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: Is doubling the same as the two times table?
Watch the video above and then complete this activity.
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TuesdayKLQ: Is doubling the same as the two times table?
Watch the video above and then complete this activity.
Prove it
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WednesdayKLQ: How are times table similar?
Watch the video above and then complete this activity.
Prove it
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ThursdayKLQ: How are times table similar?
Watch the video above and then complete this activity.
Prove it
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FridayArithmetic test.
Please complete the assessment on Timestable Rockstars. Link above. |
Guided Reading
MondayRead pages 16-19. Write in full sentences.
EG. What colour is the mans hat? The mans hat is red. 
What does the giant give Jim for the glasses?
What do you think Jim’s mother might be thinking and feeling when she sees Jim with the gold coin? What is an ‘oculist’? Can you explain the joke ‘the oculist could hardly believe his eyes’ to a partner? How do you think Jim will get the glasses to the giant? |
TuesdayRead pages 20-25. Write in full sentences.
What might the people on the street be thinking and feeling when they see Jim with the glasses?
What poetry book does the giant read? What does Jim agree to get for the giant next? Do you think the giant is planning on eating Jim? Why do you think the giant wants sharp teeth? |
WednesdayRead pages 26-29. Write in full sentences.
What might the dentist be thinking and feeling when he sees the gold coin?
How does Jim get the teeth up the beanstalk? Explain how we know that the giant is pleased with his new teeth? How do you think Jim felt helping out the giant? |
ThursdayRead pages 30-35. Write in full sentences.
The giant used to have dark black hair before he went bald. True or false?
What is a wig? Who do you think Jim will go to for the new wig? Can you think of three words to describe the giant’s new wig? With the wig on, the giant thinks he looks a hundred years younger. True or false? Can you find and copy a word on page 34 that means the same as ‘smiling’? What do you think the giant will do next? |
FridayRead pages 36-38. Write in full sentences.
What might Jim be thinking and feeling when he hears the giant say, “Fried boy”?
What do you think Jim will do when he reaches the bottom of the beanstalk? Find and copy a word on page 38 that means the same as ‘grabbing’. The giant sends Jim a ‘Thank You’ letter but there are a lot of mistakes. Can you correct them? (write it out correctly in your book) Why do you think the giant sent Jim a coin? Jim is a foolish, silly boy. Do you agree? Disagree? Why? |
English
Activity 1. KLQ: How can you add detail to a story?
https://www.bbc.co.uk/bitesize/articles/znbx6v4 Watch this video to recap "Expanded Noun Phrases". Now write down some adjectives that will help you with your story this week.
As well as, adjectives to add detail to a story you improve it by using a fronted adverbial.
An adverbial is a phrase or clause that has been used like an adverb to add further information about the action in a sentence. a fronted adverbial simply places that information at the front, as long as it still makes sense.
Use the information below and above to try and improve my 3 sentences.
1. The boy shouted.
2. The giant laughed.
3. The plant grew.
https://www.bbc.co.uk/bitesize/articles/znbx6v4 Watch this video to recap "Expanded Noun Phrases". Now write down some adjectives that will help you with your story this week.
As well as, adjectives to add detail to a story you improve it by using a fronted adverbial.
An adverbial is a phrase or clause that has been used like an adverb to add further information about the action in a sentence. a fronted adverbial simply places that information at the front, as long as it still makes sense.
Use the information below and above to try and improve my 3 sentences.
1. The boy shouted.
2. The giant laughed.
3. The plant grew.
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Activity 2.
KLQ: How does planning help sequence my story?
Your task today is to plan your own story that is similar to Jim and the beanstalk, however we are only going to have 1 problem. Keep is simple change ideas such as the main characters name or the food he eats. See my example below for a template for you to follow. You can be as adventurous with your ideas as you want. Make sure you use your expanded noun phrases and different sentence starters.
KLQ: How does planning help sequence my story?
Your task today is to plan your own story that is similar to Jim and the beanstalk, however we are only going to have 1 problem. Keep is simple change ideas such as the main characters name or the food he eats. See my example below for a template for you to follow. You can be as adventurous with your ideas as you want. Make sure you use your expanded noun phrases and different sentence starters.
Activity 3
KLQ: How can stories be similar?
Today I would like you to use everything we have learnt in school to write your own version of Jim and the beanstalk. Make sure you follow your plan. Use all the writing mats to help you. Use the check list below to help you.
KLQ: How can stories be similar?
Today I would like you to use everything we have learnt in school to write your own version of Jim and the beanstalk. Make sure you follow your plan. Use all the writing mats to help you. Use the check list below to help you.
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Above is a word mat to help you and your adult to know how to help you and what is expected of your writing.
Activity 4:
Use the checklists and the word mats to improve your story. Re read every sentence one by one, does it make sense, can you add any extra detail, improve your handwriting, check your spelling? please spend some time looking at this and make sure you have looked through it with either Mrs Pashley or Mrs Dodds before you write it up. :)
When you have edited it can you write it up in your best hand writing or type it up on a computer? I would like to use some for our display in school. so that we have a range of writing.
Activity 4:
Use the checklists and the word mats to improve your story. Re read every sentence one by one, does it make sense, can you add any extra detail, improve your handwriting, check your spelling? please spend some time looking at this and make sure you have looked through it with either Mrs Pashley or Mrs Dodds before you write it up. :)
When you have edited it can you write it up in your best hand writing or type it up on a computer? I would like to use some for our display in school. so that we have a range of writing.
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 k
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Lesson 2 b
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Lesson 3 p
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Challenge
Maybe do a paragraph a day. Make sure your letters stay the same size and that you can see you ascenders and descenders.
Science
KLQ: How do we change as we grow up?
This week will be a live Science lesson at 1:30 on Tuesday afternoon. You will need you work books and pencils, Again make sure your Microphones are muted until I say your name and use the raise hand button to ask questions.
This week will be a live Science lesson at 1:30 on Tuesday afternoon. You will need you work books and pencils, Again make sure your Microphones are muted until I say your name and use the raise hand button to ask questions.
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Activity 1: Complete life stages in your book by drawing a picture of each stage of life and writing out the correct label underneath it.
Activity 2: To complete the science experiment we learnt about in our Live lesson. There is a picture below to help you set it out. It might take you a week to get all your information so just post it when you complete it, there is no "Due date" for this activity.
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RE
KLQ: How can we make our remote learning the same as in school?
I would like you to look through the powerpoint and look at what a routine is. I then want you to sit with your grown up and make a routine that you can stick to to do your home learning. This could be to have a certain work area, do an hour of work and have a break. What ever works for you and your family. It is okay to adapt your routine if it needs it. Make a poster to show my your rules and routines :)
I would like you to look through the powerpoint and look at what a routine is. I then want you to sit with your grown up and make a routine that you can stick to to do your home learning. This could be to have a certain work area, do an hour of work and have a break. What ever works for you and your family. It is okay to adapt your routine if it needs it. Make a poster to show my your rules and routines :)
Computing
This week in computing you are going to look at some coding and some algorithms. First of all I would like you the treasure map. Imagine a boat on the start sign. Think about how you can get it to the finish.
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Using just arrows how could you get to the finish?
what turns would you have to do? How many moves can you complete it in? It there a shorter route? Look at my picture below can you work out which route I have taken? Remember you don't move on a turn the computer would only turn. 
This is an algorithm to get from the boat to the treasure.
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Geography
KLQ: How can you find your way around Rawcliffe?
Your activity is to look at the different maps below and talk to an adult. What do you notice about them? What is the same? What is different? What can you see on them?
Your activity is to look at the different maps below and talk to an adult. What do you notice about them? What is the same? What is different? What can you see on them?
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Now look through this powerpoint and create a sketch map. Then tick off all the criteria on your check list have you ticked them all? what improvements could you make?
Well Being
KLQ: How does it feel to relax?
Take some time today to try one of these activities and relax. Think about how it makes you feel.
Take some time today to try one of these activities and relax. Think about how it makes you feel.
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Picture News
Question:
What is a soldier?
Listen, think, share
A soldier is someone who serves in the Army. They wear a uniform and have many different jobs, including protecting our nation.
Choose one of the activities from below to complete:
Option 1: Ask the children if they have ever seen soldiers in a parade. Often, they are in very smart lines and rows. If possible, stand the class in twos and march around the playground (or if children are at home, they could do this with toys). Change it to threes, fours etc and repeat. Once back in class, model and explore arrays on the board e.g.
Option 2: Ask the children to look at what the soldiers in this week’s poster are wearing. Explain that it is a uniform.
What is a soldier?
Listen, think, share
- Write the word ‘soldier’. Do you know what a soldier does? Do you know anyone who is a soldier?
- Explain that a soldier is a person who serves in the Army. People can join the Army and begin training to be a soldier from the age of 16.
- Look at resource 1, which shares some more information about what a soldier is. Have you seen soldiers working before? What were they doing?
- Focus on the uniform they are wearing. Can you describe what it looks like? Explain that this is their combat uniform and it is camouflaged. Being camouflaged means to be hidden or disguised.
- Soldiers must look after their uniform and equipment well. They have to be very smart. Do you like to keep your clothes neat and tidy and your shoes shiny?
- Explain that there are many different jobs or roles within the Army, but a soldier’s first job is to protect the nation. Do you think it is important that we have soldiers to help protect us?
A soldier is someone who serves in the Army. They wear a uniform and have many different jobs, including protecting our nation.
Choose one of the activities from below to complete:
Option 1: Ask the children if they have ever seen soldiers in a parade. Often, they are in very smart lines and rows. If possible, stand the class in twos and march around the playground (or if children are at home, they could do this with toys). Change it to threes, fours etc and repeat. Once back in class, model and explore arrays on the board e.g.
- 10 soldiers, marching in twos
- 14 soldiers marching in twos
- 20 soldiers marching in fives
- How many rows and columns are there?
- How many rows? How many columns? How many soldiers altogether? Can you write a number sentence?
Option 2: Ask the children to look at what the soldiers in this week’s poster are wearing. Explain that it is a uniform.
- Can you think of any other people who wear uniforms?
- Why do you think we wear uniforms?
- What does camouflage mean?
- Can you think of any animals that are camouflaged?
