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Friday

Reading

 

Guided reading

 

Please log on to:

BUG CLUB ACTIVELEARN PRIMARY by clicking on the link below:

  https://www.activelearnprimary.co.uk/login?c=0

 

Read your available BUG CLUB BOOK and answer the comprehension questions.

 

Remember to use your reading skills:

 

  • Fred Talk unfamiliar words. E.g- f-r-o-g
  • Slide the syllables together. E.g fr og becomes frog.
  • Chunk new words before putting them together to read. E.g book-let becomes booklet
  • Refer to the illustrations (pictures) for clues
  • Use the Read to me function to listen to the pronunciation of difficult words.
  • Re-read words and sentences you’re unsure of to grasp the meaning.
  • Most of all, write down new vocabulary and search for their meaning in dictionaries.
  • Make sure you answer all the comprehension questions (quiz questions). This will help you to interpret the meaning of what you have read and also to practise your decoding skills.  

 

 

Whole class reading-reading and discussing text, speaking and listening.

 

Text of the week: Lima's Red Hot Chilli by David Mills and Derek Brazell

 

Learning Objective: To create a word bank 

 

Success Criteria: 

  •  I can learn new words. 

  • I can explain the meaning of some new words.

 

 

Purpose: To understand the meaning of some of the key words used in the story. 

 

Vocabulary: hungry, little, different, shiny, delicious, bite, rescue, Lima, hard, hairy, hot 

 

Activity 1

Re- read or listen to the story with your child. As you read the story, write down your new words in the chilli template below. Key words such as nibble and rescue are example of words you might need to explain to your child.

Lima's Red Hot Chilli

Lima is really hungry. In the kitchen, there's plenty of food to choose from: a hairy coconut, some shiny samosas and a plateful of sticky sweets...but nothing...

Activity 2

Read through the words you've recorded with your child. Discuss their meaning and use some of the words to compose sentences orally.

 

 

 

 

RWI Phonics 

 

Click the link below to join in with today's lesson .

 

https://schools.ruthmiskin.com/training/view/YYDVAAFp/ULKZOhlk

 

Useful resources

https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/

 

 

 

 

Writing

 

 

Learning Objective:  To write a riddle.  

 

Success Criteria: 

  •  I can use my sounds to write words.

  • I can spell words.

  • I can use adjectives to describe objects.

 

Purpose: To use their sound knowledge to write words.

To write a simple sentence in meaningful context.

 

Key vocabulary: food, picture, riddle, guess, adjectives, describe, question mark  

 

Read through your riddle plan from yesterday reminding your child of the features of a riddle.

Use your plan from the previous lesson to write your riddle. Remember to Fred talk words that are difficult to write and use adjectives to describe your objects mentioned in your riddle so your writing is interesting.

 

 

 

Maths

 

LO: To be able to read and write all numbers to 10 in numerals and words. 

Success Criteria: 

I can count sets of objects and represent it on a 10 frame.

I can write numerals 1-10.

I can read and write numbers 1-10 in words.

 

 

Lesson Approach 

 

Fill a box with two different types of objects (e.g. balls and dolls). Count the number of balls in the box,  'one ball, two balls, three balls…' Mistakenly pull out a doll and count it as a ball. Ask your child if this is correct. Ask them how we know it is not correct. Continue counting, repeating this mistake a few times. 

 

As you count, model using a ten frame (see attached) to show how to record an object as a counter. This will allow your child to begin to understand the initial steps in being systematic. As the adult counts and places the objects on the ten frame, your child should be involved by having their own ten frames where they can show how many are being counted.

 

 

 

Now, give your child objects to organise and sort into groups – 2 to 3 different types of objects is appropriate.Tell your child your friend said he would group the objects by name. Is this a good idea? What might that look like? 

 

Once your child have grouped the objects, provide them with number and word cards. Ask them to match the objects in the group with the number first. Tell them, if they are having a clever day, they might also be able to find the right word that says the name of the number. Allow them some time to try to match the objects to the numbers and words. Can they show the number of objects using a ten frame? Give them time to do this. 

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