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 🙂
Magnetic letters
My finished list
Writing in the sand
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 🙂
The P1/2 and P2/3 word building group have been using rhyme to help them with their wordbuilding. Over the last couple of weeks they have read ‘Rockpool rap’, enjoying the rhyme in the story.
They made rhyme flipbooks to show how easy it is to read and write rhyming words. They also used magnetic letters to build some of the words.
Great work 🙂
Wall, ball....
We had great fun finding Wally at the end of our handwriting lesson.
It was fun but also very useful for our ‘Figure-ground discrimination’ work.
You can read more about what this means on our earlier post (February 10th).
Where is he?
I can see him !
Both spelling groups have been hard at work investigating the letter k in words (as a follow up to our work on soft c).
We discovered the most common positions for k to be in a word are in the middle or at the end. We found it in these patterns; kn, ki, ke, sk, ck, rk.
It makes a c or k sound and can be silent when followed by an n (eg. in knee and know).
Reading carefully
Where is the k in that word....beginning, middle or end?
Colourcoding the completed sheet
Reading carefully
Putting our words in the correct list
Do you ever confuse w and wh when spelling a word? We have been working on these sounds to help with our spelling.
Remember to say the word very clearly out loud before trying to write it. You can usually feel the air blowing out if it is a wh word.
Highlighting the wh sounds
Listening carefully to the sounds
Reading out loud very clearly
A handy list of words
