12 October 2012
This week’s homework is “Practice Makes Perfect.”
We have been investigating different types of data for the last couple of weeks; this homework looks at a frequency chart and then asks about averages.
Ask your child about mode, median and mean averages. In this homework they are asked to find the mode, this is the most common piece of data that appears in the chart.
They should be able to complete this homework independently; if there are any problems then please come and see me.
This homework needs to be handed in by Wednesday 17 October 2012.
12 October 2012
The homework this week is Creative and is due on Wednesday 17 October.
I can show what I know about the circus.
As you know, our new topic is Roll Up, Roll Up! I would like you to show me anything you already know about the circus. You can be as creative as you like, but if you’re struggling why not try:
- produce a spider diagram of ideas
- draw pictures with labels
- write a sentence
- produce a poster
- cut and stick pictures from the internet or magazines
12 October 2012
This week’s spellings are all months of the year. You won’t be tested on all of them. However, you’ll have to learn them all as I’m not going to reveal which ones are going to be tested.
| LO: months of the year |
| January |
| February |
| March |
| April |
| May |
| June |
| July |
| August |
| September |
| October |
| November |
| December |
12 October 2012
This week’s homework is slightly different as it’s Practice makes Perfect. I want you to be able to distinguish between the two forms of its:
its – belonging to something, no apostrophe
it’s – a contraction, like we learnt last week, of ‘it is’
A good way to distinguish between the two is to check whether the sentence sounds correct if you substitute the word for ‘it is’. If you can do this, then the correct form is it’s. If it doesn’t seem to make sense, then the correct form is its.
For example:
The elephant raised its trunk.
The elephant raised it is trunk. (This doesn’t make sense. Therefore, the correct form is its without an apostrophe.)
Here are a couple of activities that you can do to test whether you can do them or not:
- Write it’s on a piece of paper and on the back write its. Then, get an adult to read out a sentence and you have to show them whether they need to use its or it’s.
- Find an interesting object. Can you describe it using both forms of its?
Thanks…
…to all friends and family who came along to the Class Assembly for Year 4.
This week, our SEAL (Social and Emotional Aspects of Learning) is I can make a fresh start, which is part of the SEAL theme New Beginnings.
A highlight for me was seeing how powerful this SEAL statement is in different contexts: learning, friendships, behaviour…
Here are some of your comments:
- “Impressed with the children’s confidence and their obvious enjoyment.”
- “Loud and clear message done really well. Great performance (as always!). Loved it.”
- “Great acting and good messages.”
- “Excellent entertaining assembly. Loving the ‘X Factor’ style singing.”
12 October 2012
This week, the children are completing some Practice Makes Perfect homework about homophones.
Homophones are words that sound the same but have different meanings. For example:
where were we’re
through threw
Children have been given a wordsearch and crossword of commonly misused homophones to learn, including the correct meaning.
Spellings homework this week is also related to learning when to use the correct homophone.
Homework is due in on Wednesday 17 October 2012.
12 October 2012
This week, the children are focussing on learning to spell and use the correct homophone at the right time and in the right context.
Homophones are words that sound the same but have different meanings. For example:
where were we’re
through threw
Children have been given a list of commonly misused homophones to learn, including the correct meaning. They will be tested on the spelling and, as importantly, the meaning of these words.
Spellings will be tested on Friday 19 October.
Is your child getting enough sleep?
Growing evidence suggests our children are losing out on sleep – with significant side-effects.
There is growing evidence that today’s children — particularly pre-teens and teenagers — are sleeping less than previous generations. A recent survey of 4,000 parents revealed that the average bedtime for a 10-year-old was 10.30pm, rising to midnight for a 15-year-old; 74 per cent of their parents thought that seven hours a night was enough. However, a quick search on the internet reveals most sleep experts recommend primary children should be sleeping 10-11 hours each night.
Even a modest lack of sleep among children has been shown to have startling effects: in a study of children aged 10 and 12, those told to sleep on average 41 minutes less than usual for several nights were then tested for memory, reaction times and attention. They were found to be the equivalent of two years behind their classmates, who got 35 minutes more sleep a night than usual. A study of 3,000 US teenagers showed that those getting school marks between C and F were going to bed 40 minutes later than the students with As and Bs, and were also reporting more depressive moods.
Research shows that the number one culprit for this is technology before sleep. Televisions, games consoles, mobiles etc are too much of a temptation for many. This has the twin effects of pushing bedtime later and stimulating the brain at a time when it should be winding down. The bright light from the screen can also stop the body producing the hormone melatonin, which prepares us for sleep.
Below, sleep experts at Millpond Sleep Clinic set out some useful tips…
Bedtime: the six golden rules
1 Observe the one hour wind-down period, just as we did when they were toddlers. No homework within an hour of sleep; the best time is either after school or straight after dinner.
2 Limit screens: all screens off 30-60 minutes before sleep, and ideally devices should be on the landing a minimum of 30 minutes before sleep. Don’t be deceived if teenagers say their brains have evolved to ignore the phone in their room. “Anything in the bedroom will disturb you — people sleeping together always have poorer quality sleep than if they had slept alone and if we haven’t evolved to get used to that then it’s unlikely that we would have evolved to sleep with our smartphones,” Dr Chris Idzikowski, director of the Edinburgh Sleep Centre, says.
3 Don’t go to bed hungry, but don’t eat a full meal within an hour of bed, either, as the digestive process delays sleep. Foods containing the amino acid tryptophan (bananas, chicken/turkey, wholegrain cereals and milk) are often cited as a sleep aid although many scientists say there is little evidence for their efficacy. “Whether tryptophan works or not, a glass of milk and toast or an oat biscuit with a banana an hour before bed is a healthy snack, so you won’t lose anything,” Mandy Gurney says. Avoid foods with refined sugar and caffeine.
4 Don’t begin in-depth conversations about life, exams and the universe in the last hour before bed, as social interaction is the most potent brain stimulation that exists.
5 Stop exercising three hours before sleep. Body temperature begins falling around the onset of sleep, but exercise keeps it high and delays sleep. “Exercise keeps your body temperature high and it’s also a stressor for the body, which keeps you awake,” Idzikowski says.
6 Keep the same bedtime rituals; the body knows what to expect and relaxes. A hot bath followed by quiet reading is the best way to ready the body. Rooms should be cool, quiet and dark. “A regularity of routine is amazingly useful,” Idzikowski says.
Freeze-framing
Our class novel is Street Child by Berlie Doherty. It’s given us great opportunities to explore narrative in many different ways. This week, we tried to show how some of the characters might be feeling when they were evicted from their home. Jim lives with his Ma and two sisters; when they can’t pay their rent they are thrown out onto the street. These photos are where we created a freeze frame showing how the family may have felt when they heard the news. The freeze frames were then given a caption to show what they were trying to portray.
Researching the old with the new
Year 5 became historians this week, researching how life was for Victorian children. The iPads should have been steaming when we had finished – we found an amazing amount of facts!
