Wilton CE

Primary School

Everyone Belongs, Everyone Achieves.






Nothing should ever go unchallenged, be brave and challenge yourself

Treat everyone as you wish to be treated

Love for god, love for each other, love for learning

Have the highest aspirations of yourself and others, never give up

Listen to one another, everyone is unique, everyone has a voice

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Tips for Parents

Week 4 Parents Tips




Strengthening Emotional Vocabulary

As well as offering a rich language experience, stories also offer children opportunities to explore the emotions of the characters.  They can listen to how those emotions are described and expressed.  This can be supposed by parents using different facial expressions and tones of voice to match the content of the story.  Children will experience empathy with characters creating opportunities for parents to talk about any feelings that arise.  This helps children make sense of the events in the story and increase their exposure to a broad emotional vocabulary.




It’s always important to understand what they want to say in their writing.  Therefore, it can be valuable to talk through what they are going to write before they do.  Correcting any vocabulary they misuse.




Write words on a piece of paper, then cut them up.  Ask your child to put the word back together.

Try to chop them up phonically so you have the sounds together.  For example:

ai, ay, er, ar ir, oo, ur, oa, oy, or, ow, aw etc…




In phonics this week look for:

‘er’ words and words that rhyme when reading their books together.






Week 3 Parents Tips




We generally think that reading is about reading a book.  But maybe your reading task this week is for your child is to help you make a shopping list.

And read it back to you.  I will attach some food cards and they can say and add them to your shopping list.  Remember this can be pretend you don’t have to buy them.


This week when they are reading, ask them to summarize the main events in their book, just in 3/4 bullet points. 




  1. Visual - draw to make up the story -then write about it. 

You can find a comic strip in the English -Also look on google how to draw comic pictures this is a fun way to learn to draw and make stories.

  1. Saying the story or a recount out aloud-video saying what your day was like or retelling their favourite story.
  2. Use toys to act out stories, a puppet does the talking.
  3. Hands on like cooking-do the task first then write about it.
  4. Use stimuli -Example: Put on your wellingtons and jump in puddles -What story can we make up?  Talk about how it is making them feel.  It’s fun, why?  It’s wet, what sounds, can they hear.  You can get a lot of descriptive words from just thinking about our 5 senses.    Or talk about a picture and make up what is happening or will happen next.
  5. Singing songs -make the story up to a song/tune you know.
  6. Real life experiences like -make a city, museum, think of different places and write facts about them.  List the things they likes and the things they wouldn't do when there.










Here is a spelling list:













Sort the words into pattern groups –there is one that is by itself.

Do this with spellings you have tried over the last few weeks.





Use Multi-sensory approach-use:


Shaving cream


Play dough


Air writing













Week 2


Practice Sound segmentation


Pull apart words into different sounds is what we call sound segmentation.  For example the word bat has 3 sounds b/a/t/.  The word ship also has 3 sounds sh/i/p/

This is the step that help blending in reading.


Start on segmentation by asking your child to match the very first sounds in words and then the final sounds.  It is useful to have a set of cards with pictures on of everyday objects -man, boy, girl, cat, dog, house book etc... You could draw these if you have no magazines.

Match the beginning words first then work on the end sounds.


Say the word bat.  What is the last sound you hear in the word bat?

Obviously use this method for all phonically sounding words.


To help count the sounds in the word-stomp or write the word down and your child moves a token/coin along the word, landing on the sounds as they say them.


A game for segmentation:


Lay out 3 pictures and ask your child to name the pictures.  Then ask-

“Can you show me which one of these pictures begins with the mmmmmm sound?”

You can go outside-in the garden and look at objects that have mmmmm sounds or other sounds you have found your child is stuck on.



A newly introduced text/book read in sections.

Read the first 4 sentences quietly in your head.  Then look at your parent when finished.  Then the parent asks a question relating to what they have just read, to make sure that they understood what they have just read.  Do this process for the rest of the book.


Then after that-or next time ask them to read the text out aloud.  This time stop and discuss vocabulary or words they struggled with.  During this time also bring your child’s attention to commas, full stops and question marks-and get your child to breath at the comma and full stops and use an interesting voice when reading a question.



When you child is writing- support what they write by linking what they say/write to their own experiences.    So in English this week write ’The happening Event’ from their own experiences.

Example: I can remember a time when my own dog did run away.

Then when they go back to read what they have written they have a memory that they can link too.


Spellings/Meaning of words

When reading write new words on a post-it -note and then the meaning on the back of it.

Practice writing these words before you read the book again.

Also, make writing the word interesting in different colours or bubbled writing-have fun!