Menu
Home Page

English/Literacy

English week beginning 13.7.20:

Year 1 and 2:

  1. This week I would like you to write a letter to one of your friends, telling them what you have been doing. Remember to think about:
  • how to start your letter
  • how to end your letter
  • introduce what you are going to talking about
  • ask a question
  • Use detail (adjectives in your work)

 

  1. Complete the conjunction worksheets in the resources below.

EYFS:

  • Concentrate on identify all your sounds
  • Read and write CVC words e.g. dog
  • Write your name
  • Focus on your subject, verb, object, location sentences

English week beginning 6.7.20 

I hope you have enjoyed reading the two stories over the past two weeks. I am looking forward to hearing your verses to fit into the commotion in the ocean poem. This week we are going to be looking at the seaside.

Year 1 and 2:

  • Write a list of things you might find or see at the seaside. Use this list to write a seaside acrostic poem (see resources provided). Remember each line of the poem must start with the letter given. For example:

Shells and pebbles on the ground

Everyone screaming all around

Amazing waves crashing on the sand

Shimmering water meeting the lands

Interesting creatures washed up on the shore

Delicious ice creams whilst sat on the sandy floor

Eating sandwiches cover in sand

Challenge: Can you use rhyming words in your poem like mine?

  • Can you write a description about the seaside? Think about all the things that you could see, hear, smell, touch and taste.

For example:

All around me I can hear the big waves crashing angrily into the sand. The burning hot sun is beaming down on my warm skin.

EYFS:

  • Make a list of all the things that you might see at the seaside. Show your child pictures to support them.
  • What sounds do they all start with?
  • Look at the pictures of the seaside and describe what you can see to your parents. Scribe your child’s ideas down for them.
  • Look and read CVC words with your child for example dog, cat, man, pan etc.

English week beginning 29.6.20):

We have been looking at under the water stories over the last two weeks. I hope that you have enjoyed reading them and doing some work based on the stories.

 

This week I would like you to look at another underwater story, called commotion in the ocean. You can find the story here https://www.youtube.com/watch?v=9pRhgZ8Jffs. This week we are going to look at rhyming words in the story.

Year 1 and Year 2:

Show ‘Commotion in the Ocean’ text. Explain this is a collection of poems; ask children if they know what poetry is. Explain that poetry is a collection of words arranged in patterns of sound and often includes descriptive and rhyming words.

Emphasise poetry often expresses feelings and uses the senses to describe. Point to the front cover, showing author and title. Read a selection of poems from the story, emphasising rhyming words.

  • With your parent read or listen to the story Commotion in the Ocean. For each animal write down the rhyming pairs. Can you think of one more rhyming word that rhymes with the pair e.g. log, frog and dog? Keep the list of rhyming words to help you with the next task.
  • Look at the resources below and work through the rhyming sheets.
  • Choose a sea creature and list descriptive words. See if any of the words rhyme that you could use in you verse of the poem. Write two lines to describe the sea creature, using rhyming words at the end of the sentence.

e.g. The shark is big and scary

but is isn’t very hairy

EYFS

  • Read commotion in the ocean with your child and ask them which is their favourite sea creature.
  • Can you draw your favourite sea creature and write their name, what sounds can you hear?
  • Look at the resources below and play the odd one out game. See if you child can figure out the odd one out.

English week beginning 22.6.20

Last week you started to look at the story ‘The Rainbow Fish’. I hope you are enjoyed the story and that you enjoyed completing the work that I set.

Year 1 and 2:

  • This week I would like you to create your own rainbow animal and write a description about your animals.

-Year 1 children I would like you to use ‘and’ in your sentences.

- Year 2 children I would like you to use expanded noun phrases and commas to list your adjectives.

  • I would then like you to create a story map of our story using the story map provided. Then I have a challenge for you, I would like you to work with your parent to create a twisted version of the story. Remember we do not change all the parts of the story, just the main parts e.g. the character, the setting, what the other animals wanted and who he spoke to.

An example could be a rainbow parrot who lives in a jungle and gives away his feathers etc.

Remember to keep your story so you can read it to me when we return to school or over out google meet sessions.

EYFS:

  • Discuss what a submarine is and what it might see on a journey under the sea – might they see Rainbow Fish?
  • Talk about the adjectives used to describe the different characters and places in the story e.g. ‘deep, blue sea’ and ‘dazzling, shimmering scales.’
  • Practice reading and writing CVC words with your child.
  • Recap sequencing the story with your child and ask them questions throughout. Encourage the children to use subject, verb, object, location sentences.

Story map resources 22.6.20

English week beginning 15.6.20:

Year 1 and 2:

  • Look at your story map (that you completed last week) and verbally retell the story to your parents.
  • Use your story map to rewrite the story.

We are now going to look at another under the water story called The Rainbow Fish. You can find the story here https://www.youtube.com/watch?v=rfw-bmbZKEw:

  • Write a book review of the story, using the resource provided.
  • Role play – at one point in the story the fish is the ‘loneliest fish in the ocean’- do a role play activity to find out how the fish might be feeling. You could do this as a hot seating activity, ask your child questions and vice versa.
  • Use the writing frame below to describe other sea creatures you might find in the ocean.

 

 

EYFS:

  • Read the story Rainbow Fish with your child. You can find the story here https://www.youtube.com/watch?v=rfw-bmbZKEw:
  • Read the story together. Encourage them to discuss what happens next.
  • Ask the children to use their knowledge of the story, to sequence it using the story sequencing cards below.
  • Phonics – explore letter sounds featured in the character names e.g. ‘r’, ‘f’ or ‘ai’ in Rainbow Fish.

Week beginning 8.6.20 – English

As our topic this term is under the sea and the seaside, we will be looking at stories linked to our topic and completing work based around our topic.

Year 1 and 2:

Last week you read the story Billy’s Bucket and you answered questions about the story. You also discussed what you liked and disliked about the story and created a sea creature fact file (I cannot wait to see them)!

This week:

  • I would like you to imagine you are Billy and looking into his bucket. What sea creatures can you see? Write a small diary entry, explaining what creatures you can see (you might make up your own sea creatures).

Remember to:

  • Write dear diary
  • Write in the first person
  • Write an opening sentence
  • Use description to describe the sea creatures
  • Use the correct punctuation
  • Starter sentence: Dear diary, today I looked into my yellow bucket and I could see …

 

  • Draw, paint, build your own sea creature and write a short description about it.

Remember to:

  • Include expanded noun phrases (e.g. sparkly, blue fins)
  • Conjunctions (and, but, because, but, so, or and if)

 

  • I would now like you to create a story map of the story (see map provided), thinking about the plot and the key parts of the story. If you are unable to create a story map, sequence the story using the resource provided. Whilst you are doing this remember to retell the story.

EYFS:

  • Re-read the story Billy’s Bucket and ask your child questions about the story.
  • Practice reading and writing letter using different mark making tools.
  • Ask your child to tell you something that happened in the story.
  • Show your child pictures from the story and ask them to sequence the order of the story. Narrow the key parts down to 2/3 if you child struggles. Whilst doing this ask you child to say subject, verb, object, location sentences.

Summer Term B

This term we will be looking at under the water, the seaside and sea creatures. We will be look at our favourite sea creatures and reading a variety of underwater stories.

 

Week beginning 1.6.20 - English tasks 

Year 1 and 2:

Have a think about what your favourite sea creature is?

  1. Draw a picture of your favourite sea creature and explain why it is your favourite. Remember to use capital letters, full stops, and adjectives.

 

  1. Read the story Billy’s Bucket (you can listen to the story on the follow link https://www.youtube.com/watch?v=KQyFMEQV8fo). Read and enjoy Billy’s Bucket. Stop when Billy discovers his bucket is missing. Predict what you think might have happened to his bucket. Use because to explain your ideas and think about using the correct punctuation.

 

  1. Ask your children questions about the story. Discuss the characters, the setting and the events.

 

  1. What did you like and dislike about the story? Write two likes and two dislikes down, we can discuss them when we return to school.

 

  1. Discuss what sea creatures Billy sees in his bucket. Pick a sea creature and do some research about it. Write a mini fact file about the sea creature (see resources provided below). Here are a few questions you might like research:

 

  • Where they live (their habitat)
  • How long they are
  • What they eat
  • Characteristic of the sea creature e.g. sharp teeth

Remember to:

  • Write in full sentences
  • You can use bullet points to list your ideas
  • Add detail to make you work more interesting

EYFS:

  1. Read the story Billy’s Bucket (you can listen to the story on the follow link https://www.youtube.com/watch?v=KQyFMEQV8fo). Read and enjoy Billy’s Bucket, stop when Billy discovers his bucket is missing. Predict what you think might have happened to his bucket.
  2. Show pictures of different sea creatures and ask your child to syllable clap their names (you say, and they repeat) (see resource provided).
  3. Ask your child to choose their favourite sea creature and describe it to you. Encourage them to write the sounds that they can hear in the word. You can write the word or sound and ask your child to trace over it.

Under the Sea EYFS challenges

Summer Term 

During Summer Term, we will be looking at growing plants and stories based around the topic. We will be looking at mini-beasts and their habitats and we will be looking at the weather

Week beginning 18.5.20

Year 1 and Year 2:

  1. On Friday we celebrated VE day. Write a letter to me or one of your friends, explaining how you celebrated. Did you have a garden party, did you have a social distancing street celebration, or did you have a tea party?

 

      Think about:

  • How to start your letter
  • Writing an opening, explaining what you are writing about
  • Ordering your ideas
  • What questions you could ask me
  • Using description and interesting vocabulary

 

       2. Draw a story map of Jack and the Beanstalk, sequencing all the main parts of the story.                           Remember to write the key words down.

 

       3. Rewrite the story of Jack and the Beanstalk using your story map to help you. Think about all the           things below:

  • Capital letter
  • Full stops
  • Different punctuation e.g. commas
  • Expanded noun phrases
  • Adjective
  • Adverbs
  • Sentence openers
  • Exciting vocabulary
  • Conjunctions: and, because, but, when and if

EYFS

  1. Show your child pictures of the different parts of the story and encourage your child to tell you what is happening, using ‘subject, verb, object, location’ sentence e.g. Jack is climbing up the beanstalk.
  2. Look at the sound ‘j’ (song of sounds song: jellybeans are jumping j j j). What objects can you find beginning with this sound?
  3. Show your child a picture of the giant and see if they can describe him, note down any words or sentences your child uses.
  4. See if your child can sequence the key parts of the story (see resource below). For any child who struggles, reduce the number of pictures they need to sequence.

Week beginning 11.5.20 tasks:

As parts of our growing topic and looking at growing plants. I would like you to have a read of the story ‘Jack and the Beanstalk’, you can get audio videos on YouTube or see the PowerPoint below. Complete the following tasks below linked to the story.

 

English

Year 1 and 2:

  • Read the story with your child and ask them questions about the story. You can use the questions provided below.
  • Write sentences to describe Jack and the Giant. Think about the following questions:

1. What do they look like?

2. What are they like as characters?

3. Think about exciting adjectives that you could use

Year 1: Try to use two adjectives in your sentences using the conjunction and to join you adjectives.

Year 2: Try to use three adjectives using commas in your sentences.

  • Retell and act out the story with your family. Think about the different facial expressions and voices you could use for each character.

 

EYFS:

  • Write a list of all the vegetables and fruits that you have eaten throughout the week. Identify the initial sounds and syllable clap the words.
  • Read the story with your child and ask them questions about the story.
  • See if you child can act out the different parts of the story and retell the story to you.

 

 Challenge:

Now see if you can find any twisted versions of the tale Jack and the Beanstalk.

- Discuss the story and how they are similar and different. 

- Which story do you prefer and why?

Week beginning 4.5.20 tasks:

Year 1 and 2:

Writing

  • Plant a seed and write a set of instructions. Remember to use imperative verbs and adverbs.
  • Choose a mini-beast and write a mini fact file (see sheet provided)

Reading:

  • Read a book with your parents, using expression throughout. Identify any words you do not recognise and google their definition. 

EYFS: 

Literacy  

  • Listen to plant names and identify their initial sounds. Syllable clap the syllables in each word. 
  • Complete the mini-beast sorting activity and description matching activity.
  • Practice writing sounds and names using paint, chalk, messy play etc.

Reading:

  • Segment and blend CVC words provided.

Week beginning 27.04.2020 tasks: 

Whilst you're in your garden, on a bike ride or on a walk, can you look around and see what plants you can see?

Year 1 and 2:

  • Write a description of your favourite plant or animal/mini-beast. How many adjectives can you use in your sentence?
  • Can you write diary of the weather throughout the week?
  • Can you write a description 

EYFS:

  • Write sounds you can hear in the plants you find
  • Write key words
  • Draw pictures of plants, mini-beasts/animals and write a small caption

 

Can you see any mini-beasts or animals? Look high, low and under logs. What animals/mini-beats can you find?

  • Write a list of what mini-beasts/animals you can see.

 

Added to website 23.3.2020

English 

We have been looking at traditional tales in schools. We have have looked at retell stories, answering questions, acting out stories and creating twisted versions of known traditional tales.

 

You can help your child at home by:

Reading a mixture of fiction an non-fiction books with your child and asking them questions to help develop their understanding. Look at how non-fiction and fiction books are different.

 

Monday and Tuesday (EYFS / Year 1)

Read stories to your child and ask them questions about the story, focusing on who, what, where, why, when and how questions. Ask your child to retell the story and rewrite the story. The children could write a twisted version on the story by story mapping it first.

Look at adjectives to make their writing more interesting. Give your child a picture of a character from their favourite book or TV program, describe it using exciting adjectives. 

 

You could focus on spellings in their writing and developing their punctuation skills.

 

Thursday and Friday (Year 1 / Year 2)

  • Encourage children to identify sounds
  • Support your child to be able to write their name 
  • Support your child to mark make and write sounds
  • Support your child to write short sentence
Top