Below are three videos for your child to access when they are practising the speed sounds. The videos are purposely separated into three in order to support your child at the appropriate level. If you are unsure as to which video to use, please contact me via the learning log or email.

• MTYT Set 1 Speed Sounds: Use this video if your child needs to hear the sounds first and then repeat it after me

• MTYT Set 1 Special friends: Use this video if your child needs to hear the special friends (digraphs) sounds first and then repeat it after me

• Set 1 Speed Sounds: Use this video if your child is confident practising the sounds independently without support

Once you have completed the appropriate speed sound video, please continue with the daily phonics learning video below.

• Review Set 1 sounds

• Blending orally without Speed Sound Cards

  • Fred talk words (MTYT):

    • v-e-t vet

    • y-a-p yap

    • y-e-s yes

    • y-e-t yet

• Blending with Speed Sound Cards

  • Say the word clearly so that your child can hear it i.e., mat

  • Build the word. Say “I need…..” - ask your child to tell you the sound that you need and place the card down so that they can see it. Repeat with all the sounds in the word

  • Point to the sound and say the sounds (m-a-t) then sweep your finger under the word and say the word (mat)

• Read the Green word cards (you can write them on paper or a whiteboard or use the teaching video as a reference)

  • Read the words with the children. Show them the dots and dashes and ask them if they can see any special friends

  • Ask the children to say the sounds in Fred talk

  • Say the word out loud running your finger under the word

• Review the words with your child and support them to read the words without the dots and dashes

Learning Objective:

• To be able to differentiate between big, medium and small

• To be able to use non standard measure to sort items into the order of size

• To be able to use the language of size

You will need:

• Objects of 3 sizes

• Similar sized toys such as building blocks or lego bricks

Learning activity:

• Place three different sized objects in the correct order (small, medium, big)

• Talk to your child about how we can see that different objects are not all the same size. You can place them next to each other to illustrate the size difference

• Use everyday objects such as lego bricks or wooden blocks to measure the three items

• Count the number of bricks / blocks that are stacked beside the item and write down the number

• Once you have counted the bricks / blocks for each item, put them in order from small to big

• Talk to your child about how the biggest item will have a larger number than the shortest item

You can repeat this activity with different toys to consolidate your child’s understanding.

Extension:

• Extend the language of size: small / smaller / smallest / big / bigger / biggest

Other ideas:

• Act out the story of the Billy Goat Gruff using props and incorporating the language of size as you move through the story.

• Look for sticks / stones outside your house. Every family member chooses one each and describes it using the language of shape and size. Compare all the sticks / stones and arrange them in size order.

Big and Small Action song

Sing the Big and Small Action song to the tune of Twinkle Twinkle Little Star with your child:

This is big, and this is small (open arms wide, then close together).

This is big, and this is small (open arms wide, then close together).

I can be big, like a wall (open arms and feet wide).

I can be small, like a ball (crouch into ball).

This is big, and this is small (open arms wide, then close together).

This is big, and this is small (open arms wide, then close together).