Year 1 is a really exciting time for you and your child. Moving from Reception into the first year of the National Curriculum can feel like a big step, but please don’t worry, some of the Early Years Foundation Stage curriculum may be carried on with your child as they move to Year 1.
Your child’s day will be more structured than it was in Reception but we love storytelling, practical maths and exploring topics through our STAR learning.
We are very lucky that the Year 1 classrooms open out into a secure learning area. This means the children will be learning through play – exploring, discovering and plenty of role-play, both indoors and out.
There is a Year 1 statutory phonics screening test in June. This will identify if your child can read phonically decodable words. Your child will have a daily phonics sesion to teach them how to blend to read and segment to spell.
We will be sharing lots of stories and poetry on the theme of colour and senses.
Your child will continue to expand on their knowledge of phonics and will probably surprise you with just how quickly they develop their reading. They will do 30 minutes of phonics learning each day, just like they did in Reception. These are fun, pacy sessions which involve games and tasks. They will learn tricky words, spelling rules and how to sound out and blend to aid them with their reading and writing.
Reading at home with your child is so important. It helps them to develop their learning in lots of areas. We expect you to hear your child read aloud every night. You may not always have time to read the whole book (we completely understand home life is busy – we are parents too) but just a few pages a day can increase your child’s confidence and get them into the routine of practising and applying their phonic knowledge.
Sometimes your child may want to read a book from home. As long as they are reading, that’s fantastic. Most children this age really love to read new and familiar stories as well as comic books and magazines. Please make sure you sign the Reading Diary otherwise we’ll assume that your child has not read to an adult at home.
In Year 1, as well as phonics, we learn a number of common exception words. Download this list to practice at home: Year 1 common exception words.
Each Friday your child will be sent home with a small piece of home learning, which is normally focused on Maths. This will consolidate the learning which has taken place throughout the week whilst in school. The children are asked to return it the following Thursday.
The end of year 1 expectation is to be able to;
You can help your child in a variety of ways. The most powerful way will be through discrete and fun activities such as counting out the cutlery for dinner. Disguise the learning! Whilst in the car read a number from a number plate and ask your child to find 1 more and 1 less.
Try to keep any home learning light, and don’t push it if they seem tired or reluctant. The most important thing is to talk with your child about their learning and enjoy seeing the enthusiasm on their face.
It is really important that all children remain learning in the time when we are not at school. Retention of learning is crucial: if we don’t use it, we loose it!
We would recommend that where possible, children have structure throughout the day and choose as many activities from the list below as it possible. If you would like to complete other learning activities, please do!
Obviously all children are different, having a variety of strengths and areas to develop. You may need to break these tasks down and offer them more support, or challenge them further.
If you have a garden, get outside as much as possible. Look at the different leaves and flowers – try some sketching or write a poem. Use our wonderful natural environment to develop curiosity.
On return to school, all teachers would love to see what you have got up to at home, but also, feel free to mark anything at home – children love instant feedback!
In the ‘Discovery’ section of the website, you will find additional websites to support your child’s learning.
Phase 4 comprehension
Spelling and Grammar
Capital Letters and full stops
In addition to the general learning activities, here is a more structured timetable week by week. Please keep in contact with us by email: firstname.lastname@example.org
We are still missing you terribly but it has been wonderful to see so many lovely faces in our zoom assembly last week! From the remarkable home learning emails we have been seeing, it appears you’re all enjoying our space learning. Keep sending them in!
EXCITING CODE MATHS – Y1 CODE Fluency Week 8 – Understanding Number 10
ONLINE SAFETY: thinkuknow-5-7s-home-activity-sheet-5
This week we have attached a variety of activities to reinforce the learning – as always, please do not feel you need to do them all, but there is a selection for you to choose from. It would be amazing if children had the basics of telling the time by the time we return to school! We also have a focus on friendship – we know how much they are missing their friends, and this maybe a good activity to reflect on how special friends are.
NEWSFLASH: The publishers of the ‘Percy the Pigeon’ story have been in contact. They would like to see some of your learning connected to the story. Please let us know if you are happy to share any photos of this wonderful writing you have completed.
Science and English – A Right Mess_Phoneme Spotter
And how about making a time capsule? Memories booklet
Week beginning 4.5.20
CLICK HERE – STAR LEARNING AND PHONICS – Y1 Summer Term WK 4
Click on the above link for all your information. We are thrilled to have Mrs Johnston back in our Year 1 team, returning from maternity leave. Welcome back!
Y1 Homelearning – week beginning 27.4.20
Reading & Phonics
Please read for a little bit each day.
Recall the ‘u-e’ split digraph sound as in June (Move head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo).
Read and write the following words: June, prune, flute, rude, rule, brute, salute. Write this sentence: The statue gave a salute.
Recall the ‘u-e’ split digraph sound as in huge (Point in front and say ‘you’). Read and write the following words: huge, cube, use, tube, mule, compute, computer, refuse. Write this sentence: The mule plays a tune on the flute.
Recall the ‘i’ alternative pronunciation sounds (Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i OR salute for ‘aye, aye’ captain) Read and write the following words: fin, child, milk, find. We talk about using the phrase ‘best bet’. Listen to these words and sort them into the correct group (short ‘i’ or long ‘aye’ sound):
stick, fin, find, fish, child Write this sentence: Can you help me find my toy?
Recall the ‘o’ alternative pronunciation sounds (Pretend to turn light switch on and off and say o, o, o, o OR bring hand over mouth as if you have done something wrong and say oh!) Read and write the following words: no, go, from, open, stop, both. Play phoneme spotter: ‘The Old Pony’.The Old Pony_Phoneme spotter
Write this sentence: Don’t open the golden pot.
Use the context of a sentence (the other words around it) to work out the correct pronunciation of a word.
Use ‘yes’/’no’ cards to answer these questions when you have read them:
Do you find milk in the cooker?
Can a child drive a car?
Do you mind if I open the jam?
When did the child go to the park?
Play phoneme spotter: ‘Luke and Ruth’.Luke and Ruth_Phoneme spotter
MATHS – Place Value Summer Term Week 3
Y1 Homelearning week beginning 20.4.20
Reading & Phonics
Please read for a little bit each day.
Recall the ‘a-e’ split digraph sound and remember the ‘ai’ sound (hand cupping ear to ask someone to speak up). Read and write the following words: frame, skate, plate, flame, gate, mane. Write this sentence: Bake me a cake.
Recall the ‘e-e’ split digraph sound and remember the ‘ee’ sound (donkey ears action). ‘au’ doesn’t usually come at the end of a word. Read and write the following words: Pete, compete, Steve, theme, extreme, Eve, complete. Write this sentence: Steve and Pete made lunch.
Recall the ‘i-e’ split digraph sound and remember the ‘ie’ and ‘igh’ sounds (salute for ‘aye, aye’ captain) Read and write the following words: Nine, kite, bike, slide, prize, quite, bride. Write this sentence: I hide under the slide.
Recall the ‘o-e’ split digraph sound and remember ‘oe’ (raise hand to mouth in surprise). Read and write the following words: Bone, note, stone, awoke, stoke, explode, alone, those. Write this sentence:
I woke up in my home.
Practise reading polysyllabic words using sounds learnt so far in Phase 5. Read and write the following words: Augustus, birthday, thirteenth, whispering, jigsaws, haunted, thirsty, alphabet, argument. Write this sentence: On my thirteenth birthday I went to a haunted house!
– This week we are going to be looking at the story of Percy the Pigeon. Listen to Mrs Bolt reading you the story using the link on the website. Can you watch it with a family member and talk about the story after? Have a go at answering these questions.
1. Give 2 words to describe how Percy looks?
2. Why could Percy not fly for very long?
3. What does the word swoop mean?
4. Why did Percy not have any friends?
5. How did Percy get his friends back?
6. Do you know what the word amend means?
7. What lesson did Percy learn?
8. Did you enjoy this story? Why?
You can listen to this story as many times as you wish. You can use the document below to write some sentences to describe how Percy behaves in the book and his appearance (what he looks like).
Character profile of Percy
As part of our World War Two topic we were going to look at what happened to children during the war. The Prime Minister was afraid that British cities and towns would be targeted by
German aircrafts so young children were sent away to make sure they were kept safe. To find out more use the links below:
Imagine you were going to be evacuated. Can you pack a little bag with the items you would take or you can draw and label the items using the document below? Have a go at writing out your full name and address on the label. Suitcase and label activity
Ramadan is a very important month for Muslims. During the month of Ramadan, Muslims do not eat or drink between dawn and sunset. This is called fasting. Fasting is important during Ramadan as it allows Muslims to devote themselves to their faith and come closer to Allah, or God. Fasting is one of the Five Pillars of Islam, which form the basis of how Muslims live their lives. The other pillars are faith, prayer, charity and making the pilgrimage to the holy city of Mecca. There are 2 videos below to help you understand Ramadan.
Ramadan lanterns are decorative lanterns crafted specifically for the holy month. Have a go at making your own Ramadan lantern. Use the links below if you would like a template or some ideas to help.
You could choose to decorate your lantern with a rainbow theme to support the NHS. Remember to make a note of what is happening outside to the weather and in your garden. In school we would be making our April visit to the garden.
Y1 Homelearning week 4: w/b 13.4.20
Reading & Phonics: Please continue to read every day – LITTLE AND OFTEN
Recall the ‘oe’ sound and remember the ‘oa’ sound (hand over mouth in surprise). Read and write the following words: Joe; toe; hoe; doe Write this sentence: Joe hurt his toe.
Recall the ‘au’ sound and remember the ‘or’ sound (donkey ears action).
‘au’ doesn’t usually come at the end of a word. Read and write the following words: Paul, haul, launch, August, author, automatic, autumn, haunt, haunted. Write this sentence: The rocket will launch.
Recall the ‘ew’ sound and remember the ‘oo’ sound (cuckoo action in and out of a clock) ‘ew’ usually goes at the end of the word. Read and write the following words:Andrew, blew, brew, threw, grew, chew, screw. Write this sentence: Tom chews some meat.
Recall the ‘ew’ sound and remember ‘yoo’ (point finger and say ‘you’). Read and write the following words: dew, few, stew. Can you sort the following words into the ‘oo’ and ‘yoo’ sound? Andrew, screw, few, grew, dew, stew.
Play ‘Phoneme Spotter’. au phoneme spotter postcard
Teach the children how to read along and spot the digraph ‘au’ that they have been working on.
STAR Learning: We hope you have had a lovely Easter and haven’t eaten too much chocolate! This term we were going to be learning about World War 2. Do you remember learning about World War 1 in Reception with Mrs Lobb and Mrs Beckett? The whole school went to the cinema to watch ‘Stubby’, the famous American dog from World War 1. A second world war broke out 21 years later which affected nearly every country in the world. This is why it is called World War 2. Watch the video below and try to answer these questions.
WW2 – https://www.youtube.com/watch?v=DuO1CYsPf_M
1. Which war came first? How do you know?
2. Who was Britain fighting?
3. When did it start?
4. When did it finish?
Can you find any of the countries involved on a map? Ask someone in your house if any of your family members served in the war. Can you use the template below to make a family tree?Family Tree
We will be thinking about our class book ‘Percy the Pigeon’. What do you know about carrier pigeons?
Have a go at making your own secret code.
Use this link to help https://picklebums.com/images/printables/picklebums_makeyourowncode.pdf
Can you go on a material scavenger hunt around the house, in the garden if you have one and maybe if you go out for a walk? Can you find something made of wood; fabric; glass; metal; plastic; stone? Can you find a muddy area? Is it dry or wet? Can you have some fun making a mud pie by stirring in some water? What happens? Can you describe the changes?Materials Scavenger Hunt
Y1 Home Learning week 3: w/b 6.4.20
Reading & Phonics : Please continue to read daily
Recall the ‘aw’ sound and remember the ‘or’ sound (donkey ears action). Read and write the following words: jigsaw; crawl; straw; jaw; prawn; awful. Write this sentence: I will crawl on the lawn.
Recall the ‘wh’ sound and remember the ‘w’ sound (blow on to open hand as if being the wind). ‘wh’ always comes at the start of a word and ‘w’ can come at the start, in the middle or at the end. Read and write the following words: when, which, wheel, whisper, where, what. Write this sentence: Where is the wheel?
Recall the ‘wh’ sound and remember the ‘h’ sound (hold hand in front of mouth as if panting and out of breath ~ whispered sound) Read and write the following words: who; whole; whom. Write this sentence: Who is it?
Recall the ‘ph’ sound and remember ‘f’ (hands come together as if pushing the air out of a balloon). Read and write the following words: dolphin; alphabet; elephant; phonics; phantom; Phil. Read these sentences and write the correct answer: Which of these are animals? Elephant, dolphin, pheasant, alphabet.
Recall the word ‘old’. Read and write the following words: bold; cold; told; hold; fold; sold. Write the sentence: The old man sold his gold folder.
This week we would like you to start looking at how to modify verbs, nouns and adjectives, for example to make plurals. We are looking at adding ‘-s’ or ‘-es’ to a root word. Most words don’t change when we add ‘-s’ (for example walk – walks, cat – cats), but if a word ends with a hissing or buzzing sound, and adding ‘-s’ creates another syllable, then the /s/ sound is spelled ‘es’ (for example watch – watches, fizz – fizzes, brush – brushes). CLICK HERE Plural week 3
As we have been quite lucky with the weather this week, we would like you to complete a Wildflower Hunt whilst out on a walk or you may be lucky enough to have a go in your garden. We would like you to identify and name the wildflowers attached in this document. Wildflower Hunt for week 3
To take your learning even further there is the Great British Wildflower Hunt. You can download a spotter sheet on the link below then put your results online. https://www.plantlife.org.uk/wildflowerhunt/
Week beginning 30.3.20
Reading & Phonics
Please read every day.
Recall the ‘ea’ sound and remember the ‘ee’ sound (donkey ears action). Read and write the following words: beach; feast; cream; bean; leaf; treat; steam; sea; read; meat; least. Write this sentence: Paul/Phil eats/cooks peas with his meat/beans.
Recall the ‘oy’ sound and remember the ‘oi’ sound (hands around mouth to call to someone). ‘oy’ usually comes at the end of a word and ‘oi’ in the middle. Read and write the following words: annoy; annoying; oyster; destroy; boy; you; joy; enjoy; royal; Roy. Write this sentence: Loud sounds/singing can be annoying.
Recall the ‘ir’ sound and remember the ‘er’ sound (mix with hands circling). Read and write the following words: fir; skirt; shirt; girl; bird; birthday. Write this sentence: The girl got a bird for her birthday.
Recall the ‘ue’ sound and remember ‘oo’ (move back and forth like a cuckoo from a clock). ‘ue’ usually comes at the end of a word and ‘oo’ in the middle. Read and write the following words: clue; blue; issue; true; glue; Sue; tissue. Write this sentence: The glue is blue.
Recall the ‘ue’ sound and remember the word ‘you’ (point to someone else & say ‘you’). Read and write the following words: cue; due; value; statue; rescue; hue; venue; argue. Write the sentence: Sue argues with you.
Find out about Palm Sunday (this Sunday, 5th April). Can you make or colour a palm leaf? Do you think the palm tree is evergreen or deciduous? How many trees can you see from your window/ in your garden? Are they evergreen or deciduous? Can you see any buds on them?
Don’t forget to check the weather every day and record it somehow. We are looking for patterns. Have the clocks changing made any difference? Are the days getting longer?
Week beginning 23.3.20
Reading and Phonics
Please read for at least 5 minutes everyday.
Recall the ‘ay’ sound and action (cup ear as if hard of hearing). Remember ‘ai’. Read & write words with the ‘ay’ sound. e.g. day; play; may; spray; stray; delay; stay; tray; clay; pray.
Recall the ‘ou’ sound and action (pretend to prick finger). Remember ‘ow’ . Read & write words with the ‘ou’ sound. e.g. count; mouth; out; proud; scout; cloud; loud. Write the sentence: The sound is too loud.
Recall the ‘ie’ sound and action (salute for ‘aye, aye’ captain). Remember ‘igh’. Read & write words with the ‘ie’ sound. e.g. pie; tie; lie; die. Write the sentence: I cook a pie.
Talk about compound words (two small words joined together to make a bigger word). Read: playground; farmyard; bedroom; blackberry. Write the words: cannot; today; laptop; Sunday. Write the sentences: His hairbrush is in his bedroom. Her laptop is in her bedroom.
Play ‘Phoneme Spotter’. Either read some text or listen to someone else read and try to spot the phonemes we have covered this week: ay; ai; ou; ow; ie; igh.
We have been reading ‘The Little Red Egg’ in school for the past two weeks. Can you make up your own dragon story? Use the Story Mountain to jot down some notes or draw a rough picture in each box. What happens in each part of your story?
Take some time (maybe over several days) to write your own story.
Don’t forget to check the weather every day, a quick picture of the sun or a cloud to remind you would be great. We are looking for patterns, how many sunny days in each month? Do we have more now that Spring is here? If you can, make a note of the temperature or use a weather app. Is it getting warmer?
We were planning to make scones this week to share with the grown-ups that came in for our STAR afternoon. Can you help with some baking at home? Can you order the ingredients and instructions? Use words such as ‘first’, ‘then’, ‘next’, ‘after that’ and ‘finally’. We have been describing materials in science. What is the mixture like before it is cooked and after it is cooked? What changes have taken place? Can these changes be reversed? If the mixture started runny and sloppy and now it’s solid, can it return to being a liquid?