02 April 2020: Home learning
Practise your spellings today by using the ‘rhymes and rememberings’ method.
happiness / loneliness / thoughtfully / painless / colourful / humming / wrapping / dripped / clapped / funniest / hottest / hopeful / wishful
Today, you’re going to be reading and performing poety. 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.
I’ve prepared addition and subtraction problems. You’ll need to click the link below to see them. Before jumping in to answer a question, they need to read the question carefully a couple of times and then decide whether they need to add or subtract. They should then perform the calculation. Check the answer to the calculation and then make sure they answer the question.
The first three questions are similar to problems we’ve already encountered this week.
The following four have data presented in a table or a chart. The numbers for these are smaller but the challenge comes from interpreting the data correctly.
The final three questions are two-step word problems where children need to do two things before getting to the answer.
(The answers to the questions are in the ‘Mark Scheme’ tab at the top.)
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 what the boy was feeling at different parts of your story (feel free to reimagine 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.
01 April 2020: Home learning
Practise your spellings today by using the ‘silly sentences’ method.
happiness / loneliness / thoughtfully / painless / colourful / humming / wrapping / dripped / clapped / funniest / hottest / hopeful / wishful
Today, you’re going to draw the boy and the fox.
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.
Create your own addition pyramid for an adult (or older sibling) to solve. You need to make sure you have the answers ready for them! Email your pyramids to me and I’ll get back to you with my answers too.
Surely no one could make a pyramid four blocks high?!
1. When did the Anglo Saxon age begin in Britain? 410AD
2. Where did the Anglo Saxons come from? Germany, Denmark and the Netherlands. Also accept Scandinavia.
3. Tick the answer that is true:
a. The Anglo-Saxons were ruled by one king who took control of the whole of Britain.
b. The Anglo-Saxons were made up of different tribes who settled in different parts of Britain. TRUE
4. Who were the biggest tribes? The Angles, Saxons and the Jutes.
5. When they weren’t fighting, what was the main job that Anglo Saxons did? Farmers.
6. What was life like for Anglo Saxon girls and boys? They didn’t go to school. Girls helped around the home. They looked after animals, helped with cooking and cleaning and would fetch water. Boys learnt the skills of their fathers. They looked after animals and collected firewood. They also liked playing with toys made from wood.
7. Name three types of crops that Anglo Saxon farms grew. Wheat, oats and barley.
8. Name two types of animal that Anglo-Saxon hunters used to help them catch their prey. Hawks and dogs.
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.
Your task is to continue the story. What did you see on the other side?
Make sure that you use punctuation correctly so that there are no squashed sentences. Well chosen vocabulary will help to make your writing more interesting. Conjunctions will add extra detail to your sentences. Most importantly, re-read your work to check for mistakes. Reading it out loud to an adult is the best way to re-read your work.
31 March 2020: Home learning
Watch 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.
Practise your spellings today by using the ‘connect the dots’ method.
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.
30 March 2020: Home Learning
Good morning. Hope you’ve all managed to have a good weekend. Thanks to everyone who emailed photos of learning last week. They’re on the Class News page. Thanks also for letting me know how you’re getting on with the learning. It’s new to all of us and I appreciate your messages.
Reading and spelling
Watch the short animation ‘The Catch’ (click here). Then answer the following retrieval questions. Remember you can rewind the clip and make sure to double check your answers.
- Draw the boy from the video and label different aspects of this character’s appearance.
- Describe the setting the video is set in.
Here’s a list of words to learn this week. These words either have the prefix ‘sub’ or ‘tele’. Check you understand what they mean. Start by practising them with your best handwriting.
submarine / telephone / substitute / telescopic / subconcious / telescope / subway / television
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:
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 isn’t nice to invade places. 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.
27 March 2020: Home learning
- Because her army was much larger than the Roman one.
- Roman arrows and javelins slowed them down.
- It helps you to understand what happened during the battle.
- They were stopped by their own troops and also wagons and animals they had left.
- An act of resistance.
- We don’t know. London and the midlands have been suggested sites but there is no archaeological evidence.
Fridays are always our Love of Reading session in Year 4 so we’ll keep this the same whilst we’re home learning. Your job is to relax and read. You could read to an adult, enjoy some quiet time where you and an adult both read, have a discussion about favourite books or authors. There’s no requirement to do work in your books. The most important thing: enjoy reading!
Draw some diagrams to accompany the statements about melting, freezing and boiling.
Make some ice cubes and create a tower as tall as possible. Discuss what makes building the tower tricky and why?
26 March 2020: Home learning
Reading – Day 3 Answers
- 2cm x 2cm
- plastic tubs
- The show pictures of history and scenes from everyday life using small tiles.
- A repeating pattern is a pattern that repeats – using similar colours or shapes (not a great question)
- Scenes from history and everyday life / animals
- So that you can keep each colour separate so they don’t get mixed up.
- Because they looked nice / to show they could afford decorative things
- So that you know where to put the tiles / to make sure your mosaic is neat
Reading – Day 4
Today, our reading is about Boudicca’s final battle: The Battle of Watling Street. Read the text carefully and answer the following questions.
- Before the start of the battle, why would Boudicca have been confident of winning?
- What slowed down the Celts movement towards the Romans?
- Why has the author included a diagram on page 24?
- What stopped the Celts from getting away from the Romans?
- What does the word rebellion mean? Use a dictionary or the internet to find out if you’re not sure.
- Whereabouts in England did the Battle of Watling Street happen?
Create a glossary of about five key words from the text which children may not know the meaning of?
Maths answers Day 3
25 March: Home Learning
Reading – Day 2 Answers
- flee to the mountains
- They had travelled a long way / they were tired / they wanted a rest
- To keep her daughters safe
- She was angry / he was questioning her
- They were worried about their mum / they were worried about the battle with the Romans / they were scared of their mum’s anger
Maths – day 2 – answers
15 minutes Times Table Rockstars
Write an addition word problem.
On Monday, a baker makes 345 bread rolls and 563 cakes. How many products does he make altogether?
Day 3 History
In history lessons this half-term, we have answered all of the following questions.
- When did the Romans successfully invade Britain?
- Who was the emperor during the first successful invasion?
- Why did the Romans invade Britain?
- Was Boudicca a Roman or a Celt?
- What was the name of Boudicca’s tribe?
- How did Boudicca die?
First of all, I’d like your child to answer the questions. If there are any questions they don’t remember the answer to, they can use the internet to find them. A couple of links below:
Next, they should show off some of the knowledge they’ve learnt in the topic in a poster. This could be some of the answers to the questions above or other things they’ve learnt. Email some pictures of the posters you create and I’ll post them on Class News!
24 March 2020: Home learning
Here are today’s home learning tasks.
It’s my favourite historical figure, Boudicca! It’s a straightforward task: read the text and answer the questions.
Children can do Section C as a challenge or write their own questions about the text to test you.
Day 1 – Answers
23 March 2020: Home learning
Hello parents, carers and Y4 children!
I hope you’re all okay. I wanted to email before the first set of learning goes live to give you a bit of information about what to expect.
Structure and Routine
As newly ‘qualified’ teachers, these first days will be a bit of a rollercoaster for you! Hang in there! You’ll be fine. Hopefully, you can get into a routine and find a structure that works for you. I’ve posted the timings of a typical school day below. Sticking to some of the school timings so there’s consistency may help.
|10-10.10||Wake Up Shake Up (or dance around the garden with music blaring out!)|
|12.10-13.10||Lunchtime (they can make their own – we call this Food Technology)|
|13.10-14.10||Fourth lesson (household chores, perhaps)|
|14.10-14.45||Fifth lesson (gardening or naptime)|
|14.45-15.15||Assembly/Reading class novel|
- Each day there will be three tasks: a reading task, a maths one, and a science / topic / writing task.
- These tasks will ‘go live’ at 9AM each morning on the Y4 Homework page of the school website.
- The tasks will not include any new learning. Instead they will consolidate learning that has happened during Year 4 with some challenge questions to apply or use the learning in a different way.
- The tasks should take between 30-40 minutes.
- Answers (where appropriate) will be posted with the following day’s new tasks.
You can email me at email@example.com about any of the learning tasks. I’ll aim to reply on the same day and no later than the following morning. To keep this manageable, please restrict emails to one per day, per child.
Class News Posts
It would be great if you emailed some photos of the children learning at home – either the school learning tasks or other learning or fun you’re having. I’ll post some of these on the Class News section of the website each week so that you can all see what each other are up to and it might make us feel a little less isolated. If you want to send photos but don’t want your child’s image used on the website, let me know.
Best of luck to you all.
ps. Feel free to give out some Cool Class Tokens if your child is doing some great learning, or, conversely, feel free to give out warnings if they’re not following the school/home rules!