An Example Timetable!
Please find below an example timetable for you to use at home. I will edit it each week with the activities that I have set for the children. I would like to point out that this is not prescriptive it is an example, you know your children, you know what is best for your children if you feel they need to do things a different way around then do it your way :-) In school on a real day if I can see that the children need to have a break then that is what we do. We want you to enjoy this time with your children too!
Maths
MondayKLQ: What have we learnt about multiplication so far?
Live lesson. - get your questions ready if you have any from last weeks learning this is also an opportunity to talk through anything you may be struggling with. |
TuesdayKLQ: Which symbol is used for multiplication.
Watch the video above and then complete this activity. 
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WednesdayKLQ: How are arrays made?
Watch the video above and then complete this activity. 
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ThursdayKLQ: Is there only one way to use an array?
Watch the video above and then complete this activity. 
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FridayArithmetic test.
Please complete the assessment on Timestable Rockstars. Link above. |
Guided Reading
MondayLook at the book cover below and write the answers to the questions in your book.
What is the title of the book?
Which characters can you see on the front cover? Who might the little girl be? What might she be doing? What sort of book might it be? Who is the author/illustrator? Who might like this book? What might happen in this book? |
TuesdayEach day I will give you a couple of pages to read and some questions to answer. Answer in full sentences and remember not to start with 'because'
Today is pages 1-3. 
Which word on page 1 means the same as ‘big’ or ‘huge’?
What might Jim be thinking and feeling when he sees the plant outside his window? Do you think it is sensible for Jim to climb the plant? Where do you think the plant will lead? |
WednesdayRead pages 4-7. Write in full sentences.
Pages 4 and 5
Why do you think the illustrations on these pages are in black and white? What impact does it have? Can you think of three words to describe the plant? Do you think the plant will break and Jim will fall back down? Yes, no or maybe? Pages 6 and 7 What does Jim see when he reaches the top of the plant? Jim hopes they have toast for breakfast at the castle. True or false? Explain. |
ThursdayRead pages 8-11. Write in full sentences.
Pages 8 and 9
Who answers the castle door? Why do you think Jim waits a long time for the door to open? Why does the giant say that Jim is safe from him? Pages 10 and 11 What does the giant have for breakfast? Who is Jack? What has he done? Jack stole...(choose three Beer Father’s gold Beef Golden hen Golden harp Why can’t the giant read his poetry books? |
FridayRead pages 12-15. Write in full sentences.
Pages 12 – 15
Why doesn’t the giant understand what glasses are? How would you explain what glasses are and what they’re for to someone who didn’t know? Do you think Jim will be able to get the glasses? What will he make them from? Why does Jim measure the giant’s head? What does Jim use to measure the giant’s head? |
English
Activity 1.
Live lesson - looking at our new book 'Jim and the Beanstalk' Make sure you have completed Monday's guided reading session first.
Activity 2. KLQ: How can summarising help identify the key parts?
Rewrite the story 'Jim and the beanstalk' in your own words. Remember to think of the main parts that we discussed yesterday. I will add some support sheets after Tuesday's lesson. Now this is important I want you to retell it in your own words not just copy it out. To retell the story you need to summarise the important events and details– those which must be explained for the story to make sense. This will include some information about the characters in order that their actions can be understood – e.g. we would explain their emotions. It would not however include speech as we can just explain the outcome of the conversations e.g. ‘The giant asked Jim to use a gold coin to purchase glasses for him.’ Now using the support resource below have a go at retelling the story. Think about the sequence from yesterday, using full sentences and using the correct phonics sounds.
Live lesson - looking at our new book 'Jim and the Beanstalk' Make sure you have completed Monday's guided reading session first.
Activity 2. KLQ: How can summarising help identify the key parts?
Rewrite the story 'Jim and the beanstalk' in your own words. Remember to think of the main parts that we discussed yesterday. I will add some support sheets after Tuesday's lesson. Now this is important I want you to retell it in your own words not just copy it out. To retell the story you need to summarise the important events and details– those which must be explained for the story to make sense. This will include some information about the characters in order that their actions can be understood – e.g. we would explain their emotions. It would not however include speech as we can just explain the outcome of the conversations e.g. ‘The giant asked Jim to use a gold coin to purchase glasses for him.’ Now using the support resource below have a go at retelling the story. Think about the sequence from yesterday, using full sentences and using the correct phonics sounds.
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Activity 3. KLQ: Are all stories about beanstalks the same?
Draw a chart in your book of similarities and differences between "Jim and the beanstalk" and "Jack and the beanstalk". Are there any other books that you could compare? (you could do this as a recording and video yourself comparing them)
Draw a chart in your book of similarities and differences between "Jim and the beanstalk" and "Jack and the beanstalk". Are there any other books that you could compare? (you could do this as a recording and video yourself comparing them)
Handwriting
This week we are looking at the one armed robot letters. You don't have your handwriting books but thats okay you need to imagine a line half way down. Parents might want to use a highlighter for the first few times to show them half way up. You do not need to print the sheet just write the letter in your books. Rewatch the video until you see how each letter is formed. The pencil does not leave the paper until the end. Remember to start each handwriting lesson with a fine motor activity like dough disco or threading pasta, then make sure you are sat correctly and holding your pencil correctly. Watch the video and then write it in your books. There are 3 videos for each session.
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Lesson 1
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Lesson 2
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Lesson 3
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Challenge
Science
This term we are going to look at animals including humans. If you could take some time to look at these knowledge organisers and talk through them with your child if they have any questions about it or any thing they want to learn about something in particular, please let them write to me on dojo and i can adjust our learning to their interests like I would in class.
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Activity 1
Please look through the power point below and talk through it. What types of animals can you identify? Can you draw a chart like the one below and list 3 animals to go in each section.
Please look through the power point below and talk through it. What types of animals can you identify? Can you draw a chart like the one below and list 3 animals to go in each section.
When you get to the section about matching babies to adults, stop and try and list as many different animals and their babies as you can. Then continue to look through. When you have finished the powerpoint use the template below to draw a baby and an adult animal and the write how it changes as it grows up. There is a word chart to support your writing. Remember your capital letters and full stops.
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Computing
KLQ: Should all personal information be shared?
Today I want you to think about being safe online. Whilst we are remote learning (working at home) we have lots of time online. I would like you to look through this powerpoint and think about what information is safe to give out and what isn't. I then want you to record yourself (or get someone to record you) explaining a which is safe and which are not safe and why. I look forward to seeing your videos.
Today I want you to think about being safe online. Whilst we are remote learning (working at home) we have lots of time online. I would like you to look through this powerpoint and think about what information is safe to give out and what isn't. I then want you to record yourself (or get someone to record you) explaining a which is safe and which are not safe and why. I look forward to seeing your videos.
