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Tuesday 9th February


Describe main story settings, events and principal characters (30-50M).
Hear and say initial sounds (40-60M).
Segment the sounds in simple words and blend them together (40-60M).
Uses some clearly identifiable letters, representing some sounds correctly and in sequence (40-60M).



This week, we are learning the story of 'Cinderella.'

Can you retell the story of Cinderella in your own words, using the story map?


  • The sisters are described as sulky and stroppy. What does this tell us about them?
  • Together, think of some words to describe how Cinderella might have felt when she discovered that she couldn't go to the ball.
  • Talk about the sounds that a clock makes and how they chime each hour. 
  • What happened in the story when the clock struck midnight? 
  • Why do you think the fairy godmother helped Cinderella?


Can you think of words to describe the characters' feelings throughout the story (such as surprised, alarmed, overjoyed or annoyed).



Writing Challenge

Can you write an invitation to Cinderella, inviting her to the Royal Ball? Can you decorate the invitation?

Who is it to?

What is the event?

Where is it at?

When will it be?

Who is the invitation from?


Remember to:

  • Rehearse your ideas verbally 
  • Write one word at a time
  • Sound out the words with your robot arms
  • Write the sounds that you hear - words do not have to be spelled correctly, they should be spelled phonetically (as they sound)
  • Use the sound mat to identify the letters and form them correctly
  • Use finger spaces between words (not letters)
  • Tricky words that we have learned should be spelled correctly (these can be found on the sound mat)


Find our new phase 2 and 3 sound mats below!


* Please encourage children to sound out independently, emphasising sounds to support them but not telling them the spelling. Children should write words phonetically (as they sound).

Some children may make marks and tell you what it says, some may write initial and some final sounds and some children may write three or more sounds.


Hear and say initial sounds 
Blend for reading
Segment for spelling 


Input (see pdf lesson document below)


  • Practise the phase 3 graphemes: j v w x y z zz qu ch sh th ng (play Phonics Pop)
  • Practise the tricky words: I go no to the into he she we me 


  • Practise the sounds and songs for digraphs  qu ch sh th ng
  • Practise oral blending - Georgie's gym 


  • Play bingo- match the digraph to the picture


  • Read the sentence and match to the picture


Follow-up challenge 

Play the read and race game

Active Afternoon

Try some active maths as well as some of the activities on the 'Active Tuesday' sheet!


Active Maths
Practise counting to 10 and then 20 in different voices (whisper, shout, deep, squeaky, robot) - Can you show the numbers on your fingers?


Roll a dice and perform that number of an each action (claps, jumps, clicks, nods, stamps) can you add one more? How many now?


Throw balls/ socks into a box/bucket/ pan. How many can you get in? Can you get another one in? How many are in now?