5. Week Five Monday 4th May
Home Learning Plans
Week Beginning: Monday 4th May 2020
Dear Willow Class parents/carers and children,
The core learning for this week is set out below.
All children should read an age appropriate text for a minimum of 20 minutes per day. This can be a reading book or sharing a picture book with an adult. When completing guided or supported reading of an age appropriate text, focus on factual questions section below:
When did the character go to the shops? What did they do next?
Who is in the shop? Where are the characters going?
You can also visit the Oxford Owl website. https://www.oxfordowl.co.uk/ Click on the My Class Login section then use the following details to log in to the Willow Class section.
Click on the ‘My Bookshelf’ section and select reading books that are right for you. Use the ‘Age Groups’ section to help narrow down the search.
Or you can use reading resources via https://connect.collins.co.uk/school/Portal.aspx
Click on the Teacher portal and enter:
Password Parents20! And click Login
I have also enclosed a reading comprehension A New Pet for you to complete.
This week’s spelling work concentrates on some suffixes and a prefix. A prefix is a letter or group of letters added to the beginning of a word which changes its meaning (such as ‘un’ in unfold). When the ‘un’ suffix is added to verbs (action words) it means the reverse of that action. For example, zip goes to unzip. When un- is added to verbs (action words) it means the reverse of that action. For example, zip goes to unzip. A suffix is a letter or group of letters added that we add to the end of a word that changes its meaning (such as ‘s’ in dogs). When the ‘s’ and ‘es’ suffixes are added to nouns (naming words) change nouns from singular (one) to plural (more than one). For example one dog goes to two dogs, one box goes to two boxes. I have included a Powerpoint with the rules of which suffix to use and allocated Spelling 2Dos on Purple Mash for ‘un’ prefix and the ‘s’ and ‘es’ suffixes.
Below are some activities that you could use for phonics/spellings. Remember, each day you can continue to explore the letters sounds by using chalks, magnetic letters, playdough or you could write them in flour, sand or with a pencil.
Writing: This week we are going to do some activities around the story of Handa’s Hen by Eileen Browne. I have enclosed a Powerpoint on the story but you can also listen to it online or hear me read the story on Tapestry.
Here are some activities to try:
- In the story, adjectives are used to describe the animals (see alternative adjectives sheet). Can you think of some different adjectives which you could use for each animal?
- Cut out the picture cards included in this week’s pack and sequence the story. Can you retell the story to someone using the picture cards?
- What is your favourite animal? Draw a picture and write about it. Don’t forget to include your reasons for liking it (I like it because…). Perhaps you could describe it too.
- Plan your own story using the story planner sheet included in this pack. What pet are you going to look for? What animals will you see along the way? What happens when you find your pet?
- Write your story. Don’t forget to start each sentence with a capital letter and to include some adjectives to describe things in the story. Can you join two sentences using ‘and’ ‘but’ or ‘because’?
- If you do one of the writing tasks, why not email it to the class email address firstname.lastname@example.org so I can read it.
This week we are learning about making equal groups by grouping objects, making equal group by sharing and revisiting halves and quarters. The White Rose website also has instructional videos and worksheets to supplement the activities below. These can be found in Summer Term Week 1 (Lessons 2 and 3) by following this link:
Activity 1: Making equal groups – grouping
The focus today is on making equal groups by grouping objects. Find some small objects (such as Lego bricks, cubes, dried pasta). Count out 10 objects. Explain that you are going to find different ways of groups them. How many groups of 2 can you make? How many groups of 5 can you make? How many groups of 10 can you make?
Record your answers:
I can make____ equals groups of 2.
I can make____ equal groups of 5.
I can make____ equal groups of 10.
Can 10 be divided into equal groups of 3? How many groups of 3 could you make? How many are left over?
Try grouping 12 objects into groups of 2, 3 and 4. What happens when you put 12 into groups of 5?
Activity 2: Making equal groups - grouping (White Rose Summer Term 1 Week 1 Lesson 2)
The focus today is on finding making equal groups by grouping objects. This lesson follows on from yesterday. You can continue using resources at home to explore grouping. Please complete the White Rose worksheet on grouping.
Activity 3: Making equal groups – sharing
The focus today is on making equal groups by sharing objects. Find some small objects (such as Lego bricks, cubes, dried pasta). Count out 8 objects. Explain that you are going to find different ways of sharing them between people. Get two plates. Can 8 be shared between two plates equally? Share the objects (one for you, one for me, one for you one for me). Yes there are 4 on each plate. Investigate sharing other amounts and try to solve some of the sharing problem on the bug worksheet.
Activity 4: Making equal groups - sharing (White Rose Summer Term 1 Week 1 Lesson 3)
The focus today is on making equal groups by sharing objects. This lesson follows on from yesterday. You can continue using resources at home to explore sharing into groups. Complete the White Rose worksheet on sharing. Can you solve the following problem?
Activity 5: Finding halves and quarters
The focus today is on finding halves and quarters of amounts and learning how to record fractions. Find some small objects (such as Lego bricks, cubes, dried pasta). Can you remember how to find a half and a quarter of a number of objects? To find a half you need to split the objects into 2 equal groups. When finding a quarter, we split the objects into 4 equal groups. In Maths we represent a half as ½. The bottom number shows the number of groups that the whole amount is split into (denominator) and the top number shows the number of groups we need to count (numerator). We represent a quarter as ¼.
Find a half (½) of 4, 8, 12, 16 and 20 objects and record your answers in the format ½ of 4 = 2.
Find a quarter (¼) of 4, 8, 12, 16 and 20 items record your answers in the format ¼ of 4 = 1.
Other maths things to practice to help you
You could also complete the dividing by sharing activities on Maths with Parents - class code 193691 https://www.mathswithparents.com/KWeb
I have also enclosed some number cards and number words for you to cut out and match up.
Please pick activities of your choice from the Wider Curriculum Home Learning Matrix which is with this letter. It provides a fortnight of activities.
Don’t forget to share pictures of your completed work with me or any other activities you have been doing. My email is: email@example.com
Best wishes and stay safe.