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P1 Little Deers

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P1 Little Deers class page

2019 and 2020 

February Plans

Children will have the opportunities to:


Talking & listening

Weeks 1-4  

Attention & Listening

-Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.

-listen and respond to familiar phrases in stories

-listen to a variety of sounds in order to identify familiar sounds in the

environment; and

-listen to and recall a sequence of instructions


Phonological awareness

Respond to a steady beat

Explore the structure of words by

- tapping syllables, identifying and manipulating phonemes and focussing on sounds at the beginning, middle and end of words

- focussing on initial sounds, specifically, k, b, j

-identify words in phrases;

-Experiment with and enjoy rhyme

Conventions of speech

-Observe modelled behaviours

-Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.

-Take part in oral language activities, e.g circle time.

- adopt a role relevant to context, for example, the zoo keeper in a zoo.


Language and thinking

-Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.

-Talk about their work, play and things they have made.

-Listen with enjoyment and respond to stories, rhymes, poems and songs.

-Retell a story, for example, by using pictures, props or prompts;

-ask and answer questions for a range of purposes, (for example, to find information, ask permission, find out ‘why?’) with adults modelling questions for children where appropriate;

Express their ideas, thoughts, feelings and opinions


Extended Vocabulary

-Listen and respond to adults and peers.

-be immersed in the language of books;

-join in with familiar phrases in a story;

Join in focused experiences to introduce or generate vocabulary.



Weeks 1-4  

Children will have the opportunities to:

-Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.

-share a wide range of books with parents/carers

-develop visual memory and discrimination.


Shared Reading

-Talk about what has been read and say what they have enjoyed or found out.

-Talk about personal experiences related to text.

-talk about story structures, for example, actions, reactions, build-up, conclusion

-read a variety of texts in diff rent ways, for example, stories, lists, information books;

-use title, cover, blurb and illustrations to predict type of text and content;

-use pictures and text to make predictions, for example, stories, lists, information books;

-talk about personal experiences related to text

explore features in written language, for example, the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full-stops;

talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues; encounter new words through



Weeks 1-4   

Modelled writing

-See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.

-Observe the teacher modelling specific writing strategies, including directionally, ---correspondence between spoken and written word, spacing, sound- symbol ---relationships, letter formation and simple punctuation.

Shared, guided and Independent writing

-Talk about the ideas represented in their drawings.

- ‘read or interpret’ their emergent/experimental writing;

-see themselves as ‘writers’ as they experiment with ‘writing’ in a range of informal contexts, for example,

-writing messages or during play;

-talk about what they want to write;

talk about different forms of writing in context, for example, recipes, stories or lists; begin to explore how to write words;


Weekly Spelling and dictation check up

Week 1 G1 dog, dig, dug, little G2 dog, dig, little G3 satpin/ it

Week 2 G1 rug, fit, kit, go G2 rug, fit, go G3 satpin/ in

Week 3 Midterm

Week 4 G1 kid, rid, rod, can G2 kid, rod, can G3 satpin/ is




Mental Maths(Weeks 1-4)

Count forwards from 1, within 10.

Count forwards from different starting points, within 10.

Count backwards from 5 to 1.

Count backwards from 10 to 1.



Number (Weeks 1-4)

Recognise spoken numerals within 10.

Read numerals within 10.

Write numerals within 10.

Know the number “after” within 10.


Touch count sets of objects within 10, understanding that the size of the set is given by the last number in the count.

Make a variety of sets for a given number 0- 10.

Match numerals to sets.


Partition sets into subsets, within 10.


Recognise 1p  and £1 coins.

Use 1p coins in shopping activities – buy 1 item at a time, no change.

Use £1 coins in shopping activities – buy 1 item at a time, no change.


Measures(Week 1)

Compare and talk about the capacity of two objects.



Handling Data ( week 2)

Sort two property sets for one criterion, then re-sort the set for a second criterion.


Shape & Space (week 4)

Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides).




World Around Us


Develop a knowledge of the similarities and differences between Portadown and Patricia’s village in Uganda

To have an awareness that people live in different homes.

About other localities that are different to theirs.

That some of our goods and services come from other places

We love learning about the shapes all around us!

When we are learning about a new number of letter, we try lots of different ways to make it. Sometimes we use playdough, sometimes we make rainbows and sometimes we use beads to trace the shape. This helps our hands get ready to write the letter or number.

We have been learning to write our names. We have lots of fun ways to help us remember the shape and order of the letters. We love is using clothes pegs to help us put the letters of our name in the correct order. Using clothes pegs helps develop our pincer grip which is really important when we are learning how to hold a pencil to write.

Our first official picture for Portadown Times

Our first official picture for Portadown Times  1