk about what electricity is.
- I can look for electrical objects in my own environment.
- I know the difference between battery powered and mains electricity socket powered objects.
- Talk to an adult about what you learned last week.
- What is electricity?
- Watch this video all about electricity:
- Count as many objects in your house as you can which need electricity to work properly. Does it use a battery or a mains electric socket?
- Do you have anything in your house which uses solar power ?
- Write the number of objects you counted on a piece of paper. You could use tally marks to keep count as you search. How many need a battery? How many need plugged into a socket?
- Draw your favourite thing which you have found
Get active today, inside or outside, whichever way suits your family.
Have a good week everyone.
Further suggestions and learning links
Here you will find some additional links and ideas for Literacy, Numeracy and Maths activities should you wish to use them :-
- To help you with handwriting and review letter formation that we have already done you could use this website
- This game is good for tricky words:
- You could use this game to make and read sentences:
You don’t need a computer to play this game: On individual pieces of paper, write words that we have worked on and tricky words (some with capital at the beginning) and full stops. Ask your child to move them around to make sentences with them.