Author: Miss Beatson

Week beginning 30 November 2020

Maths

Year 5

These five lessons will roughly match the teaching and learning happening in class. This is a review week with a look back at some of the areas which have already been covered this term.

Lesson one – cube numbers:                             video activity answers

Lesson two – addition and subtraction problems: video activity answers

Lesson three – rounding:                                   video activity answers

Lesson four – compare numbers to one million : video activity answers

Lesson five: fluency check

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
  • Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This week’s fluency text is a news report about recently discovered tombs in Egypt.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: RIC – Is it too early for a Christmas RIC? Watch this advert and answers these questions. You might want to watch it a few times.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Read this article from First News, a newspaper for children, and complete the activity.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

  • Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
  • Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
  • Your child could create their own ‘RIC’ questions.
  • Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Read this fantasy quest text called Blodden’s Adventure. Choose key words or phrases that you like. Can you find any figurative language? Summarise each paragraph and draw a map of showing Blodden’s journey.

Activity 2: Create your own fantasy character who is similar to Blodden. What do they look like? Why have they been chosen for the quest? How do they feel about leaving their home?

Topic

This week’s topic learning is history.

Re read the fluency text for this week. In class, we are having a debate about opening tombs. Is it ok to open up tombs. Write a list of three for and against statements. Now, write a paragraph showing your own opinion on the subject.

(Estimated time: 30-45 minutes)

Science   

Here’s a science quiz based on the last term of lessons. Enjoy.

Week beginning 30 November 2020

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
  • Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This week’s fluency text is a news report about recently discovered tombs in Egypt.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: RIC – Is it too early for a Christmas RIC? Watch this advert and answers these questions. You might want to watch it a few times.

RIC stands for:

  • Retrieve: finding information in a text
  • Interpret: using clues in the text to unlock information
  • Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Read this article from First News, a newspaper for children, and complete the activity.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

  • Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
  • Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
  • Your child could create their own ‘RIC’ questions.
  • Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Read this fantasy quest text called Blodden’s Adventure. Choose key words or phrases that you like. Can you find any figurative language? Summarise each paragraph and draw a map of showing Blodden’s journey.

Activity 2: Create your own fantasy character who is similar to Blodden. What do they look like? Why have they been chosen for the quest? How do they feel about leaving their home?

Topic

This week’s topic learning is history.

Re read the fluency text for this week. In class, we are having a debate about opening tombs. Is it ok to open up tombs. Write a list of three for and against statements. Now, write a paragraph showing your own opinion on the subject.

(Estimated time: 30-45 minutes)

Science   

Here’s a science quiz based on the last term of lessons. Enjoy.

27 November 2020

Practice Makes Perfect: I know the key vocabulary from our history topic.

You have been fantastic at remembering lots of facts from our history topic where we’ve compared the Stone Age and Iron Age in Britain with what was going on in Ancient Egypt at around the same time. Our topic vocabulary is in the grid below. This week, I’d like you to re-cap on the vocabulary and teach somebody at home the meaning for each word. If  you are still unsure of some words then discuss these at home, find out using a dictionary, internet or books.

hunter-gatherer advances civilisation
empire hieroglyphics pharaoh
archaeologist Rosetta Stone Neolithic

In our homework review, we will do a quiz to see if you’ve remembered all the words. There may even be a prize!!

Tips to help remember:

Draw it

Draw a picture to represent the meaning of the word.

Sentences

Say or write the words in your own sentences. You could discuss where the word works and where it doesn’t.

For example:

An empire is ruled by an emperor – correct.

I have an empire in my garden at home – incorrect.

Synonyms

Give words that mean the same as the topic vocabulary.

For example:

For advances, you could give ‘moved forward ’, ‘ made progresses, ‘made discoveries’ or ‘developed’.

Living and Learning: I recognise emotions in myself and others

Recognising emotions is an important first step in helping us manage our emotions. For example, it’s ok to feel angry, as long as we try to manage it in a way that doesn’t negatively affect other people. It’s great to feel proud as long as it doesn’t lead to showing off.

This week, we played an emotions game with a friend. Whichever emotion we landed on, we had to talk about a time when we had felt like that. We followed this by creating our emotions wheel- drawing pictures or patterns to represent an emotion.

Virtual Tour: Leeds City Museum

As part of our history topic, we’ve been learning about ancient Egypt. At the moment, we’re unable to go on a school trip, so we took a virtual tour around Leeds City Museum instead. We saw a real-life mummy and found out all about mummification.

It was made more interactive by Miss Beatson asking some children to put their hand in a bag which had something wet and soggy inside to represent the organs; to hook wool out a box to represent pulling the brains out of a nose; and smell spices which were used to scent the body during mummification.

We followed up the virtual tour by writing a set of instructions: How to mummify a body!

Week beginning 23 November 2020

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

 

These five lessons will roughly match the teaching and learning happening in class.

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

 

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

 

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

 

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
  • Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

 

(Suggested time: 15-20 minutes daily)

 

Reading fluency

This week’s fluency text is all about Egyptian Gods.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

 

(Suggested time: 15 minutes daily)

 

Reading comprehension

Day 1: Re read your fluency text on Egyptian Gods and answer the questions below.

 

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

 

Day 3: Read this article from First News, a newspaper for children, and complete the activity.

 

Day 4:Read this extract from JRR Tolkien’s The Hobbit. Next, do one of the following:

  • Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
  • Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
  • Your child could create their own ‘RIC’ questions.
  • Your child could draw and label a character or setting that they’ve read about.

 

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

 

(Suggested time: 30 minutes daily)

 

Writing

Activity 1: Click here to learn about figurative language.

Activity 2: Using the spooky clip from Literacy Shed, write your own sentences  about the setting. Try and use figurative language to describe the setting and create a picture in the reader’s mind.  

Topic

This week’s topic learning is history.

Take a look at the BBC Bitesize website and read about why farming was important to the ancient Egyptians and which gods they believed in.   (Suggested time: 30-45 minutes)

 

Science   

This week we are learning about water resistance.

Look at this PowerPoint and carry out the experiment. If you can’t access the PowerPoint, then look at this BBC website and carry out the same water resistance experiment in the video.

Week beginning 23 November 2020

Maths

Year 5

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video activity answers

Lesson two: video activity answers

Lesson three: video activity answers

Lesson four: video activity answers

Lesson five: arithmetic check

 

These five lessons will roughly match the teaching and learning happening in class.

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

 

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

 

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

 

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

  • Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
  • Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
  • Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
  • Day 4: Repeat Task 2 or 3.
  • Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

 

(Suggested time: 15-20 minutes daily)

 

Reading fluency

This week’s fluency text is all about Egyptian Gods.

In school, we generally follow this sequence:

  • Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
  • Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
  • Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
  • Day 4: Read together with expression (just like you practised on Day 3).
  • Day 5: Your child reads independently and fluently.

 

(Suggested time: 15 minutes daily)

 

Reading comprehension

Day 1: Re read your fluency text on Egyptian Gods and answer the questions below.

 

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

 

Day 3: Read this article from First News, a newspaper for children, and complete the activity.

 

Day 4:Read this extract from JRR Tolkien’s The Hobbit. Next, do one of the following:

  • Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
  • Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
  • Your child could create their own ‘RIC’ questions.
  • Your child could draw and label a character or setting that they’ve read about.

 

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

 

(Suggested time: 30 minutes daily)

 

Writing

Activity 1: Click here to learn about figurative language.

Activity 2: Using the spooky clip from Literacy Shed, write your own sentences  about the setting. Try and use figurative language to describe the setting and create a picture in the reader’s mind.  

Topic

This week’s topic learning is history.

Take a look at the BBC Bitesize website and read about why farming was important to the ancient Egyptians and which gods they believed in.   (Suggested time: 30-45 minutes)

 

Science   

This week we are learning about water resistance.

Look at this PowerPoint and carry out the experiment. If you can’t access the PowerPoint, then look at this BBC website and carry out the same water resistance experiment in the video.