Our whole-school homework this week is:
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: Use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
Our Talk Time this week relates to the vocabulary that we’re learning about in our current History topic.
Thinking about the new topic vocabulary, I can begin to use the words at home.
Years 1 and 2 History vocabulary:
| past | something that has already happened |
| present | something that is happening now |
| ancient | very old |
| modern | the present day |
| similarity | when something is the same |
| difference | when something is different |
| sequence | put in the correct order |
| trade | an area of land ruled by a monarch (a king or queen) |
| timeline | a list of important events arranged in order |
Years 3 and 4 History vocabulary:
| chronology | arrangement of events or dates in time order |
| empire | a large group of countries or states ruled by an emperor |
| invasion | when a country or region is invaded by an armed force |
| tax | a payment you must make to a ruler or government |
| to resist | to stand up to or fight back against something |
| innovation | an improvement or replacement for something |
| bias | a viewpoint that may be based more on opinion than fact |
| kingdom | an area of land ruled by a monarch (a king or queen) |
Years 5 and 6 History vocabulary:
| chronology | arrangement of events or dates in time order |
| primary source | a source of evidence created at the time of event (eg diaries, letters, photographs, newspaper articles, artefacts) |
| secondary source | a source of evidence created after time of the event (eg replica objects, text books, illustrations) |
| invasion | when a country or region is invaded by an armed force |
| civilisation | the society considered most advanced at a time |
| caliph | ruler in a Muslim country |
| golden-age | a time when an activity or society is at its best |
| innovation | an improvement or replacement for something |
| trade | the exchange of goods and services |
| impact | the effect one thing has on another |
Some of the words may not have been covered in class yet so be sure to refer to the definitions for words your child seems less confident about.
Encourage your child to think back to their history learning so far. The following questions might prompt your child to remember even more about the vocabulary:
- What does this word mean?
- Can you use the word in a sentence?
- Can you (where possible) give an example of this?
- Can you link this word to one or more of the other words?
- Which of these words would you group together?
- Are there any synonyms (words with the same or similar meaning)?
- Are there any antonyms (words with the opposite meaning)?
This Talk Time provides the perfect opportunity to apply some of the oracy skills that we’ve been working on so far this year. These R2s will help your child to speak about the vocabulary confidently, fluently and at a good pace:
- Make eye contact and have good posture when speaking (and listening).
- Recall learning from class to help you remember the words you’ve used so far.
- Take time to think about each word before trying to explain it.
Challenge yourself to play the ‘Erm…’ game. Start a stopwatch when you begin talking about a word. Keep the time running until you say a filler phrase like ‘erm’, ‘umm’, ‘you know’, ‘like’ or pause for more than a few seconds. Have a couple of attempts for each word to see if you can improve on your timings. How long can you talk for?