15/05/20 Dear Parents/ Carers, PSED This week we would like to put a huge focus on the emotional wellbeing of all the children, there is a lot of uncertainty and change going on at the moment some of which the children will be questioning but not fully understand. We have attached an emotions board for you to discuss feelings. Your child may like to write down how they are feeling or just verbalise their feelings, both are completely fine. If your child is reluctant to talk but you as a parent know they are feeling very unsure you may want to create a feelings box, explain to your child they can draw or write their feelings down and post into the box or talk into the box to share their feelings. Please remember we are always here if you or your child need reassurance and support, please email, or call the office and we will help as best we can. Additional to the homework letter and resources you can find a PDF copy of a child friendly book explaining COVID19. Phonics Phase 2 Phonics x, y, z Tricky words: I, no, to, into, go, the Ask your child to practise segmenting and blending: fox, box, yet, yes, zip, zag. For a tricky challenge you may ask them if they can write these words down. Please encourage your child to be independent and only say the sounds they see/hear and not guess at the word. See below for additional activities. Phase 3 Tricky words: he, she, me, we, be, you, they, are, all, was, my, her This week we will take a break from revisiting phase 3 GPC’s and focus on embedding our tricky words. Ideas: • Tricky word hunt (hide tricky words around the garden or house for your child to find) • Play ‘Tricky Word Trucks’ on Phonics Play - username:march20 password:home • Ask your child to read sentences with the tricky words in • Ask your child to write sentences with the tricky words in See below for additional activities Phase 4 Tricky words: said, have like, so do, some, come little, one, were, out, what, when, there This week we will take a break before learning to read polysyllabic words. • Tricky word hunt (hide tricky words around the garden or house for your child to find) • Play ‘Tricky Word Trucks’ on Phonics Play - username:march20 password:home • Ask your child to read sentences with the tricky words in • Ask your child to write sentences with the tricky words in See below for additional activities
Transcript
15/05/20
Dear Parents/ Carers,
PSED
This week we would like to put a huge focus on the emotional wellbeing of all the children, there
is a lot of uncertainty and change going on at the moment some of which the children will be
questioning but not fully understand. We have attached an emotions board for you to discuss
feelings. Your child may like to write down how they are feeling or just verbalise their feelings,
both are completely fine. If your child is reluctant to talk but you as a parent know they are
feeling very unsure you may want to create a feelings box, explain to your child they can draw or
write their feelings down and post into the box or talk into the box to share their feelings. Please
remember we are always here if you or your child need reassurance and support, please email,
or call the office and we will help as best we can. Additional to the homework letter and
resources you can find a PDF copy of a child friendly book explaining COVID19.
Phonics
Phase 2 Phonics
x, y, z Tricky words: I, no, to, into, go, the
Ask your child to practise segmenting and blending: fox, box, yet, yes, zip, zag. For a tricky challenge you may ask them if they can write these words down. Please encourage your child to be independent and only say the sounds they see/hear and not guess at the word. See below for additional activities.
Phase 3
Tricky words: he, she, me, we, be, you, they, are, all, was, my, her
This week we will take a break from revisiting phase 3 GPC’s and focus on embedding our tricky words. Ideas:
• Tricky word hunt (hide tricky words around the garden or house for your child to find)
• Play ‘Tricky Word Trucks’ on Phonics Play - username:march20 password:home
• Ask your child to read sentences with the tricky words in
• Ask your child to write sentences with the tricky words in See below for additional activities
Phase 4
Tricky words: said, have like, so do, some, come little, one, were, out, what, when, there
This week we will take a break before learning to read polysyllabic words.
• Tricky word hunt (hide tricky words around the garden or house for your child to find)
• Play ‘Tricky Word Trucks’ on Phonics Play - username:march20 password:home
• Ask your child to read sentences with the tricky words in
• Ask your child to write sentences with the tricky words in See below for additional activities
Literacy
This week our story focus is ‘Rosie Plants a Radish’. You can watch Miss McGinley read this on
the Learning Zone on the ILD from Monday 18th May. Can you stop the story at different points
and discuss what Rosie is doing? The following questions may prompt you to begin discussing
the story with your child. Is this what you did with your bean when you planted it? Have you done
this with another plant? What will happen at the end? What does a radish taste of? Do we eat
radishes?
This week’s writing focus is on instructions, can you write a set of instructions to plant a seed?
We have attached a template below or you may like to write the instructions straight into your
busy book. We are hoping we can follow your instructions and plant our own seeds.
Reading
Please continue to read your phonics books to your parents. More books can be collected from
school if need be, just call the office beforehand so we can have the books ready for you. Please
remind us which colour and level number your child is reading (this can be found on the bottom
left hand side of the front cover). In our reading sessions this week we would be creating a shared
story. To begin, the children would start by sharing ideas and then put these onto a story map,
before verbally retelling the story. An adult would scribe the story for the children. Can you have
a go at creating a story? Here are some ideas to get you thinking: Can you create a story about
you and an adventure you have gone on, about Rosie planting something else, maybe a
sunflower? Think about how your story could start, an event and an ending?
Handwriting
This week in handwriting the children would have been concentrating on forming ascending
letters d, b, h, k, l, t. These letters start at the top and come down to sit on the line, however d
should start in the middle, curl to the left, up to the top and back down to the line with a small
flick. Please remember to encourage your child to use their best handwriting in all areas of the
curriculum when they are writing.
Maths
Mental Maths Starter – learning to write the word four correctly.
This week in Maths we would have been revisiting addition. Pushing two quantities together to make a total. When we add, the total gets bigger. Addition can be done in many creative ways, you could roll a dice twice and add the two numbers together, search for two hidden numbers around the house, play a board game or even I Spy. We have attached a Ride the Bus board game and Monster I Spy. Please record the addition number sentences and show what you have been adding.
Understanding the World
You may have seen on the ILD that one of our caterpillars have become a butterfly. We are so
excited to watch them all grow, so we can release them on the field. Do you think you could put
your researching hats on and find out what type of food we should be giving them?
Art
This week we would like to do an observational drawing. You may like to draw the butterfly from
school or find your favourite object. Look closely at the details and everything you can see; do
you need to colour it, or can it be left with just pencil? In school we build a positive growth
mindset during all lessons, Art is a great way to continue to build a positive mindset, you may
like to ask your child what they like best about their drawing but also something they would like
to improve. How could they improve their drawing? The following link is a great way to critique
positively and give feedback (we use this in school to explain feedback does not have to be
negative but a way for improvement).
https://www.youtube.com/watch?v=hqh1MRWZjms
PE
Lesson 3 for ‘Striking and Fielding’ can be found here: https://www.passltd.org/copy-of-
morning-workout-1
Technology
On Purple Mash can you visit Simple City and find the Garden Centre. In the Garden Centre you
can grow your own plants and find out what others have been doing there.
How eco-friendly is your garden? Find out how well you are doing and what new
steps you can take to make your garden even greener at
Read the word and then ask your child to write it from memory.
Phase 3 – Use a magnifying glass to find the tricky words
He has my chair. She is taller than me. Can you help me? Cars are parked all along the road. We can be rich one day. All my food is hot. It was raining this morning. Her coat is wet. They zoom near the moon. I can hear the rain fall on the rooftops. Can you see owls at night?
Phase 4 – Colour each train as you read the word correctly.
Phase 4 – Reading sentences, please encourage your child to read these sentences without blending
as much as possible.
Mum said we can go to the swimming pool.
Were there chimps at the zoo?
Yuck! There was a paint brush in my coffee cup.
One little brown toad got stuck down a drain.
Do you have to come into the room?
I like the noise when it rains.
What class am I going to be in?
Let’s get out in the sun for a picnic.
So can Sam come to my party in November?
Maths – Addition – Count the number of each type of monster you can see and record on the addition
