Home Learning — Course Library

Home
Canvas Guide

Partial Progress - Circles (browser only)

All About Me

Objectives

To talk about my writing.

To write a simple sentence with a capital letter and full stop.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | My perfect week writing from Lesson 2

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

Today's Lesson

What to Get Ready

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Today’s new grapheme is ‘aw’ as in ‘jaw’.

Show your student the 📄 flashcard and teach them the sound.

Phonics - Blend to Read

jaw (2) | straw (4) | dawn (3) | hawk (3)

Phonics - Split to Spell

paw (2) | crawl (4) | lawn (3) | drawn (4)

Phonics - Extra Support

Give your student only the graphemes they need to spell the word. If they find this easy, give them the graphemes they need plus one or two more to choose from.

Encourage your student to count the sounds they can hear so that they don’t miss any out when writing the word.

Phonics - Extra Challenge

see-saw (4) | awful (4) | brawling (6)

Challenge your student to write the words without Sound Beds to help them.

Phonics - Apply

Write this caption on the mini whiteboard: the fawn had a hot paw. Then ask your student to read the caption.

If your student finds caption reading easy, rather than you writing the caption, you can say the caption and they can write it on the whiteboard.

Reading & Writing - Introduction

Ask your student to read their writing from their My Dream Week Template from Lesson 2.

Ask them which sentence makes them feel the proudest of their writing. See if they can explain why. It might be, for example, because they think their handwriting is the neatest or that they have remembered everything a sentence needs.

Reading & Writing -

Explain that today your student will be continuing to write their sentences. Ask them to remind you what every sentence needs. Then ask them to check they have remembered everything by looking at the 📄 Sentence Checklist.

Ask your student to choose an activity idea for Thursday, for example, playing hide and seek. Explain that they have to start the sentence with ‘On Thursday…’ (Depending on the template you chose they may have this already written on their sheet.)

Help them to put their activity into a sentence. For example, ‘On Thursday I would play hide and seek.’

Encourage your student to say this sentence a few times until they know it well. Ask them to say and then write the first word (remembering to start that word with a capital letter). Then place their finger next to it to make a space, before saying and writing the second word.

At the end of the sentence ask your student to place a full stop on the line.

Once the sentence is written, ask your student to place a finger under each word in turn, while they read the sentence out loud, to check it makes sense.

Repeat with different activities until they have completed all of the days, including Sunday.

Reading & Writing - Extra Support

If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’

You can also encourage them to use their 📄 Alphabet Mat to help them to spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.

Reading & Writing - Handwriting and Spelling

Ask your student to spell the three words they were practising yesterday. If your student has already remembered how to spell any of these words choose an extra word from their 📄 High Frequency Word List.

Do not start learning any more than eight during this step.

Continue to practise these spellings, choosing an activity from the 📄 Weekly Spelling Activities. Remember that it is a good idea to choose a different activity each day.