1Year 1 – English Home Learning Grid

English Home learning Grid (Y1): Poetry: Senses Please write the date and WALT in your book and complete each day.Some of these activities may need adult support however other tasks can be completed independently. Please make a comment on how much your child was supported in each activity.NOTE: You do not have to print the resources, your child can copy the worksheet into their books or you can print it for them to work on.

Please find the Year 1 Guided Reading task on page 8.Monday 1 st June - OPTIONAL

WALT use statements to describe sensory experiences.

StarterAsk an adult to set up 5 ‘sensory stations’ – 1 for each sense (sight, smell, hearing, touch and taste). Identify what you liked most and least about each sensory station. Explain your ideas using the word because – for example, ‘I liked touching the cat because it had silky soft fur’.

Main Activity Read the poem First Dog on the Moon. Identify the missing senses (hearing and touch). Discuss the poem with a family member and use the writing frame to answer the two questions based on the missing senses.

LEARNING TIP: Use correct punctuation to write each sentence. Emphasise a capital letter at the start of the sentence, finger spaces between words and a full stop at the end.

ChallengeAdd to the poem – what else could the dog have tasted, smelt or seen whilst on the moon? Write your ideas around the poem.Resources can be found on page: 4

Tuesday 2 nd June

WALT read together, and provide a reason for an opinion.

StarterWrite down the 5 senses on a post it note along with your favourite thing for each sense. For example: Touch = stroking my silky soft cat.

Main ActivityPractise the following actions for each of the 5 senses:Sight: point to eyeSmell: point to noseTouch: rub hands togetherTaste: stick out tongueHearing: point to ears

Read the poem Five Haiku for the Senses. Notice that each Haiku describes a different sense. Read the poem for the second time and use the learnt actions to identify the sense being described. Choose your favourite Haiku and answer the questions on the resources page. Remember to justify your answer by using the word, because.

ChallengeWrite a sentence identifying your favourite poem and justify your opinion using because.Resources can be found on page: 5

Wednesday 3 rd June

WALT write correctly punctuated sentences about my sensory experiences.Starter Read with an adult, A Sense-less Poem and My Uncommon Senses. Discuss any unusual words (e.g. sympathy; vain; askew) with an adult. Notice that the poets have muddle up their senses and highlight some funny examples in the poems.

Thursday 4 th June

WALT describe my sensory experiences through poetry.Starter Read with an adult, the poem Another Sensational Day. Highlight and discuss any unfamiliar words. Notice that the poet explains what they hear, smell, touch, and taste during one day. Ask your adult to re-read the poem to you – listen carefully, what do you notice about the words? (they rhyme!).

1Year 1 – English Home Learning Grid

2Year 1 – English Home Learning Grid

Main Activity Write two mixed-up funny sentence for two of their chosen senses. For example: I smelt my favourite TV programme; I heard a chocolate ice cream; I tasted music from the radio.

LEARNING TIP: Use correct punctuation to write each sentence. Emphasise a capital letter at the start of the sentence, finger spaces between words and a full stop at the end.

ChallengeWrite 5 mixed-up funny sentences: 1 each of the 5 senses.Resources can be found on page: 6

Main ActivityToday you are going to begin writing down some ideas ready for your own poem. Choose 1 part of the school day, for example: waking up, going to school, eating breakfast, lessons, playtime and one sense. For example: playtime and touch. Write down some ideas that describe what you touch/feel during playtime. Write down your ideas in the form of a colourful poster.Once you’re happy with your ideas, write each sentence down underneath each other, taking the form of a poem.Well done, you have now created your first verse.

ChallengeCan you include some rhyming couplets in your poem (see glossary)? Organise your ideas and choose words that rhyme to go at the end of every other sentence. Use the QR code or link to help you find words that rhyme. https://www.poetry4kids.com/rhymes/

Resources can be found on page: 7Friday 5 th June

WALT describe my sensory experiences through poetry.

Main ActivityToday you are going to continue writing your own poem. Choose another part of the school day from the list: waking up, going to school, eating breakfast, lessons, playtime and one sense. Similarly to yesterday, write down your ideas in the form of a colourful poster.Once you’re happy with your ideas, write each sentence down underneath each other, taking the form of a poem. Repeat this activity to create another verse.

ChallengeWrite 5 different verses – 1 for each sense.

Glossary of terms5 senses: smell, touch, taste, hearing, sight

Rhyming Couplets: sometimes a poem is written in rhyming couplets:My auntie wears a floppy hat,Lopsided glasses and a pink cravat.She wears orange tartan braces,Shiny red shoes with fluorescent laces.

Phonics activitiesUseful websites:www.phonicsplay.co.uk (Phase 2, 3, 4 or 5)Alphablocks https://www.youtube.com/watch?v=ROKNNvuGpEo (This will go through lots of ways to make the ‘ai’ digraph e.g. ay, ai, a-e.)Mr Mc Phonics https://youtu.be/qGVYtd3fY-M

2Year 1 – English Home Learning Grid

3Year 1 – English Home Learning Grid

Monday: Introduce ‘ie’ as in ‘tie’. Adult to say and write a word e.g. lie, tie. Child to read it together with help. Then practice writing a word using the same letters e.g. tie, pie, die, lie. Extension: cried, fried, spied

3Year 1 – English Home Learning Grid

4Year 1 – English Home Learning Grid

Tuesday: Introduce ‘ea’ as in ‘sea’. Adult to say and write a word e.g. bead, read. Child to read it together with help. Then practice writing a word using the same letters e.g. beak, leaf, meat, pea, seat. Extension: cream, dream, beach

4Year 1 – English Home Learning Grid

5Year 1 – English Home Learning Grid

Wednesday: Introduce ‘ir’ as in ‘bird’. Adult to say and write a word e.g. bird, girl. Child to read it together with help. Then practice writing a word using the same letters e.g. dirt, fir, shirt, sir. Extension: third, thirteen

5Year 1 – English Home Learning Grid

6Year 1 – English Home Learning Grid

Thursday: Introduce ‘oy’ as in ‘toy’. Adult to say and write a word e.g. enjoy, ahoy. Child to read it together with help. Then practice writing a word using the same letters e.g. toy, joy, boy. Extension: loyal, oyster

6Year 1 – English Home Learning Grid

7Year 1 – English Home Learning Grid

Tricky word Friday: Create a poster of 3 chosen tricky words – see words below. An adult could cut out the letters on paper and use tissue paper to make a stained glass window effect or use felt tip pens to write them on paper and attach to a wall or window to help to remember them. How many can you spot in books?

7Year 1 – English Home Learning Grid

8Year 1 – English Home Learning Grid

Monday 1 st June – Resources: First Dog on the Moon and writing

frame

8Year 1 – English Home Learning Grid

9Year 1 – English Home Learning Grid

Tuesday 2 nd June – Resources: Five Senses Haikus and Questions

9Year 1 – English Home Learning Grid

10Year 1 – English Home Learning Grid

10Year 1 – English Home Learning Grid

11Year 1 – English Home Learning GridWednesday 3rd June Resources: A Senseless Poem and My Uncommon Senses

11Year 1 – English Home Learning Grid

12Year 1 – English Home Learning GridThursday 4th June Resources: Another Sensational Day

Year 1 – Comprehension

12Year 1 – English Home Learning Grid

13Year 1 – English Home Learning Grid

13Year 1 – English Home Learning Grid