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You can choose to complete any of the activities on the next page. If you want extra practice, then have a look at the weekly spelling timetable.
Remember this is optional !
Copywords:Copythetableandallyourspellingwordsintoyourjotter.
Activespellingactivity.
ElkoninBoxes:WriteyourwordsintoElkoninboxestoidentifythefocusphonemes.
spellingtraining.com
DiacriticalMarking:Usediacriticalcodetoidentifythefocusphonemes
Activespellingactivity.
Sentences:Create5AMAZINGSentencesusing2spellingwordsineachsentence.TheymustincludeVCOP.
OutdoorSpellingactivity.
Spelling Test: Ask someone at home to test you.
spellingtraining.com
WC: 25/5/20
ActiveGridChallengeideas:• Createawordsearch.• Createspellingwordsoutof:Lego,Play-doh,K’nex,counters,sticks,buttons,chalketc.• Traceyourwordsin:paint,salt,sand,mudetc.• Outdoors:Createspellingwordsusingoutdoormaterials:stones,mud,twigsorleaves.
WC: 25/5/20
WordJumbleMakenewwordsusingtheletters
ineachspellingword.
DiacriticalMarking
Writeoutyourwordsanddiacriticallymarkthem.Putaunderneathasinglesound,aunderajoinedphonemeorawherethereisasplitphoneme.
meet
WordWebsWritedownyourspellingwordsthatarerelatedtoeachspelling,
orhaveasimilarmeaning.
Penguin:Animal Ice
FlippersFurBeak
Sentences
Create5AMAZINGSentencesusingyourspellingwords.TheymustincludeVCOP:
• Vocabulary(Adjectives,similes,alliteration,onomatopoeiaetc.)
• Connectives(and,because,so)• Openers(Firstly,furthermoreetc.)• Punctuation(.,!?:“”)
WhoamI?Writedown3cluesabouteachword.Readthemtoafriend/familymemberandseeiftheycanguessyour
word.Telephone:1. Youtalkintoit.2. Youcancarryonearoundinyourpocket.3. Itrings.
o-e oa ow oewholealone
telephonethosewrote
roadcoastgroancoalsoak
knowbowl
shallowtomorrowwindow
toegoes
potatoestomatoes
foe
LearningIntention:Wearelearningtoread,writeandspellthe‘oe’phoneme.
SuccessCriteria:Icanidentifydifferentrepresentationsofthe‘oe’phoneme. Icanusethe‘oe’phoneme. Icanspellwordscontainingthe‘oe’phoneme.
GRAMMAR: Similes A simile is a way of describing something by comparing it to something else using
‘like’ or ‘as’.
For example:
‘Her eyes are like stars and her lips are like roses.’
‘The car was as fast as a cheetah!’
Below are similes that you might hear people saying in everyday life!
Light as a feather tight as a drum
sharp as a razor dry as a bone
strong as an ox heavy as a lead weight
fresh as a daisy cold as ice
dead as a doornail quiet as a mouse
black as ink warm as toast
crafty as a fox daft as a brush
busy as a bee bright as a button
Learning Intention- We are learning about similes. Success Criteria: • I can explain what a simile is. • I can give examples of similes. • I can make a sentence ‘come alive’ by using a simile.
Why do we use similes?
When you are describing something, you are trying to create a picture in the reader’s mind. Similes can help you to do this. They are most often used in STORIES and POEMS.
Chat with someone if you can about different similes you could use to complete these sentences!
The night sky was as black as … The fireworks were colourful like …
The boy was as strong as … The chocolate pudding was hot like …
The doll’s face was as smooth as …
Learning Intention- We are learning about similes. Success Criteria: • I can explain what a simile is. • I can give examples of similes. • I can make a sentence ‘come alive’ by using a simile.
Activity
Copy and complete these ‘Super Simile’ sentences in your jotter!
ReadingActivity
u Please create a free account at Oxford Owl athttps://www.oxfordowl.co.uk/
u When you have done this and are logged in, please follow this link to
the book: ‘Here Comes Trouble’ by Tessa Krailing https://www.oxfordowl.co.uk/api/digital_books/1273.html
LearningIntention:Wearelearningtoreadatextindependentlyandanswerarangeofcomprehensionquestions.
SuccessCriteria:• Icanreadatext.• Icanfind,answerorinferananswerfromthetext.• Icanwritetheanswerinafullsentence.
ComprehensionQuestions:Answerinsentences
1. WhichclasswasTrudyin?
2. WhydidRobMasonsay“Lookout,herecomesTrouble!”WhenheseesTrudy?
3. WhydidntMumletTrudymakeheracupoftea?
4. WhydoesTrudykeepmutteringtoherself“I’maswan!”
5. Whydidnooneelseoffertogetthekitedown?
6. WhenTrudywenttovisitMrsWillow,whydidshesaystandoutside?
7. WhatdidTrudydothatprovedshecouldbeverycarefulwiththings?
Challenge
u Make up questions about what you have read and then answer the questions fully.
• If you feel like an extra challenge, have a look at this!
• You can use these questions when you are reading a book, comic, poem etc. of your own choice.
• Each time you read something of your own choice choose 3 questions to answer about what you have read.
• Try to use different questions when you read something new although you can go back and answer the same questions if you run out!
Learning Intentions
We are learning to describe a setting.
We will do this over the next two weeks.
Week 1 – Planning Week 2 - Writing
Success Criteria
• I can use my senses to describe what I see, hear, smell, feel/touch and
taste. • I can use figurative language to up-
level my writing.
Instructions – Week 1
• This week, you will have the opportunity to plan your writing.
• By creating a detailed plan, you will see a much better final result next week!
• To describe a setting, you need to use your senses to think about what you might see, hear, smell, feel/touch and taste.
• Here are a few examples of what a good one looks like based on a spooky house scenario.
As I stand in front of the spooky mansion, I can see the grotesque gargoyles staring at me and I can hear the lightning crashing like drums overhead. Also, I can feel the cold, stony
bodies of the gargoyles and the freezing wind whipping around my body. I can smell the icy wind and I can taste fear.
It was midnight. A dusty cobweb flew off the gates like a piece of cotton wool floating in the air. Suddenly, the night sky was lit up by flashes of electricity. The lightning flashed across the sky and the thunder was getting louder and louder. Suddenly, all the windows downstairs shattered into a thousand tiny pieces. A light in one of the windows upstairs
flickered furiously and then went out. I stood in front of the spooky house trembling and worried about what was about to happen.
Use the planning sheet on the next page to help you write down all of your ideas about a jungle/rain forest setting. Or any other
setting that you would like. E.g. space, desert island etc.
What you can…
SEE HEAR
SMELL FEEL/TOUCH
Learning Intentions: We are learning to revise the place value of numbers to 10,000. Success Criteria: • I can explain the place value of digits in a number. • I can round a number to the nearest 10. • I can round a number to the nearest 100.
What value is represented by the underlined digit?
1. 222 = ___________________ 2. 708 = ___________________
3. 76,854 = __________________ 4. 9658 = ___________________
Compare the numbers by placing >, <, or = on the line.
1. 543 ______ 684 5. 1440 _____ 1440
2. 852 ______ 852 6. 2766 _____ 3001 3. 223 ______ 242 7. 1122 _____ 909 4. 158 ______ 155 8. 7667 _____ 7676
Round to the nearest ten.
1. 45 ______ 2. 78 ______ 3. 93_______ 4. 26 _______ Round to the nearest hundred.
1. 555 ______ 2. 909 ______ 3. 676 _______ 4. 337 _______
Complete these place value sums.
1. 5000 + 800 + 23 = __________ 2. 20 + 6000 + 5 = ___________
3. __________ + 7000 + 9 = 7249 4. 3000 + 7 + _______ = 3377
5. __________ + 8 = 1648 6. 8000 + ______ = 8207
Chilli Challenge Have a go at the challenge below:
In the number below, one digit is underlined and one digit is circled. Which statement is true about the circled digit?
5 4, 3 9 9 , 0 4 4
a. The value of the circled digit is 100 times the underlined digit. b. The value of the circled digit is 10 times the underlined digit. c. The value of the circled digit is 1 tenth the underlined digit. d. The value of the circled digit is 1 times the underlined digit.
Learning Intentions: We are learning to revise analogue and digital time. Success Criteria: • I can draw the hour and minute hand in the correct position. • I can relate analogue and digital times using am and pm. • I can solve time problems, performing the correct calculation.
Draw the hands on the clock to show the time on the analogue clock writing the digital clock below it. Use a pencil for the hour hand and a coloured pencil for the minute hand.
Quarterpastfour. Halfpasteleven. Quartertofive.
Tenminutespasttwo. Fifteenminutespastone Twenty-fiveminutespastten
Tenminutestothree Twentyminutestofour. Sevenminutespasttwelve.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
16:15PM : AM : PM
: PM
1.12.14 LO: To tell the time to the nearest quarter of an hour.
Blue tables: use pencil for your hour hand and a colour pencil for your minute hand. A quarter past four. Half past eleven. A quarter to five.
Ten minutes past two. Fifteen minutes past one. Twenty-five minutes past ten.
Ten minutes to three. Twenty minutes to four. Seven minutes past twelve.
Extension: Use your clocks to work out the time differences listed below. Write your answers in your books.
1. You have PE at one thirty and finish at two twenty. 2. You start lessons at a quarter past nine and work
until break at eleven. 3. You start lunch at twenty to one and finish at one
thirty. 4. You start music at twenty to three and finish at
three twenty.
: PM :
:: :
AM
AMAM PM
*EXAMPLE*
SPICY
Choose any 5 questions to complete.
MEDIUM
MILD
1. We have playtime at 10.30 am. We usually have 15 minutes but today we are having double that! What time will we go back into class?
2. Oliver got into the pool at 3.30. He was in the pool for 40 minutes. At what time did he get out?
3. Maths starts at 10.45 and lasts for 45 minutes. At what time does Maths finish?
4. The children sat down to watch Shrek at quarter to five. It lasted and hour and a half. What time did the film end?
1. I have got behind with my Eastenders viewing and I have 5 episodes on Sky+ to watch each lasting 27 minutes. If I watch them all, one after the other, how long will be watching Eastenders for in total?
2. If I start jogging along the canal at 2.15pm and finish at 3.35pm, how long have I been jogging for?
3. During a football match there is injury time of 4 minutes and 23 seconds added. How long is the game in total with the added injury time if a football game is usually 90 minutes?
4. The new ‘13’ ride at Alton Towers takes exactly 43 seconds from start to finish. If I go on the ride 3 times, how long have I been on ‘13’ for?
1. It takes 45 minutes to cook a lasagne, if I start to make it at 11.15 am, what time will it be ready to eat?
2. If I start walking in Duchal Woods at 2.15pm and finish at 3.05pm, how long have I been walking for?
3. Your family arrives at a restaurant at 7.40pm. you are told you will have to wait 30 minutes for a table. It then takes 75 minutes to eat your meal. What time will you leave the restaurant?
4. Matthew and Liam are flying to Australia for a holiday. They must arrive at Glasgow Airport 2 hours before the flight takes off at 22:45. It takes 3 hours 50 minutes to reach the airport. What time must they leave home?
Learning Intentions: We are learning to revise analogue and digital time. Success Criteria: • I can draw the hour and minute hand in the correct position. • I can relate analogue and digital times using am and pm. • I can solve time problems, performing the correct calculation.
Possible Topic Ideas
• All About Me – Tell me lots of cool new things that I perhaps
don’t know about you yet. Maybe even make a scrap book to share with the class.
• Famous People – Research an
inventor, sports star, musician, scientist.
• Map of the World – Learn a list
of capital cities, learn about countries and continents.
• Mythical Creatures.
• Transport
• Dinosaurs
• Space
• Science and Nature
• Novel Study
We have enjoyed learning about lots of different things together this year. Now is your turn to create your very own mini-topic and teach me a thing or two!
Possible Activities
• Scrapbooks
• PowerPoints
• Speech (record your presentation)
• Fact File
• Experiments
• Illustrations/ Art activities
• Quizzes These are just some examples of activities that you could use to help you create your very own
mini topic.
Most of all, just remember to enjoy yourself and have fun! Try to choose something that really
interests you as that will help keep you on track.
Good Luck!
Challenge – See if you can complete every move!
Try some ‘Just Dance’ on YouTube. Type in ‘Just Dance’ in the YouTube search bar and choose your favourite songs to have some fun with! Our favourite is ‘The Fox (What Does the Fox Say?)’ Post some pictures or videos to make us smile! We would love to see clips of your dancing so post on twitter
or Microsoft Teams!
Learning Intentions: We are about the effect of sugary substances on our teeth. Success Criteria: • I can state why sugary food is not very good for our teeth. • I can carry out an experiment to show the effect of a sugary substance on our teeth. • I can demonstrate what we can do to help our teeth after they have been in
contact with a sugary substance.
We are going to investigate why it is so important to regularly brush our teeth!
u Itisveryimportanttokeeplookingafterourteethandweshouldmakesurewebrushthemmorningandnight.
u Sugary,stickyfoodisnotverygoodforourteethasitstickstothesurfaceoftheenamel.Bacteriathenbreaksdownthesugartomakeacidwhichcandamageteeth.
u Let’scarryoutanexperimenttoseetheeffectsofasugarysubstanceonourteeth!
u Wedonotwanttoexperimentonourownteethsowewilluseaneggtorepresentthem,astheshell
What you need for this
investigation:
• Egg x 2
• Jar x 2
• Can of Coke
• Water
• Toothpaste
• Toothbrush
Instructions:
1. Pour some coke into a jar and some water into a second jar.
2. Carefully add a whole raw egg - still in its shell - to the coke and one to the water so that they are covered in the liquid.
3. Leave overnight.
4. Use a spoon to remove the eggs from each jar.
5. Observe and discuss what has happened to each egg.
6. Place the eggs on top of a tissue to drain the excess liquid.
7. Put some toothpaste on a toothbrush and carefully brush half of the egg that had been in the coke.
8. Now rinse with water.
9. Observe and discuss what has happened to the different sides of the egg.
This simple investigation highlights to us the importance of regularly brushing our teeth! The experts say that we shouldn’t brush our teeth straight after
eating or drinking as this will just brush the sugar around. We should wait for half an hour and then brush to get the best results!
