Year 6 Home Learning

Week beginning 19 October 2020

Posted on Monday 19 October 2020 by Miss Wilson

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 [email protected]!

Now, onto this week’s learning.

Maths

In school, this week, we’re focusing on division, factors and prime numbers.

Children should use these resources:

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.)
  • 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 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’re learning about microorganisms. First, use this BBC Bitesize website to watch and read about them.

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 – it could be from a library book, too. 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 page 2. The answers are on p5.

Day 4: Read these slides from class (day two). Next, answer these questions.

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 Oak National Academy links to some of the learning that we’ve been doing in class recently.

Activity 2: In class, we’ve been writing suspenseful narratives. Your task is to watch this spooky video and rewrite the story, changing one thing of your choice. It could be the setting, character or ending! Remember to include:

  • varied sentences – some short and punchy with some very long and descriptive
  • relative clauses – add extra information to make the reader wait longer
  • onomatopoeia – make the reader hear it in their head
  • rhetorical questions – the reader answers along with you
  • hint… don’t tell – this could be emotions or what’s coming next

 

Topic

This week’s topic learning is about music. Last week, we focused on instruments. This week, it’s all about using your voice. This lesson is about singing in canon and this lesson is about chords and harmonies.

(Suggested time: 30-40 minutes)

 

Science 

We’re continuing to learn about animals and how to classify them.

Read through and have a go at these slides and then use this sheet of animals to create a tree diagram.

Email me when it’s complete to check through your work.

 (Suggested time: 30-45 minutes)

Week beginning 12 October 2020

Posted on Sunday 11 October 2020 by Miss Wilson

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 [email protected]!

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:

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

Posted on Monday 05 October 2020 by Mr Owen

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 [email protected]!

I’ve recorded this little video explaining this week’s tasks.

Here’s this week’s learning…

Maths

This week’s maths learning is linked to multiplication and division. We’re doing the same in class.

Children should use these resources:

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.

 (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 article 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 video links to some of the learning that we’ve been doing in class recently. Once you’ve watched it, read this text (which we will read in class, too) and spot all the uses of parenthesis. See what I did in that last sentence?

 

Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:

Task 1:

  • define parenthesis
  • list different examples of punctuation you’d use

Task 2:

  • complete this activity that we’ll be doing in class, too

Task 3:

  • write a short piece of writing about an animal of your choice, using parenthesis along with different openers, powerful vocabulary and conjunctions

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is about bridges again! First, read this text and answer the questions underneath – we’ll be doing this in class, too.

Then, read these slides and complete the bridge design activity. There are also two challenges at the end of the slides for you to complete.

 (Suggested time: 30-45 minutes) 

Science   

We’re continuing to learn about animals and how to classify them.

Use these slides to begin to use tree diagrams to classify sweets!

You can cut up this sheet when creating your own tree diagram.

 (Suggested time: 30-45 minutes)

 

 

Week beginning 28 September 2020

Posted on Monday 28 September 2020 by Miss Wilson

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:

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! ([email protected])

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 21 September 2020

Posted on Monday 21 September 2020 by Mr Owen

Welcome to our first Home Learning post!

Y5 and Y6 are following the same learning other than for maths and details for Y6 maths will be posted very shortly.

Watch this message about the week from Mr Owen.

Maths

This week’s maths learning is linked to number and place value.

Year 5 children: These four video lessons will roughly match the teaching and learning happening in class:

  1. numbers to 100,000
  2. compare numbers to 100,000
  3. round numbers within 100,000
  4. numbers to 1 million

The worksheets and answers for each lesson:

  1. numbers to 100,000 and answers here (at least two days spent on this)
  2. compare numbers to 100,000 and answers here
  3. round numbers to 100,000 and answers here
  4. numbers to 1 million and answers 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 3 times table. Email Mr Owen ([email protected]) 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.

(Suggested time: 15 minutes daily)

Reading comprehension

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 article 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

Provide two tasks from the following three. Label each task appropriately.

Activity 1: This video lesson about expanded noun phrases from Oak National Academy links to some of the learning that we’ve been doing in class recently.

(Recently: could mean for next week or something that has been covered so far in the year.)

Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:

Task 1:

  • define expanded noun phrases (ENPs)
  • list different examples of ENPs

Task 2:

  • write sentences, each with a different ENP in.

Task 3:

  • write a short piece of writing about dragons, using lots of ENPs

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is linked to pop art.

This video lesson from BBC Bitesize will really help to support learning at home.

(Suggested time: 30-45 minutes) 

Science   

We’re learning about forces.

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)

Coming soon

Posted on Wednesday 16 September 2020 by Mr Roundtree

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.