Red Group

Here are your poem activities for this week: Remember to read the poem each day to someone in your house or a toy

Monday - Draw a picture of what you visualize when you read the poem.

Tuesday - In the poem, find and write the words that have (oa) long vowels on a paper or card.

Write down any other words that you can think of that have an ‘oa’ sound. Draw a picture of it next to the word. For example: coat

Wednesday - Explore the words that rhyme with ‘night’. Make a list of them using your favourite coloured pencils.

Thursday - Find the word in the poem that starts with the blend ‘fl’. What are some other words that we know that start with a ‘fl’ sound?

Go outside and see what you can find in nature to make your own ‘fl’. Maybe you could make a flower chain of the blend ‘fl’.

Friday - Find the word in the poem that starts with the blend ‘gr’.

Can you think of 4 more words that start with a ‘gr’ sound?

Write these words out on a card and practice saying the words with someone in your family.

Extra Challenge: Make your own boat that floats.

Write out all the letters in the alphabet, can you circle the vowels?

Write the letters of the alphabet again, writing the vowels in one colour and the consonants in another colour.

You can repeat this again with different coloured pencils or use felts, coloured chalk, or paint.

Short Vowel Activity

Look at each picture, what is the missing vowel for the word to match the picture?

Remember vowels are: a, e, i, o, u

Once finished, robot the words and write the words on paper then read them aloud to someone in your family.

Optional extra: Make these words and their picture out of playdough

Follow this recipe:

Ingredients

• 2 cups plain flour

• 1 cup salt

• 1 tbsp oil

• 1 cup cold water

• 2 drops liquid food colouring

Method

1. Combine plain flour and salt.

2. Add water, food colouring and oil. Mix until ingredients are combined.

3. Knead well.

4. If the consistency is too wet add a little plain flour.

Flour Writing Short Vowels

Dust some flour (you can use salt or shaving foam instead if you don’t flour) in a baking tray, or large coloured plate and practice writing the vowels.

Remember the vowels are: a, e, i, o, u.

Say each sound as you write each vowel.

Then practice writing these short vowel words. Sound out each letter as you write.

Short a: cat, mat, rat, tap, bag

Short e: pet, bed, red, peg, web, jet

Short i: pig, dig, lid, lip, sit

Short o: pop, dot, hot, jog, box

Short u: sun, cup, bug, tub, gum

Challenge: think of some more and write them in the flour too

You can do this in one day, or choose to practice one vowel sound each day of the week. E.g Monday - a, tuesday - e, etc...

Endings ‘ed’ and ‘ing’ - Suffixes

Writing New Words

When you add the ‘ed’ or ‘ing’ ending to an end of a word, you are adding a suffix.

We can change a verb into the past or present tense by adding the suffixes ‘ed’ or ‘ing’.

Here is an example of writing the base word, then the ‘ed’ word, then the ‘ing’

Your turn, copy out the table below and complete the suffixes

Adding ‘ing’ to a silent ‘e’ word

There is something special you have to do with silent ‘e’ ending words to change them to an ‘ing’ ending word, a verb.

You have to listen carefully for if your base word has a silent e at the end, because if it does and you want to change it to an ‘ing’ ending word you need to take the letter ‘e’ away before writing your ‘ing’. For example, ‘come’ becomes ‘coming’, and ‘cycle’ becomes ‘cycling'

Your turn, copy these words down and then write them as a verb with an ‘ing’ ending

Word Scrabble - ‘ed’

Write the words on a card or paper and cut out the word/ed and scrabble them up. Try it first then play with a family member.

EXTN: cut up all the letters then put the letters together to make a word.

Rhyming Activity

Below is another nursery rhyme for this week to find all the words that rhyme.

Remember rhyming words are two or more words that have the same or similar ending sound.

If they sound the same or similar, they rhyme.

E.g. car and bar rhyme, house and mouse rhyme.

If the two words sound different, they do not rhyme.

E.g car and man do not rhyme; house and grass do not rhyme.

Challenge: What other rhyming words can you make from the words you found?

For example from the word bed = wed, shed

Books for this Week

Book - Balloons

Design your own balloon that goes up. Remember to use lots of different colours. Then write the sentence to go with your picture ‘The balloon goes up’. Once finished, show someone in your family.

Here is a picture that you can copy to draw your own balloon outline.

Complete the quiz on Sunshine Online.

Can you find all the words that rhyme in the story? Here is an example: house rhymes with mouse.

Can you find the ‘ch’ blend from the book?

Write it down and say it three times.

Can you think of any other words that start with a ‘ch’ sound like chair, cheese, chocolate, chip…

Draw a picture of you and your pet. If you don't have a pet, imagine you have one and draw a picture of it. Write a simple sentence about your pet.

E.g My pet is as bright as a bee

Then answer the following questions to an adult:

• What happened in the story?

• Why is Nat’s mum mad?

• Why do you think Nat is tapping her drum sticks?

Remember you can “robot the words” or sound out the words you don’t know by sounding out each letter and then blending the sounds together.

E.g T-a-p, tap

Find the words in the book that have a short ‘a’ sound.

List these words down and say them again.

Which pictures below have the short ‘a’ sound in the middle

Can you make words that rhyme with tap, by writing g, l, m, n, z in place of the t? E.g. tap - gap

Read these words aloud to someone in your family.

In the story, ‘Tap, Tap’, Nat is tapping her drum sticks making music with objects found in her house.

Give this a go, and try making music with things around your home as well.

Book - How Do

Copy the table below and complete the information needed

How many different movements can you make?

Choose 4 different movements from the book and take a picture and send it to your teacher. Include the name of the book.

Have a go at re-enacting the story, by pretending to go over a hill, and under the log, then creeping through the forest.

Using your teddy and the things around your house, move your teddy over the bed, under the chair and through the blanket sheets. Then think about what are some other things we can go over, under and through?

Looking at the words, creep and scamper in the story, these are action words or what we call ‘verbs’. What do you think the words creep and scamper mean? And what are some other verbs we could use?

The word ‘terrible’ is used as a describing word or an adjective for the tiger. Can you think of some other adjectives we could use in place of terrible?

You can make a list of the words you have come up with

The blend ‘cr’ can be found in the beginning of the word ‘creep’. Can you name some other words beginning with ‘cr’. (if you’re stuck for ideas, you can use the pictures below to help you)