P1 Tigers Learning together at home 5.2.21

Well done Tigers – you have completed 4 weeks of learning together at home and we are so proud of everything you have managed to do so far. Next week you get to have a rest from school work, but we know you will still be busy playing and learning every day.
We hope you and your family have a lovely week and we will see you again online soon.

Building resilience – ‘keep connected’

Relationships are important for our health and wellbeing

Listen to the story ‘Invisible Boy’ by Trudi Ludwig. How did Brian feel in the story. Discuss times when your have felt alone or ‘invisible’.  What can you do to help someone you see who looks all alone?

Discuss friends and friendships. Who are your friends. Why? What makes someone a good friend. Do we miss our friends just now, and how can we find ways to keep connected with them ?

Ask your child to think about who is special to them or on their ‘back up team’. It may be someone they see regularly or not often, young or old and may even include a pet or a toy. It is important to identify who makes up the team of people they can go to for support when they are feeling low or need help.

Download and complete this task…


Dictation sh, ch, th, wh, ee and oo 

This week we have been revising all the new digraphs from this term

We will start with dictation of words that we have been working on this term as well as tricky words. If your child feels confident and 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: shed, ship, chop, such, moth, bath, which, whizz, keep, bee, foot, tool. 
  • Children:  wish, fish, chat, rich, thick, this, when, whip, eel, weep, hoof, loop. 


  • Adult:  Ben ran to the chip shop. 
  • Child:  Ted cut the chop.  

              Tom was at the tool shop. 

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). 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. 
  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 Once they have written the whole sentence, ask them to read it back to you – pointing at each word as they read. Ask the child what happened in the sentence and remind them to use a full stop at the end. 

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. 

Or you can revisit any of this week’s maths or numeracy topics for extra practise.

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.