Writing assessment in blue lined exercise books. Applying phonic knowledge learnt so far and tricky words from Phases 2 and 3. Grapheme formation checked.
Positional language- complete page 17 in the journal.
There is mastery level and mastery with greater depth.
If you want to challenge your child, you could go over left and right. Your child is allowed to use the hosepipe in the outdoor classroom, so they will have heard 'clockwise' and 'anti-clockwise' before.
If you have a cold tap in your house that your child can practise this vocabulary with, that will help consolidate the meaning.
Reading with a grown-up.
Look at the front cover and read the title. Do you think this book is a fiction (pretend/made -up story) or a non-fiction (real, true facts) book? Why?
How many words are in the title?
Can you spot the author's name?
Read throught the text together (sign in: username: wellgreena password:2020)
Clarify any vocabulary your child may be unsure of such as 'aphid' 'dung' etc.
Question: What does an aphid eat?
What does a spider eat?
Do you think you can see a water bear? Why?/Why not?
Do you think water bears live in Britain? How could you find out if you didn't know?
Summarise: can your child think of 1 or 2 sentences that sum up the book? This is quite a complex skill, as your child needs to sift all the information/ story in their head and decide what the key points are and then condense them into 1 or 2 sentences. You will need to model this a fair few times whilst reading together.
Mrs Markham's special assembly-2.20pm