Butterfly Lifecycle Homework 25th May 2021
Following on from our recent work on oviparous animals and life cycles, this week in school we have been talking about the lifecycle of a butterfly and the children have played with lifecycle toys, read books about lifecycles and watched some related videos showing the real life metamorphosis of a caterpillar into a butterfly.
Today we ordered the lifecycle of a butterfly using pictures and recreated the lifecycle using different shaped pasta and rice to represent the different stages. Your child will be bringing home a bag containing these 5 objects and I have asked them to use these to explain to you what happens during the lifecycle of a butterfly. We have used the specific vocabulary 'chrysalis' and 'metamorphosis' with the children and I have asked them to use these words during their explanation if they can. (Please feel free to support as necessary and let us know how they get on.)
For your information, the objects are:
Rice= egg (to put on the enclosed leaf)
Curly fusilli pasta= caterpillar
Shell shaped conchiglie pasta= Chrysalis
Butterfly shaped farfalle pasta= Butterfly
Easter Holiday Homework 1st April 2021
Phonics Easter Egg Hunt
Print and cut out the Easter Eggs and read the instructions in the documents below.
All of the Easter eggs below contain a tricky word. Cut them out and hide them around the house for children to find. Every time an egg is found, children should read the word then collect the egg. Once all eggs have been found please reward your child with a treat.
Homework 4th January 2021
What is a digraph?
Put simply, a digraph is two letters making one sound e.g. sh, separately the letters say ssss and huh, when stood together they say shhhh. Sh is a digraph.
The children were introduced to digraphs before Christmas and are becoming more familiar with them. Over the next few weeks they will be encountering more and a key skill that they need to learn is to be able to spot them easily within words.
Today’s reading task is designed to help them do precisely that.
The digraph they are looking for within the text is ck.
- Please read through the attached rhyme with your child, pointing to each word as you do.
- Tell them that they are going to be digraph detectives and that the digraph ck is hiding inside some of the words.
- Point out the ck digraph and underline the digraph only with a coloured pen or pencil.
- Work with them to see if they can they spot any more, encouraging your child look at the words in sequence from top to bottom and left to right.
- Good luck and as always, please let us know how you got on.
Homework 4th December 2020
I can read- picture/word matching
You will need: Scissors and glue or sellotape
This week we will be continuing our recent work on blending. Please practice the new set of sounds (g,o,c,k) together before you start and note the ones your child still needs to practise.
Get your child to cut up the picture strip at the bottom of the page. Support as necessary. Identify all of the images on the pictures and then muddle them up.
Make each of the words below in turn, using your letter cards and the monster machine. Sound out and blend the words like you did last week, then identify the matching images.
Stick the correct picture under each word.
See attached file below for words and image sheet
Homework 27th November 2020
Monster Phoneme Frame
This week we have been practicing our sound talk by talking like robots and sounding out and blending words.
As part of this, the children have been using phoneme frames. A phoneme frame is just a set of boxes used to help children clearly see how words can be broken down into sounds to support reading and writing. One phoneme (sound) is written or placed in each box.
This week I am sending home a double sided 3 and 4 letter phoneme frame in the shape of a monster machine. (Please only use the 3 letter side at this point)
To support your child with their learning this week please could you:
- Get out the letter cards in their reading pack, show them 1 at a time and practise saying the sounds. Make a pile of the sounds they know.
NB: (If they know less than 3 sounds or none of the vowels (a or i) refer to the ‘How to help your child learn their sounds’ sheet in their reading pack or on the website under 'Reading and phonics') and practice this instead.
If they need support with blending:
- Use the letter sounds they know to create a word for them on the monster phoneme frame
- Tell your child the word you are going to make e.g. “pat”
- Place 1 letter card in each box and make the letter sound as you place it in. “p…a….t” Ask your child to repeat e.g. “p..a..t”
- Say the sounds again “p..a..t.” but now run your finger from left to right underneath the letters and say the whole word e.g “pat” (This is known as blending)
- Ask your child to copy, “p..a…t....... pat”
- Repeat the word until they can do this confidently
- Tell them the meaning of the word if they don’t know it
- Now take the letters off and muddle them up- place them above the phoneme frame in a random order e.g. a,p,t
- Ask your child to select the correct letter and slide down the cards onto the phoneme frame in the correct order to make the word, as you say each sound for them e.g. “p…a…t” (This is known as segmenting)
- Run your finger under the word and say it aloud to check it is correct “pat”
- Repeat several times while they are having fun! Which words did you make?
If they are confident with blending:
- Use the letter cards they know to create a word for them on the monster phoneme frame
- Ask them to point to each letter and say the sounds (sound it out) e.g. “m..a..t”
- Get them to blend the sounds together by running their finger from left to right underneath the letters and saying the whole word e.g “mat” (This is known as blending) NB Don’t forget to tell them the meaning of the word if they don’t know it e.g. lots of children might not know what ‘sap’ is.
- Now take the letters off and muddle them up- place them above the phoneme frame in a random order e.g. a,m,t
- Ask your child to slide down the cards onto the phoneme frame in the correct order to make the word, saying each sound as they do it e.g. “m…a…t” (This is known as segmenting)
- Encourage them to run their finger underneath and blend the word to self-check e.g. “mat”
- Repeat several times while they are having fun! Which words did you make?
Homework 20th November 2020
As part of our phonics sessions this week, we have been practising oral blending and segmenting and listening to ‘sound talk’. Sound talk is when a word is broken down into its sounds e.g. c-a-t.
It is important that your child gets plenty of practice at this as they need to learn how to listen for all of the individual sounds within a word and blend them together in order to become confident readers and spellers.
This weekend please could you support your child’s learning by:
1) Giving your child some instructions using sound talk
e.g. “Get your h-a-t”, “Pass me the j-a-m”, “Run to the t-r-ee”
2) Playing a game where you lay out a few objects on a table, sound talk one of the objects e.g. c-u-p and your child has to guess which one it is, say the word and remove or point to it.
Tuning into sounds and hearing blends can be difficult for children at first so if your child is finding it tricky, only put 2 objects on the table to start with and add more when they become more confident.
Possible ideas for objects: hat, cup, bag, pan, tin, peg, sock etc.
Homework 13th November 2020
Treasure Hunt Challenge!
This week in school, we have been practicing our first set of phonemes s,a,t,p.
Being able to hear the initial sound in words is one of the first steps towards oral blending and segmenting. We have explored each letter sound fully through our play and have practiced the letter names, their individual sounds and how to write the graphemes. We have used alliteration to help us connect words with the same initial sound and developed associated language. We know that joining letters together makes words and have practiced making and reading simple words such as pat and tap.
Over the weekend, please could you encourage your child to complete the attached Treasure Hunt and return it to school on Monday (to receive a tiny piece of treasure and a certificate)
N.B. Please ensure that they are identifying objects beginning with the letter sound and not the letter name e.g. apple not Acorn etc.
Tip: As they are hunting for something beginning with a specific sound e.g. s, please encourage them to make the sound and show you the associated action (sssssssssss and an s shape in the air with their hand).
Homework 16th October 2020
This week in Phonics we have been focusing on listening to and making different sounds using instruments and our voices. (Learning to listen to and make sounds is a key part of the children’s reading development in Reception.)
One of the activities has been to make up our own stories and add in sound effects. The children have been amazing at this and they love it!
Please find enclosed a set of 10 voice sound cards to be cut up and separated. Over the weekend ask your child to choose two of the sound cards and use them in a story (be prepared that you will be required to join in!). Encourage your child to begin their story with an appropriate phrase. Most will probably choose “Once upon a time”.
Praise their efforts and model one yourself if you feel you can, you could also identify and add sounds to a familiar story they enjoy.
Many thanks for your support, have a good weekend
Homework 9th October 2020
This week in Phonics we have been spending time listening to, exploring, creating and playing with sounds.
Learning to make links between sounds and meaning is vital for reading and the cornerstone of our Letters and Sounds Programme. Children who spend time listening to sounds have been proven to develop into stronger readers.
We would be grateful if over the weekend you could enhance your child’s learning by spending time listening for and talking about sounds in your home environment. This could be in your house, at the supermarket, the park etc. Please encourage your child to record some of the sounds they hear on the following page. This could can take any form your child would like. For example: drawing a picture, taking a photograph, emergent writing, cutting pictures from a catalogue/magazine or simply you scribing something that they have said or noticed, The process is far more important than the outcome!
Homework 2nd October 2020
This week we have been talking about signs of Autumn and looking at how the world around us changes.
During the weekend please could you go on a short walk with your child talking about and spotting signs of Autumn. If possible, please could you collect some things that you find and bring them in on Monday morning for our talking table. We will be looking at and discussing them, as well as using them in our art work. Any remaining items will then be added to our Autumn display.
From next week they will receive a special homework book which will go home on Fridays and need to be returned the following Monday. Inside will be some simple homework we will be asking them to complete. This will usually relate to our daily phonics sessions and be aimed at helping them to practise what we have been learning in school.