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Tuesday 19th May 2020

Good morning Year One.

We hope you all had a good day yesterday and enjoyed the work set for you.



You might like to start your day with the Joe Wicks workout on You Tube.

If you prefer, you could try something more relaxing...





Today, you will be continuing with gathering ideas and building on your thinking from yesterday- for your diary entry as an eyewitness of the Great Fire of London.

Look back at your lists of words from yesterday. Today you are going to add descriptions to these.


Can you add any adjectives?

For example, if you wrote ‘flames’   - can you add one or two adjectives?

red, hot flames  or wavy, tall flames  

 scared people shouting

 kind children helping


Can you think of any ways to describe how these things were happening?

For example,

red, hot flames creeping slowly up walls

wavy, tall flames leaping quickly from house to house

scared people shouting loudly

kind children helping carefully



Can you think of a simile to use?

A simile compares something to something else.

For example,

The wavy, tall flames were leaping quickly from house to house like a tiger.

The bright, orange flames were as hot as a volcano.

Leather buckets were as helpful as…..

Houses were falling like…..

Wood was burning as quickly as a ……

The fire was as wiggly as…….


Below there is an example of a spoken diary - to help you think about the sort of things you might use in your diary.

After watching it, perhaps you could start rehearsing some spoken sentences to get you thinking about how you might start your dairy tomorrow.


For example,

I woke up suddenly when I heard a loud bang outside…..

When I woke up I knew something wasn’t right…

There was an unusually bright light at my window so I went to see what it was…

I was shocked to find…

Spoken descriptions by eyewitnesses - a cat / Samuel Pepys



Continue to work on learning your spellings this week focus.

Remember the rule we are thinking about when adding ‘ed’-

If a word ends in a short vowel sound (a, e, i, o, u) + a consonant, we double the consonant before adding –ed

Say the root word then double the consonant and add –ed.

clap – clapped

grab – grabbed

stop – stopped

drag – dragged

trot – trotted

plan – planned


If your child is confused by this new rule, focus on spelling the root word and quiz on these rather than the word with –ed added.

*You might want to discuss that when a word ends in two consonants, we just add –ed.

Such as in: painted, hunted, jumped, buzzed…


Below is a sheet for you to complete if you would like to, it focuses on using blends at the start and end of words.

There is a challenge to make a word search- your child does not need to do this but some children might enjoy it.


If your child prefers not to complete the activities on the sheet (which you could do straight into books) they could spend their phonics time playing this online game instead.


Sort the real words into the treasure chest and the alien words into the bin!



Read Write Inc – Phonics lesson of the day


You might also like to watch the new, daily Ruth Miskin phonics lesson- they focus on a different sound each day.




TWe are continuing to reinforce the letter formation of the ‘ladder letters’: l i j t u y

If your child is starting these letters in the correct position (the top of the letter) then they can begin to start working on the pre-cursive letter formation and start their letters on the line.

In this power point you can select the letter you would like to learn, watch how to form it and then have a go in your handwriting books.

Today you might like to focus on: t u y



Please try to read for at least 10 minutes at some point today.

Here are the usual links:


If you follow the link below, you will find the usual video lesson on the White Rose Maths website.

Go to the week 5 set of lessons and watch lesson 2- Measure length (1)

More linked learning can be found at BBC Bitesize.


There are also worksheets to complete below.


You could copy the questions into the home learning book if you prefer not to print.


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