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Communication & Language and Phonics

 

Comprehension 

Listen to the story together and discuss the following comprehension questions:

1. What was the little boy’s name in the story?

2. Where was the little boy?

3. Can you name two of the things that Timothy thought might have been a shark?

4. Can you think of anything else the ‘shark fin’ might have really been? e.g. a witch's hat

 

 

5. What was your favourite bit of the story? Why?

 

Phonics

A zoo is sending you lots of different animals. Listen to the game and see if you can guess which animal you are being sent next based on the sounds you hear before each box is opened.

Oral blending

The next stage of Phase 1 Phonics learning focuses on ‘oral blending and segmenting.’ Oral blending is when children can listen to the individual sounds of a word and put them together to make a word e.g. if they hear ‘c-a-t’ they can orally blend it to say ‘cat.’ Oral segmenting is when children can hear the full word and break it down into the sounds ie. They hear the word ‘cat’ and can break it down into ‘c-a-t.’

 

At this stage these are only speaking and listening skills. Children are not expected to be able to blend or segment written letters and sounds until Reception. When orally blending and segmenting, it is really important that you use the SOUNDS of letters, not their NAME e.g. a - ‘a’ not ‘ay.’ Sounds should also be kept really short e.g. ‘f’ not ‘fffff’ and should not have extra ‘u’ sounds on the end e.g. ‘mmm’ not ‘muh.’

 

This video tells you the correct way to pronounce each sound. This is not a video you need to share with your child but will help you know the pronunciations we will be using in school:

There is a video Phonics Challenge this week in which children are encouraged to blend sounded out words and locate them in the picture below e.g. c-a-t, b-ir-d, d-a-d, p-o-n-d, g-r-a-ss, s-o-ck and d-u-ck.    

 

 

 

 

Home challenge:

During this week, focus on the blending (not segmenting skill) at home. You can give your child instructions with sounded out words e.g. “let’s get in the c-ar.” “It is t-ea time” “We need to walk the d-o-g.” etc.  We will continue this skill next week.

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