Year 6 Home Learning

02 November 2020

Posted on Monday 02 November 2020 by Mr Lindsay

Before you launch into your learning, here’s a quick message from Mr Lindsay.

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. 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 the 4 times table. Email the class teacher 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.)
  • 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’s fluency text is a non-fiction text about pyramids.

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: RIC – Body image

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. 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 article from First News, a newspaper for children, and complete the activity.

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.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Recap your understanding of expanded noun phrases using this lesson by Oak Academy

Activity 2: Review this BBC Bitesize website about expanded noun phrases. Identify the expanded noun phrases in this promotion for a Bronze Age burial ground.

Topic

This week’s topic learning is history.

Take a look at the information about Ancient Egypt from BBC Bitesize.

(Suggested time: 30-45 minutes)

Science   

We are learning about forces.

Watch this lesson about forces from Oak Academy.

19 October 2020

Posted on Monday 19 October 2020 by Mr Lindsay

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. 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 the 4 times table. Email the class teacher 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.)
  • 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’s fluency text is the opening to The Boy with a Bronze Axe.

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: RIC – Mental Health

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. 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 article from First News, a newspaper for children, and complete the activity.

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.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Recap your understanding of relative clauses by watching these Oak Academy lessons. Lesson one. Lesson two.

Activity 2: Children have planned their own superhero character description at school. Now, they should write their character description. Think about describing their appearance, powers, how they move and their background.

Topic

This week’s topic learning is history.

Watch this video from Oak Academy about how the Bronze Age changed life how humans lived.

(Suggested time: 30-45 minutes)

Science   

We are learning about microorganisms.

Explore this BBC website to find out more.

12 October 2020

Posted on Monday 12 October 2020 by Mr Lindsay

Before you launch into your learning, here’s a quick message from Mr Lindsay.

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. 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 the 4 times table. Email the class teacher 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.)
  • 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’s fluency text is an extract from Wolf Brother by Michelle Paver.

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: RIC – adventurer Benedict Allen

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. 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 article from First News, a newspaper for children, and complete the activity.

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.

(Suggested time: 30 minutes daily)

Writing

Activity 1: This week is all about super heroes! Read this biography about a new super hero – Vivian Venus. Draw and label the character using the text.

Activity 2: Read these Marvel character descriptions. Look at how varied the sentence starts are. Choose three sentence starts to use in activity 3.

Activity 3:

Create your own super hero using this template.

Topic

This week’s topic learning is history.

Read and watch the information about prehistoric Britain. Create your own timeline with three bits of information about the Stone Age, Bronze Age and Iron Age.

(Suggested time: 30-45 minutes)

Science   

We are learning about the Five Kingdoms.

Use this BBC website to create a fact file about bacteria.

Week beginning 05 October

Posted on Monday 05 October 2020 by Mr Lindsay

Before you launch into your learning, here’s a quick message from Mr Lindsay.

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: video, activity, answers

You don’t have to print the worksheet. 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 the 2,5,10 times table. Email the class teacher 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.)
  • 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’s fluency text is a poem: Matilda who told lies and was burned to death.

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: RIC about hedgehogs.

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. 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 article from First News, a newspaper for children, and complete the activity.

 

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.

 

(Suggested time: 30 minutes daily)

 

Writing

Activity 1: This series of lessons from Oak Academy is about persuasive writing. To help you with activity two, watch a different video each day and apply what you have learned to your own persuasive writing in activity 2.

 

Activity 2:

Last week, children started to design their own invention to help adventurers in the great outdoors! From a multi-functional grapping hook to a chameleon suit, the children drew and labelled their designs. This week we’d like the children to write a persuasive report trying to sell their product to the public. Imagine Dragon’s Den for writing.

(Suggested time: 30 minutes daily)

 

Topic

This week’s topic learning is linked to geography.

Using this text  from last week’s home learning and this BBC website, compare and contrast this region of Bolivia to the Lake District. What are the similarities and differences? You can use Google Earth to help with this comparison.

 

(Suggested time: 30-45 minutes)

 

Science   

We’re observing plants and animals.

As you can’t get out and about to collect your own leaves, read the information about leaves on this website. Watch this video about leaf classification. Make your own classification key for 6 different trees.

Week beginning 28 September 2020

Posted on Monday 28 September 2020 by Mr Lindsay

Here’s a video from Mr Lindsay. 

Maths

These lessons will roughly match the teaching and learning happening in class:

add numbers with more than four digits: video, worksheet, answers

subtract numbers with more than four digits: video, worksheet, answers

inverse operations: video, worksheet, answers

multi-step problems: video, worksheet, answers

add and subtract integers: video, worksheet, answers

You don’t have to print the worksheet. 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 the 2,5,10 times table. Email the class teacher 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.)
  • 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 that we shall be using for fluency and our geography learning.

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: Our RIC text is based on classification.

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. 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 article from First News, a newspaper for children, and complete the activity.

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.

(Suggested time: 30 minutes daily)

Writing

Activity 1: These video lessons about simple, compound and complex sentences from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch a different video each day and try some of the sentences yourself.

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 linked to geography.

Using this text, write down all the physical features (what’s the landscape like?) in Bolivia. Take a look at Bolivia on Google Earth. How does it compare to the landscape of England?

(Suggested time: 30-45 minutes)

Science   

We’re learning about classification.

Watch this lesson about the work of Carl Linnaeus.  He divided animals into seven classes: 1. mammals, 2. Birds, 3.amphibians, 4. Fish, 5. Insects, 6. Worms. Write your own definition of each class.

(Suggested time: 30-45 minutes)

Week beginning 21 September 2020

Posted on Friday 18 September 2020 by Mr Lindsay

Before you launch into your learning, here’s a quick message from Mr Lindsay.

 Maths

This week’s maths learning is linked to addition for year 5 and ordering and comparing numbers for year 6.

Year 5 children: These five video lessons will roughly match the teaching and learning happening in class.

The worksheets and answers for each lesson are here.

Year 6 children: These five video lessons will roughly match the teaching and learning happening in class.

The worksheets and answers for each lesson are here.

You don’t have to print the worksheet. 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 the 2,5,10 times table. Email the class teacher 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.)
  • 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 Year 5 are using in class this week to build up fluency skills.

This is the text Year 6 are using in class this week 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

Day 1: Year 5 will be using this ‘RIC’ text in class to practise comprehension skills (See the fluency text above). Year 6 will be using this ‘RIC’ text in class to practise comprehension skills.

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. 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 article from First News, a newspaper for children, and complete the activity.

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.

 

(Suggested time: 30 minutes daily)

Writing

Activity 1: This video lesson about relative clauses from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch the video and write some of your own sentences using 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 linked to design technology.

Last week, we designed our own cereal boxes. This week, we are going to use craft knifes to score and cut out a box template and complete our cereal boxes. At home, you could turn a cereal box inside out and draw on your own design.

(Suggested time: 30-45 minutes)

Science   

We’re learning about classification.

This BBC Bitesize lesson will really help to support learning at home.

(Suggested time: 30-45 minutes)

Coming soon

Posted on Wednesday 16 September 2020 by Mr Roundtree

Very soon, a teacher from this phase will provide you with more ways for you to support your child at home. In the meantime, go to White Rose Maths and Oak National Academy for online learning.