Week 5 - 18.5.20
Year 1 - Summer Week 5 - 18.5.2
Phonics and Spellings
Start each phonics session by playing some games and reviewing all the graphemes (letter spellings), making all the possible phonemes (sounds).
Username : march20 Password : home
Spelling Focus: Reviewing all the graphemes and phonemes from the past 4 weeks
Today practice words with the 'a' grapheme and the 'ch' grapheme, as these can make different phonemes.
The a grapeme can make an 'a', an 'o', an 'ar' or an 'ai' sound. Words might include 'laptop and splash' or 'want and squad' or 'bath and faster' or 'apron and bagel'.
The ch grapheme can make a 'ch', 'c', or 'sh' sound. Words might include 'church and chirping' or 'school and chemist' or 'machine and chef'.
Can you come up with 3 more words to fit in the following boxes...
|a (a)||a (ai)||a (o)||a (ar)||ch (ch)||ch (c)||ch (sh)|
Today practice words with the 'y' grapheme and the 'ou' grapheme, as these can make different phonemes.
The y grapheme can make a 'y', an 'igh', an 'ee' or an 'i' sound. Words might include 'yellow and yp-yo' or 'my and crying' or 'sunny and puppy' or 'gym and crystal'.
The ou grapheme can make an 'ow', 'oo' (long), 'oo' (short) or 'oa' sound. Words might include 'proud and mountain' or 'soup and toucan' or 'would and could' or 'shoulder and mould'.
Take a look at the following words, input the missing y or ou and see how many you can read!
Today practice words with the 'ai' phoneme and the 'c' phoneme, as these can make different graphemes.
The ai phoneme can be made using the graphemes:
a_e, ay, ai, eigh, ey, a
The c phoneme can be made using the graphemes:
c, k, ck
Have a go at making up your own silly sentences, using the words below. You can change the words by adding suffixes, like -ing or -ed.
kitchen kick grey tray whale train ketchup grape clock rock park eighteen cabin play milk close maze name aim pain key socks eighty prey lock cart
Here is an example:
Suddenly the clock struck eight and a ketchup covered grape hit the eighteen year old whale on the nose!
Today practice words with the 'ee' phoneme and the 'ture' spelling.
First, write down as many words as you can with the 'ee' sound. What spellings can you use to make the ee sound? Make a list!
Secondly, see if you can find some ee sound words and some ture words in the following word search. There are 12 altogether! They are going across (left to right) and down.
Today have fun exploring the letters and sounds games on the Topmarks website. There are loads to explore!
Continue to share a range of texts and taking it in turns to read or be read to.
1. Use Oxford Owl - username : holbrooky2 Password: booksy2
This week have a read of Kipper and the Trolls , Ice Crystal Robbery and Paris Adventure on the Oxford Tree website to give you some ideas for your own writing activity.
This week we would like you to plan and write a short adventure story all about a journey to a tropical island!
Imagine you wake up one morning and the magic key is on your bedroom floor. You excitedly pick it up. All of a sudden it starts to glow! You appear in a new place, you have never been before... what does this new place look like?
Your first task is to design the island you get taken to. What does it look like? What is there? What are the names for the different places on your island? Draw and label a map of your island - thinking carefully about who or what lives there and what the landscape is like. Is it sandy, grassy? Is it mainly natural and human free or is it built up, with buildings and roads? What animals live there? What plants grow?
Now you have designed the island, you need to decide on which characters start in the story. Do you arrive at the island by yourself? Do any friends or family appear next to you when you magically turn up on the island?
Today, think about and plan the start of your story:
- Which characters are there?
- Where do you start on the island?
- How are you feeling?
- What do you see when you first get there?
Draw a story mountain and record your ideas to the above questions in the first part - the opening.
Next work on the build up and the dilemma. What happens next? Where do you go? What problem to you come across? Perhaps someone is in danger or maybe you get in dangerous situation. Maybe someone has lost something and needs help or a disaster has occurred on the island - there was an earthquake and now the bridge is broken or the special gem providing the island's power has been stolen!
Plan the build and the problem - then take a pause and come back to the rest tomorrow...
Read your ideas on your story mountain from yesterday. What problem do you come across?
Today you need to plan how you are going to fix that problem and what will happen when everything is sorted out? Will you be able to celebrate first and then will the key glow and take you back home? When you get home, will you have anything in your hands or pockets you brought back with you from the island?
Complete your ideas for the resolution and ending today. Remember to add little illustrations if this helps your planning!
Session 4 and 5
For the next 2 days, see if you can turn your plans into an exciting adventure story.
Below are some ideas to help with vocabulary to make your sentences more exciting...
Remember to read and check your story when you are finished.
Check your punctuation too.
True or False?
Counting in tens - powerpoint, questions and answers
Making equal groups
Adding equal groups
This week we would like you to think about the island you get taken to when the magic key glows!
Can you create a scene from the island using bits of old material, fabric and scraps found around your house? Maybe cut up newspaper pieces, magazine extracts, old clothing, natural items found outside - anything you can get your hands on! If you don't have glue handy, lay the collage picture and then photograph it!
Here are some ideas...
This week we would like you to enjoy exploring areas near your home!
Activity 1 - Thinking and Exploring Walk
Encourage the children to:
• Plan: Think about what equipment is needed - for example sunhats, an identification chart, a doodle book, pencils, magnifiers, bags and envelopes to collect plants.
• Discover: How many different types of habitat there are in the area? (shady, sunny, damp, dry?)
• Observe: Look closely at each area. What is it like for a plant to live here?
• Record: Draw or write words to describe the areas seen on the walk.
• Collect: Take photos of the different habitats. Make a list of the words to describe the habitats and how they differ. Note which plants grow in each place. Collect whole plants and look out for anything interesting. Please make sure to get the owner’s permission to collect.
Click here to research different habitats...
Activity 2 - Spot the Plants
Encourage the children to:
• Observe: Look closely at the range of different plants collected in Activity 1. Use photos from The Great Plant Hunt Identikit (below) or from the website at www.greatplanthunt.org if no plants have been collected, though these will not show the range of smells and textures of the real thing.
• Examine: Take at least three plants preferably with roots and flowers attached – any weed will do! Look at roots, stems, leaves and flowers in turn. How different are they? Discover the different colours, lengths, textures, shapes, smells. Does the shape of leaves and the structure of flowers and stems differ in plants from different places? Ask the children if they can think of reasons for these differences.
Activity 3 - Record your findings
• Record: Draw two of the plants and label them to point out their differences. Click on the BBC link if you need reminding of the different plant parts.
• Create: Make a picture or models of the plants with the named parts and the differences.