grapheme and a “phoneme” is the sound it makes · 2020. 5. 29. · tuck ticket syllable words – parking -shop Thursday Mark fed the Read these 2 syllable words:- Toothbrush

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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

2

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

5

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