Week beginning 12 October 2020
Good morning Y6!
I hope you’re well and staying happy and healthy. If you need any help or want to ask any questions, please don’t hesitate to send an email to jenwilson@spherefederation.org!
First, watch this little video from me!
Here’s this week’s learning.
Maths
In school, this week, we’re focusing on arithmetic and reasoning.
Children should use these resources:
- Place value end of topic assessment worksheet, answers
- Solving problems with logic worksheet, answers
- Four operations part one worksheet, answers
- Four operations part two worksheet, answers
- Y5 recap – reasoning worksheet, answers
You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning about paper aeroplanes and origami.)
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide . (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency
Here’s the fluency text that we’ll read in class to to build up fluency skills this week.
In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’re reading ‘The boy, the mole, the fox and the horse’ in class – you can find it on YouTube here.
Day 1: We’ll be using this RIC lesson in class. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.
Day 3: Read this from First News, a newspaper for children, and complete the activity on pages 3 and 4. The answers are on p5.
Day 4: Read your fluency or RIC text again. Next, do one of the following:
- Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
- Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
- Your child could create their own ‘RIC’ questions.
- Your child could draw and label a character or setting that they’ve read about.
Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.
(Suggested time: 30 minutes daily)
Writing
Activity 1: This lesson from BBC Bitesize links to some of the learning that we’ve been doing in class recently. Once you’ve read the main body, complete this activity.
Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define a main clause, subordinate clause and phrases
- list different examples of main clauses, subordinate clauses and phrases
Task 2:
Complete this activity:
Practise starting sentences in different ways:
- a noun (eg Foxes…)
- an adjective (eg Brown…)
- a verb (eg Hunting …)
- an adverb (eg When it’s giving birth …)
- a preposition (eg Overhead …)
- a conjunction (eg Because …)
Children should focus on powerful vocabulary, complex sentences and rereading to check if their grammar, punctuation and spelling is correct. They should edit it if not!
Task 3:
- write a short piece of writing about an animal of your choice, using a variety of different ways to start a sentence
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is about music. We’ve been learning how to play the keyboard in school so take a look at this website and read / watch the videos about different aspects of music eg pulse and rhythm or melody and pitch. Then, test yourself using this quiz!
Alternatively, in class, we’ve been making the bridges that we designed last week. If you are able to, you can use the materials around your home and make your bridge that you planned in class or at home last week. If you need me to email you a picture of your plan, please send me an email.
(Suggested time: 50-60 minutes)
Science
We’re continuing to learn about animals and how to classify them.
Have a go at this Oak National Academy lesson on animal kingdoms.
Watch this clip from BBC.
(Suggested time: 30-45 minutes)
Week beginning 28 September 2020
Good morning Y6!
I hope you’re well and staying happy and healthy. Here’s a quick message from me!
Here’s this week’s learning…
Maths
This week’s maths learning is linked to addition and subtraction. We’re doing the exact same in class.
Children should use these resources:
- (recap) Add whole numbers video, worksheet, answers
- (recap) Subtract whole numbers video, worksheet, answers
- (recap) Inverse operations video, worksheet, answers
- (recap) Multi-step problems video, worksheet, answers
- Add and subtract integers video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. We’re concentrating on a mix of times tables, so your child should focus on the times table they find most difficult. Email me if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning about paper aeroplanes and origami.)
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide . (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency
This is the text we’ll read in class to to build up fluency skills this week.
In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
You can see the slide we’ll use here.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ve got five days of reading lessons on these reading slides. We’ll use these in class too. Thursday and Friday lessons involve learning an animal poem off by heart and then performing it. If you know a different animal poem, feel free to learn and perform that. If you’re able to send a short video in, I’d love to see it! (davidowen@spherefederation.org)
If we have time, we’ll also try and fit in a Book Club session: . a relaxing lesson where we sit and read quietly, often with an adult. At home, children could read a favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.
(Suggested time: 30 minutes daily)
Writing
Activity 1: This lesson about relative clauses from BBC Bitesize links to some of the learning that we’ve been doing in class recently. Complete the lesson including the activities at the bottom and then complete these questions that we’ve done in class.
Activity 2: Your child should practise skills they’ve learnt recently by using the following sequence:
Task 1:
- define a relative clause
- list different examples of relative pronouns
- find and highlight relative clauses in this text which we’ve read in class (or in a book you’re reading at home)
Task 2:
- write sentences, each with a different relative pronoun.
Task 3:
- write a short piece of writing about an animal of your choice, using lots of expanded noun phrases
(Suggested time: 30 minutes daily)
Topic
This week’s topic learning is linked to bridges! In class, we’ve been reading our class novel called The Boy, The Mole, The Fox and The Horse. We need to help them to cross a river by building a bridge.
First, you should read this PowerPoint, complete this worksheet and then have a go at making your own bridge!
For a challenge, you could carry out some research of bridges around the world by using this booklet.
(Suggested time: 30-45 minutes)
Science
We’re beginning a new science topic all about animals and how to classify them.
This Oak Academy video lesson will really help to support learning at home. Once your child has watched the video, try the quiz that follows.
(Suggested time: 30-45 minutes)
Coming soon
Very soon, a teacher from this phase will provide you with more ways for you to support your child at home. In the meantime, go to White Rose Maths and Oak National Academy for online learning.
