Dragons
We will miss you Lillymay!!
Dragon class performed their own version of Cinderella!
Dragon class have been learning about the Romans in History this term. This week we role played Roman battle tactics with our very own shields ands swords that we created last week.
Dragon class thoroughly enjoyed their trip out canoeing on Monday. They all tried extremely hard in a variety of different activities on the Tees River.
Welcome back Dragon class!
This week we have got creative in Art and made our own Volcano sculptures wit modroc.
How fantastic do they look!
Happy Friday Everyone!
Lexia: 20-30 minutes.
PE: Gymnastics: ‘Balance time’ activity sheet and complete activities.
Recap balance game: someone will give you a number and you will complete a balance with that number of body parts touching the floor. E.g. 1 – stand on one leg.
Please copy the movements/activities in the below videos:
Be creative and think of balancing which can improve the strength in your legs.
Challenge: put a number of different movements together to make a sequence.
RE: Islam
To make observations about the architecture of a Mosque.
To know the key components of the inside of a Mosque.
Last week we looked at the inside of a Mosque. For those of you who were not in school look at the Powerpoint below and complete the worksheet by labelling the key parts of the inside of a Mosque.
PSHE: To understand what type of food make-up a balanced menu.
Watch the following video and discuss the importance of a balanced diet:
https://www.youtube.com/watch?v=cgD-pZXiTNs
Recap the five main food groups then discuss a balanced daily menu. Talk about what the people in your house enjoy eating and decide if they are healthy foods. Write a shopping list to make something next week from your menu below:
All groups: complete the ‘Balanced Menu Worksheet’
I hope you have a lovely weekend. Scott is back in school from Monday and he is looking forward to seeing you all.
Stay Safe!
Louise
Thursday
Lexia: Please access Lexia for 20 minutes every day.
Daily Mile: Think of 3 different activities to repeat in a pattern of exercises.
Number: LO: To recognise a half/quarter of two/four equal parts of an amount.
Draw a circle on a piece of paper. Ask your child to draw a line down the middle of the circle to split it into half. Now create another circle underneath. Ask your child how could we divide this circle into quarters? Try out their ideas, reminding them that each of the 4 parts needs to be equal.
If possible cut fruit e.g. apples/pears into halves (1/2) and quarters (1/4). Use 4 pieces of fruit (or other objects) to split into half/quarters, question your child how will you could share the fruit between two/four people?
Progression – use 6 and 8 pieces of fruit to share equally between two people.
TASKS
Group 1: Share objects into halves. Complete ‘Finding Half Activity’ (page 1 & 2).
Group 2: Share objects into quarters. Complete ‘Finding One Quarter’ (page 1 & 2).
Group 3: Share objects into halves and quarters. Complete ‘Halves and Quarters Fractions’. Worksheets
Group 4: Share objects into thirds. Complete ‘Finding One Third’ (page 1 & 2).
Literacy
Charlie and the Chocolate Factory - Read the chapter, 'What is said on the Golden Ticket.'
What new information have we found out from this chapter that we could include in our newspaper articles?
Remind ourselves what a newspaper article looks like, pick out features which make us know this is a newspaper e.g. headline, opening paragraph, key facts, caption, picture, quote.
A key event like like finding the last golden ticket would be big news!
L.O. To write a newspaper article, including a quote and an opening paragraph.
TASKS
Use ‘Newspaper Template’ for the below activity:
Group 1: Write three tick sentences about how Charlie felt when he got the last ticket.
Group 2: write four tick sentences to retell information in the right order.
Group 3: write four tick sentences using interesting adjectives to describe Charlie’s feelings.
Group 4: write five tick sentences using interesting adjectives to describe Charlie’s feelings. Build suspense and excitement throughout the newspaper article.
D & T: Part 1: To evaluate their constructions, identifying strengths and areas for development, carrying out appropriate tests.
TASKS
Build a shelter out of any materials/objects you have at home to withstand the following tests:
Placing a 1kg weight on the roof
Pouring 200ml of water on the shelter
30 second wind blast from the fan
Free standing.
Feel free to think of your own tests based on the equipment you have at home.
Here is an idea on video to get you started:
https://www.youtube.com/watch?v=hPU2kPdfAs4
You need to evaluate their own shelters and suggest improvements.
Please judge and score your shelter out of ten for each test.
What ideas have been incorporated into your work?
Why have you selected a particular method or approach? How does it match your ideas?
Please take lots of photographs! I can't wait to see your shelters.
Wednesday
Lexia: 20-30 minutes
Daily mile: Think of 3 different activities to repeat in a pattern of exercises.
Maths: To recognise a half of two equal parts/4 equal parts of a whole object, shape.
Remember how we shaded different shapes.
TASKS
Warm-up (all groups): Draw a range of different shapes and split them into different fractions (depending on previous lessons progress. E.g. if you were working on halves yesterday, explain that ¼ is half of a 1/2. Practice writing the words (half) and numbers for a fraction (1/2).
Complete the following worksheets on shading different parts of the shape to show 1/2, 1/3, ¼, etc:
Group 1: colouring quarters.
Group 2: Shading Fractions Worksheet – page 1. Remember that fractions can be written as both words and numbers - ‘half’ and ‘1/2’.
Group 3 & 4: Shading Fractions Worksheet – page 1. Remember that fractions can be written as both words and numbers - ‘two fifths’ and ‘2/5’.
Literacy
Charlie and the Chocolate Factory - Read the chapter, 'The Miracle'
Make predictions about what this chapter will be about, based on the name of the chapter.
Look at a newspaper article, pick out features which make us know this is a newspaper e.g. headline, opening paragraph, key facts, caption, picture, quote.
A key event like like finding the last golden ticket would be big news!
L.O. To write a newspaper plan and think of ideas only about finding the last golden ticket (We are going to write the actual newspaper article next lesson).
The YouTube video link below called, 'How to write a news Report' may give you some tips!
https://www.youtube.com/watch?v=4tniGGAgmP0
TASKS
Group 2: Write three, four sentences to describe what Charlie would have felt like when he found the last golden ticket.
Group 3: Write three four sentences to state five key facts about how, when, where and why Charlie found the last golden ticket.
Group 4: complete the same task as group 3 but also Include a quote from Charlie Bucket, don't forget to include speech marks!
Computing: We are Bug Fixers 3
LO: To spot and correct multi-thread bugs.
All groups: Think about occasions when everybody in the class is doing something at the same time, such as collecting things from their trays or tidying up.
What sort of problems do we encounter?
How can these be avoided?
Could the pupils write an algorithm for tidying up the classroom at the end of the day?
Would this algorithm work if all pupils followed it at the same time?
Remember in modern computers, several things can be happening at once, and that sometimes this can cause difficulties when one process races ahead without another catching up, or when several processes are all waiting for the same shared resource.
http://scratch.mit.edu/projects/11932160
Show your child the Scratch project listed in Resources, which is meant to be two penguins telling a joke. Ask the pupils to identify the problem with this project and try to fix it. The pupils could record a voice recording explaining how the program works and what they did to fix it.
Group 3 & 4: The pupils could adapt their corrected script for other jokes or characters.
Tuesday
Lexia: 20-30 minutes
Daily Mile: Exercise for 15 minutes
Maths: L.O. To recognise a half of two equal parts of a whole object or shape.
To recognise 1/4 and 1/3 of shapes.
Remember! 1/2 means that the number at the top (1) is called the numerator and means how many parts are being considered. The number at the bottom (2) is called the denominator and means how many parts make up the whole. The line in the middle is called the fraction bar.
How to find quarters? Fold half the paper and then folded it in half again. So a quarter is half of a half.
TASKS
Complete the worksheets on shading different parts of the shape to show 1/2, 1/3, ¼, etc:
Group 1: colouring halves.
Group 2: colouring quarters.
Group 3 & 4: Shading Fractions Worksheet – page 1. Remember: fractions can be written as both words and numbers - ‘half’ and ‘1/2’.
Literacy
Charlie and the Chocolate Factory - Read the chapter, 'The Family begins to starve'
What do you think Charlie should do with the money he finds? Think about the different options Charlie could choose – which would make the most interesting story? Why?
L.O. To write a story using story language and character and setting description.
TASKS
Write the next part of the story which describes what Charlie does with the money he finds. Think about your own ideas, choose a story path and write the next part of the story to describe what Charlie does with the money he finds.
Group 1: Write three tick sentences to describe what you think Charlie should do with the money (three sentences).
Group 2: Write four tick sentences to describe what you think Charlie should do with the money (four sentences). Use interesting words in their story and story language.
Group 3: Write a short paragraph using four tick sentences to describe what you think Charlie should do with the money (four sentences). Use description in their stories to describe people and settings.
Group 4: Write a short paragraph using five tick sentences to describe what you think Charlie should do with the money. Develop description of characters by using speech.
Science: Rocks and Soils Look at the Powerpoint below and talk through it with an adult.
Now watch this video on YouTube called, 'Fossils for Kids'.
https://www.youtube.com/watch?v=tyOjxjFHW-c
TASKS
Group 1: What is a Fossil? Draw and label a Fossil.
Group 2: Mix up the Fossilisation Process Cards. Reorder them and state what is happening in each picture. What is a Fossil? Draw and label a Fossil.
Group 3: Mix up the Fossilisation Process Cards. Reorder them and state what is happening in each picture. Write a sentence for each picture.
Group 4: Children order the pictures in sequence and write your own sentence to describe what is happening in each stage of the fossilisation process.
Good Morning Dragons!
I hope you had a good weekend? I am standing in for Scott this week and I'm looking forward to working with you all. Scott has left us some great lessons to enjoy. When you have finished your work, please email it to Scott at scott.mallabar@springwellschool.co.uk
I hope to be speaking to you all at some point this week too!
Louise
Week Beginning 25th January 2021
Monday:
Lexia: 20-30 minutes
Daily Mile: Exercise for 15 minutes
Maths: L.O. To recognise a half of two equal parts of a whole object or shape.
To recognise 1/4 and 1/3 of shapes.
Remember! 1/2 means that the number at the top (1) is called the numerator and means how many parts are being considered. The number at the bottom (2) is called the denominator and means how many parts make up the whole. The line in the middle is called the fraction bar.
TASKS
Group 1: Draw and cut out a range of different shapes (Circles, Triangles, Hexagons etc.). Then cut the shape out and then fold the shape equally into two (to find the half) and cut them out.
Group 2: Group 2, as with group 1 but you need to find 1/2 and 1/4 of the shape you have drawn and cut out.
Group 3: Draw and cut out a range of different shapes and find 1/4 only. Finding quarters of some shapes maybe impossible!
Group 4: Draw and cut out a range of shapes and find 1/3 of each shape.
Literacy: Charlie and the Chocolate Factory - Read the chapter, 'Grandpa Joe takes a gamble'
'Is it what you expected to happen? Imagine that a golden ticket was in the bar that Charlie bought. How would the conversation have ben different?'
L.O. To write speech marks " " , in my writing.
To use alternative (synonyms) for the word, 'said'.
TASKS
Group 1: Role play the conversation between Charlie and Grandpa Joe with an adult from your house.
Group 2&3: Write out a short conversation in full sentences between Charlie and Grandpa Joe (use the marking code Scott sent to your email on Friday 8th January).
Group 4: Has Roald Dahl used lots of alternative words for, 'said'? Make a list of all of his words for, 'said'. Can you think of more? Make a list of them all, how many can you think of?
Then write a conversation using speech marks and include alternate words for, 'said'.
Phonics:
Group 1&2: Complete, 'qu' phoneme worksheet.
Group 3&4: Make as many words as you can containing the sound, 'oy' . Challenge a member of your household to see if they can think of as many words as you.
History: Anglo Saxons
Look at the Powerpoint below and with an adult in your family, discuss the slides.
TASKS
All children to use the class list about Anglo-Saxon Village life to design and label their own Anglo-Saxon Village.
Groups 1, 2 & 3: Use both the , 'My Anglo-Saxon Village picture Activity sheet and labels sheet' to locate different village buildings and features and match up the labels correctly.
Group 4: Draw your own village and make your own labels to annotate the features in it.
15-01-2021
Please see today's work below:
Lexia Reading: Lexia Core5 Reading - Login and Student Program
Please spend 20-30 minutes each day on Lexia.
Spelling test: please test your child on their weekly spelling list. If your child spells every word correctly then move them onto the next list. However, if your child spells any words incorrectly, please take time to practice them ready for next week’s test!
PE: Gymnastics – practice different body shapes from last week and try to make different/more complex sequences.
Use the body shapes you already know to help you to think of your own body shapes and link them into a sequence. Challenge members of your household.
Focus on balance, coordination and control.
Complete the below activity:
RE: Islam 2 – Discuss each PowerPoint slide and ask children to make notes of their comments/observations.
Calligraphy writing: Explain that your child is going to write out the six key beliefs held by Muslims. They will write these out trying to use calligraphy writing or decorative writing. Explain that in Islam, Muslims do not use images to show Allah or important people, such as Muhammad, instead they use a lot of geometric patterns and calligraphy writing to decorate.
Each child will need an ink pen and a Calligraphy Alphabet Mat. Why is calligraphy important in Islam?
Group 1 & 2: Children use the Main Beliefs Activity Sheet to support writing out the six key beliefs.
Group 3: Use the Missing Words Activity Sheet to support writing out the six key beliefs.
Group 4: Use the Muslim Beliefs Activity Sheet to write out the six key beliefs in Islam.
Phonics: Group 1 & 2: ‘sh’ / Group 3 & 4: ‘ft’ - Recap weekly phonics work.
PSHE: LO: To know the five main food groups.
All groups: Children to watch the clip https://www.youtube.com/watch?v=L9ymkJK2QCU introducing the five main food groups.
Have a look around the kitchen and make a list of as many items of food ad what category they would fall into in the main groups. Please email me your list of foods.
Golden Time: Children use this time to play and have fun!
Stay safe and enjoy your weekend Dragons!
Scott.
14-01-2021
Please see today's work below:
Lexia Reading: Lexia Core5 Reading - Login and Student Program
Please spend 20-30 minutes each day on Lexia.
Daily Mile: exercise for 15 minutes each day.
Maths: Money 4 – LO: To solve word problem involving money.
Give the children a list of word problems; i.e. Scott bought an apple for 20p and an orange for 25p, how much did he spend in total?
Complete word problems from the below worksheets (saved in today’s file):
Group 1: ‘Money Word Problems’ – sheet 6
Group 2: ‘Money Word Problems’ – sheet 5
Group 3: ‘Money Word Problems’ – sheet 1
Group 4: ‘Money Word Problems’ – sheet 2
Literacy: CCF – LO: I can write a message in the role of a character from a book.
Read chapter 5 – The Golden Tickets’. How do you know this is a newspaper? What is incorrect about its layout?
Show a picture of the front and back of the Golden Ticket. What information does the ticket have on it? (Date, time, place) Read the message from Willy Wonka
Group 1 & 2: – Design the front and back of their own Golden Ticket to Willy Wonka’s chocolate factory. It should have a message from Willy Wonka using the words ‘congratulations’ and ‘instructions’. Focus on writing sentences using capital letters and full stops and read back sentence to check it make sense.
Group 3: Write a message in the roles of a character using four tick sentences.
Group 4: Write a message in the roles of a character using five tick sentences. Focus on using a range of conjunctions (and, so, but, because, then, when, etc).
Phonics: Group 1 & 2: ‘sh’ / Group 3 & 4: ‘ft’.
Write a list of words using your sound of the week.
Write sentences containing one of the words from your list. Then try two/three words.
Draw a picture to match/represent the words in your list.
Handwriting: complete the next page of your handwriting booklet.
Shelters – LO: To compare different materials using a variety of different tests.
To evaluate the material and to consider ways of reinforcement.
Using a variety of different pictures (search ‘shelters’ on Google) and discuss the materials the shelters are made out of.
Discuss the properties of the different materials and why you think they used that material to build the shelter. Think about the intended purpose of the shelter.
Children to think about how do we know a material has a particular property.
They now need to pick one property and discuss how they would test the materials. Make sure it is a fair test.
Collect materials from around the house/garden to test. Choose ways to test your materials in the following two areas:
How strong were your materials?
Will your materials protect against different weather conditions?
What different materials did you test?
The children will report their findings (write sentences or report your findings as a news reporter – video evidence) and discuss their evaluations of the materials and the experiment.
Thank you very much for sending me your work and feedback, please continue to do so! I've received some fantastic work!
Take care Dragons!
Scott.
13-01-2021
Lexia Reading: Lexia Core5 Reading - Login and Student Program
Please spend 20-30 minutes each day on Lexia.
Daily Mile: exercise for 15 minutes each day.
Maths: Money 3 - LO: To understand the value of different coins.
Warm-up – show the chn a coin and ask them to hold the same one up then tell your child which coin you want them to select.
Give the chn some coins and ask them to make a specific value using their coins (base this on progress from the last lesson).
For example;
Can you make 7p?
If you have 2p how much more do you need to make 10p?
1p, 2p, 5p, 10p and £1 – ask the chn to make amount to 10p, then progressing to £1.
Children will complete a similar but progressive worksheet to the one they completed yesterday:
Group 1 – How much money is in my jar? Page 4 & 5
Group 2 – How much money is in my jar – higher – page 1 & 2
Group 3 – How much money is in my jar – higher – page 4 & 5
Group 4 - How much money is in my jar – higher – page 7 & 8
Literacy: Charlie and the Chocolate Factory
Come up with one person that would be happy and one person that would be sad about the chocolate factory closing. Come up with three, solid reasons to back up their viewpoint.
Create a conscience alley, giving reasons for and against the closure of the chocolate factory.
Send LA and HA to activities. Model HA writing.
Group 1: Write sentences by someone who supports or opposes the closure of the factory. Focus on writing sentences using capital letters and full stops and read back sentence to check it make sense.
Group 2: Give two reasons for and two reasons against the chocolate factory closing. Use because in their sentences. LO: To write three tick sentences to support your argument.
Group 3 & 4: LO: Write five tick sentences for and against closing the Chocolate Factory. I can use connectives such as ‘because’, ‘however’, ‘although’ in my sentences. Give two reasons for and two reasons against the chocolate factory closing.
Listen to children’s sentences/arguments and discuss key points.
Phonics: Group 1 & 2: ‘sh’ (use video from yesterday’s lesson for support) / Group 3 & 4: ‘ft’.
Write a list of words using your sound of the week. Challenge a member of your family – you say a word using your sound then they say a different word using the same sound.
Extension: write sentences containing one of the words from your list. Then try two/three words.
Group 3 & 4: See attached sheet for further guidance on words containing the sound ‘ft’.
Challenge: Ask your parent/carer to point to a series of words and attempt to read as many correctly as you can in 1 minute from the 'Speedy Sounds - ft' sheet below:
Handwriting: complete the next page of your handwriting booklet.
We are Bug Fixers 2 – Complete debugging tasks from the following website: Code.org - Course 1: Maze: Debugging #3
Ask children to write words (group 1) and/or sentences (Group 2, 3 & 4) to describe what they are doing when they are ‘debugging’. Look for answer such as: solving problems, completing tasks, correcting mistakes. etc (at your child’s level).
Stay safe everyone!
Scott.
12-01-2021
Daily Learning Activities:
Daily Lexia: try to spend at least 20 minutes per day completing activities on Lexia.
Daily Mile: Exercise for 15 minutes – make your own exercise routine up.
Maths: Money 2 – LO: To recognise the value of different coins by adding different amounts.
Recap previous lesson (See Money 1)
Chn will complete a similar but progressive activity to yesterday to ensure they consolidate their knowledge of the value of different coins and amounts.
Using the coins (use counters and objects for support) give the chn 7p and ask them how many more do you need to make 10p. Repeat this activity with different amounts. Record in your books; 4p+__=10p
Increase value as children make good progress.
How many different ways can you make 10p/20p/50/£1, using different coins? Show me.
Complete the worksheets below:
Group 1 – How much money is in my jar? Page 1 & 2
Group 2 – How much money is in my jar? Page 4 & 5
Group 3 – How much money is in my jar – higher – page 1 & 2
Group 4 - How much money is in my jar – higher – page 4 & 5
Literacy: CCF – LO: To ask and answer questions about an important issue in a story.
Success criteria: I can use question marks at the end of questions.
Read chapter 4 –‘The Secret Workers’
How would different people have felt when Willy Wonka’s chocolate factory was shut?
Who would have felt sad? (Sweet shop owners) Who would have felt happy? (e.g. dentists) Make a list of people with opposing views.
Show speech bubbles from dentist and local sweet shop owner saying their opinion about the factory closing. If you were interviewing someone about the chocolate factory closing, what questions would you ask?
All children work in pairs with a family member.
Group 1 & 2: Choose whether you are a child or dentist. Answer questions about when the chocolate factory closed.
Group 3: Choose whether you are a child or dentist. Write three questions and answers about when the chocolate factory closed. Remember question marks. Focus on using question marks at the end of questions.
Group 4: Ask 3 questions and answer in the role of a child and a dentist. Focus on expanding answers using connectives e.g. because, although, however.
Listen to children’s interviews. Have you used question marks?
Phonics: Group 1 & 2: ‘sh’ / Group 3 & 4: ‘ft’.
Write a list of words using your sound of the week. Challenge a member of your family – you say a word using your sound then they say a different word using the same sound.
Make your list of words into word cards then hold them up for the children to read them out aloud (practice daily). Build-up your bank of words over the week.
Group 1 & 2 - use the video below to increase your vocabulary and to practice blending words:
Handwriting: complete the next page of your handwriting booklet (see Wednesday 6th January 2021 for Handwriting booklets).
Rocks: Please read through the PowerPoint, encourage children to make comments and observations throughout (record them and send them to the teacher email).
Sort the picture from the 'picture sheet' in to the correct group:
Group 1 (one type of rock per group) & 2 (two types of rock per group): Complete the ‘activity sheet natural or man-made’ page 1.
Group 3 (all types of rock): Complete the ‘activity sheet natural or man-made’ page 2.
Group 4 (all types of rock): Complete the ‘activity sheet natural or man-made’ page 3.
Please send me feedback via my email on lessons/activities.
Take care everyone!
Scott.
11-01-2021
Spelling lists and Lexia usernames/passwords (link for Lexia Core 5 below) have been sent out via email. Please let me know if you have any problems accessing this information.
Daily Learning Activities:
Lexia Reading: Lexia Core5 Reading - Login and Student Program
Please spend 20-30 minutes each day on Lexia.
Daily Mile: exercise for 15 minutes.
Maths: Money – LO: Identify the value of different coins.
Practice counting at the start of every lesson (forwards/backwards).
Warm-up: count along a number line of numbers 1 to 10. Hold up cards 3 and 8. Which is more? Children answer using fingers. Repeat with other pairs of cards. Repeat, but ask which is less.
Learn the value of different coins (use actual coins to order correctly).
Give the chn a 10p and 10 x 1p coins – ask the chn to make different amounts (up to 10p) using their 1p coins (use counters/objects), by counting and using their fingers.
Give chn a pot of coins, one each of 1p, 2p, 5p and 10p. Show the chn a coin and ask them to hold up the same coin from their pot. Show the 2p coin. This is worth the same as 2 pennies. Show 5 pennies. Show me a coin that is worth the same as 5 pennies. Repeat with 10 pennies. Show a 5p coin and 1p coin. How much money have I got? How many pennies could I swap it for? Repeat for 5p and 2p. Swap each. coin for pennies.
Extension – how many different ways can you make your total amount above - e.g. give the chn 3 x 1p coins (objects) and ask them how many more they need to make 10p.
Group 1: using the coins give the chn 7 pennies (use counters or other objects) and ask them how many more do you need to make 10. Repeat this activity with a different amount. Record on paper – e.g. 7p+__=10p
Group 2 – repeat the above with 20p.
Group 3 – repeat the above with £1.
Group 4 – repeat the above with £5.
See the below worksheets in the:
Group 1 – show me the money – sheets 1, 2 and 3.
Group 2 – show me the money – sheets 4, 5 and 6.
Group 3 – how much money – sheet 1 and 2.
Group 4 – how much money – sheet 4 and 5.
Break Time
Literacy: SEE ‘MARKING CODE’ attached below:
Read chapter 3 – Mr Wonka and the Indian Prince.
Look at some of the words/phrases your child came up with yesterday to describe Charlie’s feelings and senses as he waits outside the famous chocolate factory.
Ask children to turn these into full sentences.
Show a piece of descriptive writing using words and phrases written in the previous lesson.
Group 1 & 2: LO: I can describe what Charlie is saying, thinking and feeling.
Write three tick sentences.
Group 3: I can describe what Charlie can see, hear, smell, thinks and feels while looking at the chocolate factory. Write four tick sentences.
Group 4: Write 2 paragraphs – first to describe the senses (sight, smell, sounds) coming from the factory and the second to describe Charlie’s thoughts and feelings as he waits outside the factory.
Lunch
Phonics:
Group 1 (page 3) & 2 (page 2): complete ‘sh’ sound worksheet.
Group 3 & 4: Make a list of as many words as you can containing the sound ‘ft’. Challenge a member of you household.
Break
History: Anglo-Saxons. See ‘AS lesson pack 1’. Discuss each slide of the PowerPoint with your child and complete the worksheet. Record your child’s comments and observation on the slides (appropriate to each child’s level).
Group 1 & 2: See ‘Character Analysis worksheet – write three tick sentences.
Group 3 & 4: See ‘Character Analysis’ worksheet – write four tick sentences.
Please send me feedback on your child progress in completing the above work via email.
Stay safe everyone!
Scott.
08-01-21
See today's work below:
Please feel free to complete these lessons/activities at any time.
PE – Gymnastics – children will attempt as many of the challenge cards as possible before linking these movements to form a sequence (take pictures for evidence). See attachment for the challenge cards below:
Times tables – keep practising your times tables. Write them out, challenge a family member in a quick-fire test or simply just say them out loud.
Phonics: write sentences containing adventurous words from your sound of the week. Challenge: include two/three words from your sound of the week.
Group 1 & 2: ‘ch’
Group 3 & 4: ‘ft’
Islam: see lesson pack 1 below. Read through the PowerPoint with your child and ask them to make comments/observations on each slide, record them and send feedback to the teacher email.
Task - Use your reference map to put the jigsaw together on the activity sheet below:
Handwriting: complete the next page of your Handwriting booklet.
Stay safe and enjoy your weekend!
07-01-21
Please see today's work below:
Use your computer/iPad to type your work out or write it down on paper.
Literacy: Charlie and the Chocolate Factory - Read chapter 2 ‘Mr Willy Wonka’s Factory’ where Grandpa Joe tells Charlie all about the chocolate factory and many great inventions that have been made in there.
Show a picture of the chocolate factory (from the book) What do you imagine it is like inside? What do you think happens in there? Generate ideas. Also show Charlie Buckets house which looks out onto the chocolate factory.
Imagine Charlie is stood outside the gates of the factory. What would he be thinking, feeling and saying?
Draw speech bubbles to write your thought in for the below activity – all groups:
Group 1 & 2: Complete a thinking, feeling, saying picture with Charlie standing outside the chocolate factory.
Group 3 & 4: Complete words for what Charlie Bucket would see, hear, smell, feel, think and say as he stands outside the gates of Willy Wonka’s chocolate factory.
Show examples and discuss powerful feeling words.
Maths: Practice your times tables from yesterday. Parents to test their children by asking quick-fire multiplication questions.
Complete worksheet below (children will know which group they are in):
Group 1 – page 1
Group 2 – page 2
Group 3 – page 3
Group 4 – page 4
Multiplication Word Problems:
Phonics: (sound of the week – G 1&2: ‘ch’ / G 3&4: ‘nk’)
Write a list of words using your sound of the week. Challenge a member of your family – you say a word using your sound then your family member says a different word using the same sound. Repeat this until someone hesitates or can not think of another words.
Extension: write sentences containing one of the words from your list. Then try two/three words.
Handwriting: Complete another page of the handwriting booklet which was uploaded yesterday (see below – Wednesday).
Shelters: LO: to research a range of shelters and state their individual purpose.
Ask children how we could find out about a range of different shelter and gather the information they already know about shelters. What shelters do they use or have they used?
Show the children a selection of different shelters (Google pictures) and discuss the intended purpose of the shelter, what does it protect people from?
Look at how they are constructed e.g. with a framework inside, framework outside and shell structures.
Using pictures of shelters get the children to discuss the following questions:
What materials have been used?
How has the shelter been made?
What are the different parts called and what do the different parts do?
Who will use the shelter?
How well do you think it would work and why?
They also need to decide which weathers the shelter can withstand
Sunny, windy, rain, snow and cold.
Children at home: parents to record answers to key questions and send feedback via email (class teacher).
Stay safe everyone!
Home Learning - Daily Plan
06-01-2021
Below is a daily plan of what lessons/activities your child would usually be doing in school:
Please note that these activities can be completed at any point during the day. However, this plan provides structure and a variation of lessons/activities.
9.10 - 9.30am – Lexia/daily reading activities
9.30 – 9.45am – Daily Mile (run on the spot/exercise for 15 minutes)
9.45 – 10.40am - Charlie and the Chocolate Factory – Read chapter 1 (see your own copy of the book at home) and sketch a picture of ‘Charlie Bucket’ before writing a list of adjectives to describe the character.
Group 1 – Use powerful adjectives to describe a key character.
Group 2 – Write three tick sentences to describe a key character.
Group 3 – Write four tick sentences to describe a key character.
Group 4 – Write five tick sentences to describe a key character role in the story.
Discuss key points: What does poor mean? How do we know Charlie is poor? Does being poor mean that you are unhappy? Please write down your answers to these questions and let me (Scott) know your answers.
10.40 – 11am – Break time
11 - 12pm – Maths - Times tables (see below):
Times Tables
Group 1 - 2 times tables
Group 2 - 10 times tables
Group 3 - 5 times tables
Group 4 - 3 times tables
Feel free to challenge yourself against a family member in a quick-fire test!
12 – 12.30pm – Lunch time
12.30 – 12.45pm – Phonics:
Sounds of the week - 'ch' and 'nk'
Worksheets:
Group 1 & 2 - 'ch'
Group 3 & 4 - 'nk'
12.45 – 1pm – Handwriting booklets:
Handwriting
Group 1 & 2: Letter families
Group 3 & 4: Tricky and common exception words
1 – 1.30pm – Break time/exercise
1.30 – 2.45pm – We are Bug Fixers – Discuss what is meant by fixing bugs? Ask the children to answer questions based on real-life problem-solving challenges.
Complete ‘Find and fix bugs’ worksheet:
We are Bug Fixers:
Staffing
Teacher: Scott
HLTA: Kelly
Teaching Assistants: Amanda, Abbie & Zoe
Dragon Class Topic Web
We will remain in our 'Dragon Class bubble' for the day and will be regularly washing our hands and cleaning all touch points and facilities accessed throughout the day. Our Autumn Term topic is 'Entertainment' and we have planned a wide range of exciting lessons and activities.
Our start time is now 9:00am and our finish time is 3:10pm.
START AND END OF THE DAY ARRANGEMENTS
- Dragon Class will start school promptly at 9:00am.
- Dragon Class will finish school promptly at 3:10pm.
- The children in Dragon Class who are usually transported to and from school via bus will be travelling in class bubbles. Transport will contact parents and carers before school commences to notify them with collection and drop off times.
- Parents/Carers who transport their own children to school will be greeted by a member of staff within the school grounds at the side door in the rear car park at 9:00am and 3:10pm. Social distancing between adults and staff must be adhered to at all times. Parents/carers must stay outside of the school building.
WHOLE SCHOOL OPENING ARRANGEMENTS FROM 2ND SEPTEMBER 2020
- Attendance is mandatory. Parents and carers are expected to send their children to school unless they are ill.
- If you child, or a member of your household, shows any symptoms, they must not attend school and must isolate at home. Testing is available for staff and children who show symptoms and Heather can give you more information on this if you ring school.
- Please take your child's temperature each morning and do not send them to school if it is 37.8 or above.
- All classes will continue to be 'cocooned'. Dragon Class children and staff with remain in their own little bubble, in their class/outside area throughout most of the day.
- Initially, there will be no swimming, soft play, assemblies or out of school trips. We hope to resume these after October half term.
- Hand washing will occur regularly throughout the day.
- Regular cleaning of touch points, toys, tables, equipment etc will occur in an ongoing manner throughout the day.
- Where possible, resources will not be shared between classes.
- Social distancing will be followed as much as possible, though as you can appreciate, this will be more difficult in some classes than others.
- There will be hot school dinners available and they will be eaten in class.
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At the moment, parents and carers are unable to come into our school building so any messages can be written in the children's orange 'Home School Books'. Please phone school if you require any further information or want to speak to a member of staff.
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If essential, outside professionals e.g. physiotherapist, OT etc can come into school but it must be by appointments only.
Important Dates:
01.09.20 - Staff Training Day (School Closed)
02.09.20 - School open for all children
18.09.20- Genes for Jeans Day
22.10.20 - Children finish for half term (Non-Uniform Day)
23.10.20 - Staff Training Day (School Closed)
02.11.20 - School open - All children return to school after half term
18.11.20 - Parents Evening
18.12.20 - End of term - Break up for Christmas Holidays
Merry Christmas from Dragon class!
We have took part in various Christmas activities including, crafts, card making, creating decorations, baking cookies, fun run, movies etc.
Happy Halloween from Dragon Class!
We have had a fantastic day celebrating Halloween with dancing, crafts games and party food. It was a great day to finish the term.
Science - Flower making
In science, we are learning about artful flowers. Here is some pictures of our children having lots of fun when making our own paper flowers.
Mile a day track
Dragon class take part in mile a day every morning as another opportunity of Physical Education to raise their heart rate and energy levels. It allows the children to mentally prepare for the day ahead which helps not only helps with concentration but we also have lots of fun.
