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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:

 

'sh' Words | Blending Phonics Phase 3 - YouTube 

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.

Handwriting: Please complete the next page of your handwriting booklet (see Handwriting booklets uploaded on Wednesday 6th January 2021). 

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):

 

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'

 

Group 1 & 2 - 'ch'

 

Group 3 & 4 - 'nk'

12.45 – 1pm – Handwriting booklets:

 

 

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:

Try bug fixing activities on: Code.org - Course 1: Maze: Debugging #3

 

Stay safe everyone!

Staffing 

Teacher: Scott

HLTA: Kelly

Teaching Assistants: Amanda, Abbie & Zoe

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.
  • 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. 

  • 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

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. 

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. 

Art - In art we have been learning about the work of Georgia O'keefe. We drew our own red poppy picture and coloured it in with oil pastels.
Design and Technology - In DT our topic is 'bread'. We have been learning about the different types and have tasted a variety of breads. We even made our own delicious loaf and banana muffin bread. It is lots of fun making and eating our own bread. 

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. 

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.

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