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English

 

English Session 1

 

Retell the story with actions (encourage your child to make up actions).

 

Looking at your troll from last week, remember the adjectives you used to describe your troll and make up more if you wish.  Using the adjectives, make up sentences to describe your troll.  For example, My troll is called Jo Jo and he has big green bulging eyes. His arms are short and his fingers are long with spikey fingernails on each finger.  Together with your child make up some sentences describing your child.  Encourage your child to have a go at writing the sentences. You could take turns writing words but make sure you encourage your child to write cvc words like ‘big’ or ‘fat’.  I have attached a body word bank for your child to use and you might like to add a few more words to it. You should have all the adjectives from the last lesson on the troll picture.  When your child has written their sentences encourage them to read them out loud to you with your support.  I hope that makes sense.

English Session 2

 

Retell the story with actions (encourage your child to make up actions).

 

What does trip trap trip trap mean? Explain that it is the sound of the goats walking over the bridge.  Explore other words that can be used instead of trip trap. Have a look at the following words (clip clop, clippety clop, stamp, stomp, trit trot, skippetty skip) and read them with the children. Act them out. Do the same for the word ‘said’ (grumbled, roared, shouted, bellowed, growled etc.). How would the troll say it? Would he shout it? Growl it?  Say “Who goes trip trap trip trap over my bridge” shouted the troll. Act it out using an appropriate voice.  Then choose a way of walking and combine both e.g. “Who goes stamp stomp stamp stomp over my bridge?” grumbled the troll.

 

Children will draw the troll with a speech bubble and their goat going over the bridge.  Decide how your goat will go over the bridge and label that next to the goat e.g. clip clop.  Then decide how the troll will speak (shout, grumble, moaned, bellowed etc.) and write in a speech bubble, “Who goes trip trap trip trap over my bridge?” And then practise saying it in the way that your child decided the troll was going to say it. Together with your child act out being the goat and the troll and the goat acts out different ways of walking over the bridge and then the troll acts out different ways of saying, “Who goes trip trap trip trap over my bridge?”

English Session 3

 

Retell the story with the story map and the actions.

 

Show pictures of the things in the story. Can the children say what they are? When talking about the word field, introduce the children to the word meadow. 

 

Today we are going to have a focus on comprehension (understanding the story)

 

Retell the story again together. By now your child should be joining in more and more.  As you retell it stop and ask the questions about the story to check your child’s understanding.

 

Ask your child the following questions.

Who are the main characters in this story? 

What did they want to do? 

What time of day did they decide to cross the bridge? 

Why did they want to cross the bridge?

Who did they meet on the way? 

What did they do? 

How did the first Billy Goat get across the bridge?

What happened in the end of the story?

 

You could also take this opportunity to wonder about the story. Why does the troll live under the bridge? Why doesn’t he want the Billy Goats Gruff to go across the bridge?  Should the Big Billy Goat Gruff have butted the troll into the water? What would have been a better thing to do?

 

All the answers to these questions are subjective there is no right or wrong answer but they will encourage your child to think a bit deeper.

 

Also, as you are retelling the story again, you could try using the different words instead of said.