Hey everyone!
I hope you’ve had a lovely weekend no matter what you’ve been up to!
Here’s a little video from me all about this week’s learning.
If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!
Now, onto this week’s learning.
Maths
In school, this week, we’re carrying on with the same topic: fractions.
Children should use these resources:
- Compare and order: video, worksheet, answers
- Multiply fractions by integers: video, worksheet, answers
- Multiply fractions by fractions: video, worksheet, answers
- Divide fractions (1): video, worksheet, answers
- Divide fractions (2): video, worksheet, 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.
Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me 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 our spelling page for this week’s words.
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, like a website linked to our learning.)
- 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 fluency text on Egyptian gods that we’ll read in class this week.
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: Read this extract of Wolf Brother and answer the RIC questions at the bottom.
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 First News article and answer the questions. The answers are on the final sheet – no peeking until you’re done!
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 grid.
(Suggested time: 30 minutes daily)
Writing
We’re writing stories this week.
These are the slides we’ll be using in class to help you.
Day 1: Plan your story using this sheet and referring back to this extract from The Hobbit
Day 2: Plan your setting and character descriptions by drawing and labelling your own villain, hero, messenger and setting, for your story.
Day 3: Write your story, referring to your planning sheet and drawings.
Day 4: Edit your story, looking out for Must Dos especially – see slides. Use the assessment grid to help you understand what you’ve done well. If you realised you haven’t included something, now is a great time to add it!
Day 5: Write your story as neatly as possibly, illustrating it once you’ve finished. You could even add a border if you have time.
Topic
This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.
This week, just like we’re doing in class, you’re going to learn about the mummification process.
First, have a look at these slides to learn about the process. Next, summarise it in your own words using this activity.
Finally, use this template to design your own canopic jar! Which Egyptian god will you use for its lid? What hieroglyphics will you include on the outside? What colour would you paint it?
(Suggested time: 30-40 minutes)
Science
We’re carrying on with our learning about forces. Use these slides to learn about friction and have a go at the Kahoot if you can so make sure you’re reading the information carefully!
Next, use this sheet to plan an investigation involving friction.
Email me to let me know how you got on!
