Week beginning 12 October 2020
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at benparker@spherefederation.org.
Here’s a short video message from me introducing the week.
Maths
This week’s maths learning is linked to number and place value.
These five video lessons will roughly match the teaching and learning happening in class:
Lesson 1: video
Lesson 2: video, worksheets, answers
Lesson 3: video, worksheets, answers
Lesson 4: video, worksheets, answers
Lesson 5: video, worksheets, 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.
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 guide.)
- 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’ll read in class to to build up fluency skills 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: We will be using this RIC lesson in class. 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: Watch this video and learn about the ‘oo’ digraph
Day 3: Watch this video and learn about the ‘ar’ digraph.
Day 4: Watch this video and learn about the ‘or’ diagraph
The three videos above were made by one of our teacher friends from another school in the federation.
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
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).
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. Look at the piece art below:
Mona Lisa by Leonardo Da Vinci
Think about these questions:
What do you like about it?
What don’t you like about it?
Do you think it is modern or old?
How do you think Mona Lisa is feeling in the painting?
(Suggested time: 30-45 minutes)
Science
We’re continuing our learning about habitats and living things. This Oak National Academy lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Week beginning 12 October 2020
Good morning Y6!
I hope you’re well and staying happy and healthy. If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!
First, watch this little video from me!
Here’s this week’s learning.
Maths
In school, this week, we’re focusing on arithmetic and reasoning.
Children should use these resources:
- Place value end of topic assessment worksheet, answers
- Solving problems with logic worksheet, answers
- Four operations part one worksheet, answers
- Four operations part two worksheet, answers
- Y5 recap – reasoning 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 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, like a website linked to our learning about paper aeroplanes and origami.)
- 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
Here’s the fluency text that we’ll read in class to to build up fluency skills 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
We’re reading ‘The boy, the mole, the fox and the horse’ in class – you can find it on YouTube here.
Day 1: We’ll be using this RIC lesson in class. 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 from First News, a newspaper for children, and complete the activity on pages 3 and 4. The answers are on p5.
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
Activity 1: This lesson from BBC Bitesize links to some of the learning that we’ve been doing in class recently. Once you’ve read the main body, complete this activity.
Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define a main clause, subordinate clause and phrases
- list different examples of main clauses, subordinate clauses and phrases
Task 2:
Complete this activity:
Practise starting sentences in different ways:
- a noun (eg Foxes…)
- an adjective (eg Brown…)
- a verb (eg Hunting …)
- an adverb (eg When it’s giving birth …)
- a preposition (eg Overhead …)
- a conjunction (eg Because …)
Children should focus on powerful vocabulary, complex sentences and rereading to check if their grammar, punctuation and spelling is correct. They should edit it if not!
Task 3:
- write a short piece of writing about an animal of your choice, using a variety of different ways to start a sentence
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is about music. We’ve been learning how to play the keyboard in school so take a look at this website and read / watch the videos about different aspects of music eg pulse and rhythm or melody and pitch. Then, test yourself using this quiz!
Alternatively, in class, we’ve been making the bridges that we designed last week. If you are able to, you can use the materials around your home and make your bridge that you planned in class or at home last week. If you need me to email you a picture of your plan, please send me an email.
(Suggested time: 50-60 minutes)
Science
We’re continuing to learn about animals and how to classify them.
Have a go at this Oak National Academy lesson on animal kingdoms.
Watch this clip from BBC.
(Suggested time: 30-45 minutes)
Week beginning 05 October 2020
Hi everyone
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email Mr Wilks or Mr Wain at paulwilks@spherefederation.org
Here’s a short video message from Mr Wilks introducing the week.
Maths
This week’s maths learning is linked to place value. Please use the following resources:
Compare objects: video worksheet answers
Compare numbers: video worksheet answers
Order numbers : video worksheet answers
Count in 50s: video worksheet answers
End of unit assessment: 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. In Y3, we’re concentrating on the 2s, 5s, 10s and 3 times table. 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 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, like a website linked to our science topic of Living Things and their Habitat.
- 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 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
Day 1: We’ll be using the fluency text about hyenas for our RIC lesson this week. Click here for the questions.
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: In class this week, we’re continuing to learn about and practise using extended noun phrases. Complete this online lesson from Oak National Academy where you will learn about and identify extended noun phrases.
Activity 2:
In this task, you’ll be writing some sentences which contain expanded noun phrases. Click here for the lesson.
(Suggested time: 30 minutes daily)
Topic
In school this week, we’ll be designing a marble maze. Your task is to plan and make your own junk marble maze out of cardboard or any other materials you have at home. Click here for some inspiration.
(Suggested time: 1 hour)
Science
We’ll be learning about the human impact on the environment. Click here for a BBC Bitesize lesson about this. Watch the video and do the quizzes.
(Suggested time: 30 minutes)
Week beginning 05 October 2020
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at benparker@spherefederation.org.
Here’s a short video message from me introducing the week.
Maths
This week’s maths learning is linked to number and place value.
These five video lessons will roughly match the teaching and learning happening in class:
Lesson 1: video, worksheet, answers
Lesson 2: video, worksheet, answers
Lesson 3: video, worksheets, answers
Lesson 4: video, worksheets, answers
Lesson 5: video, worksheets, 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.
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 guide.)
- 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’ll read in class to to build up fluency skills 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: We will be using this RIC lesson in class. 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: Watch this video and learn about the ‘igh’ trigraph.
Day 3: Watch this video and learn about the ‘oa’ digraph.
Day 4: Watch this video and learn about the ‘oo’ diagraph
The three videos above were made by one of our teacher friends from another school in the federation.
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
Activity 1
This video about commas in a list links to some of the learning that we’ve been doing in class recently. Watch the video and then complete this sheet.
Activity 2
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).
Topic
Get arty with topic learning at home. Learn about primary and secondary colours using this BBC Biteszie lesson.
(Suggested time: 30-45 minutes)
Science
We’re continuing our learning about habitats and living things. This Oak National Academy lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Week beginning 05 October 2020
Hi everyone
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at benparker@spherefederation.org.
Here’s a short video message from me introducing the week.
Maths
This week’s maths learning is linked to number and place value.
These five video lessons will roughly match the teaching and learning happening in class:
Lesson 1: video, worksheet, answers
Lesson 2: video, worksheet, answers
Lesson 3: video
Lesson 4: video, worksheets, answers
Lesson 5: video, worksheets, 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.
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 guide.)
- 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’ll read in class to to build up fluency skills 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: We will be using this RIC lesson in class. 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: Watch this video and learn about the ‘igh’ trigraph.
Day 3: Watch this video and learn about the ‘oa’ digraph.
Day 4: Watch this video and learn about the ‘oo’ diagraph
The three videos above were made by one of our teacher friends from another school in the federation.
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
Activity 1
Watch this video and complete the lesson about capital letters and full stops. It links to some of the learning that we’ve been doing in class recently.
Activity 2
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).
Topic
This week’s topic learning is linked to geography. Click on this link and have a go at the different activities.
(Suggested time: 30-45 minutes)
Science
We’re continuing our learning about habitats and living things. This Oak National Academy lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Week beginning 05 October 2020
Hi everyone
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at paulwilks@spherefederation.org.
Here’s a short video message from me introducing the week.
Maths
This week’s maths learning is linked to place value. Please use the following resources:
Order numbers: video worksheet answers
Round to the nearest 1000: video worksheet answers
Count in 25s video worksheet answers
Introducing negative numbers video (This is an introductory lesson so watch the video and do some practice. Spend some extra time on Times Table Rockstars if the lesson is shorter than usual).
Negative numbers 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. In Y4, we’re concentrating on the 3,4 and 8 times table. 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 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, like a website linked to our science topic of Living Things and their Habitat.
- 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 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
Day 1: We’ll be using the fluency text about hyenas for our RIC lesson this week. Click here for the questions.
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: In class this week, we’re continuing to learn about and practise using extended noun phrases. Complete this online lesson from Oak National Academy where you will learn about and identify extended noun phrases.
Activity 2:
In this task, you’ll be writing some sentences which contain expanded noun phrases. Click here for the lesson.
(Suggested time: 30 minutes daily)
Topic
In school this week, we’ll be designing a marble maze. Your task is to plan and make your own junk marble maze out of cardboard or any other materials you have at home. Click here for some inspiration.
(Suggested time: 1 hour)
Science
We’ll be learning about the human impact on the environment. Click here for a BBC Bitesize lesson about this. Watch the video and do the quizzes.
(Suggested time: 30 minutes)
Week beginning 28 September 2020
Good morning Y6!
I hope you’re well and staying happy and healthy. Here’s a quick message from me!
Here’s this week’s learning…
Maths
This week’s maths learning is linked to addition and subtraction. We’re doing the exact same in class.
Children should use these resources:
- (recap) Add whole numbers video, worksheet, answers
- (recap) Subtract whole numbers video, worksheet, answers
- (recap) Inverse operations video, worksheet, answers
- (recap) 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 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 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, like a website linked to our learning about paper aeroplanes and origami.)
- 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 we’ll read in class to to build up fluency skills 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.
You can see the slide we’ll use here.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ve got five days of reading lessons on these reading slides. We’ll use these in class too. Thursday and Friday lessons involve learning an animal poem off by heart and then performing it. If you know a different animal poem, feel free to learn and perform that. If you’re able to send a short video in, I’d love to see it! (davidowen@spherefederation.org)
If we have time, we’ll also try and fit in a Book Club session: . a relaxing lesson where we sit and read quietly, often with an adult. At home, children could read a 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
Activity 1: This lesson about relative clauses from BBC Bitesize links to some of the learning that we’ve been doing in class recently. Complete the lesson including the activities at the bottom and then complete these questions that we’ve done in class.
Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define a relative clause
- list different examples of relative pronouns
- find and highlight relative clauses 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 relative pronoun.
Task 3:
- write a short piece of writing about an animal of your choice, using lots of expanded noun phrases
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is linked to bridges! In class, we’ve been reading our class novel called The Boy, The Mole, The Fox and The Horse. We need to help them to cross a river by building a bridge.
First, you should read this PowerPoint, complete this worksheet and then have a go at making your own bridge!
For a challenge, you could carry out some research of bridges around the world by using this booklet.
(Suggested time: 30-45 minutes)
Science
We’re beginning a new science topic all about animals and how to classify them.
This Oak Academy video lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Week beginning 28 September 2020
Hi everyone,
I hope you’re well. Here’s a quick message from me!
Here’s this week’s learning…
Maths
This week’s maths learning continues to be linked to number and place value.
These four lessons will roughly match the teaching and learning happening in class:
- Rounding numbers to 100,000: watch the video, complete the worksheet and use the answers to check your learning
- Numbers to 1 million: watch the video, complete the worksheet and use the answers to check your learning
- Negative numbers: watch the video, complete the worksheet and use the answers to check your learning
- Roman numerals: watch the video, complete the worksheet and use the answers to check your learning
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 3 times table. Email Mr Owen (davidowen@spherfederation.org) 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, like a website linked to our learning about paper aeroplanes and origami.)
- 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 we’ll read in class to to build up fluency skills 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.
You can see the slide we’ll use here.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ve got five days of reading lessons on these reading slides. We’ll use these in class too. Thursday and Friday lessons involve learning an animal poem off by heart and then performing it. If you know a different animal poem, feel free to learn and perform that. If you’re able to send a short video in, I’d love to see it! (davidowen@spherefederation.org)
If we have time, we’ll also try and fit in a Book Club session: . a relaxing lesson where we sit and read quietly, often with an adult. At home, children could read a 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
Activity 1: This lesson about relative clauses from BBC Bitesize links to some of the learning that we’ve been doing in class recently. Complete the lesson including the activities at the bottom and then complete these questions that we’ve done in class.
Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define a relative clause
- list different examples of relative pronouns
- find and highlight relative clauses 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 relative pronoun.
Task 3:
- write a short piece of writing about an animal of your choice, using lots of expanded noun phrases
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is linked to bridges! In class, we’ve been reading our class novel called The Boy, The Mole, The Fox and The Horse. We need to help them to cross a river by building a bridge.
First, you should read this PowerPoint, complete this worksheet and then have a go at making your own bridge!
For a challenge, you could carry out some research of bridges around the world by using this booklet.
(Suggested time: 30-45 minutes)
Science
We’re beginning a new science topic all about animals and how to classify them.
This Oak Academy video lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Week beginning 28 September 2020
Hi everyone
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at oliwain@spherefederation.org
Maths
This week’s maths learning is linked to place value.
Year 3 children use these resources:
- Number line to 100 video worksheet answers
- Number line to 1000 video worksheet answers
- Find 1, 10, 100 more or less video worksheet answers
- Compare objects video worksheet answers
- Compare numbers 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. If your child is in Y3, we’re concentrating on the 2s, 5s and 10s times table. If your child is in Y4, we’re concentrating on the 3 and 4 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, like a website linked to our science topic of Living Things and their Habitat.
- 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 we’re using in class this week to build up fluency skills. You could also check out this video for a tribute to Jane Goodall for some more information.
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: We’ll be using this RIC in class in one of our reading lessons. 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: In class this week, we’re learning about extended noun phrases. Complete this online lesson from Oak National Academy where you will learn about and identify extended noun phrases.
Activity 2:
Children should write six sentences about a picture or photograph you choose. Your child should apply what they’ve learned in the previous lesson by making sure that each sentence contains at least one expanded noun phrase. Children should also make sure that they use capital letters and full stops correctly, that their sentences make sense and that they are joining up their letters.
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is linked to our class novel and is all about art.
In school, we’ll start by finding out about watercolour painting. Read this text and answer these questions.
Then, if you have some, have a go at using some watercolours. There’s loads of guides and videos online if you need some help. If you don’t have watercolours, don’t worry. We just want you to practise your art skills. You could do this by practising colouring (and even blending colours) using coloured pencils. If you have some poster paint, practise mixing this to make a range of colours. If you only have a pencil, that’s fine, too. Practise shading or draw yourself as though you are going to be in a picture book.
(Suggested time: 30-45 minutes)
Science
We’re learning about living things and their habitats. This week, we’re focusing on how we can classify animals.
This BBC Bitesize lesson will really help to support learning at home.
(Suggested time: 30-45 minutes)
Week beginning 28 September 2020
Hi everyone
We’re really missing you in school and we can’t wait to have you back. We hope you’re managing to stay happy, healthy and safe while you’re not with us here in school. You are still very much a part of our school community so please get in touch with us. You can email me at paulwilks@spherefederation.org
Maths
This week’s maths learning is linked to place value.
Year 4 children use these resources:
- Find 1,10,100 more or less video worksheet answers
- 1000 more or less video worksheet answers
- Compare 4 digit numbers video worksheet answers
- Order numbers video worksheet answers
- Round to the nearest 1000 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. If your child is in Y3, we’re concentrating on the 2s, 5s and 10s times table. If your child is in Y4, we’re concentrating on the 3 and 4 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, like a website linked to our science topic of Living Things and their Habitat.
- 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 we’re using in class this week to build up fluency skills. You could also check out this video for a tribute to Jane Goodall for some more information.
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: We’ll be using this RIC in class in one of our reading lessons. 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: In class this week, we’re learning about extended noun phrases. Complete this online lesson from Oak National Academy where you will learn about and identify extended noun phrases.
Activity 2:
Children should write six sentences about a picture or photograph you choose. Your child should apply what they’ve learned in the previous lesson by making sure that each sentence contains at least one expanded noun phrase. Children should also make sure that they use capital letters and full stops correctly, that their sentences make sense and that they are joining up their letters.
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is linked to our class novel and is all about art.
In school, we’ll start by finding out about watercolour painting. Read this text and answer these questions.
Then, if you have some, have a go at using some watercolours. There’s loads of guides and videos online if you need some help. If you don’t have watercolours, don’t worry. We just want you to practise your art skills. You could do this by practising colouring (and even blending colours) using coloured pencils. If you have some poster paint, practise mixing this to make a range of colours. If you only have a pencil, that’s fine, too. Practise shading or draw yourself as though you are going to be in a picture book.
(Suggested time: 30-45 minutes)
Science
We’re learning about living things and their habitats. This week, we’re focusing on how we can classify animals.
This BBC Bitesize lesson will really help to support learning at home.
(Suggested time: 30-45 minutes)