Author: Miss Beatson

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.

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

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 the opening to The Boy with a Bronze Axe.

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 – Mental Health

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 relative clauses by watching these Oak Academy lessons. Lesson one. Lesson two.

Activity 2: Children have created their own South American creature/monster. They’ve planned a non-chronological report. Now, they should write their report. Think about describing their appearance, habitat and behaviours.

Topic

This week’s topic learning is history.

Watch this video from Oak Academy about how the Bronze Age changed life how humans lived.

(Suggested time: 30-45 minutes)

Science   

We are learning about microorganisms.

Explore this BBC website to find out more.

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 the opening to The Boy with a Bronze Axe.

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 – Mental Health

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 relative clauses by watching these Oak Academy lessons. Lesson one. Lesson two.

Activity 2: Children have created their own South American creature/monster. They’ve planned a non-chronological report. Now, they should write their report. Think about describing their appearance, habitat and behaviours.

Topic

This week’s topic learning is history.

Watch this video from Oak Academy about how the Bronze Age changed life how humans lived.

(Suggested time: 30-45 minutes)

Science   

We are learning about microorganisms.

Explore this BBC website to find out more.

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 an extract from Wolf Brother by Michelle Paver.

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 – adventurer Benedict Allen

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: This week is all about super heroes! Read this biography about a new super hero – Vivian Venus. Draw and label the character using the text.

 

Activity 2:

Create your own super hero using this template.

 

Topic

This week’s topic learning is history.

Read and watch the information about prehistoric Britain. Create your own timeline with three bits of information about the Stone Age, Bronze Age and Iron Age.

(Suggested time: 30-45 minutes)

 

Science   

We are learning about the Five Kingdoms.

Use this BBC website to create a fact file about bacteria.

Maths

 

Year 5

These five lessons will roughly match the teaching and learning happening in class and provide some revision for lessons we’ve already done.

Lesson one: activity answers

Lesson two: activity answers

Lesson three: video activity answers

Lesson four: video activity answers

Lesson five: video activity answers

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 an extract from Wolf Brother by Michelle Paver.

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 – adventurer Benedict Allen

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: This week is all about super heroes! Read this biography about a new super hero – Vivian Venus. Draw and label the character using the text.

 

Activity 2:

Create your own super hero using this template.

 

Topic

This week’s topic learning is history.

Read and watch the information about prehistoric Britain. Create your own timeline with three bits of information about the Stone Age, Bronze Age and Iron Age.

(Suggested time: 30-45 minutes)

 

Science   

We are learning about the Five Kingdoms.

Use this BBC website to create a fact file about bacteria.