grapheme and a “phoneme” is the sound it makes · 2020. 5. 29. · tuck ticket syllable words...
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w/c 1st June 2020
Dear Parents/Carers,
Sunshine Class home learning for week beginning Monday 1st June 2020
I hope everyone enjoyed a good half term and a break from the usual home learning routine. Here’s’ the next bit of our home
learning to have a go at. If you want to practise some blending look at this from The Department for Education:
https://wandleenglishhub.org.uk/lettersandsounds/learning-to-blend Note a “grapheme” is a letter written down and a “phoneme” is the sound it makes.
If your child is in Miss Higgins ’ Group (Phase 3 sounds) and is already blending or is my group and hasn’t quite grasped some of the digraphs/trigraphs and you’d like a bit of variety for phonics or to recap of sounds they haven’t quite remembered look at
this: https://wandleenglishhub.org.uk/lettersandsounds/reception There’s a new lesson every day and you can revisit specific sounds for extra practice so do have a look
Please make sure you take the chance to get out for daily exercise – no matter what the weather is l ike!
In the summer term we move to increasing our time slots for focus activities along with our expectation that we will be promoting more independence to get the children ready for Year 1.
Monday Tuesday Wednesday Thursday Friday Phonics – about 20mins phonics phonics phonics phonics Maths – about 25 mins maths maths maths maths
Reading – about 20 mins reading reading reading reading
topic – to include a writing activity (at least 1 or 2 sentences or a list)
topic – to include a writing activity (at least 1 or 2 sentences or a list)
topic – to include a writing activity (at least 1 or 2 sentences or a list)
topic – to include a writing activity (at least 1 or 2 sentences or a list)
topic – to include a writing activity (at least 1 or 2 sentences or a list)
PHONICS & HANDWRITING: This week please practise the sounds you have already been taught and if you know these well have a go at the next ones. I have included the actions that we use because these help us remember the sound when we see the
letter. (but if you know the sound well you probably won’t need to do the actions anymore)
PHASE 2 sounds & actions s, ss Weave hand in an s shape, like a snake, and say ssssss
a Wiggle fingers above elbow as if ants crawling on you and say a, a, a.
t Turn head from side to side as if watching tennis and say t, t, t.
i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i.
p Pretend to puff out candles and say p, p, p.
n Make a noise, as if you are a plane - hold arms out and say nnnnnn.
c k (c, k) Raise hands and snap fingers as if playing castanets and say ck, ck, ck.
e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh.
h Hold hand in front of mouth panting as if you are out of breath and say h, h, h.
r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr.
m Rub tummy as if seeing tasty food and say mmmmmm.
d Beat hands up and down as if playing a drum and say d, d, d.
g Spiral hand down, as if water going down the drain, and say g, g, g.
o Pretend to turn light switch on and off and say o, o; o, o
u Pretend to be putting up an umbrella and say u, u, u.
b Pretend to hit a ball with a bat and say b, b, b.
Miss Lenard’s Phase 2 group have been taught all Phase 2 sounds:- Can your child recognise this letter/sound and make the
correct sound (and write it) when you point to it? Please recap all Phase 2/3 sounds already covered every day:-
s a t p I n m d g o c k e u r ck h b f
ff ll ss
Phase 3 sounds to recap - j v w x y z zz sh ch th
Now try learning the next set of digraphs in Phase 3 (when 2 letters make 1 sound) ng and nk ~ at the end of words
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ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your
head, saying ng... The adult writes these words and child sounds out and then blends to make the word - long,
sang, ring
Think of a sentence that has the word in i t – “I went for a long walk”. What other words can you wri te? ping, sing , king wing
Can we wri te some “pretend words” using the ng sound? Chi ld has a go at wri ting ~ feng, thung, leng or other s imilar nonsense
words .
nk wave your hand under your nose and pretend a skunk has made a bad smell
The adult writes these words and child sounds out and then blends to make the word. link, bank, sink
Now have a go at writing a dictated sentence – the adult says the sentence, the child repeats it, the adult says it again and the
child tries to write the sentence down independently (try 1 each day and allow plenty of “thinking time” when your child is writing) :-
1. Can I sit in the sink? 2. Can the cat honk? 3. The pig is in the long sink. 4.
Sing a song to me. 5. The sink is wet.
The adult then checks you have all the sounds you need, finger spaces and a full s top/question mark at the end of the sentence. Have you
remembered the “magic whoosh and a flick” for all letters?
Miss Higgin’s group have been taught all Phase 2 and these Phase 3 sounds so please revise Phase 2 sounds and these Phase 3
sounds every day ~ adult holds up/points to a sound and child says the sound and thinks of some words that have that sound at
the beginning:-
j v w x y z zz qu sh th ng nk ai ee oa oo, ar or igh ur ow oi
ear air er
Phase 3 - week 10 Now try learning the next trigraph in Phase 3 (a trigraph is when 3 letters make 1 sound) - ure
Recap Read – adult writes the
word on a piece of paper for the child to read by sounding out and blending
Write independently
Dictated Sentences – adults says sentence and child writes down the sounds
needed
Monday
Sing the alphabet song: https://www.youtube.com/watch?v=TGHidmEKU44&vl=en&safe=true
Practise witing the capital letters of the alphabet in order:
A B C D E F G
H I J K L M N O P Q R S T U V W X Y Z
Learn new
trigraphs - ure
ACTION Hold nose
as if you were smelling manure and say ure, ure
Practise writing :- pure cure secure manure
Write words
picture The farm has manure.
Tuesday Practise quick recall of these sounds when an
adult points to these sounds : qu sh th ng
nk ai ee oa oo, ar or igh ur ow oi air
ear Practise reading these: a at as is it in an I and on not into can no
go see my she all look for too now down
Read these words:- park duck leek took tank
Write in a sound
frame: pork,
soak, back,
spook, think e.g.
p or k
s oa k
I think I see a
duck in the
park.
Wednesday Practise quick recall of these sounds when an
adult points to these sounds : qu sh th ng
Sort these words into ones that end with k and ones that end with
Recall what a syllable i s and wri te these 2
I went back to
see the tank.
L o ng
S a ng
R i ng
l i nk
b a nk
s i nk
3
nk ai ee oa oo, ar or igh ur ow oi air
ear Practise reading these: a at as is it in an I and on not into can no
go see my she all look for too now down
ck – park duck tank bank book tick
k ck
syl lable words – tanker
parking bookish
tuck-shop ticket
Thursday Read these 2 syllable words:-
Toothbrush armchair rocker boxer l ighter bedroom
Sort these words
hammer lutter
bitmun corpork
bedroom barteep into:-
or
Write waitress
raindrop
weeping
parking
poison
Talk about what these words mean
Mark fed the
cat.
Friday Write the correct capital letter shapes
for these letters:
s a t p i n m d g o c
k b e f h j l q r u v w x y z
Practise reading:-
looking
powder
thicker
singer
farmyard
Write
lightning orchard
waiter waiting
The sheep are
in the farmyard.
Think of a sentence that has the word with the new sound in it in it – “I can see manure on the grass.”
What other sentences can you think of? ( the adult will help you i f you can’t think of a sentence)
Dictated Sentence – the adult says the sentence, the child repeats it, the adult says it again and the child tries to write the
sentence down independently - please allow plenty of “thinking time” when your child is writing
The adult then checks you have all the sounds you need, finger spaces and a full s top/question mark at the end of the sentence. Have you
remembered the “magic whoosh and a flick” for all letters?
PHASE 3 sounds & actions j Pretend to be a jelly and wobble on a plate and say j, j, j.
v Pretend to be holding the steering wheel of a van and say vvvvvv.
w Blow on to open hand, as if you are the wind, and say w, w, w
x Pretend to take an x-ray of someone with an x-ray gun and say ks, ks, ks.
y Pretend to be eating a yogurt with a spoon and say y, y, y.
z zz Put arms out at sides and pretend to be a bee, saying zzzzzz. qu Make a duck's beak with your hands and say qu, qu, qu.
sh Place index finger over lips and say shshsh.
th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound
(this and thumb).
nk wave your hand under your nose and pretend a skunk has made a bad smell
ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ng...
ai Cup hand over ear and say ai, ai, ai.
ee or Put hands on head as if ears on a donkey and say eeyore, Eeyore – hands drop down for or sound
oa Bring hand over mouth as if you have done something wrong and say oh!
oo oo Move head back and forth as if it is the cuckoo in a cuckoo clock, saying oo; oo. (Little and long oo.)
igh Stand to attention and salute, saying igh (as in “high”)
ch Move arms at sides as if you are a train and say ch, ch, ch.
ow Pretend your finger is a needle and prick thumb saying ou, ou, ou.
oi Cup hands around mouth and shout to another boat saying oi! ship ahoy!
er Roll hands over each other like a mixer and say ererer.
ar Open mouth wide, point to your tonsils and say ar, ar
ur Hold knee as if hurt and say ur,ur
air wave both hands up in the air and say “put your hands in the air like you just don’t care”
ear Touch ear and say ear, ear
ure Hold nose as if you were smelling manure and say ure, ure
Mrs Fathers’ group have been taught all Phase 3 sounds so quickly recap these sounds every day~ adult holds up/points to a
sound and child says the sound and thinks of some words that have that sound in them. If your child is not recalling all sounds
accurately focus on these ones every day until they are secure: -
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Week 6 of Phase 4 (note to the adults - there are no “new” sounds in this phase but we begin to read and write
more complex words and sentences and there are new tricky words to learn – some of you have already started
these using the words on the Phase 4 bookmarks in your reading diaries)
Read - words that have been written by the adult by sounding then blending – some of you are now able to read new words without sounding out
Write - write words in a sound frame (a rectangle with 5 spaces):-
P l u m p Dictated Sentence – the adult says the sentence, the child repeats it, the adult says it again and the child tries to write the
sentence down independently (try 1 each day and please allow plenty of “thinking time” when your child is writing):-
The adult then checks you have all the sounds you need, finger spaces and a full s top/question mark at the end of the sentence. Have you
remembered the “magic whoosh and a flick” for all letters?
Overview of Week 6 of Phase 4:
Phase 4
Week 6
Recap Read
Write
Dictated Sentences
Monday
Practise writing all Ph 3 sounds:
j v w x y z zz qu
sh th ng nk ai ee oa
oo, ar or igh ur ow oi
ear air er ure
Learn how to spell all Sort these words
lunchbox stusting
crinkbig giftbag
shampooing hilpstog into:-
or
shampoo handstand
twisting
I must not tramp on the
flowers.
Tuesday
Practise spelling : he she we me
be was you they are my
her all
Practise reading 2 syllable words:-
drinking thank-you
thundering crunching
desktop
Write these 2 syllable
words after you have clapped to find how
many syllables they
have: printer shrinking treetop
Do you like to splash in the
bath?
Wednesday
Practise reading &
writing these words quickly:-:- of dad mum up will this that then them with look for now down
Learn to read Ph 4 tricky word: do
Read - splash spring strap
DISCUSS what these words mean
Write these words :
stress splat
Are you strong?
Thursday
Practise reading & writing these words quickly:- of dad mum up will
this that then them with look for now down
Learn to read Ph 4 tricky word: out
Blend to read: sprint s-p-r-i-n- t = sprint
scrimp s-c-r-i-m-p = scrimp
street s-t-r-ee-t = street
Write these words:
strong sprung
screech
Are all the children good
at sport?
Friday
Practise writing Phase 3 sounds when the adult says
the sound-
qu sh th ng nk ai
ee oa oo, ar or igh
Read:- stronger screeching
explain How many syllables do they have? CLAP to check
Write these 2 syllable
words after you have clapped to find how
many syllables they
have:
Fred and Brett spent a week
in Spain.
PHASE 3
J v w x y z zz qu sh th Ng nk ai ee oa oo ur or igh ure Ch ow oi ar er ear air
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ur ow oi ure air
ear
splashing impress
Phase 4 Tricky Words to learn to read:- out do
Revisit the Phase 2 and 3 songs and actions using: https://www.dailymotion.com/video/x2wpdvv
https://www.phonicsplay.co.uk/ - use this website to play some supporting phonic
games/reading activities
MATHEMATICS: this week’s topic is WEIGHT – this i s a really “hands on” and practical topic so you will probably find that your child
has lots of ideas to explore!
Estimate weight:- To begin with, talk about what heavy, light and weight mean.
Small items might be heavier than large items – a small rock may weigh more than a large empty box etc
Easy - Put pairs of objects on the table. Look at them and guess which is heavier. Lift them to check if your guess was correct.
Medium - If you have kitchen scales talk about how to use them. Weigh an object and let the child feel it. See if they can find another
object of a similar weight (don't worry about using numbers larger than 20, just look at where the needle comes to or what number it says
on a digital scale). Talk about using the scales to see whether their object really was a similar weight. Can they find another object that is a closer guess?
Hard - If you have bathroom scales use them to weigh your child. Talk about why you didn't use the kitchen scales. Show how if you put
more than one thing on the scales, their weights combine. Now see whether your child can estimate and test for a combination of objects
that weigh more than themselves. Their first attempts will probably be wildly wrong! Let them experiment.
Can you make your own bucket balance to compare items?
PLAY “Happy Camel” on https://pbskids.org/peg/games/happy-camel to find the hidden objects by
comparing weight in a bucket balance
WATCH https://www.bbc.co.uk/bitesize/clips/z7w7tfr
Start off by talking about how different items weigh different amounts and try this from “NRich”:-
Comparing weights using non-standard measures Describing size
Children often enjoy giving and receiving presents. Adults could provide an assortment of wrapped presents for the children to explore, making sure that some are small but heavy and others are light but large.
The Activity Place the presents in an area where children can explore them easily. They could be birthday/wedding/festival ... presents, perhaps linked to a book you have read recently or to the time of year. Encourage the children to make predictions about the weights of the presents. Encouraging mathematical thinking and reasoning:
Describing Tell me about this present. What’s the same about these two presents? What’s different? What does this present remind you of?
Reasoning Do you think this one will be heavier/lighter than that one? Why do you think that? How will you test out your idea? Are you surprised? Why or why not? Which do you think is the heaviest/lightest? Could we arrange them in some way?
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Why have you put that one there? Could we arrange them in a different way?
Opening Out What kind of thing do you think might be inside this present? Why do you think that? Can you find something that you think is the same weight as this present?
Recording (If the children have grouped the presents somehow) What can we do to remember this order/arrangement? The Mathematical Journey Same and different: • developing language to compare and contrast e.g. bigger, taller, longer, shorter, heavier, lighter, wider, narrower ... • ordering according to a rule e.g. longest to shortest, heaviest to lightest, tallest to shortest ... Size and measures: • understanding the difference between size and weight i.e. a large present is not necessarily heavy • comparing weights in different ways e.g. by lifting or using balance scales (or even k itchen scales/bathroom scales)
Development and Variation Any objects could serve as the stimulus for this activity. They don’t necessarily need to be wrapped, although of course, the wrapping can help challenge children’s preconceptions about size and weight. You could create a ‘gold bar’ made from a block of polystyrene or other very light material. Paint the block with gold paint and handle it in such a way as to give the impression that it is very heavy. You could pass it to children in turn and support discussion about their surprise when they take it from you. Setting up an airport in your role play area might encourage discussion about weight as children check -in their luggage. Alternatively, a fruit and vegetable shop role play may provoke similar discussions. Story, rhyme and song links Any story which might involve presents would be a great context in which to explore this activity, for example wedding presents in Cinderella. Resources A collection of objects, varying in size and weight, wrapped as presents (try to include some items that are heavy but very small and some large, light items). Balance scales and/or other types of scales such as kitchen/bathroom, should the children request them. A camera may be useful for taking photos.
The topic of weight is also an integral part of lots of cooking activities!
Try this to make some cupcakes – the amount of flour/sugar and margarine is determined by how
heavy the eggs are! (you can use your bucket balance for this – put eggs on 1 side of balance and the amount of flour/sugar/margarine
needed is when the buckets are balanced evenly)
Ingredients - Makes: 20
3 (weigh the eggs fi rst!) eggs
same weight self-raising flour
same weight caster sugar or golden caster sugar
same weight soft butter or margarine
2 teaspoons vanilla extract or flavouring
Method - Prep: 10min › Cook:15min › Ready in:25min
Preheat the oven to 180 C / Gas 4.
Firs tly, weigh the eggs. Whatever they weigh, this is how much of everything else you'll need (butter, sugar, flour).
Next, put the eggs aside, and cream the butter and sugar together until soft. Add the vanilla extract.
Next, add ONE egg - then a teaspoon of the flour. Beat it all together. Repeat this step until all the eggs are in, with a teaspoon of
flour for each.
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After you've added all the eggs, and the teaspoons of flour, you'll see you still have lots of flour left - sieve this into the mixture and fold in slowly to keep your cakes fluffy.
When everything is all mixed and folded well, add cupcake cases to a 6 (or 12) hole cupcake tray. Fi ll the cases to just over half way,
Pop them into the preheated oven until slightly golden and risen, about 12 minutes. Then decorate if you want to . . . Share them out, eat and ENJOY!
If you take some photos of your bucket balances or cooking you make please send to : -
[email protected] and I will post on our Sunshine Class page!
TOPIC: This term’s topic is “growth” and observing change
WATCH BBC Bitesize clips:-
Find out about the lifecycle of a plant https://www.bbc.co.uk/bitesize/topics/zpxnyrd/articles/z2vdjxs and
then play the quiz to test what you remember
Find out about the parts of a flower https://www.bbc.co.uk/bitesize/topics/zpxnyrd/articles/z3wpsbk and
then play the quiz to test what you remember
Find out what plants need to grow https://www.bbc.co.uk/bitesize/topics/zpxnyrd/articles/zxxsyrd and then
play the quiz to test what you remember
When you are out and about talk about the different plants you see growing – can you name them?
If you’re not sure what it is remind the children of our Fores t School rule “ no pickie, no lickie”! – take a photo of
the plant/flower/tree and look it up when you get back home
We are using the story of Jack and the Beanstalk for some of our Topic, Literacy and Music sessions. Please visit the website
below to learn song 6 “I am the Golden Hen” .
https://www.bbc.co.uk/teach/school-radio/music-jack-and-the-beanstalk-song6/zd96mfr
Then hear/read episodes 11 and 12 of the story. (please don’t go further ahead as that’s for later!)
Hear the story first and then turn subtitles on and turn off sound and have a go at reading the words together. What tricky
words did you spot? Can you read any of the words without an adult helping you?
Can your child answer the story questions for episodes 11 and 12? (your child might be able to read part of the question/s
themselves or they may need you to read it for them).
Ask your child to retell the episodes using full sentences. Praise them for their efforts and chat about what might happen next in
the story
WRITING can your child add to the story map they created last week? A story map has spaces to write about a
'character, setting, problem and solution'. ... A resource like this is great when first introducing creative writing to children
as it breaks down the elements of a story for them and they find it easier to get creative and write about something they
know . . .
Start by recalling about how the story starts “Once upon a time . . .”.
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Recap the main characters Jack, mum, Daisy the cow, the Old Man with the magic beans, the Giant, the Giant’s wife .
1. What are the pictures you need to make your story map – sometimes it’s easier to draw the characters on
separate paper and then to cut and stick onto main piece of paper.
2. What happens first? Next? After that?
3. Encourage your child to write the words they need independently. It doesn’t matter if “Once upon a time” is
recorded as it sounds “Wons apon u tim” – we are looking for ideas so don’t worry about
spellings - if your child asks how to write a word ask them to think of the sounds they hear when they say the word – all
children should be able to hear the 1st sound needed of most words.
4. The arrows help your to retell in the right order.
5. Can they use their story map to retell an adult – maybe grandma on FaceTime?
On a single A4 or A3 sheet or ……………….. on a long strip of paper (the back of a wallpaper roll works well)
READING – as well as reading story and fact books to your child please encourage your child to read some of the
school reading books and write down all Oxford Reading Tree books that your child is reading onli ne using their yellow reading
diary so we can keep track of what reading scheme books they have read. Use https://www.oxfordowl.co.uk/ log in for FREE
access to e books that are the same as the ones we use at SVS so your child can stil l be practising their reading.
** Have you looked at Twinkl’s home learning resources? https://www.twinkl.co.uk/resources/parents
ALSO, a free sports programme with at home activities for movement skil ls, dance & yoga in a 5 -10 min session visit https://youngchampions.myamaven.com/
** Please make sure your child is ALWAYS supervised when accessing the internet to ensure they are safe. Additionally, you will be able to chat about what they are finding out about and will probably learn some new things too!
Many thanks for all your support
Mrs Fathers xxx