Year 6 Home Learning

Important: changes to home learning

Hi everyone!

Here’s a short video explaining some changes to the home learning for this half term. Mr Roundtree will be communicating further details soon.

If you want to ask any questions, please don’t hesitate to email me:

jenwilson@spherefederation.org

Best wishes and see you soon!

Miss Wilson

Week beginning: 05 January 2021

Hello, everyone, and happy new year!

I hope you and your family are well and wishing the best for you for 2021.

If there’s anything I can help with, please don’t forget you can email me: jenwilson@spherefederation.org

Onto today’s learning…

Maths

This week, we’re starting a new topic: position and direction.

Children should use these resources:

• The first quadrant: video, worksheet, answers
• Four quadrants: video, worksheet, answers
• Translations: video, worksheet, answers
• Reflections: video, worksheet, answers
• Arithmetic: worksheet (answers are at the very bottom – no peeking!)

Don’t forget to practise times tables on Times Table Rockstars, too.

I’d like everyone to do at least one ‘sound check’ to see how you’re doing.

Email me if you need your child’s login and password details.

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.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Reading fluency

Linking to our new Space topic, this is the fluency text that we’ll be focusing on. It’s an introduction to a webpage from NASA about five amazing women who influenced our knowledge about space.

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. You don’t have to complete the RIC in this reading fluency session.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

• Day 1: Read as much Wolf Brother as you can, picking up from where we read to last term, which is around p10 (on this website) I think!
• Day 2: Read the fluency text again and answer the RIC questions on the page (see above).
• Day 3: Use these week 1 slides (Tuesday’s lesson) to find as many facts as you can.
• Day 4: Use the slides (see above and use Wednesday’s lesson) to write some interview questions.
• Day 5: Book Club. Look at the slides for Friday to write a book review.

(Suggested time: 30 minutes daily)

Writing

Follow these lessons on non-chronological reports from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each week and aim to complete the full series.

(Suggested time: 30-40 minutes for each)

Spelling

This week’s spellings are on our spelling page. 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)

Topic

This week’s topic learning is about geography. We’re focusing on climate and climate change.

This series of lessons from Oak National Academy is all about water, weather and climate. Follow the sequence of learning and let me know how you got on!

(Suggested time: 30-40 minutes)

Science 

We’re starting a new topic all about space.

This series of lessons from Oak National Academy is about planets, solar systems and astronomers.

There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each week and aim to complete the full series.

Email me to let me know how you got on!

Week beginning: 14 December 2020

Hello everyone working at home this week!

I hope you and your family are well. If there’s anything I can help with, please don’t forget you can email me: jenwilson@spherefederation.org

This is the last week of home learning for this term. Well done to everyone for your brill hard work.

Maths

This week, we’re focusing on practising our maths skills in a variety of different games and activities.

Using this link, have a go at an activity or game of your choice! You should aim to complete 3-4 of these!

Be careful – don’t scroll all the way down to the bottom until you’re ready for the answers!

Don’t forget to practise times tables on Times Table Rockstars, too.

Email me if you need your child’s login and password details.

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.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

This week’s spellings are on our spelling page.

Complete one task each day:

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text that we’ll read in class this week.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: Watch the video about Tutankhamun and answer these three questions:

• R: How old was Tutankhamun when he became Pharaoh?
• I: Why was Tutankhamun more popular than his father?
• C: Why has the film maker made this a cartoon, rather than a real live-action programme?

Day 2:  Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3:  Read this First News  and answer the questions. The answers are on the final sheet – no peeking until you’re done!

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read or heard in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re editing and improving our stories this week, but not doing much writing because of all the assessments.

Oak National Academy have a good sequence of lessons on story writing that you could work through if you’re working from home. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)

(Suggested time: 30-40 minutes for each)

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.

This series of lessons from Oak National Academy is all about prehistoric Britain. Choose one lesson to do that you’ve got a particular interest in.

As always, let me know how you got on with your learning.

(Suggested time: 30-40 minutes)

Science 

We’re carrying on with our learning about forces.

This series of lessons from Oak National Academy links closely to what we’ve done in class.

Choose one you’ve got a particular interest in or, if you’ve been doing home learning already this term, choose one you’ve not yet done.

Email me to let me know how you got on!

Week beginning: 07 November 2020

Hello everyone working at home this week!

I hope you and your family are well. If there’s anything I can help with, please don’t forget you can email me: jenwilson@spherefederation.org

It’s not long until the holidays – keep working hard!

Maths

In school this week, we’re assessing children on what they’ve understood so far this year. Below, you’ll find links to some tests which children could do to revise what they’ve learnt. Send me your completed sheets so I can see what I need to help you with more! The answers should provide a good opportunity for you to see how to approach each question.

• Place value: test and answers
• Four operations (1): test and answers
• Four operations (2): test and answers
• Fractions (1): test and answers
• Fractions (2): test and answers

Don’t forget to practise times tables on Times Table Rockstars, too.

I’d like everyone to do at least one ‘sound check’ to see how you’re doing on everything. We’ll be doing this in class, too!

Email me if you need your child’s login and password details.

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.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

This week’s spellings are on our spelling page.

Complete one task each day:

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text that we’ll read in class this week.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: Watch the video about Tutankhamun and answer these three questions:

• R: How old was Tutankhamun when he became Pharaoh?
• I: Why was Tutankhamun more popular than his father?
• C: Why has the film maker made this a cartoon, rather than a real live-action programme?

Day 2:  Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3:  Read this First News  and answer the questions. The answers are on the final sheet – no peeking until you’re done!

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read or heard in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re editing and improving our stories this week, but not doing much writing because of all the assessments.

Oak National Academy have a good sequence of lessons on story writing that you could work through if you’re working from home. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)

(Suggested time: 30-40 minutes for each)

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.

This series of lessons from Oak National Academy is all about prehistoric Britain. Choose one lesson to do that you’ve got a particular interest in.

As always, let me know how you got on with your learning.

(Suggested time: 30-40 minutes)

Science 

We’re carrying on with our learning about forces.

This series of lessons from Oak National Academy links closely to what we’ve done in class.

Choose one you’ve got a particular interest in or, if you’ve been doing home learning already this term, choose one you’ve not yet done.

Email me to let me know how you got on!

Week beginning: 30 November 2020

Hey everyone!

I hope you’ve had a lovely weekend no matter what you’ve been up to!

Here’s a little video from me all about this week’s learning.

If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!

Now, onto this week’s learning.

Maths

In school, this week, we’re carrying on with the same topic: fractions.

Children should use these resources:

• Compare and order: video, worksheet, answers
• Multiply fractions by integers: video, worksheet, answers
• Multiply fractions by fractions: video, worksheet, answers
• Divide fractions (1): video, worksheet, answers
• Divide fractions (2): video, worksheet, answers

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on our spelling page for this week’s words.

Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text on Egyptian gods that we’ll read in class this week.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: Read this extract of Wolf Brother and answer the RIC questions at the bottom.

Day 2:  Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3:  Read this First News article and answer the questions. The answers are on the final sheet – no peeking until you’re done!

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re writing stories this week.

These are the slides  we’ll be using in class to help you.

Day 1: Plan your story using  this sheet and referring back to this extract from The Hobbit 

Day 2: Plan your setting and character descriptions by drawing and labelling your own villain, hero, messenger and setting, for your story.

Day 3: Write your story, referring to your planning sheet and drawings.

Day 4: Edit your story, looking out for Must Dos especially – see slides. Use the assessment grid to help you understand what you’ve done well. If you realised you haven’t included something, now is a great time to add it!

Day 5: Write your story as neatly as possibly, illustrating it once you’ve finished. You could even add a border if you have time.

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.

This week, just like we’re doing in class, you’re going to learn about the mummification process.

First, have a look at these slides to learn about the process. Next, summarise it in your own words using this activity.

Finally, use this template to design your own canopic jar! Which Egyptian god will you use for its lid? What hieroglyphics will you include on the outside? What colour would you paint it?

(Suggested time: 30-40 minutes)

Science 

We’re carrying on with our learning about forces. Use these slides to learn about friction and have a go at the Kahoot if you can so make sure you’re reading the information carefully!

Next, use this sheet to plan an investigation involving friction.

Email me to let me know how you got on!

Week beginning: 23 November 2020

Hey everyone!

I hope you’ve had a lovely weekend no matter what you’ve been up to!

Here is a quick video from me explaining the tasks for this week!

If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!

Now, onto this week’s learning.

Maths

In school, this week, we’re carrying on with the same topic: fractions.

Children should use these resources:

• Add fractions: video, worksheet, answers
• Subtract fractions: video, worksheet, answers
• Add and subtract (part one): video, worksheet, answers
• Add and subtract (part two): video, worksheet, answers
• Mixed addition and subtraction: video, worksheet, answers

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on our spelling page for this week’s words.

Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This is the fluency text on mummification that we’ll read in class this week. It also contains our RIC questions.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: Read the fluency text and answer the RIC questions at the bottom of the page.

Day 2: Read this extract from the Hobbit, by JRR Tolkien.  Do the activity on this link: Hobbit – inference matching lesson.

Day 3:  Re-read the Hobbit extract. Take photos of yourself acting out different parts of the story, or if you can’t then draw pictures to summarise it.

Day 4: Re-read the Hobbit extract. Summarise the story in 10 sentences.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re starting a new unit of work linking to our new learning about the Stone Age and Ancient Egypt. We’re going to write stories!

Use these slides to help you.

Day 1: Read the Fire and Water extract from the hobbit. Find eight words that you’re less familiar with, find out their meanings and write sentences with them in to show to you understand how to use them in context.

Day 2: Create a story map of the extract. This is where you draw a simple picture or icon to represent each part of the story. You could just look at the slides, or cut up the statements on this sheet to sort them physically.

Day 3: Create a table to analyse the different ways that Tolkien starts sentences, having a go at creating your own versions. Use the slides to help you. You could use this sheet to record your own sentences.

Day 4:  On a subject of you own choosing, write a paragraph showing that you can start sentences in different ways.

Day 5: Recap what parentheses are and practise adding them to sentences. Use the slides to help.

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.

This week, just like we’re doing in class, you’re going to learn about how life was in Ancient Egypt for different groups of people.

First, have a look at this website and use the different tabs to read about a day in the life of a pharaoh, nobleman, craftsman, priest, solider, farmer and woman.

Next, use these slides and complete the tasks involved.

(Suggested time: 30-40 minutes)

Science 

We’re carrying on with our learning about forces. This lesson from Oak National Academy links closely to what we’ve been doing in class.

Email me to let me know how you got on!

Week beginning: 16 November 2020

Good morning Y6!

It’s anti-bullying week this week. Watch this video to find out about Odd Socks Day!

If you haven’t already, check out the Times Tables Rock Stars class news post.

Remember, if you want to listen along to the class novel, Wolf Brother, you can find parts one and two (and more!) on YouTube.

If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!

Now, onto this week’s learning.

Maths

In school, this week, we’re focusing on a new topic: fractions.

Children should use these resources:

• Simplify fractions: video, worksheet, answers
• Improper fractions to mixed numbers (recap): video, worksheet, answers
• Fractions on a number line: video, worksheet, answers
• Compare and order: video, worksheet, answers
• Arithmetic worksheet with answers at the bottom
  (Let me know your score via an email. If there’s one you don’t know how to do, leave it and move on. We will be practising these papers on roughly a weekly basis and they test areas of maths we haven’t covered yet in Y6; it is good to get used to them! We will be doing this paper in class, too.)

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on our spelling page for this week’s words.

Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Reading fluency

This week, we’ll be reading this text about hieroglyphics 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

We’re continuing to read Wolf Brother in class, but we’ll also be reading other things too.

1 and 2: Matilda, Who told Lies and was Burnt to Death by Hilaire Belloc (it’s a comedy, honest!)

Follow these slides and complete the lessons explained on them.

3. Do this RIC on bullying.

4. Read this First News article and answer the questions. The answers are at the back.

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

Task 1:

• define relative clauses
• list different examples of relative clauses
• find and highlight relative clauses in a book you’re reading at home

Task 2:

• write sentences, each with a different relative clause.

Task 3:

• write a short piece of writing about Ancient Egypt using lots of relative clauses

Activity 2:

Children should write six sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joined up letters (use our handwriting guide to help, paying particular attention to tall letters and letters that go beneath the line), and a full stop, exclamation mark (!) or question mark (?) to end the sentence. Encourage interesting words to make their writing more interesting.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to Ancient Egypt – an advanced ancient civilisation.

This week, just like we’re doing in class, you’re going to learn about what hieroglyphics were and have a go at writing some with this lesson from BBC Bitesize.

Next, we’d like you to learn about what pyramids were built for using this website.

1. Why were they built?
2. How were they built?
3. How did different people feel about them being built?
4. How do we know all this information?
5. What is your opinion on the pyramids?

(Suggested time: 30-40 minutes)

Science 

We’re carrying on with our learning about forces. This lesson from Oak National Academy links closely to what we’ve been doing in class – gears, levers and pulleys.

Email me to let me know how you got on!

Week beginning: 09 November 2020

Good morning Y6!

I hope you’re well and enjoying our learning as much as I am. I’m especially loving our History learning.

Remember, if you want to listen along to the class novel, Wolf Brother, you can find parts one and two (and more!) on YouTube.

If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!

Now, onto this week’s learning.

Maths

In school, this week, we’re focusing on a range of areas: division, mental calculations, reasoning and arithmetic.

Children should use these resources:

• Division video, worksheet, answers
• Division – part two video, worksheet, answers
• Arithmetic worksheet with answers at the bottom
  (Let me know your score via an email. If there’s one you don’t know how to do, leave it and move on. We will be practising these papers on roughly a weekly basis and they test areas of maths we haven’t covered yet in Y6; it is good to get used to them! We will be doing this paper in class, too.)
• Mental calculations video, worksheet, answers
• Reason from known facts video, worksheet, answers

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the spelling section of the website for 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.

(Suggested time: 15 minutes daily)

Reading comprehension

Day 1: Read the pages of Wolf Brother on our homework page this week, completing this grid.

We’re then going to be reading two famous poems this week:

1. I Wandered Lonely as a Cloud, by William Wordsworth

Follow these slides on the poem and complete the lesson explained on them.

2. Matilda, Who told Lies and was Burnt to Death by Hilaire Belloc (it’s a comedy, honest!)

Follow these slides and complete the lessons explained on them.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re continuing to think about promotional writing and we’ve read Torak’s Weapons in class as an example of what we want children to write.

This week, we will be answering the questions on this sheet to plan our writing, before then writing our own promotion of an Ancient Egyptian pyramid.

Have a look at this example of how we might start it (yellow words are highlighted to show expanded noun phrases, which we’ve been revising recently).

Watch this video on expanded noun phrases. Try to include these in your writing!

Topic

This week’s topic learning is about history. We’re continuing our topic all about prehistoric Britain compared to advanced ancient civilisations.

In class, we’re going to research facts about:

• Indus Valley
• Ancient Rome
• Ancient Greece
• Ancient Egypt
• The Shang Dynasty

Your task is to do the same. You need to find out three facts about each of the advanced societies above.

Then, answer these questions:

1. What makes the advanced societies similar to each other?
2. How are they different?
3. What makes them similar to prehistoric Britain?
4. How are they different?
5. Which advanced society would you have lived in and why?

(Suggested time: 30-40 minutes)

Science 

We’re starting a new topic of forces. This lesson from Oak National Academy links closely to what we’ve been doing in class.

Email me to let me know how you got on!

Week beginning: 02 November 2020

Good morning Y6!

I hope you’re well, staying happy and healthy and you had a relaxing and fun half term.

If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!

Now, onto this week’s learning.

Maths

In school, this week, we’re focusing on a range of areas: division, prime numbers, arithmetic, squares & cubes, and orders of operations.

Children should use these resources:

• Prime numbers video, worksheet, answers
• Long division – part two video, worksheet, answers
• Arithmetic worksheet with answers at the bottom
  (Let me know your score via an email. If there’s one you don’t know how to do, leave it and move on. We will be practising these papers on roughly a weekly basis and they test areas of maths we haven’t covered yet in Y6; it is good to get used to them! We will be doing this paper in class, too.)
• Square and cube numbers video, worksheet, answers
• Order of operations video, worksheet, answers

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Here are this week’s spellings:

• practise
• practice
• licence
• license
• advice
• advise
• device
• devise

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:

(Suggested time: 15 minutes daily)

Reading comprehension

We’re starting to read a new book this week: Wolf Brother, by Michelle Paver. It’s a really famous book for a good reason – it’s great! You can read the first few pages here and we’ll use this to do some of the lessons this week.

Days 1-4: Follow these slides and complete the lessons explained on them. You’ll need this RIC and an exploring grid.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

 (Suggested time: 30 minutes daily)

Writing

We’re starting a new unit of work linking to our new learning about the Stone Age and Ancient Egypt. We’re going to promote our very own pyramids!

Follow these slides as much as possible at home, completing the activities explained for each day. The model text that we’ll read in class is Torak’s Weapons.

The slides we’ll use to learn some new vocabulary on are here.

Topic

This week’s topic learning is about history. We’re starting a new topic all about the Stone, Bronze and Iron ages plus Ancient Egypt!

In class, we’re going to read this website from BBC Bitesize. Have a go at the activities at the bottom.

(Suggested time: 30-40 minutes)

Science 

We’re starting a new topic of forces. This lesson from Oak National Academy links closely to what we’ve been doing in class.

Email me to let me know how you got on!

There’s lots to learn, too! For an extra challenge, have a look at these clips from BBC Bitesize and create a poster or PowerPoint presentation to show what you’ve learnt.

Week beginning 19 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!

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:

• Factors video, worksheet, answers
• Long division – part one video, worksheet, answers
• Prime numbers video, worksheet, answers
• Long division – part two video, worksheet, answers
• Arithmetic worksheet with answers at the bottom
  (Let me know your score via an email. If there’s one you don’t know how to do, leave it and move on. We will be practising these papers on roughly a weekly basis and they test areas of maths we haven’t covered yet in Y6; it is good to get used to them! We will be doing this paper in class, too.)

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.