year 2 remote learning week beginning 25 january 2021€¦ · year 2 remote learning week beginning...
TRANSCRIPT
Year 2 Remote Learning
Week beginning 25th January 2021
How to use your home learning pack: The home learning pack contains work for you to
complete during the week.
Parents: Please establish a timetable that suits you and your family. Try to stick to a daily
routine and use the timetable/schedule to help children keep on top of your child’s daily
learning. Children should take regular breaks and, if possible, encourage them to get
some fresh air/exercise throughout the day.
The timetable sets out the activities for each day. Please try and complete the lessons for
each day while you are at home.
TOP TIP: Every time you complete a lesson cross it off the timetable.
The Year 2 teachers are on Twitter! If you would like to share what you have done, find us
on:
@MrsSmithClifton @MissShafiq_1
@MissHuntClifton @MissRoachford
Maths: Please watch the video before completing the worksheet. The link for the video is
on the timetable and on the worksheet. The video will explain and teach you the lesson.
It will also help you complete the worksheet.
Fluency: Some lessons may be tricky; these extra sheets help you practice your fluency
skills a little more.
Mastery: Once your child is confident with the
tasks completed, you can then move onto reasoning problems.
Please continue to use Times Tables Rock Stars!
Reading Success Criteria: Use the success criteria to help you answer the reading
comprehension questions.
Tick success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Circle success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best answer
Retrieval questions:
1. Read the question
2. Look for key words in the
text
3. Find the answer
4. Write the answer on the
line
Phonics: Please use the link for the Letters and Sounds YouTube page and select the
appropriate sounds for that day.
Once you have watched the videos login onto PhonicsPlay and play games based on
the sounds learnt for that day. Your child can then complete the sheet attached.
Websites you will need:
Letter and Sounds – Phonics videos
https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw
Phonics Play -
https://www.phonicsplay.co.uk/
username: jan21
password: home
J2E - Computing
Log into J2E: https://www.j2e.com/
Charanga – Music lessons
https://charanga.com/site/log-in/
Pupil Home Access Login – 5 a day TV- P.E
https://5-a-day.tv/
Username: clifton-primary-school-b128ly-home
Password: LZYR6bVd
Joe Wicks
https://www.youtube.com/user/thebodycoach1
Comic Kids
https://www.youtube.com/user/CosmicKidsYoga
Clifton Primary School YouTube
https://www.youtube.com/user/CliftonPrimarySchool/videos
Staying Safe Online
When using the computer remember to follow our keeping safe rules!
PE Maths English Wider Curriculum
Mon
PE at home
Basketball
Choose from:
Daily Mile
5 a day
https://5-a-
day.tv/
Username:
clifton-
primary-
school-b128ly-
home
Password:
LZYR6bVd 5 a
day
Joe Wicks:
https://www.y
outube.com/
user/thebody
coach1
Cosmic Kids
Yoga:
https://www.y
outube.com/
user/CosmicKi
dsYoga
Andy Wilds
workouts:
https://www.b
bc.co.uk/iplay
er/episodes/p
06tmmvz/and
ys-wild-
workouts
Use arrays
https://vimeo.co
m/490417143
Handwriting:
One Armed Robot Letters – r, m
SPaG:
Spellings – Across and Down activity
English:
Write the opening of a story
Phonics:
Phase 3: - ‘ear’ Phase 5b: - ‘ow’
Reading: The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4
Science: Identify
materials that float and
sink.
https://classroom.thenat
ional.academy/lessons/
which-materials-float-
and-sink-
cdj66c?step=2&activity
=video
Tues
Recap – Make
doubles
https://vimeo.co
m/490420115
Handwriting:
One Armed Robot Letters – n, h
SPaG:
Identify the correct conjunction
English:
Write the build-up of a story
Phonics:
Phase 3: - ‘air’ Phase 5b: - ‘ie’
Reading:
The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4
IPC – Geography
L.O: Describe the
position of a place
https://www.youtube.com/watch?v=Te0Td0QVoj0
Story time: Not now, Bernard – Read by
Mrs Smith
https://youtu.be/_WfNrC5YZAE
Weds
2 times-tables
https://vimeo.co
m/490420447
Handwriting:
One Armed Robot Letters – b, k
SPaG:
Edit sentences to include conjunctions
English:
Write the problem of a story
Phonics:
Phase 3: - ‘ure’ Phase 5b: - ‘ea’
Reading:
The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4
IPC - Geography
L.O: To locate islands on
a world map
https://www.twinkl.co.uk/resource/t2-g-149-islands-information-powerpoint https://www.youtube.com/watch?v=c3VZrZe46_w
Thurs
5 times-table
https://vimeo.co
m/490421314
Handwriting:
One Armed Robot Letters – k, p
SPaG:
Use conjunctions in your writing
English:
Write the resolution of a story
Phonics:
Phase 3: - ‘er’ Phase 5b: - ‘er’
Reading:
The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4 Story time: Gorilla – Read by Mrs Smith: https://youtu.be/Ef1_qrvf5GQ
PSHE:
Communicating online
https://www.bbc.co.uk/
bitesize/topics/zj8xvcw/
articles/z9r72hv
R.E: LO to explain what
Hajj is and why it is
important to Muslims.
https://www.bbc.co.uk/bit
esize/clips/z9vcd2p
https://www.bbc.co.uk/tea
ch/class-clips-
video/religious-education-
ks2-my-life-my-religion-
muslim-pilgrimage-
hajj/zndfcqt
Fri
10 times-table
https://vimeo.co
m/490421912
Handwriting:
One Armed Robot Letters – mixed
SPaG:
Spelling test
English:
Write the ending of a story
Phonics:
Phase 3: - ‘review’ Phase 5b: - ‘a’
Reading:
The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4
Computing:
LO To create an
algorithm in advanced
mode.
LO To debug code.
https://www.j2e.com/he
lp/videos/Y1video2
Music:
Charanga - Yr 2, Spring
1, Step 3.
https://charanga.com/s
ite/log-in/
Additional supporting hyperlinks are included in individual lessons.
Monday 25th January 2021
Monday Maths:
Practice your number formation by tracing the numbers below.
Top tip: start writing the number at the red dot.
LO: To use arrays
Children explore arrays to see the commutativity of multiplication facts e.g. 5 × 2 =
2 × 5. The use of the array could be used to help children calculate multiplication
statements. The multiplication symbol and language of ‘lots of’ should be used
interchangeably. (Guidance taken from White Rose Maths)
Success Criteria:
• Count how there are in each group – there must be an equal amount in
each group.
e.g. there are 6 in each group.
• Write repeated addition equation.
e.g. 6 + 6 = 12
• Write multiplication equation
e.g. there are 2 lots of 6
2 X 6 = 12
It can also be written like this
• 2 + 2 + 2 +2 + 2 + 2 = 12
• 6 X 2 = 12
Mathematical Talk:
Where are the 2 lots of 3?
Where are the 3 lots of 2?
What do you notice?
What can we use to represent the eggs?
Can you draw an image to represent the equation?
Main activity:
Parent note:
• Watch the video with your child: https://vimeo.com/490417143
• Pause the video if/when told to and complete the questions on the main
activity sheets below.
• Encourage your child to refer to the success criteria.
• Use the ‘Mathematical Talk’ prompts (above) to support your child.
Fluency
Please complete the additional fluency questions as part of the lesson.
Parent note: Continue to use the success criteria above to complete these
additional questions.
Mastery
Once your child is confident with the tasks completed you can then move
onto reasoning problems. Choose one to complete.
Parent note:
• Use the guidance and question prompts on the left hand side of the
sheet to support your child’s understanding.
• Your child needs to complete the questions of the right hand side of the
activity sheet.
Monday - Handwriting
Learning Objective: To form letters from the ‘One Armed Robot Letters’ family
Success Criteria:
First, with your finger, follow the arrow to trace over the letters.
Next, trace over the letters with your pencil.
Then, have a go at writing your letters on the line.
Don’t forget to use your finger spaces.
Monday - SPaG – Spellings
Parent note:
It is important your child practices their spellings every day. Below you will
find the spellings and an activity that your child has done in school and
should be familiar with.
Spelling rule:
Step 1: Look & Say
Look at the word you
want to learn
Say the word out loud
Spell the word out loud
Step 2: Cover & See
Cover the word
See the word in your
mind
Trace the letters in the
air
Spell the word out loud
and trace again
Step 3: Write & Check
Cover the word
Write the word
Check the spelling
Write the word 2 more
times if correct; if not,
go back to step 1
Practice your spellings:
Look and say Cover Write Check
table
apple
bottle
little
middle
wobble
multiple
dazzle
Spelling activity:
Monday – English
Parent note:
In English this week, your child will retell the story ‘The Owl Who
Was Afraid of the Dark’ by Jill Tomlinson. Last week, your child’s
task was to remember the story through the use of actions
(imitating). These actions will now help them to write the story.
Here are some questions that you may want to discuss with your child when
thinking about the opening section of the story:
What happens at the beginning?
Who are the main characters?
Where is it set?
How are the characters feeling?
After having this discussion, your child will need use the text map to help
them write the story. They will need to point to each picture as they read the
sentence and think about what each picture represents. Once they have
verbalised their sentence, they will need to write it down. Remind your child
to use capital letters, full stops and finger spaces in their writing.
Here is an example:
This picture represents ‘Once’
This picture represents ‘there lived’
This picture represents ‘an owlet’
This picture represents ‘called Plop.’
The completed sentence: “Once there lived an owlet called Plop.”
Learning Objective: to write the opening of a story
Success Criteria:
1. Look at the first sentence of the text map
2. Point to each picture and think about what each picture represents
3. Say your sentence out loud
4. Write your sentence
5. Use capital letters, full stops and finger spaces in your writing
6. Repeat these steps for the rest of the sentences
The Owl Who Was Afraid of the Dark
Opening
Write the opening below. Rememeber to use the text map to help you.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
If your child needs help with their writing – use this template below:
Once_____________________________________________________________________
__________________________________________________________________________
He didn’t _________________________________________________________________
__________________________________________________________________________
One day, _________________________________________________________________
__________________________________________________________________________
Mummy Owl _____________________________________________________________
__________________________________________________________________________
She told __________________________________________________________________
__________________________________________________________________________
If your child finds this task too easy, they could edit their writing to include:
• interesting adjectives.
• conjunctions to join their sentences (and, but, or, so, because, when, if).
• extra detail / description of characters, settings and events.
Here is an example:
Original sentence:
Once there lived an owlet called Plop.
Edited sentence:
One quiet evening, in the creepy woods, on a tall tree lived a fluffy, cute
and innocent owlet called Plop.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Monday - Phonics:
In December, we wrote to all parents and advised you on your child’s Phonic
Screening Check score. If your child passed their check (by scoring 32 or
above), they will work on Phase 5b sounds this week. If your child did not
pass their check (by scoring 31 or below), they will work on Phase 3 sounds
this week.
Phase 3: To read and write words containing the ‘ear’ grapheme
Phase 5b: To read and write words containing the alternative pronunciation
‘ow’
You will need to login onto PhonicsPlay to access some of the required
resources. https://www.phonicsplay.co.uk/
username: jan21
password: home
Please complete the following with your child:
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 3 or Phase 5b)
2. Watch the appropriate video with your child to help them to learn the
sound:
Phase 3: - ‘ear’ https://www.youtube.com/watch?v=l5pPdWSeljY
Phase 5b: - ‘ow’
https://www.youtube.com/watch?v=FYW0ZTG2EBE&list=PLuGr6z2H2KN
GObda6B-T36vJlZYN06lOh&index=52
3. For phase 3 – please complete Buried Treasure (make sure to click
today’s sound)
For phase 5b – please complete Cheeky Chimps (make sure to click
today’s sound)
4. Complete the sheet for either the ‘ear’ (Phase 3) or ‘ow’ (Phase 5b)
grapheme.
Phonics
Phase 3 activity:
Phonics
Phase 5b activity:
Read the words below with both pronunciation’s and decide which column
the word goes in. The first one has been done for you.
cow
blow
growl
growl owl low brown bowl
snow window show crown frown
Monday - Reading:
Parent note:
• Read the text with your child
• Discuss the meaning of any words your child does not understand
• Read the text again this time with your child joining in
• Ask them simple questions about the text
• Discuss the success criteria with your child
• Your child can then have a go at answering the questions by
themselves
Learning Objective: To answer retrieval questions
Success Criteria:
1. Read the text
2. Discuss the meaning of any words you are not sure about
3. Read the question
4. Check the success criteria for that type of question
5. Follow the success criteria to answer the question
Tick success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best answer
Circle success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best answer
Retrieval questions:
1. Read the question
2. Look for key words in
the text
3. Find the answer
4. Write the answer on the
line
Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4
So Plop stayed. The boys sang until the fire had sunk to a red glow.
Then Plop said goodbye and flew home.
“Well?” said his mummy. “Where have you been?”
“I met a boy – and he says DARK IS FUN. I still do not like it AT ALL –
but I think camp-fires are super!”
Plop woke up the next afternoon and went out on to the landing
branch. “Plop,” said Mrs Barn Owl, “go and find out about the dark
again. See what that little girl down there thinks about it.”
The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK
1. What did Plop say about the campfire?
Circle one.
campfires are super campfires are fun campfires are boring
2. What time did Plop wake up?
Tick one.
morning
night
afternoon
evening
3. What did Mrs Barn Owl tell Plop to do?
________________________________________________________________
Monday- Science
L.O: Identify materials that float and sink.
S.C:
1. Identify what the object is made from.
2. Make a prediction.
3. Put the object in the water.
4. Did it float or sink?
5. Record answer.
Parent note:
Today the children are going to identify materials that float and sink. This will
help with science and D.T sessions in the coming weeks.
1. Please watch the video with your child; it demonstrates how to carry
pout the activity. Pause the video and ask the children to make a
prediction about which objects they think will float and which will sink.
https://classroom.thenational.academy/lessons/which-materials-float-and-
sink-cdj66c?step=2&activity=video
2. Look at the objects and make a prediction about which ones will float
and which ones will sink.
3. Supervise your child whilst they carry out the investigation, as it may get
a little messy!
You will need:
• A bowl/sink filled with water
• Pen
• Pencil crayon
• Sponge
• Bottle lid
• Bottle filled with water
• Empty bottle
• Plastic peg
• Wooden peg
• Tin foil
• Paper
Why Do Some Objects Sink?
Density
Objects like marbles, coins and stones are more
solid (dense) than water. When you put them in
water, they sink to the bottom.
But objects like corks, wood and sponges are less
dense than water. Objects that are hollow (with air
inside) also float. This is because air is less dense than
water.
What about shape?
The shape of an object matters too. When more of the surface of an
object is touching the water, the object floats better. Let’s try that next.
Does the Shape Matter?
What do you think will happen if you drop a ball of plasticine into
water?
Yes! It sinks because the material is more dense than water.
This time, change the shape of the ball into a boat shape. Can you
make it float?
Buoyancy
When more of the shape is touching the water it is more likely to float.
The object pushes against the water, but the water pushes back! If lots
of the object is touching the water, the water will push back enough to
make the object float! This means the object is buoyant (even if the
material is dense).
Prediction
First you need to make a prediction about which objects you think will float
and which will sink.
A prediction is a guess. It doesn’t matter is your guess is right or wrong. Think
about what you already know and have a good guess.
If you think the object will float you put a tick in the “I predict it will float” box.
If you think the object will sink you put a tick in the “I predict it will sink” box.
Have a look at my example:
“I predict the pen will sink. I think this because I know some plastics float.”
I predict it will float I predict it will sink
Pen ✓
Now your turn:
I predict it will float
I predict it will sink
Pen
Pencil crayon
Sponge
Bottle lid
Plastic bottle
filled with water
Empty plastic
bottle
Plastic peg
Wooden peg
Tin foil
Paper
Investigation
Now carry out the investigation.
Look at my example:
“When I put the pen in the water it floated. It did not sink.”
I put a tick in the floated box because the pen floated.
Object Material Floats Sinks
Pen Plastic ✓
Now your turn:
Material Floats
Sink
Pen
Pencil crayon
Sponge
Bottle lid
Plastic bottle filled
with water
Empty plastic bottle
Plastic peg
Wooden peg
Tin foil
Paper
What did you find out? Did you find that all objects made from the same
materials float or sinks? Write a sentence.
Monday P.E – Basketball
Tuesday 26th January 2021
Tuesday Maths:
Practice your number formation by tracing the numbers below.
Top tip: start writing the number at the red dot.
LO: To make equal groups.
Children explore doubling with numbers up to 20. Reinforce understanding that ‘double’ is
two groups of a number or an amount. Children show and explain what doubling means
using concrete and pictorial representations. They record doubling using the sentence,
‘Double ___ is ____’ and use repeated addition to represent doubles in the abstract. They
look at representations to decide whether that shows doubling or not. (Guidance taken
from White Rose Maths)
Success Criteria:
Double means two equal groups
• Count how many are in one group
e.g. 6
• Count the same amount again.
• Count how many altogether
e.g. 6 + 6 = 12
Mathematical Talk:
Can you sort these representations in to doubles and not
doubles? How do you know they’ve been doubled?
What comes next in my table, why?
How can we show the double differently?
If double 2 is 4, what is double 20?
What is the largest double we can roll on a normal dice?
Main activity:
Parent note:
• Watch the video with your child: https://vimeo.com/488108584
• Pause the video if/when told to and complete the questions on the main activity
sheets.
• Encourage your child to refer to the success criteria.
• Use the ‘Mathematical Talk’ prompts (above) to support your child.
• You may hear/ see the terminology ‘base 10’ - we call this ‘dienes cubes’ at school.
Fluency
Please complete the additional fluency questions as part of the lesson.
Parent note: Continue to use the success criteria above to complete these
additional questions.
Mastery
Once your child is confident with the tasks completed you can then move
onto reasoning problems. Choose one of the tasks.
Parent note:
• Use the guidance and question prompts on the left-hand side of the
sheet to support your child’s understanding.
• Your child needs to complete the questions of the right-hand side of the
activity sheet.
Tuesday - Handwriting
Learning Objective: To form letters from the ‘One Armed Robot Letters’ family
Success Criteria:
First, with your finger, follow the arrow to trace over the letters.
Next, trace over the letters with your pencil.
Then, have a go at writing your letters on the line.
Don’t forget to use your finger spaces.
Tuesday – SpaG
Learning Objective: To identify the correct conjunction
Success criteria:
1. Read the sentence.
2. Think about which conjunction to use.
3. Read the sentence with the conjunction.
4. Put a circle around the correct conjunction.
5. Read the sentence to see if it makes sense
Every sentence has a clause. A clause is a group of words that has a subject
and a verb.
Jessica ran to the shop.
The word ‘Jessica’ is the subject. The word ‘ran’ is the verb
When we join two clauses together, they become complex or compound
sentences. We already know at least one way to do this – by using ‘and’.
Jessica ran to the shop. She bought a chocolate bar.
Jessica ran to the shop and she bought a chocolate bar.
We join our clauses together using conjunctions. The word ‘and’ is a
conjunction. When we are joining two clauses that are as important as each
other and that could be individual sentences, we use a co-ordinating
conjunction. There are many co-ordinating conjunctions, but we are going
to look more carefully at three of them:
and but or
Each of these co-ordinating conjunctions has a different job.
and is used when we are adding more information to a sentence.
but is used when we are contrasting things.
or is used when we are writing about alternatives.
Activity: Molly Monster is feeling blue. She has to choose the
correct conjunction – either ‘and’, ‘but’, ‘or’ – to use in the
following sentences but she is confused.
Please help her by circling the correct conjunction.
Here is an example:
Molly Monster was feeling blue and / but / or she wanted to cry.
Remember:
and is used when we are adding more information to a sentence.
but is used when we are contrasting things.
or is used when we are writing about alternatives.
The correct conjunction is ‘and’.
There is more information about how Molly Monster was feeling – we know
that she wanted to cry. We are not contrasting in this sentence or writing
about alternatives.
1. My favourite TV show is on and / but / or I’m too tired to watch it.
2. We’ll go on Saturday and / but / or we could go on Sunday.
3. I bought the cake and / but / or I forgot to buy the candles.
4. Should I wear shorts and / but / or should I wear trousers?
5. I like swimming and / but / or I don’t like running.
6. I think he is three and / but / or he might be four years-old.
7. I fell over and / but / or I hurt my knee.
8. I ordered a burger and / but / or it was burnt.
Tuesday – English
Parent note:
In English this week, your child will retell the story ‘The Owl Who Was Afraid of
the Dark’ by Jill Tomlinson. Last week, your child’s task was to remember the
story through the use of actions (imitating). These actions will now help them
to write the story.
Here are some questions that you may want to discuss with your child when
thinking about the build-up section of the story:
What happens next?
How does the story hint at a problem?
How are the characters feeling?
After having this discussion, your child will need use the text map to help
them write the story. They will need to point to each picture as they read the
sentence and think about what each picture represents. Once they have
verbalised their sentence, they will need to write it down. Remind your child
to use capital letters, full stops and finger spaces in their writing.
Here is an example:
This picture represents ‘So Plop took a deep breath’
This picture represents ‘and glided down.’
The completed sentence: “So Plop took a deep breath and glided down.”
Learning Objective: To write the build-up of a story
Success Criteria:
1. Look at the first sentence of the text map
2. Point to each picture and think about what each picture represents
3. Say your sentence out loud
4. Write your sentence
5. Use capital letters, full stops and finger spaces in your writing
6. Repeat these steps for the rest of the sentences
The Owl Who Was Afraid of the Dark
Build-up
Write the build-up below. Rememeber to use the text map to help you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If your child needs help with their writing – use this template below:
So Plop ___________________________________________________________________
__________________________________________________________________________
He landed ________________________________________________________________
__________________________________________________________________________
The boy _________________________________________________________________
__________________________________________________________________________
Plop _____________________________________________________________________
__________________________________________________________________________
The boy _________________________________________________________________
__________________________________________________________________________
If your child finds this task too easy, they could edit their writing to include:
• interesting adjectives
• conjunctions to join their sentences (and, but, or, so, because, when, if)
• extra detail / description of characters, settings and events
Here is an example:
Original sentence:
So Plop took a deep breath and glided down.
Edited sentence:
So Plop who was very nervous took a long, deep breath, opened his wings
and glided down carefully.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Tuesday - Phonics:
In December, we wrote to all parents and advised you on your child’s Phonic
Screening Check score. If your child passed their check (by scoring 32 or
above), they will work on Phase 5b sounds this week. If your child did not
pass their check (by scoring 31 or below), they will work on Phase 3 sounds
this week.
Phase 3: To read and write words containing the ‘air’ grapheme
Phase 5b: To read and write words containing the alternative pronunciation
‘ie’
You will need to login onto PhonicsPlay to access some of the required
resources. https://www.phonicsplay.co.uk/
username: jan21
password: home
Please complete the following with your child:
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 3 or Phase 5b)
2. Watch the appropriate video with your child to help them to learn the
sound:
Phase 3: - ‘air’ https://www.youtube.com/watch?v=BOdSE-ATXI8
Phase 5b: - ‘ie’
https://www.youtube.com/watch?v=d9V0zAeX4oI&list=PLuGr6z2H2KN
GObda6B-T36vJlZYN06lOh&index=61
3. For phase 3 – please complete Buried Treasure (make sure to click
today’s sound)
For phase 5b – please complete Cheeky Chimps (make sure to click
today’s sound)
4. Complete the sheet for either the ‘air’ (Phase 3) or ‘ie’ (Phase 5b)
grapheme.
Phonics
Phase 3 activity:
Phonics
Phase 5b activity:
Read the words below with both pronunciation’s and decide which column
the word goes in. The first one has been done for you.
pie field
tried
tried fried cried chief replied
theif shield
denied belief shriek
Tuesday - Reading:
Parent note:
• Read the text with your child
• Discuss the meaning of any words your child does not understand
• Read the text again this time with your child joining in
• Ask them simple questions about the text
• Discuss the success criteria with your child
• Your child can then have a go at answering the questions by
themselves
Learning Objective: To answer retrieval questions
Success Criteria:
1. Read the text
2. Discuss the meaning of any words you are not sure about
3. Read the question
4. Check the success criteria for that type of question
5. Follow the success criteria to answer the question
Tick success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Circle success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Retrieval questions:
1. Read the question
2. Look for key words
in the text
3. Find the answer
4. Write the answer on
the line
Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4
Plop landed by the little girl with a bounce. “Hello!” he said. “I’ve come to
ask about the dark. Do you like it?”
“Of course I do!” she replied. “DARK IS NECESSARY. Without the dark, Father
Christmas wouldn’t come. You’d have an empty stocking on Christmas day.”
“I don’t have a stocking,” said Plop. So the little girl took off her wellington
and gave him her sock.
“Here,” she said, “hang it up on Christmas Eve.” “Oh, thank you!” said Plop
and returned to his mummy.
“Well?” said Mrs Barn Owl. “The little girl says DARK IS NECESSARY, because of
Father Christmas coming,” Plop said. “I still do not like it AT ALL – but I am
going to hang up this sock on Christmas Eve.”
The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK
1. What did the girl say about the dark?
________________________________________________________________
2. What did the girl give to Plop?
Tick one.
a sweet
a sock
a shoe
a present
3. What is Plop going to do with the sock?
Circle one.
hang it up eat it wear it give it to his mummy
Tuesday- IPC – Geography:
L.O: Describe the position of a place.
S.C:
1. Complete compass point
2. Name countries of United Kingdom
3. Answer the questions
Parent note:
As part of the national curriculum, children in key stage 1 need to be
confident with naming the countries and capital cities of the United
Kingdom. Therefore, it is important that we recap these often so they
become more confident. Today we will do that whilst developing the
children’s compass point skills.
1. Recap compass point with your child: watch this video again:
https://www.youtube.com/watch?v=Te0Td0QVoj0
2. Ask your child to tell you the four countries that make up the United
Kingdom:
England
Scotland
Wales
Northern Ireland
3. Then the capital cities for each country:
England - London
Scotland - Edinburgh
Wales - Cardiff
Northern Ireland - Belfast
4. Show the children how to find the countries and cities in the United
Kingdom
5. Complete the compass below to remind the children of the compass
point.
6. Complete the questions. It is important that the children speak in full
sentences.
For example,
Question: What country is north of England?
Answer: “Scotland is north of England”
Activity 1:
To remind yourself of the compass points complete the compass points
again
Top Tip: Naughty Elephants Squirt Water
Activity 2: Name the four countries that make up the United Kingdom
E_________________________
S_________________________
W_______________________
N_________________ I___________________
Activity 3: Use the compass points and country names to answer these
questions.
Example:
What country is north of England? Scotland
Your turn:
What country is east of Wales?___________________________________________
What country is west of England?_________________________________________
What country is south of Scotland? ________________________________________
What country is north west of Wale? _______________________________________
What country is north east of Northern Ireland? _____________________________
Use this map to help you
Wednesday 27th January 2021
Maths:
Practice your number formation by tracing the numbers below.
Top tip: start writing the number at the red dot.
LO: To understand the 2 times table
Children should be comfortable with the concept of multiplication so they can
apply this to multiplication tables. Images, as well as number tracks, should be used
to encourage children to count in twos. Resources such as cubes and number
pieces are important for children to explore equal groups within the 2 times-table.
(Guidance taken from White Rose Maths)
Success Criteria:
• Group objects into groups of 2.
• Count how many groups altogether
e.g. There are 4 equal groups.
• Count in 2’s, how many altogether.
“2, 4, 6, 8. There are 8 cubes altogether.”
• Write equation
e.g. 2 X 4 = 8
Mathematical Talk:
If 16p is made using 2p coins, how many coins would there be?
How many 2s go into 16?
How can the images of the 5 bicycles help you to solve the problems?
Main activity:
Parent note:
• Watch the video with your child: https://vimeo.com/490420447
• Pause the video if/when told to and complete the questions on the main
activity sheets below.
• Encourage your child to refer to the success criteria.
• Use the ‘Mathematical Talk’ prompts (above) to support your child.
Fluency
Please complete the additional fluency questions as part of the lesson.
Parent note: Continue to use the success criteria above to complete these
additional questions.
Mastery
Once your child is confident with the tasks completed you can then move
onto reasoning problems. Choose one of the tasks below.
Parent note:
• Use the guidance and question prompts on the left-hand side of the
sheet to support your child’s understanding.
• Your child needs to complete the questions of the right-hand side of the
activity sheet.
Wednesday - Handwriting
Learning Objective: To form letters from the ‘One Armed Robot Letters’ family
Success Criteria:
First, with your finger, follow the arrow to trace over the letters.
Next, trace over the letters with your pencil.
Then, have a go at writing your letters on the line.
Don’t forget to use your finger spaces.
Wednesday – SPaG
Learning Objective: To edit sentences to include conjunctions
Success criteria:
1. Read the sentence.
2. Think about which conjunction to use.
3. Write your sentence with the conjunction.
4. Remember to take out the first full stop and the second capital letter.
5. Read the sentence to see if it makes sense.
and but or
Each of these co-ordinating conjunctions has a different job.
and is used when we are adding more information to a sentence.
but is used when we are contrasting things.
or is used when we are writing about alternatives.
Activity: Kate’s teacher has asked her to improve her work by joining her
simple sentences using ‘or’, ‘but’ or ‘and’ to make a compound sentence.
Can you help her by turning her sentences into compound sentences?
Remember to take out the first full stop and the second capital letter.
Here is an example:
Read the sentence:
Jake was at the park. It was sunny.
Think about which conjunction to use.
and but or
Write your sentence with the conjunction. Remember to take out the first full
stop and the second capital letter.
Jake was at the park it was sunny.
Jake was at the park and it was sunny.
Read the sentence to see if it makes sense.
Jake was at the park and it was sunny.
1. John went to the shop. He bought some sweets.
__________________________________________________________________________
2. Should Rachel buy sweets? Should she buy chocolate?
__________________________________________________________________________
3. Terry missed the bus. He still managed to get to school on time.
__________________________________________________________________________
4. Jennifer might win the competition. Tracy could win too.
__________________________________________________________________________
5. Peter needed to wear sun cream. He had forgotten to pack it.
__________________________________________________________________________
6. The children went to fly a kite. It wasn’t windy outside.
__________________________________________________________________________
7. The teacher sat at his desk. He marked some books.
__________________________________________________________________________
Wednesday – English
Parent note:
In English this week, your child will retell the story ‘The Owl Who
Was Afraid of the Dark’ by Jill Tomlinson. Last week, your child’s
task was to remember the story through the use of actions
(imitating). These actions will now help them to write the story.
Here are some questions that you may want to discuss with your child when
thinking about the problem section of the story:
What is the problem withinthe story?
How are the characters feeling?
After having this discussion, your child will need use the text map to help
them write the story. They will need to point to each picture as they read the
sentence and think about what each picture represents. Once they have
verbalised their sentence, they will need to write it down. Remind your child
to use capital letters, full stops and finger spaces in their writing.
Here is an example:
This picture represents ‘Plop’
This picture represents ‘thought for a moment’
The completed sentence: “Plop thought for a moment.”
Learning Objective: to write the problem of a story
Success Criteria:
1. Look at the first sentence of the text map
2. Point to each picture and think about what each picture represents
3. Say your sentence out loud
4. Write your sentence
5. Use capital letters, full stops and finger spaces in your writing
6. Repeat these steps for the rest of the sentences
The Owl Who Was Afraid of the Dark
Problem
Write the problem below. Rememeber to use the text map to help you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If your child needs help with their writing – use this template below:
Plop______________________________________________________________________
Then _____________________________________________________________________
__________________________________________________________________________
The boy _________________________________________________________________
He ______________________________________________________________________
__________________________________________________________________________
Plop _____________________________________________________________________
__________________________________________________________________________
He ______________________________________________________________________
__________________________________________________________________________
If your child finds this task too easy, they could edit their writing to include:
• interesting adjectives
• conjunctions to join their sentences (and, but, or, so, because, when, if)
• extra detail / description of characters, settings and events
Here is an example:
Original sentence:
Plop thought for a moment.
Edited sentence:
Plop closed his beady eyes and thought deeply for a moment about what
the boy had said about the dark.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Wednesday - Phonics:
In December, we wrote to all parents and advised you on your child’s Phonic
Screening Check score. If your child passed their check (by scoring 32 or
above), they will work on Phase 5b sounds this week. If your child did not
pass their check (by scoring 31 or below), they will work on Phase 3 sounds
this week.
Phase 3: To read and write words containing the ‘ure’ grapheme
Phase 5b: To read and write words containing the alternative pronunciation
‘ea’
You will need to login onto PhonicsPlay to access some of the required
resources. https://www.phonicsplay.co.uk/
username: jan21
password: home
Please complete the following with your child:
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 3 or Phase 5b)
2. Watch the appropriate video with your child to help them to learn the
sound:
Phase 3: - ‘ure’ https://www.youtube.com/watch?v=dVau1GoS8wQ
Phase 5b: - ‘ea’
https://www.youtube.com/watch?v=0wVqAKgocB0&list=PLuGr6z2H2KN
GObda6B-T36vJlZYN06lOh&index=48
3. For phase 3 – please complete Buried Treasure (make sure to click
today’s sound)
For phase 5b – please complete Cheeky Chimps (make sure to click
today’s sound)
4. Complete the sheet for either the ‘ure’ (Phase 3) or ‘ea’ (Phase 5b)
grapheme.
Phonics
Phase 3 activity:
Phonics
Phase 5b activity:
Read the words below with both pronunciation’s and decide which column
the word goes in. The first one has been done for you.
eat bread
sea
sea meat
head deaf repeat
reading feather
steam instead treat
Wednesday - Reading:
Parent note:
• Read the text with your child
• Discuss the meaning of any words your child does not understand
• Read the text again this time with your child joining in
• Ask them simple questions about the text
• Discuss the success criteria with your child
• Your child can then have a go at answering the questions by
themselves
Learning Objective: To answer retrieval questions
Success Criteria:
1. Read the text
2. Discuss the meaning of any words you are not sure about
3. Read the question
4. Check the success criteria for that type of question
5. Follow the success criteria to answer the question
Tick success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Circle success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Retrieval questions:
1. Read the question
2. Look for key words
in the text
3. Find the answer
4. Write the answer on
the line
Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4
Plop slept nearly all day. By evening he was wide awake. “It’s getting-up
time, Daddy!” he shouted, butting his father in the tummy.
Mr Barn Owl looked up at the sky. “Not quite yet, Plop,” he said. “Wait till it’s
dark.”
That night, Plop watched his parents take off to go hunting again. Looking
through the leaves, he saw a man standing on the ground below. So Plop
flew down, landing with a gentle bump.
The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK
1. By evening he was ___________________.
Tick one.
wide awake
sleepy
tired
excited
2. What did Plops parents do?
___________________________________________________________
3. Who did Plop see?
Circle one.
a girl a boy a man
Wednesday- IPC – Geography:
L.O: To locate islands on a world map.
S.C:
5. Read the information
6. Identify the contents
7. Search for the country name
8. Identify where on the map it is
9. Label the island
Parent note:
As part of the national curriculum, the children need to be confident in
naming and identifying the continents. Therefore, it is important that we
recap these often so they become more confident. Today children will
name and label the continents before finding islands on a world map.
Read through the information with your child. Ask your child what they think
an island is.
Support your child when using an atlas or google maps.
What is an island song: https://www.youtube.com/watch?v=c3VZrZe46_w
What is an island?
• An island is a piece of land that is
surrounded on all sides
by water.
• Continents (like Europe or
Australia) are also surrounded
by water, but because they are so
big we don’t consider
them islands.
• Islands come in all different sizes –
some are huge countries
and others are small and exist in a group.
Can you name any islands?
Where do islands come from?
Most islands were formed millions of years ago when the sea levels rose. This
broke away pieces of land from the main continent they were attached to.
There are some types of islands that were formed in different ways.
Volcanic Islands
Volcano islands are created from volcanoes
erupting layers of lava and solidifying over
millions of years. They eventually become so tall
that they reach the surface of the sea.
Coral Islands
Coral islands are made of lots of tiny corals. They make rocky reefs that
eventually pile up to make islands over thousands of years. They are
sometimes ring shaped.
Hot Islands
Hot islands usually have hot, tropical climates.
They often have white, sandy beaches and palm
trees.
Cold Islands
Cold islands have a cold climate. One example is Iceland.
Activity: Find the island on this world map.
S.C:
Read continents names
Label the continents
Read island names
Label the Islands
Top Tip: these continents and islands are names of places, they are proper
nouns, so they must begin with capital letters.
Continents:
North America South America Africa Antarctica
Australasia Europe Asia
Islands:
Greenland Cuba Madagascar
New Zealand Sri Lanka Japan
Thursday 28th January 2021
Practice your number formation by tracing the numbers below.
Top tip: start writing the number at the red dot.
LO: To understand 5 times-tables
Children can already count in 5s from any given number. They will also have
developed understanding of the 2 timestable. This small step is focused on
the 5 times table and it is important to include the use of zero. Children
should see the = sign at both ends of the calculation to understand that it
means ‘equals to’. (Guidance taken from White Rose Maths)
Success Criteria: • Group objects into groups of 5.
• Count how many groups altogether
e.g. There are 4 equal groups.
• Count in 2’s, how many altogether.
“5, 10, 15, 20. There are 20 cubes altogether.”
• Write equation
e.g. 5 X 4 = 20
Mathematical Talk:
If there are 30 petals, how many flowers? Can you count in 5s
to 30? How many 5s go into 30?
How many 5s go into 35?
What does each symbol mean?
Main activity:
Parent note:
• Watch the video with your child: https://vimeo.com/490421314
• Pause the video if/when told to and complete the questions on the
main activity sheets below.
• Encourage your child to refer to the success criteria.
• Use the ‘Mathematical Talk’ prompts (above) to support your child.
Fluency
Please complete the additional fluency questions as part of the lesson.
Parent note: Continue to use the success criteria above to complete these
additional questions.
Mastery
Once your child is confident with the tasks completed you can then move
onto this reasoning problem.
Parent note:
• Read the question to your child.
• Ask your child what they could do first to answer the question.
• Top tip: Work out the answers to each side of the equation separately
first. Are they equal?
Test style question:
Parent note:
• Read the question carefully with your child
• Continue to use the success criteria above to complete this question.
Test style question:
Parent note:
• Read the question carefully with your child
• Continue to use the success criteria above to complete this question.
Q1.
Ben has five marbles.
Kemi has seven times that number.
How many marbles does Kemi have?
Thursday - Handwriting
Learning Objective: To form letters from the ‘One Armed Robot Letters’ family
Success Criteria:
First, with your finger, follow the arrow to trace over the letters.
Next, trace over the letters with your pencil.
Then, have a go at writing your letters on the line.
Don’t forget to use your finger spaces.
Thursday – SpaG
Learning Objective: To use conjunctions in your writing
Success criteria:
1. Look at the picture.
2. Think of a sentence.
3. Use a conjunction to add more information to your sentence.
4. Use capital letters and full stops correctly
Activity: Use the picture to write sentences using conjunctions.
Here is an example:
Many years ago, in a faraway magical kingdom, there lived lots of talking
creatures, but they were kept hidden from the rest of the world. The weather
for a while had been gloomy. One day, the sun appeared behind the
clouds, but it was still cold. They all decided to go outside and have some
fun. The brave, warrior princess fought a battle with the mighty, ferocious
dragon and saved the frog from being eaten. The witch flew through the air
and she thought about flying to the clouds or somewhere even higher.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Thursday – English
Parent note:
In English this week, your child will retell the story ‘The Owl Who Was Afraid of
the Dark’ by Jill Tomlinson. Last week, your child’s task was to remember the
story through the use of actions (imitating). These actions will now help them
to write the story.
Here are some questions that you may want to discuss with your child when
thinking about the resolution section of the story:
How is this problem resolved/sorted out?
How are the characters feeling?
After having this discussion, your child will need use the text map to help
them write the story. They will need to point to each picture as they read the
sentence and think about what each picture represents. Once they have
verbalised their sentence, they will need to write it down. Remind your child
to use capital letters, full stops and finger spaces in their writing.
Here is an example:
This picture represents ‘Mummy Owl’
This picture represents ‘was excited to hear about’
This picture represents ‘what the boy said’
This picture represents ‘about the Dark.’
The completed sentence: “Mummy Owl was excited to hear about what the
boy said about Dark.”
Learning Objective: to write the resolution of a story
Success Criteria:
1. Look at the first sentence of the text map
2. Point to each picture and think about what each picture represents
3. Say your sentence out loud
4. Write your sentence
5. Use capital letters, full stops and finger spaces in your writing
6. Repeat these steps for the rest of the sentences
The Owl Who Was Afraid of the Dark
Resolution
Write the resolution below. Rememeber to use the text map to help you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If your child needs help with their writing – use this template below:
Mummy Owl _____________________________________________________________
__________________________________________________________________________
Plop _____________________________________________________________________
__________________________________________________________________________
After _____________________________________________________________________
__________________________________________________________________________
When he _________________________________________________________________
__________________________________________________________________________
Plop _____________________________________________________________________
In delight _________________________________________________________________
If your child finds this task too easy, they could edit their writing to include:
• interesting adjectives
• conjunctions to join their sentences (and, but, or, so, because, when, if)
• extra detail / description of characters, settings and events
Here is an example:
Original sentence:
Mummy Owl was excited to hear about what the boy said about Dark.
Edited sentence:
Mummy Owl was extremely excited to hear about what the kind, young boy
said about Dark.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Thursday - Phonics:
In December, we wrote to all parents and advised you on your child’s Phonic
Screening Check score. If your child passed their check (by scoring 32 or
above), they will work on Phase 5b sounds this week. If your child did not
pass their check (by scoring 31 or below), they will work on Phase 3 sounds
this week.
Phase 3: To read and write words containing the ‘er’ grapheme
Phase 5b: To read and write words containing the alternative pronunciation
‘er’
You will need to login onto PhonicsPlay to access some of the required
resources. https://www.phonicsplay.co.uk/
username: jan21
password: home
Please complete the following with your child:
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 3 or Phase 5b)
2. Watch the appropriate video with your child to help them to learn the
sound:
Phase 3: - ‘er’ https://www.youtube.com/watch?v=avg7f4o6Zb0
Phase 5b: - ‘er’
https://www.youtube.com/watch?v=Ffjnh3muZow&list=PLuGr6z2H2KNG
Obda6B-T36vJlZYN06lOh&index=59
3. For phase 3 – please complete Buried Treasure (make sure to click
today’s sound)
For phase 5b – please complete Cheeky Chimps (make sure to click
today’s sound)
4. Complete the sheet for either the ‘er’ (Phase 3) or ‘er’ (Phase 5b)
grapheme.
Phonics
Phase 3 activity:
Phonics
Phase 5b activity:
Read the words below with both pronunciation’s and decide which column
the word goes in. The first one has been done for you.
farmer her
letter
letter hammer
herbs feather stern
germ summer
ladder supper boxer
Thursday - Reading:
Parent note:
• Read the text with your child
• Discuss the meaning of any words your child does not understand
• Read the text again this time with your child joining in
• Ask them simple questions about the text
• Discuss the success criteria with your child
• Your child can then have a go at answering the questions by
themselves
Learning Objective: To answer retrieval questions
Success Criteria:
1. Read the text.
2. Discuss the meaning of any words you are not sure about.
3. Read the question.
4. Check the success criteria for that type of question.
5. Follow the success criteria to answer the question.
Tick success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Circle success criteria:
1. Read the question
2. Check how many
answers you need
3. Read the text
4. Cross off any ‘silly’
answers
5. Choose the best
answer
Retrieval questions:
1. Read the question
2. Look for key words
in the text
3. Find the answer
4. Write the answer on
the line
Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4
“Heavens!” cried the man, “You startled me.”
“Hello!” said Plop. “What’s that you’ve got there?”
“A telescope,” said the man. “For looking at stars and planets at night.”
“I don’t like the dark very much,” said Plop. “Really?” said the man. “But
DARK IS WONDERFUL. I’ll show you!
The man with the telescope showed Plop lots of stars and how they made
patterns in the sky. He pointed out the bright Pole Star, the Plough, the Dog
Star and Orion the Great Hunter.
The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK
1. What is a telescope used for?
Circle two.
looking at stars looking at oceans looking at planets
2. What did the man say about the dark?
________________________________________________________________
3. What made patterns in the sky?
Circle one.
the telescope the paint the stars
Thursday- PSHE – Communicating online
L.O: To understand how we can communicate through technology
Outcome Criteria:
I am able to describe how you might send a message to someone you know
using technology.
I can list ways people might use technology to talk to:
• a pen pal in another school
• someone in a game (suitable for their age)
• an agreed adult (e.g. getting help with a game or interest) with adult
help/supervision
I can name some of the risks in doing this.
Questions to Ask:
• What does online mean? What does offline mean?
• Why might someone want to communicate online with someone they
already know offline?
• Why might someone want to do this? What would be good about this?
• Can you think of any problems this might cause?
• What might they be?
• Is it sometimes ok to communicate with people you don’t know online?
• How would you check whether it was ok or not?
• What are the things you need to think about to stay safe when
communicating with people you don’t know well?
Video to watch with your child:
https://www.bbc.co.uk/bitesize/topics/zj8xvcw/articles/z9r72hv
Being safe online:
Parent note:
Before you start the session, ensure you have a discussion with your child
about the importance of not sharing personal information online.
For example:
• Never giving someone your full name
• Never telling someone where you live
• Never give your date of birth
• Not sharing photos of yourself online
Stress to your child that if something makes them feel uncomfortable to tell
an adult straight away.
What words mean the same as communicate?
Parent note:
Introduce the activity by explaining to the children that the session will be
looking at how we use technology to communicate and the people we might
communicate with. Think about different words that we can use instead of
‘communicate’. An example has been done for you.
Parent note:
Next, have a discussion about who the children know. Who do they know
well? How do they know they know them well? (e.g. I know where they live, I
know who their family are etc.). Who are the people that they know, but
don't know well? What is the difference?
Know well Know, but not well
School friend
Communicate
Chat
Who might you communicate with online?
Parent note:
Ask the children to consider who they might communicate with online that
they don't know well.
Is it ok to communicate with these people?
What sorts of things would they talk about/not talk about?
Draw out that fact that it might be
ok to communicate online with
people they don't
know well depending on context
e.g.
People may be helpful to me.
They don't need to know everything
about me.
It could be useful to my learning.
It can help entertain me (gaming etc.)
It can help to build an online community.
Complete the following grid.
Who might you communicate with
online
Why?
Teacher To share my work with them
How could you communicate with people online?
Parent note:
Ask your child to name as many different communication technologies
and/or apps/software that they know. Have a brief discussion regarding
which ones might be suitable for different people e.g. Facetime for family.
Use the table to describe the different people you might use technology to
communicate with. How you would do this (what technology you might use)
and why you would communicate that way?
Who? How? Why?
Teacher J2E Share work
How can you
communicate
with people
online?
Nintendo Switch
Mobile phone:
Thursday- R.E
LO: To explain what Hajj is and why it is important to Muslims.
Success Criteria:
5. Read the information about Hajj.
6. Underline the important information you will use in your poster.
7. Think about what Hajj is and why it is important to Muslims.
8. Think about how Hajj encourages unity and harmony between Muslims.
Parent note:
The five pillars of Islam are the defining practices of being a Muslim. This lesson is
about the special clothing Muslims wear during Hajj called the Ihram.
Hajj is the fifth pillar of Islam;
1.Shahadah (Belief in one Allah and Mohammad صلى الله عليه وسلم the last prophet of Allah)
2. Salah (Five daily prayers)
3. Zakah (Charity)
4. Sawm (Fasting)
5. Hajj (Pilgrimage)
The five pillars of Islam help each Muslim to form a personal relationship with Allah
(God) and understand the central principles of Islam; equality, justice and human
dignity.
Ask your child to think of situations where people wear the same clothes and
achieve a form of equality (e.g. school children, prisoners, nurses). Discuss the
advantages of looking the same (identity, equality, visibility).
Explain that during Hajj, Muslims wear special clothing called the Ihram. For men
this consists of two white sheets: one covering the lower part of the body and the
second covering the top part of the body wrapped around in such a way that it
leaves one shoulder bare. The women can wear any clothing as long as it is very
simple. The purpose is to show equality and global citizenship. In other words,
everyone is equal irrespective of how poor or rich they may be. Everyone is equal
regardless of skin colour. No race is superior to another race. The world belongs to
everyone and everyone has the responsibility of caring for the world and
everything in it.
Help your child to think about how Hajj encourages unity and harmony between
Muslims.
Unity - the state of being joined together or in agreement.
Harmony - a situation in which people are peaceful and agree with each other.
Watch these videos to find out more about Hajj:
https://www.bbc.co.uk/bitesize/clips/z9vcd2p
https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks2-my-
life-my-religion-muslim-pilgrimage-hajj/zndfcqt
A pilgrimage is a journey to a religious place. The people who go on these
special journeys are called ‘pilgrims’. Muslims live by the Five Pillars of Islam
which are rules to live a good Muslim life. One of these rules is going on a
pilgrimage to Makkah, or Mecca, in Saudi Arabia. This pilgrimage is called
Hajj and all Muslims are expected to make this special journey at least once
in life as long as they can afford to, and are fit and well. Mecca is where
Prophet Muhammad (peace be upon him) was born, making it a very
special place.
What Do Muslim Pilgrims Do during Hajj?
During Hajj, millions of pilgrims arrive in Mecca and perform a series of rituals.
The pilgrims visit the Ka’bah in Mecca and walk around it seven times.
They run between two mounts called Safa and Marwa.
The pilgrims go to the plains of Mount Arafat to stand in prayer and spend a
night on the plain of Muzdalifah.
They camp in Mina and throw seven small stones at three stone pillars, which
symbolise the devil.
The men shave their hair and sacrifice an animal as performed by the
prophet Abraham.
Finally, the pilgrims return to Mecca to the Ka’bah and circle it seven times
again.
What do pilgrims wear?
The cloth of the pilgrim is known as ihram.
White cloth is worn so all people are equal,
whether rich or poor.
The Kabah
The pilgrims visit the Ka’bah in Mecca and
walk around it seven times, anti-clockwise.
Muslims believe that the Ka’bah was built by
the prophet Abraham and his son, Ishmail,
4000 years ago. It is the first house built to
worship Allah and has been made larger over
the years.
Safa and Marwah
Safa and Marwah are two small hills, now located in the Masjid al-Haram in
Mecca, Saudi Arabia, between which, Muslims travel back and forth seven
times during the ritual pilgrimage of Hajj. Doing this helps Muslims to
remember the struggles that Hagar and Ishmael faced when they were in
the desert. A well still remains here and pilgrims drink from it.
Mount Arafat and the Plain of Muzdalifah
Pilgrims spend the night praying and
sleeping outside and gather pebbles for
the next day's ritual of the stoning of the
devil.
Mount Arafat was the scene of the prophet
Muhammad's final sermon. Pilgrims spend
the day here in prayer.
Mina
Pilgrims camp in Mina and throw small stones at three stone walls, which
symbolise the devil. The Stoning
of the Devil is where Muslim
pilgrims throw seven pebbles at
each of the three walls called
jamrah, in the city of Mina. It is
believed that at this spot, the
devil appeared and Abraham
threw stones to scare him off.
Sacrifice
Animals are sacrificed to remember the story of Abraham and his son.
After the sacrifice, the next step of Hajj is shaving heads. All male pilgrims are
expected to shave their head or trim their hair on the day of Eid and female
pilgrims cut the tips of their hair. This day is known as Eid al-Adha.
Return to Mecca
Finally, the pilgrims return to Mecca to the Ka’bah and circle it seven times
again. Once the pilgrims have completed all the rituals, they are given a
new title. They can now be known as ‘Hajji’.
Hajj brings together and unites the Muslims from different parts of the world
regardless of their race, colour and culture.
Activity: Create a poster to explain what Hajj is and why it is important to
Muslims.
Friday 29th January 2021
Practice your number formation by tracing the numbers below.
Top tip: start writing the number at the red dot.
LO: To understand 10 times-tables
Children have counted in 10s from any given whole number. This small step is
focused on the 10 times-table and it is important to include the use of zero.
Children should see the = sign at both ends of the calculation to understand
what it means. (Guidance taken from White Rose Maths).
Success Criteria:
• Group objects into groups of 10.
• Count how many groups altogether
e.g. There are 6 equal groups.
• Count in 2’s, how many altogether.
“10, 20,30, 40, 50, 60. There are 60 cubes altogether.”
• Write equation
e.g. 10 X 6 = 60
Mathematical Talk:
What if there were 10 packs of crayons?
If there are 50 crayons altogether, how many packets are there?
How do you know?
How many tens go into 30? Can you count in 10s to 30?
What does greater than mean? What does less than mean?
Main activity:
Parent note:
• Watch the video with your child: https://vimeo.com/490421912
• Pause the video if/when told to and complete the questions on the
main activity sheets below.
• Encourage your child to refer to the success criteria.
• Use the ‘Mathematical Talk’ prompts (above) to support your child.
Fluency
Please complete the additional fluency questions as part of the lesson.
Parent note: Continue to use the success criteria above to complete these
additional questions.
Mastery
Once your child is confident with the tasks completed you can then move
onto reasoning problems.
Parent note:
• Use the guidance and question prompts on the left-hand side of the
sheet to support your child’s understanding.
• Your child needs to complete the questions of the right-hand side of the
activity sheet.
Test style question:
Parent note:
• Read the question carefully with your child
• Continue to use the success criteria above to complete this question.
Q2.
Sita puts 10 balls in each bag.
How many balls are in the bags altogether?
Friday - Handwriting
Learning Objective: To form letters from the ‘One Armed Robot Letters’ family
Success Criteria:
First, with your finger, follow the arrow to trace over the letters.
Next, trace over the letters with your pencil.
Then, have a go at writing your letters on the line.
Don’t forget to use your finger spaces.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Friday - SPaG – Spelling Test
Ask a grown up to help you with your spelling test.
How to administer a spelling test:
Say the word to your child
Say the word again
Children to write the word
Write one word on each line
When the spelling test is finished, go through the answers on the next page.
Now check your spellings:
Can you use these words in sentences?
For example: This apple is tasty.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
table
apple
bottle
little
middle
wobble
multiple
dazzle
Friday – English
Parent note:
In English this week, your child will retell the story ‘The Owl Who Was Afraid of
the Dark’ by Jill Tomlinson. Last week, your child’s task was to remember the
story through the use of actions (imitating). These actions will now help them
to write the story.
Here are some questions that you may want to discuss with your child when
thinking about the ending section of the story:
How does the story end?
Does it end happily?
How are the characters feeling?
After having this discussion, your child will need use the text map to help
them write the story. They will need to point to each picture as they read the
sentence and think about what each picture represents. Once they have
verbalised their sentence, they will need to write it down. Remind your child
to use capital letters, full stops and finger spaces in their writing.
Here is an example:
This picture represents ‘After the fireworks’
This picture represents ‘Daddy Owl went hunting.’
The completed sentence: “After the fireworks, Daddy Owl went hunting.”
Learning Objective: to write the ending of a story
Success Criteria:
1. Look at the first sentence of the text map.
2. Point to each picture and think about what each picture represents.
3. Say your sentence out loud.
4. Write your sentence.
5. Use capital letters, full stops and finger spaces in your writing.
6. Repeat these steps for the rest of the sentences.
The Owl Who Was Afraid of the Dark
Ending
Write the ending below. Rememeber to use the text map to help you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If your child needs help with their writing – use this template below:
After _____________________________________________________________________
__________________________________________________________________________
Plop _____________________________________________________________________
__________________________________________________________________________
If your child finds this task too easy, they could edit their writing to include:
• interesting adjectives
• conjunctions to join their sentences (and, but, or, so, because, when, if)
• extra detail / description of characters, settings and events
Here is an example:
Original sentence:
After the fireworks, Daddy Owl went hunting.
Edited sentence:
After the loud, sparkly and colourful fireworks had ended, Daddy Owl went
on his hunting journey.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Friday - Phonics:
In December, we wrote to all parents and advised you on your child’s Phonic
Screening Check score. If your child passed their check (by scoring 32 or
above), they will work on Phase 5b sounds this week. If your child did not
pass their check (by scoring 31 or below), they will work on Phase 3 sounds
this week.
Phase 3: To read words containing phase 3 sounds (review)
Phase 5b: To read and write words containing the alternative pronunciation
‘a’
You will need to login onto PhonicsPlay to access some of the required
resources. https://www.phonicsplay.co.uk/
username: jan21
password: home
Please complete the following with your child:
1. Complete the Speed Trial and Tricky Word Trucks games to review prior
learning (select either Phase 3 or Phase 5b)
2. Watch the appropriate video with your child to help them to learn the
sound:
Phase 3: ‘review’
https://www.youtube.com/watch?v=xhOU6vZYvsA&list=PLuGr6z2H2KN
G4XgGr7UylwowIcDLr-T-k&index=3
Phase 5b: - ‘a’
https://www.youtube.com/watch?v=S1joIYQ7zfw&list=PLuGr6z2H2KNG
Obda6B-T36vJlZYN06lOh&index=43
https://www.youtube.com/watch?v=mseNHdo-
Al8&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=63
3. For phase 3 – please complete Buried Treasure (make sure to click on
revise all phase 3)
For phase 5b – please complete Cheeky Chimps (make sure to click
today’s sound)
4. Complete the sheet for either the mixed Phase 3 sounds or ‘a’ (Phase
5b) grapheme.
Phonics
Phase 3 activity: First, complete the real words and nonsense words activity.
Then, have a go at reading the words.
1. Can you spot which words are real and which are nonsense below? Fill
in your key with a different colour for real words and nonsense words
and then colour in the correct boxes below.
Here is my example:
Real words Nonsense words
boat pain fizz
zart ving soil
If you do not have any colours at home, you can tick or cross. Put a tick if
it is a real word and put a cross if it is a nonsense word.
boat pain fizz
zart ving soil
Real words Nonsense words
2. Now read the words below:
Phonics
Phase 5b activity:
Read the words below with both pronunciation’s and decide which column
the word goes in. The first one has been done for you.
hat acorn what
splash
splash
grand bacon angel apricot bagel fast bath
grass after
path was squad want wander wasp
Friday - Reading:
Parent note:
• Read the text with your child
• Discuss the meaning of any words your child does not understand
• Read the text again this time with your child joining in
• Ask them simple questions about the text
• Discuss the success criteria with your child
• Your child can then have a go at answering the questions by
themselves
Learning Objective: To answer retrieval questions
Success Criteria:
1. Read the text.
2. Discuss the meaning of any words you are not sure about.
3. Read the question.
4. Check the success criteria for that type of question.
5. Follow the success criteria to answer the question.
Tick success
criteria:
1. Read the
question
2. Check how
many answers
you need
3. Read the text
4. Cross off any
‘silly’ answers
5. Choose the
best answer
Circle success
criteria:
1. Read the
question
2. Check how
many answers
you need
3. Read the text
4. Cross off any
‘silly’ answers
5. Choose the
best answer
Retrieval
questions:
1. Read the
question
2. Look for key
words in the text
3. Find the
answer
4. Write the
answer on the
line
Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4
Plop said thank you and flew back to his mummy and daddy. “A man with a
telescope showed me the stars!” Plop told them. “He says DARK IS
WONDERFUL!”
That morning Plop had his supper in bed and then, like a real night bird, he
slept right through the day.
When Plop woke, it was almost dark. “Now who’s a day bird!” he shouted at
the darkness. Plop looked at his sleepy parents. He wasn’t going to hang
about waiting for them. He might be missing something.
The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK
1. What did Plop say to the man?
Tick one.
please
thank you
You’re welcome
2. How long did Plop sleep for?
Circle one.
a few hours right through the day all evening
3. What did Plop shout to the darkness?
________________________________________________________________
Friday- Computing – J2E
LO: To create an algorithm in advanced mode.
LO: To debug code.
Parent Note: Watch the video for step by step instructions on help to help you
child with today’s lesson. https://www.j2e.com/help/videos/Y1video2
Success Criteria:
1. Select the space template.
2. Use the arrows to make the rocket move to different plants.
3. Press play and watch the rocket move using the instruction that you
programmed.
4. Change the name of the document to your name.
5. Save the document by clicking on the save symbol (your teacher will
be able to see all of your work).
What is an algorithm?
You use code to tell a computer what to do. Before you write code you
need an algorithm.
An algorithm is a list of rules to follow in order to solve a problem.
Algorithms need to have their steps in the right order. Think about an
algorithm for getting dressed in the morning. What if you put on your coat
before your jumper? Your jumper would be on top of your coat and that
would be silly! When you write an algorithm the order of the instructions is
very important.
To find out more information about what an algorithm is, watch the video:
https://www.bbc.co.uk/bitesize/topics/z3tbwmn/articles/z3whpv4
Vocabulary:
Sprite - Sprites are the images that perform actions in a Visual program.
Examples are the Penguin, rocket etc. Note however, that the backgrounds
are also sprites.
Template - Templates are files designed to help you get started with a task. In
J2Code the templates may contain just some sprites and sometimes some
code as well.
Algorithm – A precise step-by-step guide to solve a problem or achieve a
particular objective.
Code - A stored set of instructions encoded in a language understood by the
computer that does some form of computation, processing input and/or
stored data to generate output.
Simple mode - A setting for JIT in J2Code that means that actions for the
sprite are performed immediately. see advanced mode above.
Advanced mode - A setting for JIT in J2Code that means that none of the
actions for the sprite are performed until the play button is pressed. See
simple mode below.
Debug - To detect and correct the errors in a computer program.
How to log into J2E:
https://www.youtube.com/watch?v=5ksB0r3oPuU
Step 1:
Click on the ‘Jit5’ icon.
Step 2:
Click on the green rectangle
at the top that says ‘turtle’.
The back ground will turn
green.
Step 3:
Select the big bad wolf
template.
Step 4 :
Click advanced – your wolf
will not move until you press
go!
Click on the arrows to make
the wolf move.
Can you make the wolf move
to each house?
What happens at each
house?
Step 5:
Your code is created on the
left-hand side.
Top tip: you can edit your
code by clicking the ‘x’ to
delete steps. You can also
click on steps and drag them
to a different place.
Step 6:
Press the play icon to run the
code.
Step 7:
Write your name in the green
box.
e.g. Mrs. Smith Big bad wolf
Look at the example. This is where you need to write your name.
Step 8
Click on the save button.
Extra challenge:
Click on this icon in the top
left-hand corner of the screen
to create a new program.
Task 2-Click on the "*" button,
then click on the double
arrow next to "more", select
the Cinderella template.
Children then program
Cinderella to move to the
pumpkin, cat and mouse to
find out what happens to
them. They can experiment
with editing their code and
debugging each other's
algorithms.
Repeat steps 4 - 8
Challenge
Children choose the rowing
boat sprite and two or more
sharks. Write algorithms to
make the sharks chase and
catch the rowing boat at the
same time.
Click to choose a new
sprite!
This is where you need to click to save your work. Once it is saved it will fade so you know it has saved.
Friday- Music – Charanga: I Wanna Play in a Band step 3
https://charanga.com/site/log-in/
Sign in to Charanga:
Select the correct lesson (see below):
Follow the steps on the right hand side in order:
Answer booklet
Monday -Maths Main Activity:
Fluency:
Mastery:
Tuesday:
3 2
10 1 1 10 4 X 5 5 x 4
3 lots of 10
10 lots of 3
Tuesday - Maths Main Activity:
Mastery:
Wednesday – Maths Main Activity:
Fluency:
Mastery:
8
8 4 2
10 0
22 20
10 6
10
7
Thursday – Maths Main Activity:
Fluency:
Mastery:
Test style question:
Q1.
35 (marbles)
4 X 5 = 20
7
5 10 15 20 25 30 35
=
<
>
Friday - Maths Main Activity:
Fluency:
Mastery:
60
It could be any of these
answers
0 X 10
1 X 10
2 X 01
3X10
4X10
Blue box answer:
It could be any of these
answers
3X10
4X10
5 X10
6 X10
8 X10
It could be any of these
answers
6 X10
8 X10
9 X 10
10 X 10
Test style question:
Q2. 100 (balls)
Geography Answers
Tuesday: Describe the position of a place.
What country is east of Wales? England
What country is west of England? Wales
What country is south of Scotland? England
What country is north west of Wale? Northern Ireland
What country is north east of Northern Ireland? Scotland
Geography answers
Wednesday: