I do not think we are mean enough to set any homework over the Christmas holidays! The children have worked exceptionally hard this term and we think they deserve a rest. Have a lovely holiday and we hope lots of special memories are made!
HOWEVER there will be a writing task on Monday 5th January so if you would like to prepare children for this then please see below.
Writing Task
For our writing task on Monday 5th January, we will be writing what we did in the Christmas holidays. This could include places you have been, people you have seen, what Santa brought etc.
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Christmas Performance
You should have received your child’s Nativity part in their reading folder on Wednesday 19th November. Any practice of their lines at home would be really helpful. This includes knowing when to deliver their lines, such as recognizing their cue to come in. Thank you for your support! We are looking forward to showing your our performance next week :).
Writing Task
For our writing task on Wednesday 17th December, we will be writing what we and others are thankful for at Christmas. This is one of our RE lessons. Children will have some sentence stems to help support but can also add in their own sentences. Please can you look at the sentence stems below and discuss them with your child.
I am thankful for _______________ because __________.
I am also thankful for ____________ because __________.
Christmas is a special time of year for me because _______.
Mary and Joseph were thankful for ____ because _______.
The shepherds were thankful for ______ because ______.
The angels were thankful for ________ because _______.
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been CVCC and CCVC words with long vowel sounds)
joint, toast, burnt, smart, bleed, growl, flighr, sport, steep, gloom, green, brown
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
be, there, what, when
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
She has burnt the toast.
The dog will growl if the cat runs by.
Quick, let's get the train!
I mix the paint with my spoon.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
Please continue to practise handwriting at home. We will be practising this daily in school, with a focus on keeping letters on the line and ensuring consistent letter size. The handwriting rhymes can be found in the phonics section of the school website. When forming capital letters and numbers, we are placing particular emphasis on starting at the top.
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
No challenge this week to concentrate on number bonds to and within 10 and automatic recall.
Any questions about homework please ask a member of the Year 1 team.
Christmas Performance
You should have received your child’s Nativity part in their reading folder on Wednesday 19th November. Any practice of their lines at home would be really helpful. This includes knowing when to deliver their lines, such as recognizing their cue to come in. Thank you for your support!
Writing Task
For our writing task on Monday 8th December, we will be writing a letter to Santa using a set structure. Children will have the sentence stems available to them during the write (please see below). Please could you share the sentence stems with your child and see what ideas they have for each one.
Dear Santa,
____________________? (ask Santa a question)
I have been good at school because __________.
I have been good at home because ___________.
For Christmas I would like _____ because _____.
I would like _____ because _____.
I would like _____ because _____.
I will leave you _______.
I will leave the reindeer ________.
I like you Santa because _____.
Love from,
_________
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been suffixes -ed, -ing and -est)
jumping, swimming, bumping, snapping, blinked, bumped, helped, hunted, printed, melted, freshest, softest, strongest
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
out, today, all, are
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
We are swimming in the pool.
He jumped up and bumped his legs.
The frog hunted for food in the pond.
I have the softest blanket ever.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
Please continue to practise handwriting at home. We will be practising this daily in school, with a focus on keeping letters on the line and ensuring consistent letter size. The handwriting rhymes can be found in the phonics section of the school website. When forming capital letters and numbers, we are placing particular emphasis on starting at the top.
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
No challenge this week to concentrate on number bonds to and within 10 and automatic recall.
Any questions about homework please ask a member of the Year 1 team.
Christmas Performance
You should have received your child’s Nativity part in their reading folder on Wednesday 19th November. Any practice of their lines at home would be really helpful. Thank you for your support!
Writing Task
For our writing task on Monday 1st December, we will be retelling the Christmas story using words like First, Then, Later, After, Next, Finally. Children will have the sequencing words and pictures available during the write and I have attached the story and pictures in the document section below.
First an angel visited Mary and told her she would have a special baby named Jesus.
Then Mary and Joseph traveled to Bethlehem for the census.
Next they looked for a place to stay but all the inns were full.
After that they found a stable where Mary could rest.
Later baby Jesus was born and placed in a manger.
Meanwhile shepherds in the fields were visited by an angel announcing the good news.
Then the shepherds hurried to see the baby.
Finally wise men followed a bright star and brought gifts to Jesus.
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been longer words and compound words)
forest, tantrum, printer, chapter, blanket, blossom, shampoo, children, second, present, freshness, chimpanzee
compound: windmill, sandpit, lunchbox, handstand
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
there, when, what, one
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
We sprint in the forest.
The shampoo smells of blossom.
The second chimpanzee got a present.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
We are learning the Little Wandle rhymes to help with letter formation, following the Little Wandle sequence. Please practise the three focus letters with your child and help them learn the rhyme for each one. The handwriting is on the document section below. If you would like handwriting sheets, these can be found in the phonics section of the website under Phase 2 (Letter Formation Sheets – Autumn 1 and Autumn 2).
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
No challenge this week to concentrate on number bonds to and within 10 and automatic recall
Any questions about homework please ask a member of the Year 1 team.
Christmas Performance
You should have received your child’s Nativity part in their reading folder on Wednesday 19th November. Any practice of their lines at home would be really helpful. We have our first rehearsal on Monday, so if you could please take a moment to explain their part in the play to them, that would also be very useful. I have also attached the lyrics to Away in a Manger in the documents section below. Again, any extra practice at home would be greatly appreciated. Thank you for your support!
Writing Task
For our writing task on Monday 24th November, we will be sequencing our school day using words like First, Then, Later, After, Next, Finally
First we hang up our coats and put our bags away.
Then we do our handwriting and the morning register.
Next we start our phonics lesson and read in our groups.
After we have a short break outside to play with our friends.
Later we do our maths lesson and then we get to play in the classrook.
Then we line up for lunch in the hall.
After we go outside again for lunchtime play.
Next we come back inside for our afternoon lesson like science or art.
Later we tidy the classroom and then have assembly.
Finally we get ready to go home and have a story.
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been CCVCC, CCCVC, CCCVCC words)
stamp, twist, swift, crisp, crunch, squelch, string, strap, scrub, scrunch, strand, sprint
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
were, here, little, says
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
It is fun to stamp and twist.
My boots went squelch in the mud.
The string was strong and held me up.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
We are learning the Little Wandle rhymes to help with letter formation, following the Little Wandle sequence. Please practise the three focus letters with your child and help them learn the rhyme for each one. The handwriting is on the document section below. If you would like handwriting sheets, these can be found in the phonics section of the website under Phase 2 (Letter Formation Sheets – Autumn 1 and Autumn 2).
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
No challenge this week to concentrate on number bonds to and within 10 and automatic recall
Any questions about homework please ask a member of the Year 1 team.
Writing Task
For our writing task on Monday 17th November, we will be writing about materials which is our current science topic.
You could ask your child to:
Name materials they know. For example: “wood”, “plastic”, “metal”, “glass”, “fabric”.
Say what objects are made from: e.g. “The chair is made of wood.” / “The toy’s body is plastic.”
Describe properties of those materials: e.g. “Glass is smooth and hard.” / “Fabric is soft and flexible.” / “Metal is cold and shiny.”
Compare materials: e.g. “Wood is heavier than plastic.” / “Fabric bends easily but glass doesn’t.”
“The table is made of wood.”
“The window is made of glass and is transparent.”
“This toy car is plastic and it is light.”
“The spoon is metal and it feels cold.”
“My shirt is fabric and it is soft.”
“Glass is hard, but fabric is soft.
Use a capital letter at the beginning of each sentence and for names/places.
Use a full stop at the end of each sentence.
Leave a finger space between words.
Write on the line and keep letters the correct size.
Remember to check your work and make sure each sentence makes sense.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been CVCC & CCVC words)
Champ, chest, bench, shift, cost, melt, shrink, smash, smell, drum, dress, drink, truck
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
some, come, love, do
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
The foxes hunt at night in the dark.
I cannot swim in the pond with frogs.
Bring me the truck so I can plug it in.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
We are learning the Little Wandle rhymes to help with letter formation, following the Little Wandle sequence. Please practise the three focus letters with your child and help them learn the rhyme for each one. The handwriting is on the document section below. If you would like handwriting sheets, these can be found in the phonics section of the website under Phase 2 (Letter Formation Sheets – Autumn 1 and Autumn 2).
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
No challenge this week to concentrate on number bonds to and within 10 and automatic recall
Any questions about homework please ask a member of the Year 1 team.
Writing Task
For our writing task on Monday 10th November, we will be retelling the story The Tiger Who Came to Tea, one of our core books this year.
In class, we will read the story several times before our writing session. During the write, children will have access to a word mat and sequencing pictures to support their ideas and structure.
A version of the story has been attached in case you don’t have the book at home. https://www.youtube.com/watch?v=RjcxZemAxNI
Please take some time to read or watch the story with your child and discuss what happens. Afterwards, you can help your child sequence the main events in the correct order to reinforce their understanding.
Phonics
Repeated practice of spelling helps children move their new learning into long-term memory. In Year 1 especially, it’s important to find time to practise and embed spelling outside of phonics lessons. Please keep sessions short and fun!
Graphemes:
All phase 3 graphemes (check your child is confident with them). PLEASE CONTINUE WITH THIS. Please include the set 2 digraphs as well (sh, th, ng, nk, ch, qu, ck)
Ask your child to:
Decodable words: (this week our focus has been CVCC words with short vowels)
went, help, tent, hump, lift, band, best, gift, lost, belt, fact, nest, soft
Ask your child to:
Read the words.
Add the sound buttons (dots and dashes).
Write the words.
Remember to sound out and segment each word before spelling it.
Tricky words:
go, no, of, you, said, so, have, like
Ask your child to:
Read the words.
Circle the tricky part.
Write the words.
Remember to sound out and segment each word before spelling, thinking carefully about the tricky bit.
Additional dictation:
Help the farmer put up his tent.
Lift up the lamp to see the lump.
The best gift is the big box.
Challenge your child to apply their phonic knowledge in short dictated sentences.
Model and check the correct spelling of the sentence together.
Handwriting
We are learning the Little Wandle rhymes to help with letter formation, following the Little Wandle sequence. Please practise the three focus letters with your child and help them learn the rhyme for each one. The handwriting is on the document section below. If you would like handwriting sheets, these can be found in the phonics section of the website under Phase 2 (Letter Formation Sheets – Autumn 1).
Maths Task
Basic Skills:
👉 One more and less to 100
This can be practised verbally with your child.
Short, regular practice works best (e.g. 5 minutes, 3–4 times per week).
If your child finds it tricky, using a 100 square is absolutely fine.
Please concentrate on where the tens and ones number change e.g. one more than 9, 19, 29, 39 etc and one less than 10, 20, 30, 40 etc
If your child is confident with this please move onto 10 more and less
👉 Addition and Subtraction Facts Within 10
For number bonds to and within 10, we are aiming for automatic recall.
We are aiming for children to not be using their fingers when trying to work out the answer
Children also need to do the relating subtraction facts e.g. 3 + 4 = 7 so 7 - 3 = 4
You can do this verbally by asking:
“4 and what makes 8?”
“7 subtract what makes 4?”
We will also be practising these in lessons, so the children should be familiar.
If you are confident your child knows their number bonds to and within 10 with automatic recall including subtraction facts then please move onto number bonds to 20
The challenge will remain the same this week to support with the subtraction facts within 10.
Head to the Challenge section and click on the Subtracting tab. There is a challenge to try this week:
🧩 Subtract 0, 1 and 2
See if you can show off your super number skills! 🚀 I’ll be keeping an eye on your progress through my account, and I can’t wait to see how you get on.
Good luck, Number Ninjas!
Any questions about homework please ask a member of the Year 1 team.