English Week beginning 22nd February 20201

Friday 

 

Today we will write the final part of our story.

When you have done this you should read through your entire story - It is important to see if there is anything you need to change. You may have missed words out, or spelled some words incorrectly. These need correcting.

Did you manage to include all of the writing features we were hoping to include       -          -er, -est, -ed, -ing, un-, and, because

 

Choose one or two sentences from your story and look to see how you can improve them. This might be by including a writing feature from above that you have missed. Or you may want to add some adjectives to give more detail to your story. 

Thursday

We will now write the middle of our story. Try to use and follow your story map from Tuesday when writing. This will mean you won't miss out any key parts.

The features we are trying to include:

-suffixes -er, -est, -ed and -ing

- prefix -un

- ‘and’ ‘because’ in your sentences

 

Wednesday 

Today we are going to write the beginning of our story. You will find using the story map that you did yesterday helpful when writing. Think about what we have learnt over the past few weeks.

Try and include:

-suffixes -er, -est, -ed and -ing

- prefix -un

- ‘and’ ‘because’ in your sentences

Tuesday

Today we are going to draw a story map. A story map is where we draw a picture to go with each part of the story. A story map can be very helpful when we come to write the story. I have drawn a story map with 6 pictures you might want to draw more pictures to help retell the story. I have included a template below.

Monday 

English

Today we are going to be sequencing the events from the book ‘The Lion Inside’.

*To verbally retell the story of the lion inside

**To sequence the pictures

***To sequence the pictures and write a simple sentence to go with each picture.

Guided reading 

Lesson 1 - The mouse wants to be able to roar like a lion. Make a list of words that describe the sounds that different animals make.

Lesson 2 - Create a set of instructions to teach the mouse how to roar.

First the moue has to …..

Next…

Then…

After that…

Finally …

Lesson 3 - Write about a new adventure that the mouse and lion can have together.

Lesson 4  - Think about what it means to have 'a lion inside'. Write some sentences to tell me what you think it means. Has there ever been a time when you have had 'a lion inside'?

Lesson 5 -  'If you want things to change, you have to first change YOU.' Think about this line from the story. What do you think this means? Have you ever wanted things to change? Did you change anything about yourself to then change the situation?

Phonics

Phase 3 – for children that have finished phase 2 last half term

Lesson 1:  j, v, w, x

Revisit: Practise GPCs s, a, t, p, I, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Teach: Learn an alphabet song.

Practise: Play Soundbuttons with the words: mess, fat, bun, boss, back, hop, cuff, dull, sell.

Apply: Hold up captions on card or whiteboard. One child reads – encourage them to blend if they get stuck. I got a hug and a kiss. The dog bed is in a mess. A cat can hiss.

Lesson 2

Introduce: We are learning a new phoneme j and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Teach: Introduce the phoneme j

Practise: put sound buttons on. Words: jam, jet, jog, Jill, Jack.

Apply: Hold up caption on card or whiteboard. Read together and model blending tricky words. Jack and Jill jog up the hill. Jog to get the jam. A man can jog to get fit.

Lesson 3

Introduce: We are learning a new phoneme v and how to read and write it

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Teach: Introduce the phoneme v

Practice: Put sound buttons on. Words: jam, jet, jog, van, vet, visit, back, sun, hot, pen.

Apply: Hold up sentence on card or whiteboard. Read together and model blending tricky words. Did I put the jam in the van? Did the cat get to the vet? Can I visit a pet on a jet?

Lesson 4

Introduce: We are learning a new phoneme and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Teach: Introduce the phoneme w

Practise: Read words will, win, wax, wag, web, wet, wig, wick, with

Apply: Think of some sentences using the words you have practised reading above. e.g. My dog likes to wag his tail.

Lesson 5

Introduce: We are learning a new phoneme s and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Teach: Introduce the phoneme x

Practise: Read words mix, six, tax, taxi, Max, fix, fax, box, sax, next

Apply: Play game on Phonics play. Read the words and decide if it's a real word or an alien word. Select Phase 3 and select 'x' to practise. https://www.phonicsplay.co.uk/resources/phase/3/dragons-den

 

Phase 3 – for children that were following phase 3 phonics last term                   

Lesson 1

Introduce : We are learning a new phoneme ur and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar

Teach: Teach the new phoneme ur.

Practise Put sound buttons on : fur, burn, burp, curl, hurt, surf, turn, turnip.

Apply Hold up captions on card or whiteboard. If I burn my leg, it will hurt. I can surf or sail a boat. My dog has fur on his tail.

Lesson 2

Introduce: We are learning a new phoneme ow and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar,

Teach: Teach the new phoneme ow with actions. Get children to write ow in the air and on whiteboards.

Practise: Play Buried Treasure. Words: now, down, owl, cow, how, town, fown, owp, hown, lown. Buried Treasure, Dragon's Den, Picnic on Pluto.  https://www.phonicsplay.co.uk/resources/phase/3

Apply: Hold up caption on card or whiteboard Read together model blending tricky words. This owl is not feeling sad and down. I park my car in the town. How do I feed a cow?

 

Lesson 3

Introduce: We are learning to read the tricky word: you.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow

Teach: Teach the children how to read the tricky word: you – see learning to read tricky words p91. Train Your Brain Phase 3.

Practise: read words: fur, burn, burp, surf, turnip, down, town, owl, now, how.

Apply: Hold up sentence on card or whiteboard. Read together model blending tricky words. Is it cool for you to burp? How can you see an owl at night? Will a cow go to town with you?

Lesson 4

Introduce: We are learning a new phoneme oi and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow

Teach: Teach the new phoneme oi

Practise: read words: join, oil, boil, coin, soil, coil, toil, void, foil

Apply: Write some sentences using the words you have practised reading above. e.g. 'Can I join you on your walk?'

 

Lesson 5

Introduce: We are learning a new phoneme ear and how to read and write it.

Revisit: Practise GPCs s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow

Teach: Teach the new phoneme ear

Practise: read words: hear, near, clear, tear, fear, gear, rear

Apply: Play game on Phonics play. Read the words and decide if it's a real word or an alien word. Select Phase 3 and select 'ear' to practise. https://www.phonicsplay.co.uk/resources/phase/3/dragons-den 

 

Phase 5b

Alternative pronunciations: ow, ie, ea, er

Tricky words for spelling: water, where, who, again, thought, through, work, mouse

Lesson 1

Introduce: We are learning to explore alternative pronunciation of the ow grapheme.

Revisit: Practise spelling the tricky words: little, one, do.

Teach: Teach alternative pronunciations for the ow grapheme.

Practise: sorting words into lists by the way the ow grapheme is pronounced. Words: cow, owl, brown, crown, frown, low, bowl, snow, window, show.

Apply: Hold up sentence on card or whiteboard. Ask children to read the sentence. Encourage them to discuss and figure out together any words that they find difficult. Is a brown owl at the window? Did the cow put his food in a bowl? Can a shadow be brown?

 

Lesson 2

Introduce: We are learning to explore alternative pronunciation of the ie grapheme.

Revisit: https://www.phonicsplay.co.uk/resources/phase/5

Teach:  Teach alternative pronunciations for the ie grapheme.

Practise: sorting words into lists by the way the ie grapheme is pronounced. Words: pie, fried, cried, denied, replied, chief, thief, shield, belief, shriek.

Apply: Hold up sentences on cards or whiteboards. Will a chief shriek with relief in a field? A thief cried and denied his crime. A priest and a chief ate fried pies.

Lesson 3

Introduce: We are learning to read the tricky words: water, where, who, again, thought, through, work, mouse.

Revisit: Play Buried Treasure using a mixture of Phase 4 words. Buried Treasure, Dragon's Den, Picnic on Pluto. https://www.phonicsplay.co.uk/resources/phase/4

Teach: Teach reading the tricky words water, where, who, again, thought, through, work, mouse.

Practise: Practise reading the above words: water, where, who, again, thought, through, work, mouse.

Apply: Read the sentences Who thought they saw a mouse swimming through the water again? Where do you work? Where is the little mouse who likes to splash?

Lesson 4

Introduce: We are learning to explore alternative pronunciation of the ea grapheme.

Revisit: https://www.phonicsplay.co.uk/resources/phase/5

Teach:  Teach alternative pronunciations for the ea grapheme.

Practise: sorting words into lists by the way the ea grapheme is pronounced. Words: deaf, pea. head, heaven. sweat, clean, meat, spread, lead, heaven

Apply: Hold up sentences on cards or whiteboards. Will a chief shriek with relief in a field? A thief cried and denied his crime. A priest and a chief ate fried pies.

Lesson 5

Introduce: We are learning to explore alternative pronunciation of the er grapheme.

Revisit: Practise spelling Phase 4 tricky words - said, have, like and put these into a sentence.

Teach:  Teach alternative pronunciations for the er grapheme.

Practise: Read words and discuss with an adult what the meaning is - verge, mermaid, germs, term, verb, verse, serve

Apply: Write a sentence for the words above.

English wc 8th February 

Monday

The Lion Inside

The Lion Inside - read aloud fun Storytime - Bing video

Page 1min 20sec on the video.  The page “Yes, all were impressed with this mighty king cat.”

Imagine you are one of the animals watching the lion parade around.

Which animal are you?

What do you think of the lion?

Does he impress you?  Is he a bit of a show off? Do you wish you were like him? Are you frightened of him?

You could make yourself an animal mask, dress up or use animal figures to help you take on the role of one of the animals. There are some animal colouring sheets attached too.

Get yourself in character and…

*say what you think about the lion.

** write 3 sentences about the lion. I think…  I like the lion…

***use adjectives, because, and, but, so in your sentences.

 

Tuesday

Suffixes er and est

I have picked adjectives based on the text to change into er and est words.

Adjective

+er

+est

loud

louder

loudest

strong

stronger

strongest

small

smaller

smallest

 

Task

*Think of a sentence using loud/louder/loudest.

** Write sentences using small/smaller/smallest.

***Choose adjectives to describe the lion. Include er and est suffixes. Eg The lion is the loudest animal here! I want to be stronger like the lion.

Challenge- make a list of as many adjectives that you can add er and est at the end. 

Wednesday 

 

Focus on how the mouse feels when he decides to confront the lion and ask him for help. 

What adjectives can you use to describe the mouse? Brave, strong, tough.  Can you add er to these words too? 

Task 

Write sentences to describe how the mouse feels. 

Challenge- have you ever felt brave? Write about it. 

 

Thursday 

Today we are learning about exclamation marks.

We use exclamation marks when we:

  • Show surprise
  • Add emphasis
  • Show strength
  • Show shouting

For example

What a big roar I will have!

What an important day this is for me!

What a good friend I will be!

 

*To say exclamation sentences

**To write 3 sentences using an exclamation mark

*** To write 3 exclamation sentences as if you were the mouse

**** To write a about the mouse's thoughts as he is climbing up the craggy old rock and include exclamation sentences.

Friday

In today’s lesson we are consolidating the work we have been doing on suffixes. We have been looking at the suffixes -er, -est, -ing and -ed. We have also talked about the prefix -un. Today is an opportunity to show off the fantastic learning you have been doing. We are going pretend we are the mouse on a great adventure to the top of the craggy old rock to speak to the lion. We need to think about how the mouse will be feeling on his way up to the top of the rock. Why is he going to speak to the lion?

*To say sentences about how the mouse is feeling walking up the rock.

**To write 3 sentences about how the mouse is feeling walking up the rock using the suffix -ed in your sentence.

***To write 3 sentences about how the mouse if feeling and why he wants to speak to the lion.

****To write a recount of the mouse's day using the suffix -ed.

Example

Today I climbed from my house up to the top of the mighty rock and it was very tricky. I had to be brave and I had to think like a winner. I saw lion at the top of the craggy rock sleeping and I tiptoed right up to his nose. Lion opened his eyes and he puffed out his mane. Next he opened his mouth and I was a little bit scared.

Reading wc 8th February 

Monday

Look at the word impressed.  What does it mean?

Have you ever been impressed? What impresses you?

What does not impress you? Can you think of other words that mean to impress?

 

Wednesday

Brave- what does the word brave mean? Can you think of other fictional characters that have been brave? (Three Little Pigs, Little Red Riding Hood, Jack from Jack and the beanstalk.)

How does the mouse become brave in the story? 

Are you brave? Give an example when you have been brave? 

The children don't have to write their answers.  You could record them talking and send a video. :-) 

Thursday

‘The further he climbed, the closer he got to the slumbering lion reclining on top.’

 

  1. Can you look up the definition of ‘slumbering’ and ‘reclining’.
  2. Can you think of other words instead of ‘slumbering’ and ‘reclining’
  3. Can you put ‘slumbering’ and ‘reclining’ in a sentence

Phonics wc 8th February

PhonicsPlay There are lots of games and resources that you can play at home on Phonics Play. 

Phase 2

h, b, f/ff, l/ll, ss

Phase 2 Phonics Letter Sounds | h/b/f/l (No Music) - YouTube

Read the word cards. 

 

Phase 3

oo, ar, or  spell tricky words no go

Phase 3 Phonics Vowel Digraphs | oo, ar, or, ur - YouTube

Sentences attached to read.

Phase 5b

Alternative pronunciations for the sounds- i o c g u

Short sounds and long sounds.

Tin, mild, wild.  Hot, so, gold. Cat, ice, success.  Pig, ginger, germ. Hump, music, unicorn.

English Week beginning 1st February 2021 

Below you will find:

  • English writing 
  • Guided reading 
  • Phonics 

English Monday 1st February

 

This week we are starting a new text called ‘The Lion inside’.

YouTube video of book: https://www.youtube.com/watch?v=GlfDD3gYZ_0&t=74s

 

*To verbally predict what you think is going to happen in the book.

**To verbally predict what you think is going to happen in the book and why you think that.

***To write a prediction about what you think is going to happen in the book.

I think …..

****To write a prediction about what you think is going to happen and why you think that. I think …… because ……

Tuesday 2nd February 2021

To write sentences about what you can see in the picture.

Make sure your sentences have a capital letter at the beginning of the sentence and full stop at the end.

*To say what you can see.

**To write sentences e.g. I can see a rock and the sunset. I can see horns and ears. I can see the zebra’s mane and long body.

***To write sentences about what you can see and what the animals are doing using verbs and adjectives.

****To write a paragraph about what you can see. Your sentences need to follow on from each other and include adjectives, verbs, and adverbs.

Wednesday 3rd February 2021

 

https://www.youtube.com/watch?v=GibiNy4d4gc

 

From the video clip watched can you extend your sentences that you wrote yesterday e.g. Giraffes run fast down the hill and they gallop towards the sunset. Their necks are long and they are covered in brown patches.

 

*From video clip can you describe what you can see.

** From the video clip can you describe what you can see using adjectives and join your ideas using ‘and’.

***From the video clip can you describe what you can using adjectives and verbs.

****From the clip can you write a short paragraph about what is happening.

Thursday 4th February

We are going to read up to 'If only...I could be more like that.' and then create a 'role on the wall'. Use the outline (below) of the mouse to do this. We will write inside words to describe the mouse. Then on the outside we back up our words, we can use quotes from the text to do this.

*Talk to your adult about what the mouse is like.
** Write some words inside mouse to describe what he is like.
*** Write some words inside mouse to describe what he is like. Try to use the 'un-' prefix to describe the mouse. e.g. unhappy, unsucessful, unimportant. Can you think of any more?
**** Use the 'un-' prefix to describe the mouse. e.g. unhappy, unsuccessful, unimportant and use 'and' to join your ideas together.

Friday 5th February 

Use the outline (below) of the lion to create another role on the wall. We will write inside words and phrases to describe the lion. Then on the outside we back up what we have written with quotes from the text.

 

*Talk to your adult about what the lion is like.
** Write some words inside lion to describe what he is like.
*** Write some words inside lion to describe what he is like. Can you use any 'un-' words to describe the lion? 
**** Write some statements about the lion using 'and' and the 'un-' prefix if you can. e.g. Lion is shouty and thinks he is strong. Lion is a show off and he is very loud. Lion is not unhappy and he doesn't care if other animals are. 

 

Guided reading

YouTube link for book: https://www.youtube.com/watch?v=GlfDD3gYZ_0&t=74s

Lesson 1 - Find examples of rhyming words throughout the book. Can you think of any words that rhyme? Complete matching worksheet.

Lesson 2 - read up to ‘If only’, thought the mouse, ‘ I could be more like that..’

  1. What could that lion do that was impressive?
  2. Why do you think the little mouse wanted to be like the lion?
  3. Write sentences and draw pictures to show what you think will happen next in the story.

Guided reading

 

Lesson 3 - Where do you think Mouse might live? Predict and explain reasons. You might want to draw pictures and write sentences to explain.

 

Lesson 4 - Create some questions you might ask mouse. e.g. 'Why do you feel unhappy? What games do you like to play? How old are you?'

 

Lesson 5 - Create some questions you might ask lion e.g. Why are you so important? Do you like to roar? What do you do all day? 

Phonics

Phase 2

Sounds: ck, e, u, r

Tricky Words: and, the, to

Phase 2 Phonics Set 4 | ck, e, u, r - Bing video

Phase 3

ai, ee, igh, oa, ew

Tricky words: was, my

Phase 3 Phonics Vowel Digraphs and Trigraphs| ai, ee, igh, oa - Bing video 

Phase 5

graphemes: a_e, e_e, i_e, o_e, u_e

Tricky words for spelling: some, come, were, there

Phase 5 Phonics | Split Digraphs | Learn to Blend with Phonics - Bing video