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P1 Tigers Learning together at home 22.1.21

Literacy 

It’s Friday – dictation day ! 

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.  

Dictation th and wh  

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).  

Words:   

Adult to model: thick, bath, moth, , which  

Children: path, with, then, whip, when 

When modelling how to write 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). Sometimes two letters make one sound  
  • 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.  
  1. Explain that your child is now about to write a different sentence and then dictate (read aloud) the second sentence noted below.  
  1. Ask the child to repeat the sentence back to you to ensure they have heard it correctly.  
  1. 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.  
  1. Ask your child to write the word, vocalising each sound as they write it.  
  1. 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.  
  1. Ask the child what happened in the sentence and remind them to use a full stop at the end.  

Sentences:  

  • Adult:  The fat cat sat on it.  
  • Child: She put the rug in the shed.  

If you wish to do some extra dictation practise using the block one tricky words we were learning in school you will find the tricky word lists on Spelling City   

Numeracy and Maths 

  • We are learning to keep our mental maths skills quick and accurate. 

Please choose another activity from this 

to support your learning of mental maths skills.  

This hit the button website is an excellent resource supporting a range of mental maths skills. Choose the level which provides appropriate pace and challenge for you. 

Skills Development 

There are lots of skills needed to become successful lifelong learners. 

It includes fun, practical and purposeful skills that will help you learn important life skills. 

Please note the skills should be carried out with the support and supervision of an adult. 

Have a lovely weekend 

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