Author: Miss Beatson

Getting creative with clay

This week, we’ve been enriching our history topic with some clay work. We looked carefully at some pictures of stone age jewellery and how it advanced throughout the bronze and iron age.

We decided to use clay to recreate some jewellery from the stone age. We practised shaping the clay and created different shapes including bone and teeth shapes. Then we practised using a variety of tools to create patterns and add detail to each bead.

After that, we mixed some paints using similar colours available during this period. We’re looking forward to painting our jewellery to create our finished product.

Hunter-gatherers

This week, we’ve been enjoying our history topic all about the Stone, Bronze and Iron Age. One of the words we’re learning from our history vocabulary list is hunter-gatherer.  We found out that hunter-gatherers were pre-historic nomadic groups who would move around searching for food for basic survival.

Hunter-gatherers would rely on hunting and fishing animals and gathering for wild vegetation and other nutrients like honey, for food.

The early hunter-gatherers used simple tools. During the Stone Age, sharpened stones were used for cutting in order to hunt and gather.

So, we decided to become hunter-gatherers in our school grounds but focused on the gathering of plants!

We found out that there were lots of plants that hunter-gatherers would eat/drink that are not as popular today. Some of these include dandelions, beechnuts, acorns, nettles and hawthorns.

06 November 2020

This week, we’ve been learning how to change nouns from singular to plural. Click here to remind yourself of the rules for plurals.

Change these nouns from singular to plural.

bargain

bruise

puppy

category

hoof

community

dictionary

wolf

bush

crutch

design

opportunity

Choose some words and put them into sentences.

Challenge: add parenthesis (extra information) by using brackets, dashes or commas.

06 November 2020

This week’s homework is creative. 

I can show how to multiply numbers.

We’ve been learning how to multiply 4 digit numbers by 2 digit numbers. To remind yourself of the methods we use then go to our calculations and times tables page on our website or click here.

Can you show your understanding in a creative way?

  • Create a poster
  • Write some instructions with examples
  • Write maths story with the calculations
  • Make a video to show how to multiply
  • Powerpoint

Or any other creative idea!

Week beginning: 02 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 non-fiction text about pyramids.

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 – Body image

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: Recap your understanding of expanded noun phrases using this lesson by Oak Academy

Activity 2: Review this BBC Bitesize website about expanded noun phrases. Identify the expanded noun phrases in this promotion for a Bronze Age burial ground.

 

 

Topic

This week’s topic learning is history.

Take a look at the information about Ancient Egypt from BBC Bitesize.

(Suggested time: 30-45 minutes)

 

Science   

We are learning about forces.

Watch this lesson about forces from Oak Academy.

Week beginning 02 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 non-fiction text about pyramids.

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 – Body image

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: Recap your understanding of expanded noun phrases using this lesson by Oak Academy

Activity 2: Review this BBC Bitesize website about expanded noun phrases. Identify the expanded noun phrases in this promotion for a Bronze Age burial ground.

 

 

Topic

This week’s topic learning is history.

Take a look at the information about Ancient Egypt from BBC Bitesize.

(Suggested time: 30-45 minutes)

 

Science   

We are learning about forces.

Watch this lesson about forces from Oak Academy.

Sneezing runway!

In science, we’ve been learning about microbes, infections and diseases.

At the moment, due to Covid-19, we are trying to keep our distance and use tissues to sneeze and cough into to help reduce the spread of infection. We thought we would investigate this to see if it really does work.

First of all, we created a ‘sneezing runway’ with paper and metre sticks.

We then filled a spray bottle (a nose) with water and food colouring.

Then, we simulated a sneeze by squeezing the trigger once over the paper. Before ‘sneezing’  we predicted how far and wide the sneeze would go. Then we measured accurately with the rulers and recorded the result.

The next step was to observe what happens when we put our hand over our mouth when we sneeze; the microbes stay on our hands and can spread to anything we touch. We used a hand with a glove on it.

Finally, we wanted to observe what happens when we cover our mouth with a tissue during sneezing. We held a tissue directly in front of the spray nozzle. We predicted if this would reduce the distance a sneeze could travel and then made accurate measurements.

What did we find out?

When sneezing without any protection, the sneeze travelled 3.7m. With a hand it travelled 2m. With a tissue it travelled 1m.

To conclude, we can help reduce the spread of infection through sneezing if we use tissues and keep our distance!