23 April 2020
Hi everyone and welcome to your home learning for 23 April.
Answers from today’s questions:
- a swish
- a tooth
- hungry (that’s why their stomach is rumbling!)
- a spark
- fashioned means created
For your next task, I’d like you to read The Magic Box aloud again, watch this video and answer the questions below.
- Are there any in this poem that rhyme?
- Find examples where there poet has deliberately chosen words for their alliteration.
- Find three words that you or someone in your class might not be familiar with. Find their meaning and write a new sentence with each of them in. Send some to me: email@example.com
- Think of two pairs of things that normally go together, as I’ve explained in the video and swap them.
What’s the strangest combination you can find? Send me your best!
How did your learning go on making a whole? If you’re finding things tricky or too easy, please get in touch and I’ll try to help.
Please complete Lesson 3, Week 1 on White Rose home learning.
Let’s try something new! We’ve been doing lots of geography, so it’s time for something different. Please have a go at the BBC home learning music lesson for 23rd April, watching the clip, having a go at the interactive resource and activities 1 and 2. If you want to sing along to a different song for activity 2, that’s fine!
If you’re enjoying music, activity 3 on that page takes you to loads more interesting things to have a go at.
22 April 2020
I hope you all had a good night’s sleep. Thanks for those of you that have emailed to show me some of your work – it’s lovely to hear from you and see how you’re getting on.
Read The Magic Box poem again from yesterday. I love it!
We’re going to answer some questions about it. Some of these questions are fact finding ones that need you to find information in the text. I’ve done a short video explaining how we can find information quickly and reliably.
When you’re answering these questions, it’s a good idea to…
- Identify the key word in the question.
- Scan for the initial letter.
- Read around the word.
- Answer the question.
We don’t want to rely on memory for this. That’s important because when texts get longer if impossible to remember everything, and even if we thought we could remember it, our memory is often quite unreliable.
For example, if the question was, What was the colour of the water from Lake Lucerne? (not Lucerene – my mistake!)
- Identify the key word in the question – I could go for water because it seems important.
- Scan for the initial letter. The first letter of water is w, so that’s what I look quickly for.
- Read around the word. So, read the line that the word water is on.
- Answer the question. The answer is the ‘bluest’.
Answer the following questions:
- What sound does the sari make?
- What does the tongue touch?
- How is the snowman feeling?
- What jumps from the electric fish?
- What is the word ‘fashioned’ closest to in meaning?
stylish created cold
Create three or more of your own for someone else to answer.
In the post below from yesterday, I clarified that it was Lesson 1, Week 1 that I would like children to have a go at from White Rose home learning. Apologies again to anyone that’s caused confusion for. You can find the answers for the questions on that page.
I predict that the question you might have found most tricky was question 5. Am I right? Here’s an explanation of how to do it.
Today, I’d like you to do Lesson 2, Week 1: Making the whole. The link automatically reverts back to Week 3, so you’ll need to find the right one.
Here’s the answers for yesterday’s learning.
Today, please complete this: 2. Geography Counties
21 April 2020
Home learning corrections
I’ve messed up twice with today’s learning. Sorry! It’s a learning curve.
It seems I’ve got a faulty version of Kit Wright’s poem… On my version it reads Lake Lucerene and there are other versions like this on the internet, but most of versions have Lake Lucerne, which I believe is the correct version. If you’ve been trying to find out where it is, you might find this easier! Sorry for the confusion and sorry to Kit Wright for getting it wrong.
Thanks to a parent for flagging this one up. In my home learning video, I show you Lesson 1 in Week 1, but when you click on the link I posted, it takes you straight to Week 3. Children will need to do Week 1, Lesson 1 first and will have found Week 3 hard without the learning to build up to it.
It’s my fault for not making this clearer in what I’d written – sorry!
21 April 2020
Today, I’ve recorded a video message to explain our reading task, as well as writing it. I hope it works ok – I’m just getting used to this! If you haven’t seen it, I also recorded a message on our class news page.
Here’s a fantastic poem by Kit Wright, called the Magic Box. Kit Wright is a British poet and author and has written lots of famous and award winning poems, but I like this one the best. It’s got some beautiful word choices that really make me imagine the magic of the box. Have a read…
THE MAGIC BOX, by Kit Wright
I will put in the box
the swish of a silk sari on a summer night,
fire from the nostrils of a Chinese dragon,
the tip of a tongue touching a tooth.
I will put in the box
a snowman with a rumbling belly
a sip of the bluest water from Lake Lucerene,
a leaping spark from an electric fish.
I will put into the box
three violet wishes spoken in Gujarati,
the last joke of an ancient uncle,
and the first smile of a baby.
I will put into the box
a fifth season and a black sun,
a cowboy on a broomstick
and a witch on a white horse.
My box is fashioned from ice and gold and steel,
with stars on the lid and secrets in the corners.
Its hinges are the toe joints of dinosaurs.
I shall surf in my box
on the great high-rolling breakers of the wild Atlantic,
then wash ashore on a yellow beach
the colour of the sun.
Your task today is to read the poem aloud three times, then answer the following questions:
- What questions does it make you think of? (Find out the answers if you want to, but asking the question is important too!) For example: Where is Lake Lucerene?
- What does it remind you of? For example: A Chinese Dragon reminds me of Chinese New Year.
- Which parts do you like best? Answer using the word ‘because’. For example: I like the fourth verse best because everything is the wrong way around and it’s not what you expect.
If you’d like to read some more poems there’s loads on the internet. My favourites are…
How did you get on yesterday? Here are the answers:
Your maths home learning today is to have a go at an online lessons on unit and non-unit fractions from White Rose. There is a video and worksheet to have a go at. Let me know how you get on, especially as this is the first time we’ve done one of these.
Have a go at Geography Cities.
20 April 2020
It’s Mr Owen here. I hope you’ve had a good weekend and have been able to enjoy the weather. I’ve taken over Y3’s home learning for now, so if you have any questions about it then please just email me: firstname.lastname@example.org
I love reading! I’m looking forward to sharing some awesome books and other texts with you.
I’d like to start off with something to get you thinking and talking about what books you like. Here are 10 questions to have a go at – you can just discuss them with someone, or you can write the answers down:
- List five or more books you like, writing down five reasons why they’re great.
- Ask someone else what their favourite book is and why.
- What’s your favourite book and why?
- If you could give the book another title, what would it be?
- Which characters would you like to meet in real life?
- What do you wish was different about the ending?
- List five or more different book genres (types of story). For example: adventure, crime etc. Books often mention this in the blurb on the back. Films have the same categories, so if you’re stuck, you could have a look at and DVDs you’ve got.
- Which genre is your favourite? Why?
- What genre haven’t you read much of yet? Why? Challenge yourself to read something new!
- Find three words in a book that you’re not sure about the meaning of, find out what they mean and how to use them and then write down three sentences to practise using them.
I love maths too! My dad was a maths teacher, so maybe that’s got something to do with it. Today I’ve got three challenges for you. Do at least two of them – the third is there if you want more!
We’re starting a new topic this term called ‘Explorers‘; so today, I’d like you to explore Europe by having a look at Google Earth (It’s awesome! Have a play!), Google Maps, an atlas or other map. Learn at least five countries in Europe (that aren’t in the UK) and their capitals off by heart – start off with three and build up… it’s easier. Notice how the map shows capitals differently to other cities.
For example, I know that Paris is the capital of our closest European neighbour, France.
Easter home learning
As it’s the Easter holidays, we’re taking a break from the daily home learning tasks. Instead, here are a range of activities that you might like to try over the two weeks. The tasks are creative and are designed to allow children the opportunity to enjoy some different learning, perhaps alongside family members. A few key points…
- The list will be the same across year groups, meaning if you’ve more than one child, they might work on it together in some way.
- Some of the tasks can take a bit longer, like a mini-project, and others match Creative homework tasks.
- You can encourage your child to do some or all of the activities – they’re all optional.
- During this time, you can still email your child’s class teacher about the home learning, although they may not respond as quickly as they have been doing.
- Teachers will return to daily home learning tasks on Monday 20 April.
Andy Goldsworthy is a British artist who creates art using things he can find in nature. The artwork shown here was created using different leaf types and creating a pattern. He creates his art outside as he likes the fact that it’s temporary and won’t be around for long!
Create your own piece of art using different materials you can find around your home or in the garden. You could even create some ‘rubbish art’ using only items that have been used and would be thrown away or recycled.
Take some photographs and send them to your teachers.
Create your own treasure hunt with cryptic clues for your family members to complete. Make the clues as tricky as you can. What could be the prize for the winning hunter? Maybe, this could tie in with a family Easter egg hunt.
Create your own invisible ink.
Using a spoon, mix water and lemon juice. Dip a cotton bud into the mixture and write a message onto the white paper. Wait for the juice to dry so your message becomes completely invisible. When you are ready to read your secret message or show it to someone else, heat the paper by holding it close to a light bulb – be careful: maybe ask an adult to do this part. As the mixture heats up, your message should reappear so people can read it again.
Alternatively, the same result can be achieved by writing the message on white paper with a white candle or crayon. Then, paint over the message using coloured paint to reveal the writing.
For a challenge, come up with your own way of making invisible ink and try it out on your family.
Design and create your own board game for you and your family to play – perhaps play some existing board games first to research ideas.
There are a few key things to think about:
- What will your theme be?
- Will there be any ‘snakes’ or ‘ladders’ style elements?
- Do you need to make a dice using a cube net?
- Will there be any extra challenges or forfeits if you land on certain numbers?
Enjoy your games!
Reading is a great way to relax and learn about the world around us; also, reading regularly can help us to stay happy and healthy. This challenge is all about making reading even more fun. We’d love to know how many places you can read in. Try to read in a different place each day. Take photos or draw a picture of you doing it, if you can.
You could read…
- in a den that you’ve made
- up a tree
- under the bed/table
- to the dog/cat
- looking in a mirror
Stay safe and send your class teacher some pictures.
Come Dine/Bake with Me
Have your very own family ‘Come Dine With Me’ experience. Each family member could cook a meal or a course and then you must score each other out of ten. Similarly, each family member could bake something and you could all have a tasting after where you give points (like on Great British Bake Off). You don’t have to work on your own – you could help an adult.
Who will win?
Who doesn’t love making a den? Either in your house, or in your garden, spend time building a den and enjoy some time relaxing in it – if there’s more than one of you, you could make it a competition. Use whatever materials you can find and see how creative you can get.
You could also read in it and combine this challenge with the ‘Extreme Reading’ one.
Get Ya Body Movin’
Staying physically active plays a crucial role in keeping us happy and healthy; it boosts our mental and emotional health, too. This task has three options – all of which are designed to get people moving during the holidays. You could include your family as well.
Option A: Create your own ‘Ninja Warrior’ style challenges in the garden or your house. Try to include a range of activities that include jumping, balancing, stretching, climbing and, if you’re feeling brave, water. The adults in your family will love a water challenge.
Option B: Create your own Joe Wicks style workout video. You could do it with your family or film yourself and send it to your friends. You might like to check out Joe Wicks’ YouTube channel for inspiration.
Option C: Choose your favourite song and create your own ‘Wake Up Shake Up’ (WUSU) dance routine. Again, you could lead this for your family to join in or film yourself and send it to friends or other family members. This’ll be a great way to get everyone dancing.
03 April 2020: Home learning
Morning everybody! Happy Friday!
How did your poetry performance go? Perform the poem to an adult at home and ask for some feedback on your expression. Did you do a different voice for the dentist and for the crocodile? What does a crocodile who can speak even sound like? Did you include some actions?
Reflect on your learning:
The best part of my poetry performance was…
I want to work on/get better at…
Today, there is a RIC for you to answer!
R. What three words show that the dentist was, at first, scared of the crocodile?
I. Why did the crocodile repeat saying ‘do the back ones first’?
C. Find and copy words with the same meaning as:
Turn to the back of your home learning book and do a spellings test. Ask an adult (or older sibling) at home to test you on the words you learnt this week.
Or, if your adults are busy, fill in the gaps on these words. No sneaky peeking!
su_ _ _ _ine
_ _ l _p _ o _e
_ _ _ _ti _ _te
_ _ _ _ _ _opic
_ _ _ _on_ _ _ _s
_ _ _ _s _ope
_ _ _way
_ _ _ _vision
Today, you’re going to look at some tricky multiplication questions. You’ll need to be resilient and try different solutions to find the answer. You may even be able to find more than one answer. Warm up your multiplication muscles on this game.
It’s time for a 8 times table test! Download the 8 times table sheet here. Time yourself to three minutes to fill it out or answer into your book. Good luck!
So what was on the other side of the fence? A monster? An enormous, unexplained hole? Mr Wilks bouncing on the trampoline?
In this lesson, I’d like you to think about how the boy was feeling at different parts of your story (feel free to re-imagine it if you have new ideas).
For example: nervous, curious, excited, scared, shocked, etc.
I’d then like you to write six sentences beginning with a feeling. For example:
Curious, the boy peeked through the hole in the fence.
Intrigued by the noise, the boy moved tentatively towards the garden.
02 April 2020: Home learning
Morning everyone! And a big virtual high five to you all.
Today, you’re going to be reading and performing poetry. Make sure to read the poem out loud at least five times so you’re familiar with it and reading it fluently. Ask an adult if you don’t understand anything in the poem.
Then watch this video which explains how to perform poetry like a professional.
The poem to read and perform is ‘The Dentist and the Crocodile’ by Roald Dahl.
Today, you’re going to apply your multiplication knowledge to money problems. When we multiply money, remember we can still set it out in the column method – if we need to.
First, sort this list of questions into 2 categories. Category A is the list you would need to use your column method to multiply and category B you wouldn’t need your column method. Think about:
- is it a simple doubling?
- is there going to be an exchange?
- is there a simple related times table fact I can apply?
Here are some worded money multiplication questions. decide if you need to use the column method to multiply.
- How much does it cost to buy three bouncy balls?
- How much would two ice creams cost?
- How much would it cost to get the weekly Beano magazine for a whole month?
- How much would you spend in total if you were bought a birthday badge for five years straight?
- How mch would it cost to buy four glitter pen packs?
- How much would three ice creams cost?
Need a challenge?
These questions have two steps. First, you need to multiply (maybe twice) and then add your answers together.
- How much does it cost to buy two bouncy balls and two milkshakes?
- How much would two ice creams and three Beanos cost?
- How much would it cost to get two packs of glitter pens and four bouncy balls?
- How much would you spend in total if you got yourself and three friends a badge and an ice cream each?
- How much would it cost to buy four glitter pen packs and two milkshakes?
- How much would three ice creams and four milkshakes cost?
There was that noise again. This time it was louder and the ground trembled. I looked around to see if anyone else had heard it but my sister was too busy playing video games and my mum was on another Zoom conference call. I went into the garden and there it was again. A low rumbling noise. It was coming from next door’s garden. I tiptoed warily to the garden fence and peered through a hole. I couldn’t believe what I saw.
Continue the story. What did you see on the other side?
01 April 2020: Home learning
Hooray! It’s April. I never thought I would but I actually miss writing the date on the board. Obviously, I miss you all telling me I’ve written the wrong date from time to time, too! Congratulations on making it to Wednesday – we’re half way though our week, our home learning and it’s almost Easter. I wonder how many of you have pulled an April fools’ joke at home… let me know!
Today, you’re going to draw the boy and the fox from the video ‘The Catch’ that you’ve been looking at this week.
Then, write a speech bubble suggesting what the two characters would say to each other at the beginning of the story. And then another one for each character, at the end. Make sure you rewatch the clip and check you feelings graph from yesterday to show how they were both feeling at the time.
Practise your spellings today by using the ‘silly sentences’ method.
Today, we look at multiplication.
You guys have learned loads about the Romans and Celts (especially Boudicca) in this topic and you’ve really impressed me with your history knowledge and historical enquiry skills.
We’re going to end this topic by looking briefly at the people who invaded and settled in Britain after the Romans left: the Anglo-Saxons.
I’d like you to watch the video, do the activity and read the text on the following webpage (make sure Flash isn’t blocked as this might stop you watching the video).
Please answer the following questions about the Anglo-Saxons in any way you like. You could simply write or type the answers, create a poster, create a digital presentation, interview an Anglo-Saxon or Britain from the time. It is us to you (and your parents).
- When did the Anglo Saxon age begin in Britain?
- Where did the Anglo Saxons come from?
- Tick the answer that is true:
- The Anglo-Saxons were ruled by one king who took control of the whole of Britain.
- The Anglo-Saxons were made up of different tribes who settled in different parts of Britain.
- Who were the biggest tribes?
- When they weren’t fighting, what was the main job that Anglo Saxons did?
- What was life like for Anglo Saxon girls and boys?
- Name three types of crops that Anglo Saxon farms grew.
- Name two types of animal that Anglo-Saxon hunters used to help them catch their prey.
Challenge: Which period of history do you think was more advanced: Roman or Anglo-Saxon Britain? Explain your reasons.
31 March 2020: Home learning
Good morning, everybody! Happy Tuesday. I hope you remembered your Love of Reading, guided reading books and your swimming kits! Here’s your home learning for today. Have fun!
Rewatch the short animation ‘The Catch’ (click here). Then, draw a feelings graph to show how the boy is feeling during key moments of the clip. An example of how to set out a feelings graph as shown, below.
The events go across the bottom of the graph. Suggested events to list are:
– Waiting with anticipation for the first catch,
– The distress caused by seeing the injured fox,
– Anger at the fox stealing the fish,
– Chasing the fox,
– Surprise and excitement at seeing the giant fish,
– Trying to catch it,
– The catch at the end.
Make sure to label the exact emotion to the event in the story.
Practise your spellings today by using the ‘connect the dots’ method.
Today’s Maths continues with money and some more tricky problems. Make sure to ask an adult for help if you’re stuck.
Warm up by playing this game which helps you to practise giving change. Make sure it’s on pounds Stirling and 1 to 10 pounds.
Don’t forget to use the times tables resources on the Moortown website – link here.
We’ve learnt loads about the Roman invasion of Britain and the effect that this had on Britains living there at the time – specifically Boudicca and the Iceni.
What we haven’t talked about is when and why the Roman Empire ended. Read the text below to find out why they left:
In AD410, the Roman Emperor Honorius sent a goodbye letter to the people of Britain. He wrote, “fight bravely and defend your lives…you are on your own now”. The city of Rome was under attack and the empire was falling apart, so the Romans had to leave to take care of things back home.
After they left, the country fell into chaos. Native tribes and foreign invaders battled each other for power. Many of the Roman towns in Britain crumbled away as people went back to living in the countryside.
In this history lesson, I’d like you to answer the following question:
Were the Romans good for Britain?
I’d like you to make a list or table of pros and cons and debate these with someone at home. Here are some key points to get you started (you decide of they’re pros or cons):
- It nice to invade. You wouldn’t like it if I invaded your home!
- The Romans treated Britains badly. They took their land, made them pay taxes, whipped them and killed them if they stood up to them.
- The Romans tried to change how we lived (houses, religion, language).
- The Romans protected us from other invaders.
- The invented lots of things that made our lives better: straight roads, central heating, sewage systems.
- They introduced things which had a big impact on Britain: calendar, language, Christianity.