Week beginning 28 September 2020
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)
Week beginning 28 September 2020
Here is your home learning for this week. We hope to see you back at school soon.
Maths
This week’s maths learning is linked to place value and counting.
Year 1
- Lesson 1 video, worksheet and answers.
- Lesson 2 video, worksheet and answers.
- Lesson 3 video, worksheet and answers.
- Lesson 4 video, worksheet and answers.
- Lesson 5 video and activities.
Year 2
- Lesson 1 video, worksheet and answers.
- Lesson 2 video, worksheet and answers.
- Lesson 3 video and activities.
- Lesson 4 video, worksheet and answers.
- Lesson 5 video, worksheet and answers.
You don’t have to print the worksheets. 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.
Year 2s can practise times tables on Times Table Rockstars, too. 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: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 2: Write the words using rainbow writing. (Try some of the other activities in our super spelling strategies)
- 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 we’re using in class this week to build up fluency skills.
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 and phonics
Day 1: We’ll be using this ‘RIC’ text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text or pictures 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: This video lesson from BBC Bitesize links to the phonics sound ‘igh’. Watch the video and complete the activities.
Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sound ‘igh’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.
Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.
(Suggested time: 30 minutes daily)
Writing
Activity 1:
Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).
Year 2 children: Write three sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joining up letters if they can (use our handwriting guide to help), and a full stop, exclamation mark (!) or question mark (?) to end the sentence.
Activity 2:
Finger strengthening activities support the development of fine motor skills needed for writing.
Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is geography, linked to the book The Ugly Five.
This video from National Geographic about the ‘Big Five’ will really help to support learning at home.
After watching the video, talk about which animal is your favourite and why.
(Suggested time: 30-45 minutes)
Science
We’re learning about micro-habitats. This slideshow on micro-habitats will really help to support learning at home. Have a go at drawing a micro-habitat and the animals you might find there.
(Suggested time: 30-45 minutes)
Week beginning 21 September 2020
Maths
This week’s maths learning is linked to addition for year 5 and ordering and comparing numbers for year 6.
Year 5 children: These five video lessons will roughly match the teaching and learning happening in class. The worksheets and answers for each lesson are here.
Year 6 children: These five video lessons will roughly match the teaching and learning happening in class. The worksheets and answers for each lesson are here.
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 tables. 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 Year 5 could use at home this week to build up fluency skills.
This is the text Year 6 could use at home this week to build up fluency skills.
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: Year 5 children could use this ‘RIC’ text in class to practise comprehension skills (See the fluency text above). Year 6 could use this ‘RIC’ text in class to practise comprehension skills.
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 video lesson about relative clauses from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch the video and write some of your own sentences using relative clauses.
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)
Science
We’re learning about classification. This BBC Bitesize lesson will really help to support learning at home.
(Suggested time: 30-45 minutes)
Week beginning 21 September 2020
Maths
This week’s maths learning is linked to place value.
Year 3 children: These five video lessons will roughly match the teaching and learning happening in class. The worksheets and answers for each lesson are here.
Year 4 children: These five video lessons will roughly match the teaching and learning happening in class. The worksheets and answers for each lesson are here.
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 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: Read the words aloud and think of which words are trickiest. Find out what a word means if you are unsure.
- 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
Use this text at home to build up fluency skills.
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: At home, try using this ‘RIC’ text to practise comprehension skills. 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. If possible, discuss the book with an adult, talking about some or all of the sections of this sheet.
(Suggested time: 30 minutes daily)
Writing
Activity 1: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define what a verb is
- list different examples of verbs
- find and highlight verbs in this text which we’ve read in class (or in a book you’re reading at home)
Task 2:
- write sentences, each with a different verb.
Task 3:
- write a short piece of writing about where you would go if you could fly, using lots of verbs.
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)
Science
We’re learning about living things and their habitats. This Oak Academy video lesson will really help to support learning at home.
(Suggested time: 30-45 minutes)
Week beginning 21 September 2020
Maths
This week’s maths learning is linked to place value and counting.
Year 1 children: These five video lessons will roughly match the teaching and learning happening in class. The Y1 worksheets and answers are here.
Year 2 children: These five video lessons will roughly match the teaching and learning happening in class. The Y2 worksheets and answers are here.
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.
Year 2s can practise times tables on Times Table Rockstars, too. 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: Write the words and draw shapes round them to show the ascenders and descenders. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 2: Write the words using rainbow writing. (Try some of the other activities in our Some super spelling strategies)
- 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
Use this text to build up fluency skills.
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 and phonics
Day 1: Use this ‘RIC’ text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text or pictures 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: This video lesson from BBC Bitesize links to the phonics sound ‘ch’. Watch the video and complete the activities.
Day 4: Go on a sound hunt around your house and find as many things as you can that contain the phonics sound ‘ch’. Write a list of all the things you find. Challenge : Write sentences containing some of the words.
Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. You can read the books you take home from school or some of your own books.
(Suggested time: 30 minutes daily)
Writing
Activity 1:
Year 1 children: Talk to your child about a picture or photograph you choose. Write three words or phrases to label different things in the picture (eg ‘a car’ or ‘a red car’). Your child should aim to spell in a sensible way and use finger spaces between the words, joining up letters if they can (use our handwriting guide to help).
Year 2 children: Write three sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joining up letters if they can (use our handwriting guide to help), and a full stop, exclamation mark (!) or question mark (?) to end the sentence.
Activity 2:
Finger strengthening activities support the development of fine motor skills needed for writing.
Challenge your child to have a go at 3 or more of these activities: practise tying shoe laces, fasten and unfasten buttons, attach nuts and bolts, separate dried pasta and dried peas (or similar) into two separate piles, do some mindfulness colouring in, do a jigsaw, cut up drinking straws and thread them on to a shoe lace, attach clothes pegs (the squeezable type) to a shoe box or similar, use a paint brush and water to make pictures or words on a wall, chalk words or pictures on the ground, make a Lego model.
(Suggested time: 30 minutes daily)
Topic
Get arty with topic learning at home. This video lesson from BBC Bitesize will really help to support learning at home. After watching the video, have a go at making your own piece of art using things you find in your house or garden.
(Suggested time: 30-45 minutes)
Science
We’re learning about habitats. This BBC Bitesize lesson will really help to support learning at home. Go on a habitat hunt in your house or garden and identify the animals or plants that live there.
(Suggested time: 30-45 minutes)
Coming soon
Very soon, a teacher from this phase will provide you with more ways for you to support your child at home. In the meantime, go to White Rose Maths and Oak National Academy for online learning.