Hello everyone!
We hope that you have all been having a good week so far and that you enjoyed the sunshine this weekend. Please keep up all of the great work you have completed so far as part of your home learning. As we now approach week 15 of our remote learning tasks, stay motivated and don’t give up as you are all doing so well with the homework and we are very proud of you all for your fantastic efforts! Feel free to send any more examples of learning that you are proud of, to our classroom email accounts. This is our last week of term and therefore our last set of home learning tasks for you! All blog posts will be staying on our website so please feel free to complete any tasks that you may have missed along the way during the summer holidays! Please remember as you go about completing this home learning that our priority is reading, writing and maths so use your time to complete the tasks set for those. Pick and choose from the other subjects e.g. science, music and art; there is no expectation to complete them all. We are very excited to see you all this week for our Keeping in Touch meetings. It will be lovely to have a catch up with you all, and for you to be able to tell your teachers and classmates what your lock down experience has been like so far. See you soon!
Reading comprehension
This week, we would like you to focus upon diary entries as part of your Guided Reading and writing tasks. In particular, we would like you to have a go at comparing the differences between fact and opinion, then try to infer the feelings of a character by what he/she has written and described.
Lesson 1: https://classroom.thenational.academy/lessons/reading-comprehension-fact-retrieval-d9fe16
Lesson 2: https://classroom.thenational.academy/lessons/reading-comprehension-inference
Challenge
* Fancy a challenge? Give the following task a try…
Take a look at the diary entry below (word document), by clicking on the link:
Wilbur’s Diary:
10.07.20 Guided Reading challenge
Can you read through the diary entry from Charlotte’s Webb and locate the following key features?
|
Key Feature |
Yes / No |
Example (from the text, or your own) |
| Past tense | ||
| First person | ||
| Emotion words | ||
| Fronted adverbials | ||
| Dialogue | ||
| Expanded noun phrases | ||
| Time and date headings |
Extension:
If you cannot find a particular feature, can you use an editing pen to improve Wilbur’s diary entry so that it includes some of the missing features?
Support:
* For those who complete separate guided reading activities, have a go at the following task…
Watch the following video, from Literacy Shed: https://www.literacyshed.com/beans.html Can you have a go at filling in the emotion graph for the main character, for the different stages of his life?
In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too.
Writing activity
To continue your learning on diary entries that you completed as part of this week’s reading comprehension task, we would like you to have a go at the following tasks in order to help you apply the skills that you have already started to identify from WAGOLL diary extracts (What A Good One Looks Like). Once you have made your own diary entries, why not email them to the classroom email account so we can celebrate your great effort?
Lesson 3: https://classroom.thenational.academy/lessons/to-identify-the-key-features-of-a-diary
Lesson 4: https://classroom.thenational.academy/lessons/spag-focus-07a5ff
Challenge
* Fancy a challenge? Give the following task a try…
Extension:
This task follows on from the reading challenge task this week…
Wilbur’s Diary:
10.07.20 Guided Reading challenge
Now have a go at writing the diary entry for the next morning, from Wilbur’s point of view. Don’t forget to use your Diary Entry checklist from the writing challenge task on this week’s blog post!
Support
* Too tricky? Why not take a look at the activity below. This task follows on from the reading challenge task this week…
– Re-watch the following video, from Literacy Shed: https://www.literacyshed.com/beans.html
– Now that you have identified how the main character felt at different stages of his baked bean journey, can you choose one of the following tins of baked beans to write your own diary extract?
Take a look at the examples below to help you with your ideas…
Support examples:
The one for one
Dear diary,
My favourite food in the whole entire world is a tin of baked beans! I know that sounds silly but it is my true passion. Beans are so good for you and I want to invent a tin that is just the right size for one person to snack on…
To begin my work, I had a go at using my baked-bean-o-meter to crush my aluminium cans into just the right size. It was tiring work and things didn’t go too well. Just before lunch time, my beans had exploded everywhere and splattered all up the windows of my workshop! It made such a mess and I felt so cross and humiliated. Perhaps I shall try again tomorrow instead…
Your exhausted friend,
Geoff
The one for two
Dear diary,
You’ll never guess what! Just as I was about to enter my workshop to have another try at making the perfect sized can of beans at the Heinz factory, I had the most wonderful surprise.
As I looked out of the window of my workshop, I saw the most beautiful girl of my dreams. Her smile dazzled in the lamplight and her glossy, golden hair swished from side to side. I showed her the can of beans I had been working on so far and she kindly giggled and told me not to give up.
And then the idea hit me… I must make a lovely can of beans to share with her! I cannot wait to get to work and impress her, my heart is leaping with joy.
Your excited friend,
Geoff
Spelling
This week, we would like you to revise the following Y3/4 spelling words from our list. These words contain double consonants…
Accident Address Grammar Pressure Possess Different Disappear
Challenge:
* Fancy a challenge? Give the following task a try…
Can you practise your spelling words for the week by using silly sentences and word pyramids?
Why not try a spelling graffiti wall in order to practise each word in different sections of the drawing you have made?
Support:
For those working on tricky common exception words, use the following online ‘Spelling Times Game’, then select ‘Word Silhouette’ to recognise the patterns of ascenders and descenders across your practise words.
https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words
Maths
This week, we shall complete our learning on measurements and calculations involving measure. In particular, we are going to look at different word problems for measure, as well as how to continue to convert between measurements where necessary. Feel free to take a look back at the learning your did last week before having a go at these new sessions from Oaks Academy…
Lesson 1: https://classroom.thenational.academy/lessons/measures-weight-two-point-seven
Lesson 2: https://classroom.thenational.academy/lessons/measures-money-buying-fruit
Lesson 3: https://classroom.thenational.academy/lessons/measures-money-souvenirs
Lesson 4: https://classroom.thenational.academy/lessons/measures-length-flag-pole
Lesson 5: https://classroom.thenational.academy/lessons/measures-mixed-measure-problems-fe977c
Challenge
Too easy? Have a go at the problem solving tasks on measures, below. Don’t forget to draw the problem first and discuss with an adult. Clue: how could you use squared paper, or number lines to help you?
Rope Mat
I have a square table-mat made from rope that spirals from the centre. It is rather like this one:
The mat is a 14 centimetre square. The rope is 2 cm wide.
How many centimetres of rope will I need to make another mat just like it?
How much rope would I need to make a 12 cm square, or a 16 cm square?
Is there a quick way to work this out?
Walk and Ride
A group of 10 students are on a field trip when their bus breaks down 40 miles away from the school.
A teacher takes 5 of them back to school in her car, travelling at an average speed of 40 miles per hour.
The other 5 students start walking towards school at a steady 4 miles per hour.
The teacher drops the 5 at school, then immediately turns around and comes back for the others, again travelling at a steady speed of 40 miles per hour.
How far have the students walked by the time the car reaches them?
Support
For those who have additional support during maths activities in school, please take a look at the following discussion tasks to support your learning. How can you use your learning on measures label these Talk Tasks with your ideas?
Hand Span
Spread your fingers as wide as you can,
What you have now is called a hand span .
A hand span can help you to find out how big
Is the height of a cow, a horse or a pig.
Use your hand span very carefully and see
How many it takes to go right round a tree.
Now get a good friend and make this a game,
Compare if the number of spans round the tree is the same.
Next find an adult and compare their hand span too
To see if they use more or less spans than you.
Now write down the answers and think as hard as can be,
Why is it better to use a tape measure like me?
Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.
Computing
Visit the ‘hour of code’ website below and have a go at the following activities…
- To follow on from last week’s ICT task on algorithms, take a look at this Alice in Wonderland memory game and work through as many levels as you can. Could you design your own memory puzzle, on paper, using counters and character cards?
https://www.scriptacademy.net/alice-in-wonderland
- Now try the Multiplication Escape game – can you use code to answer the times table questions correctly and dodge the giant boulders? When complete, could you try this game with a friend, remotely?
https://www.tynker.com/hour-of-code/multiplication-escape
Religious Education – Miss Honeywell
As we approach the end of the school year and consider our journey in faith towards God, now is a great time to reflect upon each of the Sacraments that form a special part of this journey. Please choose ONE of the seven Sacraments below: Baptism, Holy Communion, Confirmation, Marriage, Holy Orders, Reconciliation, or Anointing of the Sick.
With your chosen Sacrament, have a go at ONE of the following tasks…
- Write a prayer or poem about your favourite Sacrament. How could you ask for God’s blessing and guidance throughout your Christian journey? Describe how you would feel during the Sacrament.
- Create a stained glass window to represent the key symbol(s) of your chosen Sacrament. What do these symbols mean and why do you think that they are they important?
- Can you find any photographs at home from when you or a family member took part in any of the Sacraments? Discuss what the experience was like and what you can both still remember.
- Make a set of game cards to help you remember each of the sacraments (e.g. Snap, Pairs, Dobble) and how they are similar or different to one another.
- Are there any special garments or items of clothing that you would wear when taking part in your chosen Sacrament? Design an appropriate outfit – which colours or details would be suitable?
- Research how your chosen Sacrament is celebrated across different churches and countries. How do the celebrations compare to each other? Is there anything that surprised you?
PSHE
Take a look at the following video from the Thinking Shed: https://www.literacyshed.com/the-bridge.html
Can you create a poster to teach others about the moral lessons that this video has taught you? For example:
– To work as a team
– To not be unkind to others
– To share what you have
– To be a good listener
Extension: Can you role-play your own moral story with your friends or family members? Which lessons do you feel are the most important to teach to other people, during the lock down?
Music – Mrs Sumba
Think back over the past school year which started in September 2019. What can you remember doing? Make a list of these things.
Now think of a tune you know well.
Using this tune and the list you have written, can you compose a song about this school year? Perhaps you could record yourself singing it.
Family Science Activity – Miss Stapley
Spaghetti Towers
https://www.rigb.org/families/experimental/spaghetti-towers – to watch the video
The activity:
- Make a tower from spaghetti and marshmallows.
- ExpeRiment with the construction of your tower to find out which shapes are best for building with.
- Learn why some shapes are more stable than others when you build a tower.
https://www.rigb.org/docs/spaghettitowers_infosheet_0_1.pdf – for the full information on the activity and questions to ask your child(ren)
You will need:
Packet of spaghetti (uncooked) • Packet of marshmallows
What to do:
Challenge a child or children to use marshmallows (whole ones or pieces) to join lengths of spaghetti together to make the tallest tower possible. You could start by building a simple cube and seeing what you need to do to make a taller structure that remains standing.
Going Further challenge:
- Instead of building a tall tower, you could try to build the strongest bridge from spaghetti and marshmallows.
- You could limit the amount of spaghetti and number of marshmallows to make the task more difficult.
- You could give children a budget with which to ‘buy’ spaghetti and marshmallows and make the ‘cost’ of the tower another element they have to consider.
- Try out this interactive ‘shapes’ lab to see how forces affect different shapes: http://bit.ly/ShapesLab
Have fun!