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Capital letter, subject, verb, finish the idea, full stop.


Subject: people, places, things, animals etc etc. The subject 'does' the verb.

Verb:  a doing word   something the subject does. eg watched, is, talk, runs, have been waiting, went.

finish the idea: the rest of the sentence eg: up the hill, red, at the table. (These do have a grammatical terms like prepositional phrases or adverbials but that's for later years!)


The cat jumped.

 Sub        verb


The cat jumped over the mouse.

sub         verb     finish the idea.


The dirty cat jumped carelessly over Muscliff Mouse.

sub                 verb     finish the idea. 


He was.

S    verb  but this doesn't make sense without context or without finishing the idea but we still have the subject and verb.


 I  can see       a rainbow.

S   verb(chain)  finish the idea.


For the rest of the term we are aiming for all the children to have a decent understanding of subjects and verbs- they are the fundamental basis for understanding where to put a full stop and therefore understand sentences. Of course, there is a huge amount to learn- what happens when we have another clause because we want to say' because'? What if we're making a list etc etc. For now them understanding a subject does the verb and the verb is done by the subject is enough and that a sentence makes sense. One step at a time! Let's be able to say fantastically long, accurate sentences, even read a few but let's write short and simple sentences that make sense.

Can your child blend independently and confidently?

Here’s some ideas to help them with this crucial element of reading:


  • Get them to write out a few single letters on individual bits of paper.
  • Lay them out face down.
  • Take it in turns to  turn over 2 bits of paper- blend the 2 sounds together. Do any of your pairs turn into digraphs??? (eg ss/oa/er/th/ng- 2 letters but 1 sound)
  • Can you do it with 3 letters?



  • Make some letter cards- a mix of digraphs and single sounds (use RR homework sheets if you like). Make some sounds twice or more.
  • How quickly can they separate the single sounds from the digraphs?
  • How quickly can they spot any digraphs that are the same?
  • Can they do it all again but this time quicker?



  • Use the letter cards to copy words from their choosing/reading book.
  • Now add a sound button under the single sounds and a digraph line under the digraphs.
  • Can you take away a sound at a time and they can remember what the word says? 
  • Keep taking away a letter card sound until they can confidently remember the word with only sound buttons/digraph lines visible.


  • Could they make their own sound book? Use the homework sheets to start them off.
  • How many words can they find/think about with the sound ‘ee’? (we’ve talked about how other letters can make this sound eg: y (mummY/HarrY) but just say: you’re right but it’s a different spelling.


  • Read a little evey day – from a sign post to a cereal packet.
We are loving these subitizing songs and games. Word of warning: they are Youtube so please be aware of the potential for adverts playing before the videos. We haven't had anything inappropriate of course and we always prepare the video before the children have any access to them but at home - be careful, your parental controls may not be as restricted as ours at school.

Subitize rock

Subitize is the ability to tell the number of objects in a set, quickly, without counting. Subitizing develops math fluency, when students recognize sets without having to count each object and it helps develop number sense and the ability to perform mental math. Name the numbers in each set of dots, ten frames and fingers.

The Subitizing Song! [

SUBITIZING (with z or s!) - 'seeing a number' and knowing how much there is without counting from 1. This is the foundation of understanding 10s and units and number bonds. This 'catchy' song and game can be done every day (until the song drives you mad) and you will see real progress in your child. See below link or google: Youtube subitizing songs for children.

Also: just playing with 1 dice (and then 2) will help in a similar way to start off. Next half term there will be quite a few home learning activities to help you on your way. 





Fine motor control practice

Why reading is so important...

Here you will find links to useful documents, resources, online games and activities that you and your child can do at home.
The Early Years Foundation Stage Profile:

To support number formation: