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  • Darras Hall Primary School, Middle Drive, Ponteland, Newcastle upon Tyne, NE20 9DS
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  • Using the link below share the following Letters and Sounds video to introduce the new focus digraph (ur). The ‘ur’ digraph is more commonly found in the middle of a word, as opposed to the ‘er’ digraph which is generally found at the end of a word. https://www.youtube.com/watch?v=fbouFmTzBn8&list=PLuGr6z2H2KNG4XgGr7UylwowIcDLr-T-k&index=26

  • Using the powerpoint, segment the words containing our new digraph, and identify the ‘ur’ digraph in words within sentences provided.

  • Set off on an adventure around your house to find a range of ‘ur’ objects - Can you write a list of the ‘ur’ items you found and share with your teachers?


  • Play Odd and Bob - Can you sort the ‘ur’ words into real and nonsense words? https://new.phonicsplay.co.uk/resources/phase/3

  • Sentence Building - Using the same approach to sentence construction as we shared on the website last week, can you work with your child to help them write a range of sentences including ‘ur.’ Remember to include capital letters, full stops and clear finger spaces with your letters placed on the line. Below is a set of example sentences for you to choose from. I wonder if you could create your own?

    • I like to surf.

    • She hurt her hand.

    • The dog has thick fur.

    • The church is at the top of the hill.



  • Splat the Letter - Write out the letters for the sounds your child has been practising on pieces of paper and spread out on the floor. Take it in turns to shout out a sound and both players have to try and splat the sound with their hand.

  • Silly Sentences - We love writing silly sentences in Reception! It’s a perfect opportunity for us to apply our knowledge of sentence construction and punctuation, all whilst having a little giggle along the way! Using their phonics sounds, can children write a silly caption/sentence about the following pictures attached on the PowerPoint below.


  • Play Washing Line Phonics- Peg along a washing line, or clothes airer, a number of different readable words on card. Give your child a simple sentence and ask them to rearrange the words to make that sentence. Try to incorporate an ‘ur’ word within your sentence. You could simplify this activity to sounds if needed to build words for example, surf, turn, church etc..

  • Reading and Drawing - Can you read these sentences and draw a picture to go with it?

    • The church has a tower.

    • The rabbit has brown fur.

    • She hurt her leg at the park.

    • He burst the big, red balloon.

Friday - Tricky Words

By the end of Reception the aim is that children are secure with reading and writing both Phase 2 and Phase 3 tricky words  (I, no, go, to, the, into, he, she, we, me, be, you, are, they, was, all, my, by, her.) If your child is secure in Phase 2 and 3 they will be ready to extend to Phase 4 and 5 (see attached document below) please try to focus on both reading by sight, finding words within sentences, as well as spelling the tricky words correctly. For the below activities you can choose which tricky words you would like to work with, based on how confident you child is with their tricky word knowledge. 

  • Tricky Word Treasure Hunt - Hide a range of tricky words around the house and garden. How quick can you collect them and read them?! Put the word into a sentence to tell someone in your house!

  • Tricky Word Skittles - Write tricky words onto empty plastic bottles to create skittles. Ask a grown-up to call out a tricky word and try to knock down the correct bottle with a large ball.

  • Tricky Word Searching - Play a word hunt game using one of your favourite books. Can you find the words: you, are they, was, said?