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St Matthew's CE Primary School

Faith • Respect • Achievement • Friendship

WORKING FROM HOME: WC 23.11.20

Good Morning Willow Class!

I am really looking forward to being back in school again tomorrow and I hope you are all too. I have put this week’s home learning on here. If you are back at school tomorrow, then you only need to focus on Monday. I have planned for a little recap work this week, just to make sure that you are secure in some of the learning that took place while we have been off. 

I would also love to see the work that you have done during your time at home and place it within your learning journeys and work within school. Please could you bring in your learning that you have completed so that we can have a look and organise it. Don’t worry if you haven’t managed to complete it all, just bring what you have done.

Suggested Timetable of Subjects

If you are continuing to work at home, here is a suggested time table that you could use each day which reflects a similar timetable that we have in class. I know that learning at home can be more intense than in the classroom setting, therefore there is a slight reduction to account for this. It is really important that to develop learning, children are given time each day to practise and build on the skills previously taught, therefore, my timetable will have daily lessons in the core subjects. 

9.00-9.30

9.30-10.30

10.30-11.00

11.00-11.15

11.15-12.15

12.12-1.15

1.15-1.30

1.30-2.30

Guided Reading

English

Break

Spellings

Maths

Lunch and Break

Handwriting

Theme and/or daily tasks (listed below)

Class Blog  

Attached below are instructions about how to use and access the class blog. I would really love to see all of the great things that you are doing at home. If you submit your work here, I will be checking it regularly and will be able to respond. Alternatively you can email me through the school website and this will be forwarded to me. I will look forward to seeing your great work. 

Zoom Meetings: 

There will be one final zoom meeting on Monday 23rd November. Please join the group that you joined last week with the same log in a password. The focus will be maths. Please could you bring your 3D shapes with you that you found on your treasure hunt – sphere, cone, cube, cuboid, cylinder, another type of prism and a type of pyramid.

When zooming, please can you make sure that the computer is placed in an appropriate place e.g. living room/kitchen and not a private space like a bedroom. Also, please can you make sure that an adult is nearby and overseeing at all times. A text will be sent out with zoom IDs and Passwords. This will be the same for your group each day. 

Ongoing activities to be completed daily:  Please do what you can! 

1. Reading your banded reading book from school for at least 10 minutes. If you have finished these, you can read a book from home and record it into your yellow reading journal. 

2. Times Table Rockstars: Practise your set times tables (Should be in your homework book) for at least 10 minutes each day. If you are at home and need to be moved to the next level, please get in touch.

3. Mathletics is updated weekly as part of your homework. Go onto your account to check that you have completed your set activities.

Look after yourselves. 

Mrs Searle

W.C. 23.11.20

Guided Reading

Monday 23rd November:

This week we are going to continue to focus on the characters of Barney and Stig. So far, we have read up to p. 7 and have discussed what Barney and Stig’s first impressions of each other may have been.

Activity: Read from page 8-13 of Chapter 1 of ‘Stig of the Dump’

RESOURCES: Stig of the Dump by Clive King (Chapter 1 attached below)

 

Tuesday 24th November: To select words and phrases which describe a character

Read back through pages 8-13 and highlight any words/phrases and/or sentences that tell you more about the character of Stig. This could be describing what he looks like or sentences which give clues as to what his personality is like.

RESOURCES: Stig of the Dump by Clive King (Chapter 1 attached below)

 

Wednesday 25th November: To justify inferences with references to the text.

Look at the extracts taken from the text. Think about what they tell you about the character of Stig. What do they tell you about his personality or about what he does/can do?

RESOURCES: Wednesday Guided Reading Resource

 

Thursday 26th November/Friday 27th November: To make inferences about a character.

Read up to the end of page 16. Create your own response from Barney, telling his grandmother about the new friend that he had met. Remember all of the work we have done this week and last week, exploring the text for these sentences that give us clues into what Stig’s personality was like.

RESOURCES: Thursday Guided Reading Resource

English

This week we will be continuing our work on ‘Stig of the Dump’ by Clive King focussing on descriptions. We will be learning how to describe settings and selecting the vocabulary carefully to ensure it creates the atmosphere that we want.

Monday 23rd November: To improve my description

Last week, you were asked to write a description from Barney’s point of view. This could have been in the form of a letter to his Grandma or a paragraph of speech to describe what he saw. Now look back at your description and look for ways that you can improve it.

  1. Read through your description and underline any words that do not quite look right. Use a dictionary to find the correct spelling of these words.
  2. Check that you have used full stops, capital letters, question marks and exclamation marks in the correct place.
  3. Check that each sentence makes sense. You may need to add in some extra words or take some words out if it doesn’t.
  4. Finally, can you improve any of the adjectives that you have used? Look back at your work from last Monday and Tuesday to find the adjective that we sorted and placed in order. Would any of those adjectives be better to use?

Tuesday 24th November: To use commas in a list

 

 

Watch this you tube clip to find out what the job of a comma is.

Look at these two sentences. The commas are separating the different items that were found in Stig’s cave.

There were stones and bones, fossils and bottles, skins and tins, stacks of sticks and hanks of string.

He’d never seen anything like the collection of bits and pieces, odds and ends, bric a brac and old brock.

Now try completing some sentences of your own using commas to list the items that Barney saw in Stig’s cave. You can use these items to help you and the sentence starters below.

Car tyres

Stones and bones

bracken

Pile of rubbish

Plastic football

Old teapot

Hanks of string

Nuts and bolts.

Coal scuttle

creepers

Hats from old scarecrows

Mud guard of a bicycle

Rusty Watering can

Tube of a vacuum cleaner

fossils

bottles

 

In the cave there were …

 

Barney saw…

 

There were …

 

He’d never seen anything like …

 

Challenge: Can you add an adjective before each item in the list?

 

Wednesday 25th November/Thursday 26th November: To use a and an correctly within lists (recap)

Last week, you were introduced to the concept of a and an and which words we can use them in front of. Watch this video again if you need a reminder.

 

 

Stone

Oil lamp             

Plastic football       

idea

ironing board

newspaper

Alarm clock      

motor car tyre  

Coal scuttle    

old scarecrow      

egg cup      

hour

vacuum cleaner

umbrella

Tin  

rusty screw   

basin

Overcoat

bone

fossil

apron

nut

oven

hole

 

Now rewrite your sentences listing some of the things that Barney saw but make sure that you use ‘a’ or ‘an’ to show that there was only one.

e.g. Barney saw a stone, an oil lamp and an old scarecrow in this mysterious place.

In the cave there were …

 

Barney saw…

 

There were …

 

He’d never seen anything like …

 

RESOURCES: If you are finding a/an difficult and need more practise, I have attached ‘Wednesday Resource’ below which you can work through for extra practise.

Friday 27th November: To use prepositions within my sentences.

Watch this video to find out what prepositions are.

 

 

You will also find a preposition word mat attached below. Look at the prepsition word mat and then look at the picture below. What can you see? Where are they?

 

There were old pieces of wood and rope hanging in front of the entrance to the cave.

In front of the cave entrance, there were old pieces of rope and wood hanging down.

You can use the preposition in the middle of the sentence or at the beginning.

Now try writing your own sentences. Use the photograph and the preposition word mat to help you. How many different sentences can you write using different prepositions?

RESOURCES: Preposition Word Mat

Spellings

This week, I would like you to practise some of the year 2 statutory words from the words list that is attached below.

Monday 23rd November

Choose 8 words from the list above. It would be useful to choose words that follow the same spelling pattern but you could choose 2 or 3 lists. Practise spelling the words using ‘Pyramid Words’. 

Tuesday 24th November

Using the same 8 words, practise writing them using ‘Rainbow Write’.

Wednesday 25th November

Use a dictionary or the Internet to see if you can find any other words that follow the same spelling pattern as the words that you have chosen.

Thursday 26th November

Now try to apply the same spellings that you have chosen to sentences. Maybe you could also extend your sentences using a conjunction; and, if, but, so, and, that, when, because.

Friday 27th November

Ask an adult at home to test you on these spellings to see if you have remembered them.

Maths

Monday 23rd November: To recognise properties of 3D shapes

Today I have set you two tasks on ‘Mathletics for you to consolidate your understanding of 3D shapes and their properties.

Task 1: Faces, Edges and Vertices 1

Task 2: Faces, Edges and Vertices 2

Now try to find similarities and differences between these 3D shapes. Think about what is the same about them and what is different. It might help you to find an object from around your home of each shape to help you.

Tuesday 24th November: To recognise tenths

Last week, you were set a lesson to learn about tenths. I have reattached the link to the BBC Bitesize lesson, however have attached some different tenths activities at the bottom of this page.

BBC Bitesize Lesson: https://www.bbc.co.uk/bitesize/articles/zmcny9q 

Resources: Tuesday Maths Resource

Wednesday 18th November: To count up and down in tenths

Use Wednesday’s Maths Resource to practise counting up and down sequentially in tenths. There is a visual image and the fractions to help you.

Resource: Wednesday Maths Resource

Thursday 19th November: To find a fraction of an amount.

I have set a ‘Mathletics’ Task for you today called – Fractions of a Collection. I have also attached the video that I made last week to remind you how to find a fraction of an amount. You could use this strategy to help you.

NO OTHER RESOURCES ARE NEEDED TODAY

Friday 20th November: To compare fractions with the same denominator.

I have set the ‘Mathletics Task’ called – Compare Fractions 1a. Here you will need to divide the shape into the correct fraction and then determine which fraction is greater or smaller, using the symbols < > =

NO OTHER RESOURCES ARE NEEDED TODAY

Handwriting

Handwriting

This week we will be looking at how to join ‘qu’ together. Some practise will be on handwriting lines and some will be on normal lined paper.

Resources: Handwriting Lines

 
   
 Monday 23rd November

Watch the mini clip showing you how to join the letters ‘qu’

 

 

Then practise withing the letters

  • q x 8
  • u x 8
  • qu x 8

Tuesday 24th November

Now practise applying these joined letters to these words. Remember to show your tall letters and long letters. Practise each word 3 times: quick; quiet; quite; quarter

 
   
Wednesday 25th November

Now try joining ‘qu’ onto normal writing lines. You could practise ‘qu’ x 8, then apply to the words …quick; quiet; quite; quarter

 

Thursday 26th November

Now try practising other words to lined paper, making sure that your q goes below the line. Remember to try and join your other letters.

 
   

Friday 20th November

Finally, try to write this passage on lined paper. Again, remember to show your join of ‘ff’ as both tall and long  letters and try to join the other letters. Take your time and really try to control that pen or pencil.

 

Theme: HeartSmart

Theme: PSHE and HeartSmart

In school, this week we will be recapping some of the science work that was set last week. If you have not done that, you could continue those tasks that were set. This week we are going to also do lots of ‘HeartSmart’ which are the activities that I have set below.

Lesson 1: To know what love is and what love isn’t

Explain that HeartSmart is all about love. It’s about knowing that we are loved so we can love ourselves and others well. But what is love?

  1. Make a spider diagram/word harvest with the word ‘love’ in the middle. Try to think of all the examples to show what love means.
  2. Using HeartSmart Resource 1’ which is attached below, cut out the words and decide which column it belongs in. Then stick them down. Can you think of examples to match the words?
  3. Add their own ideas about what love is and what it isn’t. Love makes our hearts strong so that as we let love into our heart, we’re making ourselves strong for today, tomorrow and the future.

RESOURCES: HeartSmart Resource 1

Lesson 2: To know that ‘Letting Love In’ can change a person.

Watch the following film clip from ‘Moana’ where Moana restores TeFiti’s heart and reminds her of who she is.

 

 

  1. Think of as many words as you can to describe TeFiti before Moana restored her heart. Then think of as many words as you can to describe TeFiti after her heart was restored.
  2. Answer the question – Why doe you think Te Fiti was so angry?

(her heart had been stolen, she had was scared and become bitter out of anger, shame and sadness).

  1. No look at the words that Moana says to TeFiti (attached below). How does Te Fiti change once she hears this? Explain in your own words what Moana is telling TeFiti.

RESOURCES: HeartSmart Resource 2

If you have completed all of these activities, complete your daily tasks in the afternoons.

W.C. 16.11.20

Guided Reading

This week we are going to focus on the characters of Barney and Stig and focus on the setting descriptions within our English work.  We will just be focussing on pages 6-7 to do this. There is a copy of chapter 1 attached below to support you but all needed extracts are attached in the Guided Reading Resources. Not all of the resources will need to be printed and can easily be adapted/written on paper however they may give you an idea of what I would like the children to do.

Monday 16th November: To identify all of the words and phrases that describe the character of Stig.

Read through the extract from page 6-7 which shows Barney’s first meeting with Stig. Identify and underline the words and phrases (or list them if you are using an electronic copy) which describe the character of Stig. These could be words and/or phrases that describe his appearance, how he speaks or how he moves.

Resources: Monday Guided Reading Resource (This has the exact extract but you could use copies of the text that you had from last week and just read p. 6-7)

Tuesday 17th November: To identify all of the words and phrases that describe the character of Stig.

Use the description of Stig from yesterday’s lesson to draw your own picture of what you think the character might look like. Don’t look at the front cover but try to work out, from the words and phrases that you underlined yesterday. Once you have drawn him, label your picture with the words and phrases that you had found.

Wednesday 18th November: Discuss words and phrases that capture the reader’s interest and imagination

Using Wednesday Guided Reading Resource, order the words/phrases that describe Stig. Which do you think tell us the most about the character and which are the most effective. Compare this to the ones that you think are the least effective. Try to give a reason for the one that you think is the most effective and the one that you think is the least effective.

Resources: Wednesday Guided Reading resource

Thursday 19th November: To make inferences about a character’s thoughts and feelings.

Now try to put yourself in Barney’s shoes. What do you think Barney’s first impressions of Stig was? Remember, he had just unexpectedly fallen through a hole and landed in an unknown, unfamiliar place. He was probably anxious.

Imagine Barney has gone home to tell his grandmother about Stig. What would he tell her?

Resources: Thursday Guided Reading Resource

Friday 20th November: To make inferences about a character’s thoughts and feelings

Now, try to put yourself in Stig’s shoes. What do you think he would be thinking?

Complete the thought bubble to show what Stig thought about Barney.  

Resources: Friday Guided Reading Resources

English

English

This week we will be starting our new English unit using ‘Stig of the Dump’ by Clive King to help us. We will be learning how to describe settings and selecting the vocabulary carefully to ensure it creates the atmosphere that we want.

Monday 16th November: To discuss favourite words and phrases.

This activity could follow on from Friday’s guided reading activity if you completed it on the zoom call with me. Using ‘Monday English Resource’, read the extract from ‘Stig of the Dump’ carefully. It describes the setting that Barney saw once he had fallen down the hole. As you read through the extract, underline any key words and phrases and sentences that describe the setting.  

Then, focussing on the words that you have underlined, sort them into groups using your senses. Which words describe what Barney could see, hear, feel, smell or taste.

Resources: Monday English Resource

Tuesday 17th November: To identify how vocabulary choice affects meaning

There are some words that we use called ‘synonyms’ which are words that have a similar meaning. We call these ‘shades of meaning’ because you can have different shades of colour. These words have subtle changes in their meaning and help the reader to paint a picture in their head of EXACTLTY what something is like.

If I wanted to describe something as being light I could use several different words, each with a slightly different meaning.

light    bright      sunny        dazzling         gleaming       brilliant

These words all could describe the natural light shining into Stig’s house but some are more powerful than others. I can order them from least light to the most ligh

light

sunny

bright

brilliant

gleaming

dazzling

Use the words within ‘Tuesday English Resource’, that have similar meaning and see if you can order them in a similar way. If you are unsure about what some of the words mean, use a dictionary to help you.

Resources: Tuesday English Resource

Wednesday 18th November: To know when to use ‘a’ and ‘an’

Watch this video that explains the difference between a and an.

 

 

 Using this list of some of the things that were found at Stig’s home, sort them into two groups. Words that would need ‘a’ in front of it and words that would need ‘an’ in front of it.

stone

oil lamp             

plastic football       

idea

ironing board

newspaper

alarm clock      

motor car tyre  

coal scuttle    

old scarecrow      

egg cup      

hour

vacuum cleaner

umbrella

tin  

rusty screw   

basin

overcoat

bone

fossil

apron

nut

oven

hole

Thursday 19th November: To use adventurous vocabulary to describe

Watch the clip of Barney falling down the hole and into Stig’s house. Use the words from Monday and Tuesday’s lesson to write your own description. Try to write it from Barney’s point of view. You could write a letter or a bit of speech that shows what Barney describe to his grandmother. You can use these sentence starters to help you. Remember…don’t focus on the conversation that has taken place but describe what Barney could see, feel, hear, small and taste.

Remember to also use ‘a and ‘an’ if you are describing some of the things that could be seen.

https://www.youtube.com/watch?v=prbCQaSXFBg (You only need to watch until 9mins 23 seconds)

Grandma, you will never guess what happened to me today!

I found...

It was ...

There were...

I felt ... because

When I ... 

I could see... 

Don't forget to use some of the fantastic words that you developed on Monday and Tuesday. You could also apply your use of a and an. 

Friday 20th November: To use adventurous vocabulary to describe

The zoom lesson today will give us a chance to share the fantastic descriptions that you wrote yesterday.

 

Spellings

Spellings

This week, we will explore two different graphemes. Firstly, we will explore the ‘augh’ (or) sound, then we will explore how ‘y’ can make an ‘I’ sound.

Monday

Watch Miss prior explain this new sound.

 

 

Practise spelling the words with the ‘augh’ sound using pyramid words. You could also do these in different colours if you would like too.

taught;      caught;       daughter;      fraught;     naughty

Tuesday

Use Tuesday’s Spelling resource to work out what the jumbled up words say, the see if you can use them within sentences.

Resource: Tuesday Spelling Resource

Wednesday

Watch Miss Prior explain this new sound.

 

 

Use Wednesday’s Spelling Resource. Look at the pictures and see if you recognise some words that use the ‘y’ sound instead of ‘I’.

Resources: Wednesday Spelling Resource

Thursday

Now practise these words using ‘Rainbow Write’.

g y m;     p y r a m i d;     m y t h;      c y g n e t;      m y s t e r y;       E g y p t:

Friday

Open Friday Spelling Resource to find the words that you have been practising written in sentences. Then try to write some sentences of your own.

Resources: Friday Spelling Resource

Maths

Monday: To recognise common 2D shapes

Today our zoom lesson will focus on recognising 2D shapes.

Then you could complete the ‘Mathletics’ task ‘Collect the Polygons’ which has been set for you.

If you cannot access Mathletics, then you could use this BBC Bitesize lesson instead: https://www.bbc.co.uk/bitesize/articles/zt8q8hv 

Tuesday: Identify horizontal and vertical lines

Watch the following video...

 

 

Now complete the ‘Mathletics’ task ‘What Line Am I?’ that has been set for you.

Wednesday: Identify right angles

Watch the following video...

 

 

Now complete Wednesday Maths Resource where you will need to sort the shapes into the number of right angles that they have. Now complete the ‘Mathletics’ task ‘Right Angle Relation’ which has been set for you. If you would like an extension, you could also complete the shape sort that is attached below as Wednesday Maths Resource.

Resources: Wednesday Maths Resource

Thursday: To recognise the properties of 3D shapes

Today our zoom lesson will focus on recognising 3D shapes. If you are not joining us for zoom, complete this BBC bitesize lesson all about the properties of 3D shapes.

https://www.bbc.co.uk/bitesize/articles/zp2tjsg BBC Bitesize Lesson

Friday: To make 3D shapes using nets.

Use Friday’s maths resource to make different 3D shapes. Think about what the shape looks like when all of the faces are opened out. Once you have finished, can you name the 3D shape that you have made?

Resources: Friday Maths Resource

Handwriting

Handwriting

This week we will be looking at how to join ‘ff’ together. Some practise will be on handwriting lines and some will be on normal lined paper.

Resources: Handwriting Lines

 
   

Monday

Watch the following video to see how to join ‘ff’ together.

 

 

 

Then practise writing f, followed by ‘ff’ on the handwriting lines that are attached below.

Tuesday

Now practise applying this join to words. Remember to show your tall letters and long letters.

 
   
Wednesday

Now try applying the ‘ff’ join to these longer words. Try writing each word three times, making it better each time.

Thursday

Now, this is the tricky bit. Can you write these words on normal lined paper, still showing ‘ff’ as both tall and long letters in relation to the other letters? Try writing these words three times on lined paper.

Friday

Finally, try to write this passage on lined paper. Again, remember to show your join of ‘ff’ as both tall and long  letters and try to join the other letters. Take your time and really try to control that pen or pencil.

Theme: Science

Theme: Science

This week we will be continuing with the science work that we started in class last week. We have so far looked at soil and looked at what we might find in soil. This week, we are going to explore different types of rock.

Activity 1: To investigate types of stone and rock

  1. Go on a walk, it can be in your garden. Search for 10 different types of stones that look physically different to each other.
  2. When you’re back home, can you group these stones into the categories below? Add another section if you need to.
  3. Are there any similarities or differences that you can notice about your collection of stones? Write these adjectives down so you have a collection of different adjectives you can use later on. Think about colour, pattern, weight and size.
  4. Draw and label your favourite stone. Look at the different aspects of the stone. Think about the adjectives and descriptive language you could use to describe it. Make sure you use detail in your drawings.

Remember to keep your stone so we can share these when we are all back at school to show everyone! Have fun stone searching. Miss Prior

Resources: Science Activity 1 – Categories of Stone

Activity 2 :

Your task today is to find out about different types of rock. You can do this in three different ways.

  1. You can use ‘Science Activity 2 Resource: Information about Rocks’ to get you started..
  2. Watch this BBC Bitesize clip, click on this link: BBC BiteSize clip

If the link doesn’t work copy and paste into your web browser: https://www.bbc.co.uk/bitesize/topics/z9bbkqt/articles/zsgkdmn

3. https://www.dkfindout.com/uk/earth/rocks-and-minerals/

Activity 3: 

Now you know a bit more about the types of rocks, can you draw a picture of your own imaginary island including lots of different types of rocks.

What rocks will you have on your island and explain where you might find these rocks on it. Use the descriptions above and the type of stones to help you.

Here are some questions below to help you think about what you will include on your island and what different rocks and type of rocks you will find there.

  • Which rock would you use as a tool?
  • Which rock would you have on the beach?
  • Which rock would you find near your volcano?
  • Which rock would you find on your cliff?
  • Which rock would you use to build your shelter?
  • Which rock will your bowls be made out of?

Resource: Science Activity 2 Resource – Information about Rocks

Activity 4: Who is Mary Anning?

Watch this clip about Mary Anning and her life story.

http://www.bbc.co.uk/education/clips/z4r4d2p  

Once you have watched it, answer the questions below.

Resource: Science Activity 3 Resource – Mary Anning

 

W.C. 9.11.20

Guided Reading: Each day is specified. (Updated 11/11/20)

(Updated 11/11/20)

 

 

This week, we started to explore the novel 'Stig of the Dump'. So far we have read pages 1-2 and looked at how the author introduced the character of Barney and how he described 'the pit', one of the main settings within the story. I have included a whole copy of the chapter below, however each activity has the specific extract that you need to complete the task. 

Wednesday:

This activity is all about what impact some of the vocabulary has on the reader. Barney's fall into the pit was rather dramatic and the author had to make specific word choices to create this effect. Consider which words and phrases the author used to do this. 

Use 'Wednesday Guided reading resource' and answer the questions to help you to do this. 

Resource: Wednesday Guided Reading Resource

Thursday:

Re-visit the extract that we read yesterday. Now that you have explored the way that the author created suspense during Barney's fall, see if you can identify the words and phrases that he used to do this. Use 'Thursday Guided Reading Resource' to help you to do this. 

List some of the words and phrases the author has used to create atmosphere/suspense.  How does it make you feel?

Resource: Thursday Guided Reading Resource

Friday:

This extract tells you all about the place where Barney fell to. Read the setting description carefully and identify all of the words, phrases and sentences that tell you about the setting. Collect as many as you can and make a list of them to help you to build up a picture in your mind. Use 'Friday Guided Reading Resource' to help you to do this. 

Resource: Friday Guided Reading Resource

English: Each day is specified. (Updated 11/11/20)

Over the last couple of week, we have used the story of 'How to Wash a Woolley Mammoth by Michelle Robinson.

 

 

 

Within this unit, we had explored how to use 'adverb' and 'verbs' within command sentences; how to use conjunctions when, if and because at the front and in the middle of sentences and how to use questions, statements and exclamation sentences within our introductions. Yesterday we started to write our own set of instructions about how to wash a different stone age creature. 

Wednesday: To instruct

Use the model of 'How to Wash a Woolley Mammoth' to create your own set of instructions about how to wash a different stone age creature. I have attached below a powerpoint with some different stone age beasts on. Choose one of them and write your own set of instructions about how to wash it. 

Try to include...

  1. An introduction to engage the reader. 
  2. Different sentence types within your introduction.
  3. Numbers to show the order of the instructions. 
  4. Imperative verbs (Bossy verbs which tell someone what to do e.g. pour, take, wash)
  5. Adverbs (Words which tell you how to do something e.g. carefully, calmly, cautiously)
  6. Conjunctions – when, if, that, because

Resources: Stone Age Beasts

                    Imperative Verb Word Mat

                    Adverb Word Mat

Thursday: To edit the spelling, punctuation and grammar of my instructions.

Read back through your set of instructions with your ‘editing’ hat on.

  1. Read through your instructions and underline any words that do not quite look right. Use a dictionary to find the correct spelling of these words.
  2. Check that you have used full stops, capital letters, question marks and exclamation marks in the correct place.
  3. Check that each sentence makes sense. You may need to add in some extra words or take some words out if it doesn’t.

Friday: To improve my instructions.

Choose one instruction that you think could be improved. Re-write this instruction again but this time, try to add in a conjunctions and more effective noun phrases to help the reader further.

Repeat this step for one other instruction.

Spellings:  Each day is specified (Updated 11/11/20)

So far this week, we have started to explore the prefixes of 'mis' and 're'. The activities that I have set for the rest of the week will build on this learning. 

Wednesday

Watch this video to look at how the prefix 'mis' can be added to the beginning of some words to change it's meaning.

 

 

Last week, we alos looked at and explored the prefixes of 'dis' and 'un'. Now complete the prefix sorting activity that is attached below. You could just open up the document and create your own list of words using the given prefixes. There is a support activity also attached for those children who feel less confident. 

Resources:  Prefix Sorting Activity

                      Support mis, re and un sorting activity

Thursday

 

 

Now use a dictionary or use a computer to find as many words as you can that begin with the prefix 're'. What do all of the words have in common? 

Friday

Now try to apply some of the 'mis' words and 're' words into sentences. Read the sentence back carefully to ensure that you have used it in the right context and that it makes sense. 

Maths: Each day is specified (Updated 11/11/20)

This week, we started exploring fractions. This was the first time that we have explored fractions this year. On Monday we looked at what the parts of a fraction mean and how to find and name fractions of a shape. On Tuesday, we started to find fractions of amounts. 

Wednesday: To understand the difference between unit fractions and non unit fractions.

Use this BBC Bitesize lesson to help you to understand the difference and write unit and non-unit fractions.

https://www.bbc.co.uk/bitesize/articles/zhgxhbk

This lesson uses online games, therefore no resources are needed. 

Thursday: To find unit and non unit fractions of amounts

Watch this video to help you to find fractions of amounts. This is a recap from the work that we did in class on Tuesday. 

 

 

I have set a 'Mathletics' Task called 'Fractions Fruit Set 1' to help you to find fractions of amounts. You can always use a notepad or objects to help you to find the fraction. 

Friday To recognise and understand tenths.

Use this BBC Bitesize lesson to find out what tenths are and how to find tenths of different shapes and amounts.

https://www.bbc.co.uk/bitesize/articles/zmcny9q

Resources: Friday Maths Activity linked to BBC Bitesize Tenths

                     Extension Friday Maths Activtiy Tenths

Homework: 

I have assigned some ‘Mathletics’ activities for you to complete to consolidate some of your learning on fractions. 

  1. Partition into equal parts
  2. What fraction is shaded?
  3. Uneven Partitioned Shapes 1

Please log on to ‘Mathletics’ to find them.

Handwriting: Each day is specified. (Updated 11/11/20)

(Updated 11/11/20)

Wednesday

This week we started to practise joining the letters 'r' and 'e' to make the prefixes 're' and 'pre. 

Watch this video to see how to join these letters together. 

 

 

 

 

 

Now use the handwriting lines attached below to practise writing these letters.  

Thursday

Once you are confident, apply to the following words. 

redo, recycle, return, refresh, replay, replace, 

prepare, preview, prehistoric, predict

Friday

Now try to write out this poem onto the handwriting lines. 

 

Resource: Handwriting Lines

Theme: (Updated 11/11/20)

Theme: The Stone Age to The Iron Age

Key Question: What was life like in the Iron Age and how do we know?

On Monday, we started to reflect on what we had learnt on our school trip to Butser about the Iron Age. We used pictures and artefacts to help us uncover what life was like for people who lived during this period. To consolidate this learning, use this BBC Bitesize clip. 

This BBC Bitesize lesson has several activities linked to what life was like in the iron age.

 

https://www.bbc.co.uk/bitesize/articles/zb3ny9q

 

Whichever day you may have to say at home, work through these activities as best as you can.

Resources: Theme - Iron Age Comprehension

                     Theme - Comparison Worksheet