Learning together at home. Thursday 28th January 2021

Good morning, Tigers!

How are you today? We hope you are all okay!

We hope you have a Terrific Thursday Tigers!

We thought some people would be interested to know that today ‘Julia Donaldson and Friends’ broadcast will feature a reading of The Paper Dolls by Julia!

Illustrator Rebecca Cobb will also be teaching you how to draw the characters from the book – and there will be a very special performance of There’s an Owl in my Towel song.

Tune in to The Gruffalo Facebook page at 4pm GMT on Thursday to watch.


You could make your own paper dolls afterwards!

Here is the learning for today. As we have said before do whatever suits you and your family. Remember:

‘Learning should be joyous, meaningful and relevant. It should inspire further learning or it is nothing’ Tobey (2016:126)


Scottish week

Would you like to try to learn a Scottish Poem?

This poem was written by JK Annand


by JK Annand

Ma mither says that we hae mice
That open air-ticht tins
And eat her chocolate biscuits
And cakes and sic like things.

Nae doot it is an awfy shame
That mice should get the blame.
It’s really me that ripes the tins
When left alane at hame.

But jings I get fair hungert
And biscuits taste sae nice
But dinnae tell ma mither
For she thinks it’s the mice!


Please revise this week’s sounds: ee and oo


Can you write five words with the sound ee and five with the sound oo?


Write a sentence using one of those words.



Learning Intention (What we are learning today):

  •  We are learning to write in sentences.

Success Criteria (How can I show that I have learned and understood):

  • I can put capital letters in the right place.
  • I can use finger spaces.
  • I can use full stops.
  • I can sound out the words to try to write them.
  • I can write a sentence that makes sense.

Today you are going to write about your Dad ( you can write about your Grand Dad too)

First talk to an adult about your Dad: Think about what you would like us to know about your dad (we will be your audience). Think about what he looks like, what does he like doing, what do you like about your daddy (we are sure there are lots of things that you like about your daddy!)

Draw a detailed picture (you don’t have to colour it in, black pen drawing if you have one), think about his hair, his eyes, his hands, his clothes, etc. We would love to see a picture of your dad (you could take a photo of your work and upload it on the e-learning journal once you have finished).

Now you can try to write a few sentences:

  • The adult working with you can model how to write a sentence for you. Give an example and then take it away.
  • The adult who is helping you can write the sentences starters (written below in cursive) so you can copy them. However, if you want a bit of a challenge try to sound out the words and write them without help (Adult, please don’t focus on correcting the spelling to start with if it is phonetically correct).
  • Sentence starters: Then start by:  My dad is …  Tell me everything you can about it: He is… Then tell me what you like about him: I like …because…. Can you write his name?
  • Your child should be able to write independently the worked tricky words (such as I, she, he, etc)
  • It is okay to have a bank of words to help your child. Your child can look at them, try not to have our tricky words. Words that might be useful but very tricky to write.

Non-negotiables (adult you could write a simple sentence and model it for your child):

  • Capital letter at the beginning of a sentence.
  • Full stop at the end of a sentence.
  • Finger spaces between words.

We would love to see your amazing writing.

Please write the title and date for your child and then chose from one of the following:

  • Easiest: Adult to scribe for you and you copy the sentence underneath.
  • Medium: Attempt to write independently with adult supporting with trickier words.
  • Trickiest: Write independently. Try to write at least 4 sentences.


Read your reading book to an adult independently.

Book Review:

Tell an adult: What did you like about this week’s reading book? What didn’t you like about your book and why?


Today we are continuing to practise making amounts of money using coins

Learning intention

To develop an awareness of how money is used and recognise
and use a range of coins.

Success criterion

To apply addition skills to create an exact amount

Watch this clip of numbertime where Little Juan is using coins to pay.

When learning about money there is no better resource than real coins. For today’s activities, if at all possible. please have a selection of small denomination real coins ready.

Level 1.

a.Have a collection of loose change containing 1p, 2p and 5p coins. Make some ‘price labels’ on bits of paper or card with values up to 10p. Child should turn over a card to reveal the price, then count out correct coins to ‘pay’ for the item.

b.Adult lays out an amount of money ( to 10p) and child counts how much is there. Encourage use of counting on strategy, by first laying the coins out in order kargest to smallest


5 pence, count on 2 more is 7, then 1 more makes 8. 8 pence

n.b. – level one is the expectation for pupils at Early level

Level 2.

Add 10 p coins to the collection, and increase the price range up to 20p

Level 3

Add higher value coins and increase the price range to suit your child’s understanding.

Play this coins game – please choose the counting option, then the 1p-10p tab. If your child is consistently accurate and confident at this level, then feel free to increase the level of challenge.

Other area:

STEM ***

Today we would like you to think about the word multi-tasking. Do you know what that means? 

It means doing two things at the same time. 

Do you think that is hard or easy? 

With an adult, watch this short video about multi tasking and the different ways our brain helps us to do task. In the film, the girl and her dad try some different combinations of tasks to see if their brain can cope.  

Perhaps you could conduct your own try some of the multitasking activities they show to see how easy, or hard, you find them. 

General Ideas

These are ideas to try out throughout the week if you are looking for more ideas:

  • Revise single sounds of the alphabet (Jolly Phonics songs are available on YouTube)
  • Continue to work on sounding out and blending to read words.
  • CVC game: read the word using your knowledge of the initial sounds, blend the sounds together and click on the picture that matches the word. Play this game without the sound encouraging your child to sound the words out independently. 


  • These lessons from bitesize could be useful if you want to explore consonants and vowels to secure the learning done previously at school:



Websites that you can use for blending and making words:









Challenge (not expected in P1!)


Have a fantastic day!

Mrs Cross and Mrs de Bonrostro