Junior Infants Literacy remote learning Assumption Junior School

Junior Infants Literacy remote learning Assumption Junior School Week 7 May 18 th- 22 nd Week 8 May 25 th-29 th

• Parents/Guardians: We hope that our plans are helping you in your new role as teachers. The children will need your help and guidance but should be encouraged to be as independent as possible. Keep the sessions short and regular and remember that you have two weeks to complete the tasks. If you have any questions or comments regarding the school work you can email us on juniorinfants@assumptionjns. com and put your child’s teacher’s name as the subject or you can contact us through Aladdin Connect. • Hi boys and girls! We hope you are all staying healthy and safe at home and that you are finding lots of fun activities to keep you busy.

Students will need: - A copy book to record their work. - Pens, pencils, colours, rubber. - An adult to help. - A computer / tablet / phone for some activities.

Phonics week 7 Phonics week 8 Revise all single sounds and digraphs ‘qu’ ‘sh’ daily. Revise all single sounds daily (May 18 th-22 nd) • • • New sound ‘ch’ (May 25 th-29 th) and sh’ ‘qu’, ‘ch’ ‘qu’ ’sh’ & ‘ch’ are digraphs. Digraphs are the combination of 2 letters to make one sound Say each single sound and digraph and do the action. List 3 words for each digraph sound. Rhyme week 1: How many words can you think of that rhyme with ham? (jam, Sam etc. ) Rhyme Week 2 : How many words can you think of that rhyme with hen? (ten, pen, men etc. ) • Make up sentences using the rhyming words and say them for your family. For example: Ben has ten pens in his den.

. Phonics weeks 7 and 8 Sound out 3 words daily

Let’s practice our writing. Don’t forget our writing rules! Tummy to table, two feet on the ground, using our froggy legs, hand on the page and correct letter formation. Try to practice your letters every day.

Short writing activities Week 7 • Dictation: Say each word slowly and get your child to write them down. (2 per day) Ask them what sound they hear at the beginning, in the middle and at the end; run, skip, chip, hop, chat, ram, pen, chin, pig, chop. • Write one sentence per day starting with one of the sentence starters we have learned before. . I can see ____. I see_____. I went to ______. I can_____. I have______. I like______. • Draw a picture to go with each sentence. Week 8 • Dictation: shed, quit, quack, catch, pitch, quick, match, ship bench, shop • Choose one sentence starter from above and write a sentence. • Draw a picture to go with each sentence.

Oral Language Week 7

Questions 1. What are policemen and women in Ireland called? 2. Where have you seen the Gardaí before? What jobs were they doing? 3. What kind of clothes do the Gardaí wear? Why do you think, they wear these kind of clothes? 4. What is the name of the building where the Gardaí stay when they are waiting for emergency calls? 5. What kind. of transport do the Gardaí use? What do they need to do when they need to travel fast? 6. Would you like to be a member of the Gardaí when you grow up? Give reasons for your answer. 7. If you were to meet a member of the Gardaí, what question would you most like to ask them about their job?

Oral Language Week 8

Questions 1. 2. 3. 4. 5. 6. 7. 8. What is happening in the picture? What time of the year is it? How do you know this? How is the man cooking? How is this different to normal cooking indoors? What things would the man need to cook food on the barbecue? What foods would cook well on the barbeque? What food would you most like to eat if you were at a barbecue? What are the children doing? Why do the children enjoy playing in the pool and water so much? What activities do you enjoy doing the most during the summer?

Spot the Difference Week 7 Can you find the 5 differences between these pictures?

Spot the Difference Week 8 Can you find the 5 differences between these pictures?

Reading Try to set aside a little time each day to read to your child. Encourage them to predict what they think will happen, and to make connections with their own lives or with other stories. Encourage them to look at books themselves and to identify any words they know. Get them to retell stories in their own words and to talk about the characters. Ask them to give the story a new ending and to draw a picture of their favourite part of the story.

Reading Here are some links to books the children may enjoy. Pink level • • • https: //connect. collins. co. uk/repo 1/Content/Live/qbslearning/Bigcat/Getting Dressed/index. html https: //connect. collins. co. uk/repo 1/Content/Live/qbslearning/Bigcat/Dinosau r. Rock/index. html https: //connect. collins. co. uk/repo 1/Content/Live/qbslearning/Bigcat/How. Many. Animals/index. html Red level • https: //connect. collins. co. uk/repo 1/Content/Live/qbslearning/Bigcat/Catand. Dog. Play. Hideand. Seek/in dex. html • https: //www. oxfordowl. co. uk/ • https: //www. starfall. com/h/im-reading/

Tricky Words Tricky words the to me he (revise daily) I like my we she see have be New Tricky word was to do Tricky words are best remembered by constant repetition. Here are some simple ways to achieve this. • Write the words individually on paper/card and stick them up around the house. Ask your child to say the word whenever they pass by it. Move the words around regularly. • Make two copies of each word and play Memory or Snap. • Be a tricky word detective and find a particular word in a story book. • Watch the Epic Phonics ‘Tricky Word’ songs on You. Tube

Have fun learning this poem about a trip to the zoo!

Well done! You have completed all your work.