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Literacy
Oral language:
- Skype/Facetime with a relative (maybe a family member who lives alone) and
- play a game e.g. 20 Questions – think of an object and the other person can only ask questions that have a yes/no answer.
- A-Z: Pick a topic and take turns in naming something beginning with A then B then C and see if you can get to Z without skipping any letters.
- The Big Interview: child prepares 10/20 questions they’d like to know about the relative and then asks them. This could form the basis for a history project for older children.
The Daily News
Infants to 1st Class | 2nd Class Upwards |
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Read a Book with a Parent
Snuggle up on the couch and spend ten/twenty minutes reading together for no other reason than the joy of reading a book. A great website is www.storyberries.com – this is a free, online collection of easy-to-read and beautifully illustrated stories, comics and poems for kids of all reading abilities. You can read for your child, or he/she can read for you. This is a great site for bedtime stories.
Board Games
Many board games are a great way of extending vocabulary, developing oral language and improving spelling e.g. Scrabble, Boggle, Pictionary, 30 Seconds, Scattergories. Some of these games can be played online.
You Tube: Jack Hartmann
Here are some useful websites for Senior Infants, 1st and 2nd Class for Literacy.
Exercise, Rhyme and Freeze | Rhyming Words for Kids | Exercise Song
https://www.youtube.com/watch?v=cSPmGPIyykU
Look Out for Bossy R | Fun Phonics Song for Kids
https://www.youtube.com/watch?v=bp8arskkcXg
When 2 Vowels Go Walking | Phonics Song for Kids
https://www.youtube.com/watch?v=k-n_LHGseNk
There are many more to choose from including sight words raps (for High Frequency Words/Tricky Words) and word families such as ap family!
Sight Vocabulary / High Frequency Words Spelling Routine
www.candohelper.com – Use this site for Sight Words: the words children find most difficult in reading, writing and spelling. Scroll down to Sight Words and browse through, but mainly concentrate on the first and second 100 words e.g. 10 words per week.
Spelling Routine for each week
LSCWC – Look/ Say / Cover / Write / Check
This is brilliant for memory retention, plus it’s a bit of fun highlighting the letters (like a game!) Emphasis on self-discovery, so ask the child the following question:
- “Look at the word. Is it the way you expected it to be spelled?”
Look (don’t have to do it for every word )
- read word, say and highlight with a Highlighter “unusual” letters in the word
Example 1: “have” sounds like “hav” so highlight the “e”
Example 2: “they” sounds like “thay” so highlight the “e”
Example 3: “said” sounds like “sed” so highlight the “ai”
Say
- Tap up your arm while saying each letter – can go up one arm and down the other for longer words “ h (tap) e(tap) r(tap) e(tap)”
Cover and Write
- Child covers word and writes each letter while saying them out loud eg “ h – e – r – e”
Check
- Child will self-check each word by matching letter by letter
Extension Worksheets and Copybook Work: Spread the work throughout the week.
- Trace over words; 3 each day
- Fill in boxes (word shapes ); 3 each day
- Sentences; Write 3 sentences using 3 chosen words each day (self-checking is critical here; it develops (a) a self-checking routine (b) checking for capital letters, full stops © checking the spelling of ALL words
- Word Hunt: “Can you find any of the chosen words in your reading books?”
- Word search: Groups of 20 so complete at the end of every second week.
Phonics Stage One: Alphabet Work and Spelling Patterns
Alphabet Work activities
Children should all know and verbalise what they know about the alphabet and vowels. See the information below.
Spelling and reading lists of CVC words onset and rime ( words with the same ending rhyme) b+ad = bad, s+ad = sad etc Example: https://www.youtube.com/watch?v=WcqgczbLu80&list=TLPQMjQwMzIwMjBluZ0DGeGDvw&index=3 |
||||
Short a | Short e | Short i | Short o | Short u |
bad
Dad had mad sad |
bed
fed led |
did
hid lid |
cod
nod rod |
bug
hug mug |
jam
Sam |
beg
leg peg |
big
dig fig |
Dog
Fog Log |
hum
Mum sum |
can
fan man pan ran |
Ben
hen men ten |
bin
fin din pin tin win |
on | bun
fun run sun |
cap
map tap |
yes | is | hop
mop pop top |
us
bus |
at
bat cat fat hat sat |
bet
get jet let met net pet set wet yet |
it
bit fit hit lit pit sit wit |
cot
got hot lot not pot rot |
up
cup pup |
box
fox |
but
cut hut jut put nut |
Follow up activities
- Read each list
- Spell each list (You know your own child so go at a speed which suits your child. I would suggest three High Frequency Words per day and one rhyming pattern each day.)
- Choose three words and write a sentence with each. Check over your sentence checking for capital letters and full stops. Read over your sentence again checking each spelling.
- Choose three/four dictation sentences on the Friday (for examples, see below).
- Use The SOS (Simultaneous Oral Spelling) technique: see below.
SOS Spelling Technique
Read the word e.g. pet
Touch each letter while saying the letter name p-e-t
Cover the word and write while calling out each letter name when you write.
Check your spelling by matching each letter.
Dictation sentences | ||
1.The pan is hot.
2.The tin is big. 3.Tom cut up the log. |
1.Tom ran to the hut.
2.Meg has a bad leg. 3.The rat sat on the mat. 4.We had fun in the sun. |
1.Sam had jam on his bun.
2. The fox hid in the box. 3The cod has a big fin. 4.Ben hid the fat hen in the pen. |
Rules to remember
- When we write a question we put a question mark ? at the end.
- When we want more than one we can spell the base word + s e.g. cat + s = cats
- Even if the last sound sometimes sounds like a z it is still s e.g. kid + s = kids
Dictation sentences using questions marks and/or plurals | |
Ted has six pets.
Sam cut up the logs. Pat has a lot of pens. The dog sits and begs. |
Has Rob got the box of red hats?
Is it bad for dogs to be fat? Has Tom got a map so we can get to the hut? |
Phonics Stage Two: Consonant Blend Spelling Pattern
- Please read over until blends become automatic at speed.
- Print out and make into flash cards for matching or playing snap.
Two letters can come together, the two sounds blend – see table below.
Name | Sound | Name | Sound |
sp
|
/sp/ | cl | /cl/ |
st | /st/ | gl | /gl/ |
sc | /sc/ | fl | /fl/ |
sm | /sm/ | pr | /pr/ |
sn | /sn/ | br | /br/ |
sl | /sl/ | tr | /tr/ |
sw | /sw/ | dr | /dr/ |
Name | Sound | Name | Sound |
tw 20 | /tw/ | pl | /pl/ |
cr | /cr/ | squ | /squ/ |
gr | /gr/ | spl | /spl/ |
fr
|
/fr/ | shr | /shr/ |
thr
3 |
/thr/ | str | /str/ |
spr | /spr/ | scr | /scr/ |
bl (blob) | /bl/ |
- Read and spell words with blend pattern.
- Print out and make into flash cards.
- Practise reading getting faster each time so that they become automatic.
spit
spat spin spot |
trip
trot trim trap |
grab
grit grid grim grin gran grip |
flag
flap flan flat flip flop |
stop
stub stun |
best
nest vest rest test west |
slit
slot slap slip slam slim slug slop |
twig
twin |
glad
glum glib |
plan
plop plot plum |
snip
snap |
belt
felt spelt hilt spilt tilt wilt |
drip
drop drum drag drab |
frog | prop
pram |
clip
clop clog clap clam |
||
blot | desk
risk tusk dusk rusk |
Follow up activities
- Read each list
- Spell each list (You know your own child go at a speed which suits your child. I would suggest three High Frequency Words per day and one rhyming pattern each day.)
- Choose three words and write a sentence with each. Check over your sentence checking for capital letters and full stops. Read over your sentence again checking each spelling.
- Choose three/four dictation sentences on the Friday (see below).
- Use The SOS (Simultaneous Oral Spelling) Technique (see below).
SOS Spelling Technique
Read the word e.g. spit
Touch each letter while saying the letter name s-p-i-t
Cover the word and write while calling out each letter name when you write (not the sound).
Check your spelling by matching each letter.
Dictation sentences | ||
Stop the frog.
I can slam the lid. Plop it in the pan. |
It is not the best plan.
Drag it to the nest. I am glad to be a twin. |
He spilt the rest.
It can be grim at the top. Flag it up as the best. |