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St Colman's Bann Primary School

Jesus Others Yourself

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P1 Literacy (Wk 6)

LITERACY

  • Sing the alphabet every day and revise the sounds: s, a, t, p, i, n, c, k, e, h, r, m, d, g / o. Remember to use Starfall and the Jolly Phonics links.
     
  • Clap out the syllables in these words: umbrella, up, utter, under, underground.
     
  • Before you start to write or draw this week use your playdough to carry out the action song ‘I like to’. This helps to strengthen the muscles in your fingers. Follow the link below.
     https://youtu.be/BOLR3pQt8zg
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NEW LETTER / SOUND:u’

  • Click on Useful Links to access 'Starfall' website to reinforce letter formation, letter sounds and words.
  • Use your finger to write this letter in the air.
  • Use your finger to write this letter on someones back.
  • If you have shaving foam at home, ask an adult to put it on the table and write lots of letter u’s in it!
  • When you go outside to play try to gather some small stones, sticks, twigs or leaves / then make the letter u and maybe a capital U too.
  • Practise writing the letter ‘u’. Say the letter name and the sound as you write plus ask your helper to check that you are forming the letter in the correct direction.
  • If you have chalk, go outside and write the letter ‘u
  • If you have paint, paint the letter ‘u
  • Use your picture dictionary to find pictures beginning with 'u'. Draw and label three pictures in your exercise book.
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  • MIDDLE ‘u’
  • I used some of the sounds we have learned to make CVC (Consonant, vowel, consonant) words. Each word has ‘u’ in the middle. ‘u’ is another one of the vowels. Look at the photo below. Can you use your sound knowledge to read the words? 
  • See below for extra 'u' activities.

W.A.L.T. Make words. Use your laminated grid to complete these word tasks:

  • Parents and helpers, ask your child to do the following:
  • The word ‘sat’ has three sounds. What sound do you hear at the start/first? What sound do you hear in the middle / second and what sound do you hear at the end/last? Write it on your grid.
  • If your child needs help, point to the correct space on the grid when you ask What sound do you hear first? Write it here; etc.  If your child doesn’t know the sound, tell them what sound it is and get them to repeat the sound back to you and then allow him/her to write it in the right place.
  • If your child has difficulty with forming letters you can write them on individual pieces of paper or card and set them onto the grid.
  • Repeat for the words: ‘sit’, ‘set’ ‘pit’, ‘pat’ / ‘pet’.

READING

  • Reading Books: Log in to Collins Big Cat using the details above. Read the following books ‘The Picnic’ / ‘Minibeasts’ and complete the activities in your workbook. I’ve also added some ‘Ideas for guided reading’ which has been taken from the original books in school.

https://connect.collins.co.uk/school/Portal.aspx

Click on the Teacher portal and enter:

 

Username: parents@harpercollins.co.uk

Password: Parents!21 

Click Login. 

  • Continue to read your word cards and word books.
  • Focus on the following words: I, They, play, can, in, here, to, We, She, He, like / likes. I’ve attached a new word sheet or maybe you could write your own. Remember that if you are writing these words to focus on correct letter formation and only put a capital letter at the start of these words, I, They, We, She / He. How many sentences can you make with the above words for example: She can play in here. / or They like to play in here. Write one of your sentences into your exercise book. Remember to start your sentence with a capital letter, use finger spaces between each word and finish your sentence with a full stop. Try to draw a picture to match your sentence.
  • Ask an adult to show you the story ‘Up and Down’. https://youtu.be/coBTK11zkIc
  • Can you retell this story from start to finish in your own words? Try to use different voices for each of the characters. This links to our PDMU. The boy and the penguin are good friends who always do everything together. Think about the things that you like to do with your friends. The boy and the penguin both get worried when they are separated. What does 'worrying' feel like? How did the feel at the end of the story? Can you think of other types of emotions? How are you feeling today?

NON-CHRONOLOGICAL REPORT

  • Ask an adult to read the fact file about penguins. What did you learn about penguins? Try to write one short sentence in your book. Think about what you would like to write, say it out loud, does it make sense? Then ‘have a go’ at writing it down. Remember to sound out your words (don’t worry if it’s spelt wrong) put a capital letter at the start of your sentence, finger spaces between each word and a full stop at the end. I would love you to send me a photograph of your sentence.
  • STORY TIME - Ask an adult to read another one of your favourite story books. Continue to focus on recognising the difference between a letter, a word and a sentence plus recognising the difference between a line of writing and a sentence. Can you find any words in your story book that begins with our new sound ‘u’? Can you retell your story from start to finish in your own words?  
  • Parents and guardians, remember to ask open-ended questions that begin with ‘How’ ‘Who’, ‘Where’, ‘What’, ‘When’ and ‘Why’. Ask them to go back to the pictures to tell you how they know the answer. Talking about what is happening in a picture, joining in with repeated phrases, carrying out actions, talking about what the characters might be thinking, or what might happen next all help to develop early reading skills.
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