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27 January 2017

This week, the children have been given three spelling activities. They need to use these to help them to learn the words given last week.

Consonants and Vowels

Write your spellings words; use a blue coloured pencil for consonants and a red coloured pencil for vowels.

Stair steps

Write your spellings as ‘stair steps’.

Alliterative Phrases or Sentences

Choose five of your spelling words and write five alliterative phrases or sentences. An alliteration uses the same initial letter. You may include a word or two that does not begin the same letter. Be sure to underline your spelling words.

Examples: cooling condensation, important instruction, every emotion explains experiences.

27 January 2017

The homework this week is creative and links in with our learning in maths this week:

I can show what I have learnt about money. 

In maths lessons, we’ve become familiar with different coins and made amounts using combinations of coins. For this homework, show off what you have learnt this week or show me some other learning or experience involving money!

27 January 2017

The spellings this week all have an le ending. This is the most common spelling for this ‘ul’ sound at the end of words.

27 January 2017

This week’s spelling task is to see how many words, from the spellings given last week, you can make using the letters in your homework book.

Cut the letters out (but don’t stick them down) – How many words can you make? This is a great way to practise and learn spellings.

The spellings given last week will be tested on Friday 03 February.

27 January 2017

This week’s homework is Creative and is due in on Thursday 02 February.

I can show what I know about a period of history.

Research a period of history and show what you have learnt.

• Research and record ten interesting facts about a period of history.

or

• Make a poster to show what you have found out.

Champion chariots

As we move through the different periods of time in our topic work, this week has seen us pay a visit to the Romans. Roman transport was our focus, especially chariots.

After designing, planning and resourcing, work began on making our very own chariots. Skills included measuring and sawing an axel to the correct size, adding wheels, shaping the front of the chariot and finally attaching it all.

Take a look at us in action.

The finished chariots look great!

27 January 2017

Our Practice Makes Perfect homework takes us back to Mathletics. Go on live Mathlitics throughout the week and gain 1000 points. There’ll be a prize across Y5 and Y6 for the person who earns the greatest number of points, too.

27 January 2016

This week’s spelling activity continues our work on how etymology can help us to understand word meaning and aid spelling.

What words can you create which include these prefixes? Create mini-dictionaries of words with the same prefix and see whether you notice their similar meanings.

27 January 2017

This week’s homework is Creative and is a little different. It’s due on 02 February, in plenty of time to enter…

As avid readers of First News, we’ve found a competition that we’re keen to get involved in and who am I to stand in the way of an opportunity brought about by reading?!

The children have each been given a competition entry sheet and here are the instructions from the advert itself:

So, this week’s homework is to design your own wizarding professor. Here’s what I think you’ll need to do to be in with a chance of winning:

• Draw a clear, imaginative and eye-catching picture of them.
• Keep your design to the entry template – no going out of the box.
• Add some information about your professor, either with a written description to go with them, or by adding descriptive labels.
• Think outside the box – how is yours going to stand out from thousands of other entries?

As a class, we’ll choose one to send in and all have our fingers crossed.

27 January 2017

Homophones

This year, we’ve already had a two-week spelling focus on ‘homophones’ (words that sound the same but are spelled differently and have different meanings). However, because homophones can be really confusing we’ll be practising (or should it be practicing?) these words again. Also, as a class, we often choose the wrong homophone in our writing.

For this week’s spelling activity, children should choose three homophones. They could choose homophones that they know they often get wrong, ones they find tricky or words that we have not focussed on yet this year.

For each homophone they should do the following:

• Give a definition of each meaning.
• Use both words in a sentence.
• Practise spelling each one in two different ways (use the sheet in your book for inspiration)
• Come up with a method for remembering witch won is witch which one is which that might help someone else remember.

They should use the spelling page of their (or there?) homework book to record their (or they’re?) practice.

*Disclaimer: any incorrect uses of homophones throughout this post are intentional.