Here is the overview for this week
This week we are going to review the sounds that we have been working during these weeks: sh, ch, th, wh, ee, oo.
It is important to gain confidence with these sounds.
- I am learning that two letters together make one sound.
- I am learning to recognise vowel and consonant diagraphs.
- I am learning to segment, word -build and blend.
- I can identify that two sounds together make one sound
- I can read words that have the worked sounds
- I can write words that have the worked sounds
- I can identify words that contain the worked sounds
Today our focus is sh and ch:
You could watch these videos to refresh your memory:
Choose one of these ideas:
Beat the clock!
Say as many words as you can with the sh /ch sound in 33 seconds
Challenge: Could you write them without help?
You could use magnetic letters, letters from our home learning sheet, muffin cases (as photo below). Say a word and your child has to make the word using the items above.
You will find your book for today on your child’s e -learning journal. Please note that this week we will be reading fact books. These books might look easier than the previous ones but the purpose of using fact books this week is:
- To find information in a text to learn new things
- To show an awareness of a few features of fiction and non-fiction texts when using/choosing texts for particular purposes.
Introduce the story and invite your child to relate to her/his own experience, tell/read the book and talk about it, encourage your child to re-tell you the book and talk carefully about the pictures. Please discuss with your child the difference between a fiction and a fact book.
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).
Warm up your number brain by counting some short number sequences forwards and backwards within 100.
We’ve done this before, but it is something we should practise regularly.
Here are a few examples to get you started, but you can decide your own start and stop numbers. Today I’d like to to focus on ‘bridging the tens’ so crossing through 20/30/40 in each example. Counting backwards through a 10 can be challenging for some.
- start at 18 and stop at 23, then do the same backwards
- start at 47 and stop at 52
- start at 25 and stop at 32
- start at 67 and stop at 73
To develop knowledge of numbers and number sequences 1- 100
I can recognise decade numbers
I can order decade numbers
I can say the number before and after each decade number.
First, watch and join in with this video
And now, watch this video…
…and then try some of the activities from the video with an adult
On small squares of paper, write all the decade number from 10 – 100
Muddle them up, then ask your child to place them in the right order.
You could time this, then challenge them to do it again and beat their own time, or, as in my video ‘steal’ a number and ask them to identify which number is missing.
Now choose one decade card, remove it from the row, and ask
“Which number is this?” ( e.g. 50)
“If I was counting in ones, which number would come after 50 ( 51), and which number would come before 50 ( 49)
Repeat with one or two other cards.
n.b. If your child finds this tricky, start with decades to 30 only, then increase the level of challenge when they are ready for it,
Out and about – how many decade numbers can you spot ( door numbers, buses, car number plates etc)
Nature Scavenger Hunt Bingo
Your task is to go on a walk around in your local environment and see how many of the boxes you can tick off. See document below. See if you can get a full row or if you can tick off everything!
Take a photo of all the things you find and, if you would like to, share it with us on the Learning Journals!