P week might just be my favourite week to date and we have crammed it with activities.
Our first activity involving searching for the letter P to help letter recognition. I chose a book which I knew would have lots of Ps in – Peppa Pig - and, complete with magnifying glass, the pre-schooler searched for the letter P. Every time he found one he made a mark on his paper to keep count. We just used 2 pages of the book to look for letters so as not to overwhelm him.
We couldn’t resist a PPPPP Party. First we found all the children’s p cuddly toys and invited them to the party. We used invitation templates left over from previous kids parties and both the four and two year old enjoyed mark making on them writing their invitations. The EYFS guidance for ages 40-60 months suggests that they “gives meaning to marks they make as they write.” It didn’t matter that the mark making looked like scribbles to the children it clearly invited their toys to a party.
Next we set to making party hats for each cuddly toy. There was a bit of problem solving with this activity as we had to make the hats the right size for the animal. The children then decorated them with stickers and pens.
Finally we decided on what to eat at the party and of course it had to begin with (you
This activity was good in that it focused on the letter P but also it practised a variety of skills and was such good fun that the children are still talking about it days later – well everyone does love a party!
Now that we have learnt S, A, T and now P we can put them together and start to read!! Woohoo!
I wrote some simple words using the four sounds (at, sat, pat and tap) and drew dots (or buttons) under each letter. The idea is that as you press you say the sound and then blended the sounds to make a word. He found this a bit tricky to start with so I modelled it and said the sounds and then he was able to blend them together. We did this as a very short activity so he didn’t get frustrated or overwhelmed –after all he was attempting to read for the first time. When we returned to do it again sometime later he was able to say the sounds. I repeated them and he blended them into a word. We will repeat this a few more times and eventually he will be able to say the sounds and then blend it into a word independently.