# Term 2 Week 8 – Writing Letter s

After finishing the topic work pertaining to the letter s sound (see topic work) the children came up with other words too.

They mentioned many words amongst them Stef (for Ms. Stefania), sun, swing, spoon, sand, star, seven, sock, spider, snake, sweets and sing.

They also practiced writing this letter on the whiteboard and then they proceeded to work these pages.

As you can see from the pages above letter s is a caterpillar letter.  This is because when you start writing it, the letter curves straight away so a caterpillar could actually go round it if the letter existed in three dimensional form.

Besides following the letter formation mentioned in the above pages I stress the following points to help the children get the correct formation:

• Letter s is written in one motion. We do not lift the pencil from the paper whilst writing it.
• The top part and the bottom part have to be of the same size.
• There are no horizontal lines in s.

We will be finishing our work with letter sound s next week.

S – songs

Jolly phonic letter s –

# Term 2 Week 8 – Writing letter a

During the literacy lesson after our usual alpha blocks song the children were very eager to attempt at saying words which starts with the first letter for this week – letter a.

I must say most of the children are getting better at this skill.  Some words they came up with were ant, arrow, Andrew, apiary, apple, accident and ask.

They also practiced writing this letter on the interactive whiteboard as well as played an interactive letter game.  They then proceeded to write the letter on their workbooks.

This is how the pages looked like:

As you can see from the pages above letter a is a caterpillar letter.  This is because when you start writing it, the letter curves straight away so a caterpillar could actually go round it if the letter existed in a three dimensional form.

Besides following the letter formation mentioned in the above pages I stress the following points to help the children get the correct formation:

• Letter a is written in one motion. We do not lift the pencil from the paper whilst writing it.
• We cannot write a zero, stop and then write a 1 next to it.
• Letter a has a tail at the end.
• The tail cannot be very long as this would transform it into another letter altogether.

We finished our letter a pages by working a mixed page.  First we went through the satpin letters as a class then the children worked this page alone   🙂

Alphablocks – Jolly phonics ” Learning the alphabet Sounds ” –

Letter a game –

# Term 2 Week 7 – Writing Letter n

The children enjoyed working with the second letter for this week – letter n.  They wrote it on the interactive whiteboard, played games which included this letter and mentioned words like nose, neck, nice, numbers, nine, nurse, necklace, nail, nail polish and nuts.

They also practiced writing this letter on their workbooks.  This is how the pages looked like:

As you can see from the pages above letter n is a one-armed robot letter.  This is because it has like one arm jutting out.

Besides following the letter formation mentioned in the above pages I stress the following points.

To help the children get the correct formation:

• Letter n is written in one motion. We do not lift the pencil from the paper whilst writing it.
• The top part of the tunnel has to be round not like a square.
• Letter n has a tail at the end.
• The tail cannot be very long.

Here are some photos of the children working with letter n.

# Term 2 Week 7 – Writing Letter p continued

Last week we started the ground work for letter sound p.  The children observed that this is a one-armed robot letter because it seems to have an arm jutting out.

The children mentioned words which start with this letter.  We also went through the term 1 material as we usually do.  This week we developed this further.  We saw that there can be various types of paints used for different reasons and which create different effects.

Paint can also be put in special machines to print books which we love so much.  I showed the children The Three Little Pigs reading book pointing to the children what printing means when creating a book.

I also read this story to them which also linked us to our first number for this week – number 3.

Here is an on line version of The Three Little Pigs

3 little pigs song –

We then proceeded to practice writing this letter first on the big interactive whiteboard than on our workbooks.  These are the usual pages. (We worked the recognition page last week).

Writing letter p

It is very important that the proper steps are used for writing p.  The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.

• I always mention our two friendly robots WALT and WILF who help us in this regard. The formation is written in the snapshot of the pages above.
• When “going down” we try to write straight not curve the line.
• We bounce back up straight away and don’t lift the pencil to continue writing.
• The head of letter p must not be very big and not very small.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, then we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• Sometimes the amount of boxes in a page may be overwhelming for some children until they get used to it. There are a couple of things you can do to help them.
• One of them is to cover the page with a blank paper leaving only the row the child is working on. Encouragement after each line is finished is a must.
• You can put a smiley face at the start of the line before the child starts writing in that row as an indicator. With some children it works better if you put the smiley face of any other little drawing after they finish the row of letters as a reward.

We revised the first jolly phonic group of words s,a,t,i,p,n by going through the rhymes and the formation of each one.  Then the children worked a mixed page on the workbooks where the children had to circle the initial letter sound of each picture.

This letter brought our patterns topic to an end   🙂

# Term 2 Week 6 – Writing Letter p

The other letter we worked with this week was letter p.  P for painting.  The children were very enthusiastic to give their own list of words which start with this letter now that they are more able to listen to initial sounds in words.  This led us to revise the work done with this letter in term 1. (See previous blogs).

The children got to know that this letter belongs to the category of the one-armed robot letters because it has like an arm jutting out.

Letter p

This week we did not write this letter but we worked out a recognition page which was the following.

The children then experimented with paint.  They were given tooth brushes and paint.  They dabbed the paint onto a white cardboard to create a splatter effect.

These will be transformed into paint pots in the coming week and will soon be hanging outside our classroom.

Here are some photos of the children in action whilst painting and whilst doing their recognition page   🙂

The children listened to a couple of songs related to this letter.

We will continue to work with this letter next week.

# Term 2 Week 6 – Writing Letter i

After doing the ground work last week the children were now prepared to start writing the first letter this week – letter i.

After writing the letter t the children found this fairly easy.  Like letter t, letter i belongs to the ladder letter group because you start writing from top to bottom and there are no arms jutting out like in the one-armed robot letters such as in letter r.

These are how our writing pages looked like.

Writing letter i

It is very important that the proper steps are used for writing i.  The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.

• I always mention our two friendly robots WALT and WILF who help us in this regard. The formation is written in the snapshot of the pages above.
• When “going down” we try to write straight not curve the line.
• We have to lift the pencil to do the “dot”.
• The dot cannot be a big ball.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• Sometimes the amount of boxes in a page may be overwhelming for some children until they get used to it. There are a couple of things you can do to help them.
• One of them is to cover the page with a blank paper leaving only the row the child is working on. Encouragement after each line is finished is a must.
• You can put a smiley face at the start of the line before the child starts writing in that row as an indicator. With some children it works better if you put the smiley face of any other little drawing after they finish the row of letters as a reward. See previous blog for the example.

We also worked a mixed page.  The children had to match the initial sounds i and t to their appropriate pictures.  They had to practice their scissors skills in the process by cutting the around the letters provided.

# Term 2 Week 5 – Revision of s,a,t,i,p,n and the initial sound

During week 5 we worked with first letter sounds we can find in words starting with s,a,t,i,p,n.

It is important to play games with your children at home so they develop further their skill of listening to sounds in words especially the sounds words start with.

In class the children were presented with various animal pictures on the interactive whiteboard which start with the above letters.  They had to say the initial sound and match the letter shape.

S-snake; a-alligator; t-tortoise; i-insect; p-parrot; n-newt.

We worked a page on the workbook where the children had to circle the initial letter sound of each picture.

# Term 2 Week 5 Writing letter t

This week the children have moved a step further in their learning journey, now they started writing their letters as well.

At this stage besides putting the letters into the jolly phonic groups so the children will eventually find it easier to read we also categorize them into groups according to the way they are written.

We have 4 so called writing groups:  the ladder letters, the caterpillar letters, the one-armed robot letters, and last but not least the zig zag monster letters.

Letter t

We started off with letter t from the first group of jolly phonics.  In class we call this a ladder letter because when we start to write it we always start from the top and go straight down.

We always start with some revision of the work done with this letters during term 1 mainly song and rhyme.  At this point however we stress on words which start with this letter as well as its formation.

The children start off with an introductory page where they have to distinguish letter t from other letters.  The screenshot shown above is an example.

Then they proceed to write the letter.  I must say I was very pleased with the way most children wrote their letter t.  Here is how our writing pages look like.

Writing letter t

It is very important that the proper steps are used for writing t.  The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.

• I always mention our two friendly robots WALT and WILF who help us in this regard. The formation is written in the snapshot of the pages above.
• When “going down” we try to write straight not curve the line.
• We have to lift the pencil to “cut off” “go across.”
• When doing the across part we cannot write it at the bottom or in the middle. It has to be close to the top.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• Sometimes the amount of boxes in a page may be overwhelming for some children until they get used to it. There are a couple of things you can do to help them.
• One of them is to cover the page with a blank paper leaving only the row the child is working on. Encouragement after each line is finished is a must.
• You can put a smiley face at the start of the line before the child starts writing in that row as an indicator. With some children it works better if you put the smiley face of any other little drawing after they finish the row of letters as a reward.

# Term 2 Week 4 – Letter q

The other letter for this week was q for quilt.

Besides the work we did during circle time connected with repeated patterns which I mentioned in the topic work blog we explored other words starting with q.

The children became aware of words like question, quit, question mark, queen, queue, quilt, quiz, quick and quit.

I pointed out that q is a special letter because when we see it written down it always has a friend holding its hand, the letter u – qu.

The children also followed the Jolly phonics story for the letter q sound:

A boy and his family are in the park.  They give some bread to the ducks and the squirrels.  The squirrels scamper over quickly.  They quarrel and squeak at each other.  The ducks rush to the side of the pond, quacking loudly.  The boy laughs and pretends to be a duck too, saying, /qu,qu,qu/.

Jolly Phonic Rhyme Letter q sound

The children make their hands into a duck’s beak, opening and closing them saying / qu,qu,qu,qu/.

Letter q formation

Step 1 – Make a curve,
Step 2 – go up,
Step 3 – down
Step 4 – and kick back.

As is the usual routine besides doing the craft related with this letter the children practiced their letter q formation in the scrapbook and played letter q games on the interactive whiteboard as well as playing with other letter q table top games.

Letter q Songs

The Letter Q Song by ABCmouse.com –

Alphablocks QU – Quick –

Alphablocks 21 Quiet –

Practice Ideas for Home

• You can give them a handful of magnetic letters which they stick on a board. Then they have to remove the letter of the day from the batch.  In this case letter q.
• You can practice the letter formation by using a white board and colourful washable markers using the steps above.
• You can place about 5 objects or pictures on the table, amongst which you have objects starting with the letter q
• Say the name of each object emphasizing and exaggerating the first letter sound of each object and ask your child if that object or picture starts with the letter sound q. This is a skill which needs loads of practice. Praise at this point is very important to build their confidence    🙂

# Term 2 week 4 – Letter y and photos

During this fourth week we spoke about the last two letters for us to complete going through the alphabet.  These are y and q.

Below are the details of letter sound y for yoyo.  As I mentioned in the topic blog the children observed people playing with yoyos and the pattern they make.  They learnt how to appreciate different talents that people might have and that they too might have talents that they will discover by time.

The children explored other words starting with y both on the interactive white board through the magic window game and also by playing our usual quiz game where I ask them questions which will lead them to the appropriate answer.

Together we came up with the following words yellow, yogurt, yummy, yacht, yawn, yoyo, yes, yak and yard.  They also tried to see if their names had any letter y’s in them.  The children were happy to mention Emily, Adaya, Floyd and Timothy.

The children also followed the Jolly phonics story for the letter y sound:

It is lunchtime at school.  One boy is eating his sandwich quickly so he can play with his yoyo. A girl is looking forward to eating her yogurt.  She chose it when she went shopping with her family.  It is yummy, yellow, banana yogurt!

Jolly Phonic Rhyme Letter y sound

The children pretend to eat yogurt from a spoon, saying / y,y,y,y/.

Letter y formation

Step 1 – Start at the top, go down,
Step 2 – round,
Step 3 – up,
Step 4 – down,
Step 5 – and make a hook.

As is the usual routine the children practiced their letter y formation in the scrapbook as well as played letter y games on the whiteboard.

Important note – I told the children that letter y has 1 round part not a pointy part in step 2.

Practice Ideas for Home

• You can give them a handful of magnetic letters which they stick on a board. Then they have to remove the letter of the day from the batch.  In this case letter y.
• You can practice the letter formation by using a white board and colourful washable markers using the steps above.
• You can place about 5 objects or pictures on the table, amongst which you have objects starting with the letter y
• Say the name of each object emphasizing and exaggerating the first letter sound of each object and ask your child if that object or picture starts with the letter sound y. This is a skill which needs loads of practice. Praise at this point is very important to build their confidence    🙂