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Glastonbury Thorn School




Using the story We're going on a bear hunt, draw pictures to represent what happens in the story (a story map). Can you retell the story from your story map?



Do some research to see what woodland animals you can find? Where do they live? Do they have a special home? What do they eat? Can you find an interesting fact about one of the animals?

Phonics sounds of the day!


Mrs Clay's group


Revisit Review:  Recap sounds learnt so far

Teach phoneme/grapheme:  Introduce the sound 'r’ for robot.  Sing the Jolly Phonics song and learn the action. 

Practise a few each day:  Ask questions what is zebra without zeb? What is table without ta?  (remove the first syllable)

Phase 1:  Look at the rhyming cards - which words rhyme?

Miss Plumb's group


Revisit Review:  Recap sounds learnt so far

Teach phoneme/grapheme:  Reintroduce the sound 'o’ for robot.  Sing the Jolly Phonics song and learn the action. 

Practise: practise oral blending without objects s-a-d, r-u-g, t-u-ck, n-e-t, p-i-g, t-o-p.

Oral segmenting- Show your child an object which has 3 sounds in, ask them to hold up 3 fingers, show your child how to identify how many sounds in a word by pinching it on their fingers, can they identify the sounds in the objects you are holding up? Repeat this a few times with a few objects. 


Mrs Fullbrook's group

Sound discrimination -Traffic light game, play music in the background that your child would dance to and then call out out a colour red  to freeze ,green to dance, amber to jump . 

what the ladybird heard story 


Mrs Bayer's group 1


Recap sounds  letter sounds learnt so far

Introduce new diagraph: or - shut the door

Read words sort sport fork short snort

High frequency word recap: all are

Oral segmenting: children to say what high frequency words and sounds we need to make these captions: my mum is short, we had to sort the socks, pigs can snort
Pencil control cursive writing b h k 


               Mrs Bayer's group 2

Recap sounds, graphemes learnt so far

Introduce new sound: ff same as single f but a longer sound. 

Reading new words huff puff cuff muff

Introduce high frequency word I

Oral segmenting: using the blending boards make the following CVC words ( use Fred fingers to sound out first) hat bat bit sit pit pig


getting ready for writing / \ + x, anti-clockwise circle, square and triangle