Author: Miss Beatson

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

Year 6 children:

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: 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 2,5,10 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 poem: Matilda who told lies and was burned to death.

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 about hedgehogs.

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 series of lessons from Oak Academy is about persuasive writing. To help you with activity two, watch a different video each day and apply what you have learned to your own persuasive writing in activity 2.

 

Activity 2:

Last week, children started to design their own invention to help adventurers in the great outdoors! From a multi-functional grapping hook to a chameleon suit, the children drew and labelled their designs. This week we’d like the children to write a persuasive report trying to sell their product to the public. Imagine Dragon’s Den for writing.

(Suggested time: 30 minutes daily)

 

Topic

This week’s topic learning is linked to geography.

Using this text  from last week’s home learning and this BBC website, compare and contrast this region of Bolivia to the Lake District. What are the similarities and differences? You can use Google Earth to help with this comparison.

 

(Suggested time: 30-45 minutes)

 

Science   

We’re observing plants and animals.

As you can’t get out and about to collect your own leaves, read the information about leaves on this website. Watch this video about leaf classification. Make your own classification key for 6 different trees.

 

Year 5

 

These five lessons will roughly match the teaching and learning happening in class and revision of some learning we have been doing this half term.

 

Lesson one: video activity answers

Lesson two: video 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 2,5,10 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 poem: Matilda who told lies and was burned to death.

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 about hedgehogs.

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 series of lessons from Oak Academy is about persuasive writing. To help you with activity two, watch a different video each day and apply what you have learned to your own persuasive writing in activity 2.

 

Activity 2:

Last week, children started to design their own invention to help adventurers in the great outdoors! From a multi-functional grapping hook to a chameleon suit, the children drew and labelled their designs. This week we’d like the children to write a persuasive report trying to sell their product to the public. Imagine Dragon’s Den for writing.

(Suggested time: 30 minutes daily)

 

Topic

This week’s topic learning is linked to geography.

Using this text  from last week’s home learning and this BBC website, compare and contrast this region of Bolivia to the Lake District. What are the similarities and differences? You can use Google Earth to help with this comparison.

 

(Suggested time: 30-45 minutes)

 

Science   

We’re observing plants and animals.

As you can’t get out and about to collect your own leaves, read the information about leaves on this website. Watch this video about leaf classification. Make your own classification key for 6 different trees.

 

Year 6 children: These lessons will roughly match the teaching and learning happening in class:

add numbers with more than four digits: video, worksheet, answers

subtract numbers with more than four digits: video, worksheet, answers

inverse operations: video, worksheet, answers

multi-step problems: video, worksheet, answers

add and subtract integers: video, worksheet, 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 2,5,10 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 is the text that we shall be using for fluency and our geography learning.

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: Our RIC text is based on classification.

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: These video lessons about simple, compound and complex sentences from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch a different video each day and try some of the sentences yourself.

 

Activity 2:

Children should write six sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joined up letters (use our handwriting guide to help, paying particular attention to tall letters and letters that go beneath the line), and a full stop, exclamation mark (!) or question mark (?) to end the sentence. Encourage interesting words to make their writing more interesting.

 

(Suggested time: 30 minutes daily)

 

Topic

This week’s topic learning is linked to geography.

Using this text, write down all the physical features (what’s the landscape like?) in Bolivia. Take a look at Bolivia on Google Earth. How does it compare to the landscape of England?

 

(Suggested time: 30-45 minutes)

 

Science   

We’re learning about classification.

Watch this lesson about the work of Carl Linnaeus.  He divided animals into seven classes: 1. mammals, 2. Birds, 3.amphibians, 4. Fish, 5. Insects, 6. Worms. Write your own definition of each class.

(Suggested time: 30-45 minutes)

 

Maths

 

Year 5 Children: These five lessons will roughly match the teaching and learning happening in class.

 

Add whole numbers with more than 4 digits (column method) video activity answers

Subtract whole numbers with more than 4 digits (column method) video activity answers

Inverse operations (addition and subtraction) video activity answers

Multi-step addition and subtraction problems (addition and subtraction) video activity answers

Add and subtract integers video activity answers

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 2,5,10 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 is the text that we shall be using for fluency and our geography learning.

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: Our RIC text is based on classification.

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: These video lessons about simple, compound and complex sentences from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch a different video each day and try some of the sentences yourself.

 

Activity 2:

Children should write six sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joined up letters (use our handwriting guide to help, paying particular attention to tall letters and letters that go beneath the line), and a full stop, exclamation mark (!) or question mark (?) to end the sentence. Encourage interesting words to make their writing more interesting.

 

(Suggested time: 30 minutes daily)

 

Topic

This week’s topic learning is linked to geography.

Using this text, write down all the physical features (what’s the landscape like?) in Bolivia. Take a look at Bolivia on Google Earth. How does it compare to the landscape of England?

 

(Suggested time: 30-45 minutes)

 

Science   

We’re learning about classification.

Watch this lesson about the work of Carl Linnaeus.  He divided animals into seven classes: 1. mammals, 2. Birds, 3.amphibians, 4. Fish, 5. Insects, 6. Worms. Write your own definition of each class.

(Suggested time: 30-45 minutes)