Tuesday 21st April 2020

Good morning Class One! I hope you are all well and staying safe!

Remember to tune into Joe Wicks to get you ready for the day! Or you could

do a Supermovers: https://www.bbc.co.uk/teach/supermovers/ks1-english-capital-letters-full-

stops/zjmrhbk

Here is your joke of the day: What kind of tree fits in your hand?

- A palm tree!

Here are the answers for the maths workbook yesterday:

Maths: 60 mins

Maths starter:

We are now starting a new topic… NUMBERS TO 100.

This is the final chapter on counting in Year 1. It will reinforce some concepts

previously taught in addition to increasing the complexity of number

comparisons and number patterns. Pupils will begin by counting in tens and

ones, followed by using number bonds to partition numbers. After this, pupils

will be expected to compare numbers to 100 and find number patterns

looking at 100-charts.

Lesson 1: Counting to 100.

Lesson Intention: To be able to count in sequences of 10 followed by

counting ones; to be able to increase confidence with number lines and

Base 10 materials in order to count numbers to 100.

Children can draw the dienes. One of these: is ten and one of these:

Is one.

Answers:

Workbook: pages: 77-79

Answers will be posted tomorrow!

Reading for pleasure: 30 mins

English: 60 mins

Writing: As I told you yesterday, your new literacy topic is all about a journey.

This story is called: At the end of the rainbow.

Here is the story:

At the end of the Rainbow Once upon a time there was a little girl called Josie who lived in a little town. Early one morning she woke up and went downstairs. Unfortunately, it was raining. When the sun came out a huge rainbow appeared. It looked like a beautiful bridge across the sky. Josie’s Mum told her that there was gold hidden at the end of the rainbow. So, she walked, and she walked and she walked until she came to the end of the rainbow. Can you guess what she found? It was a beautiful horse with wings. Unfortunately, one of the horse’s wings was hurt. Josie stroked the horse and gently led it to the town vet. First, the vet gave him an apple to eat. Next, he rubbed some cream onto its wing. Finally, he put on a small bandage. Josie climbed onto the horse and it flew her all the way home. Her Mum had such a surprise when she saw her flying through the air like a bird.

The toolkit (which are the features the children will be putting into their

writing):

I know it’s quite long but that is

because there are some

examples in here.

• Choose a main character: Who are they? What

is he/she doing? What is going to go wrong?

How will it be sorted?

• Imagine your character in the setting. Describe

what you can hear, smell and feel.

• Use story language: Once upon a time, Early

one morning, First, Unfortunately, After that,

Happily ever after.

• Use adjectives to describe the setting in detail.

• Use a list of three to build a picture, e.g. Blue

curtains, red carpet and a blazing fire.

• To use similes e.g. like an icicle, as cold as an

icicle…

• Use prepositions to describe different areas:

below, to the side, underneath, inside, outside,

behind

• Use pronouns effectively when describing a

character.

• Expand the use of noun phrases both in front of

the noun after or a mixture of both. E.g. The

grey knight strode forward (before). The knight

with the gleaming sword strode forward (after);

The grey knight with the gleaming sword strode

forward (both!).

• To use compound sentences with coordinating

conjunctions: and, but, or, so.

• To use complex sentences using common

subordinating conjunctions: because, while, so,

that, then.

• To use punctuation correctly: Use capital letters

to names and I.

Use alliteration (put together adjectives with nouns

and verbs to describe e.g. dangerous dragon drank,

the slimy snake slithered.

I would like to read the model text and try to think of some actions to help

you remember the story. Then I would like you to create your own story map

for the story- using the model text as inspiration with the correct punctuation.

Here is my story map (please let them use this to help!)

Reading: 30 mins

Read the two poems: If you should meet a crocodile and The Vulture

I would like you to then verbally compare the two poems. Answer the

following questions:

- What things do the poems have in common?

- Which do you like the best? Why is that?

Project: continue with your plant leaflet.