Revision
As it is the last week of this half-term, instead of being given a list of words to learn, you should revise all the rules we have focused on so far this year. You will be tested on these rules on Friday 09 February 2017.
Use the spelling page of your homework book to evidence your revision.
This week, children have been given a spelling activity focussing on the use of hyphens. Hyphens are used to change the meaning of a chunk of text/to make it make sense. For example, a man-eating shark is much more dangerous than a man eating shark (a man eating a shark).
Children should complete the activity for Thursday 01 February.
This week, our homework is Talk Time: I can make safe choices.
Please discuss scenarios and situations when making a safe choice is vitally important. You may also want to discuss safety in general – making sure you discuss internet safety would be perfect!
This week our homework is Creative: I can find out about a plant I like.
This links well with our Life Forces topic and our class novel. In class, we discussed some ways in which you could respond creatively to this task:
Homework is due on Thursday 25 January 2018.
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‘-ably’ or ‘-ibly’ words We’ve been focusing on learning how to spell words ending in ‘-ably’ or ‘-ibly’. Here’s a list of words that can be changed to end in ‘-ably’ or ‘-ibly’. Children should learn how to spell these words and be comfortable choosing and spelling the correct word ending. eg For the word possible, children will be asked to spell possibly in the test. |
| possible |
| sensible |
| reliable |
| incredible |
| respectable |
| agreeable |
| adorable |
| comfortable |
| preferable |
| visible |
This week, our homework is Talk Time:
True or false? Drugs are bad for you.
This, on the surface, may seem like a simple question with a simple answer. However, when you discuss this with your child, you may realise that this question is a great catalyst for a discussion on the merits of some drugs (medicines etc) and also the dangers associated with these drugs, and others.
We’ll talk about this during our homework review and our ‘Living and Learning’ sessions next week.
‘ably or ‘ibly’?
For the next two weeks, we’ll be focussing on the ‘ably’ and ‘ibly’ word ending. To help them learn when to use the correct ending, children should complete the following activity by Thursday 18 January.
Earlier in the year, we learnt about the ‘able’ and ‘ible’ word endings and identified some rules and conventions to help us spell these words correctly. Children should reflect on this learning and investigate the following questions:
Recently, in our computing sessions, we’ve been learning all about the skills of computing without using a computer (offline). To learn about algorithms (ask your child what an algorithm is) and repetition (again, ask your child to explain this term to you) we played a simple game.
We had to create an algorithm that would get us from ‘start’ to ‘finish’. Then, as an added challenge, we had to find the quickest route. Some of us even took it a step further and added more obstacles to the grid to make the algorithm more tricky. When we shared our algorithms, some of us realised that we’d made a mistake so we had to use our de-_____ skills (can your child fill in the blank?).
To learn more about computing, visit Barefoot Computing. It’s a great resource to help teachers, parents and children understand some of the terminology associated with computing.
How is this egg floating in water?
Ask your child to explain how we made this fresh egg float. Look out for the following words:
This week, at Moortown Primary School, Y5 children became detectives as they attempted to solve a mysterious crime involving three pigs and a wolf.
Children, many of whom were working on their first case, were given evidence bags containing a range of items: quotes from witnesses, newspaper headlines, CCTV footage, a range of public reaction and an expert interview.
The young detectives were then set the challenge of solving the case! They quickly got to work and within an hour had come up with a solid theory which they hoped would stand up in court. (Ask your child what their theory was.)
After spending some time reviewing each suspect, victim and witness, the detectives were ready for the next step: a trial. With a make-shift court set up in the Y5 classroom, the children held their own court session. With the public’s imagination captured, the children took on a role for the session: juror, judge, media, lawyer, witness or ‘The Accused’.
Mr Catherall, a teacher at the school, said: “The court case was absolutely gripping. From start to finish, the quality of the questioning was exceptional and the responses from those in the dock were just as good! All involved in the case seemed to find the whole thing fascinating and hopefully much of the information will be retained for a long time!”
After much deliberation, the jury were eventually able to come to a unanimous decision on each of the three main suspects. To find out about the jury’s verdict, contact your own child. If you require more information on this fascinating case, there is a very informative video.
Here is a sketch (produced by a Y5 child) of the witnesses in the dock…
We’ll use this awesome learning next week as we write our own news reports.