Welcome back to another year at Yester. I am really looking forward to working with you all and I’m sure we will have great fun whilst building up our knowledge and learning skills. Watch this space for updates about what we have been getting up to in the SfL times.
We had great fun in the P2/3 and P3/4 sounds group today.
We are working on putting words into alphabetical order.
We sang as we sorted our alphabet puzzles into the correct order.
Proud of our work
We have been working on spelling. You must say the vowel sounds very clearly in these words so that you spell them properly. We also made a word wall showing some of the words we have been practising.
This week the P4/5 and P5/6 spelling group chose how they would like to learn their individual list of tricky words.
Next week we will see how well we’ve learned them
Writing in shaving foam
Shaving foam again
My finished list
Writing in the sand
We went into the nursery today and read them The Rockpool Rap.
The book has lots of rhyming words in it.
Clive and alive, far and rockstar, job and bob, fool and pool.
We enjoyed reading in the nursery and hope they enjoyed it too.
- Reading the Rockpool Rap
Visual closure is the ability to identify an object even though its outline has been fragmented. The parts come together to enable the whole to be seen. This helps children in understanding that each letter, although representative on its own, has meaning when placed together with others to form a word.
The P1/2 and P2/3 Handwriting group had great fun with this activity this week. Yes, it is just like dot-to-dot
We told our talking partners which shape we thought they had done the best job of. We were looking for smooth lines to complete the shape.
I think that's your best one.
That one has nice smooth lines.Well done.
If a g is followed by i e or y it is usually soft.For eg,Egypt gent and ginger.
There are exceptions for eg,girl getting and get.
Marta, Joseph, Lewis, Rachael and Emma
Our spelling groups have been investigating ‘soft g’. We’ve discovered it’s similar to, but not quite as straightforward as ‘soft c’. We identified gs in a text, then highlighted whether they were soft (sounding like j)or hard (sounding like g). We put our results together on a chart to display in the Support for Learning Base .
Look at what the P7 group have found out.
William has made fantastic progress in his reading. This week he used letter bricks to check he could also spell the words he has been reading.
Fantastic work. Well done