P3M Learning Together At Home – Monday 27 April

Good afternoon! I hope you and your families are all well and had a nice weekend. I really enjoyed the sunshine when I was out walking or cycling. It’s lovely to see how colourful everywhere is becoming with all the flowers blooming.

Here are your learning activities for today:

Literacy

Spelling

This week, we’d like you to revise the words and the rules you have been working on since the school closures.  Work on one rule at a time and try to write words which were not on your list but that would follow the same rule.

Please also work on the common words this week and choose activities from the spelling gird to help you learn them.  Remember to challenge yourself!

READING

Lions: ‘The Lost Village of Skara Brae’ by Mick Gowar and Sarah-Jane Harknett

This week, you are going to read a non-fiction book.  Can you remember what this means?  Will you be reading facts or a story that is made up?

Before you open this book, have a look at the title and the front page.  Bearing in mind that this is a non-fiction book, think about how a village might have been lost.  What events might have led to this?

Have a flick through the book.  What features / pages can you find that you don’t find in fiction books? (Hint: look at the beginning and the end.)

Today, your task is to read this book with someone at home.  You might want to take turns.

During reading:

Once you have read the book in with someone else, read the book on your own at least two more times.  If you are able to, you might want to record yourself and listen back to what you have done well and what you could improve on.  You might also want to spend time going over the really tricky words (there are quite a few in this book) until you feel you can read them more easily.

The next time you watch the weather forecast is on television, see if you can point out where Orkney is.

Dolphins: ‘Pass the Ball, Grandad’ by Debbie White

Have a look at the title and the front cover.  Predict what you think might happen in this story.

Read the first chapter.

Tommy loves spending time with his grandad when it is just the two of them.  He likes listening to his stories and sharing a special meal together.  In your jotter, write about a special time you have shared or share regularly with a relative or family friend.  What are the things you do and why is it special to you?

Draw a picture to go along with what you have written.

Tigers: ‘My Bike Ride’ by Maoliosa Kelly

Read the title and have a look at the picture on the front. What do you think the story might be about? Why do you think that?  What is the rectangle-shaped board behind the little girl?  What might someone use that for?

Ask someone at home to read you the story today and talk about what’s happening in the pictures.

Ask someone at home to write the words ‘up, down, left, write’ in large writing on separate pieces of paper.

Read the word that someone holds up for you and show you know which one it is by jumping up, crouching down, moving left or right.

Cheetahs: ‘The Cat Who Wanted to Go Home’ by Jill Tomlinson

In your jotter, write today’s date and the title of your book.

Your task is to re-write some of the sentences using another word with the same or similar meaning.  The purpose of this task is to help you understand some of the tricky vocabulary.  You may write more than one word in the blank space, as long as the meaning / idea stays the same.

Here are your sentences.  Please copy the full sentence.

  1. The girl tightened her grip on the rope and struggled to keep her balance on the skis, with Suzy ______________ on her shoulder.  (Page 35)
  2. It was that __________ cat! (Page 38)
  3. The water-skier was suddenly _______.  (Page 38)
  4. The water-skier was so _________ that Suzy wasn’t drowned. (Page 39)
  5. ‘There’s a swimmer ______________ to cross the Channel.’ (P43)

Read Chapter 6, ‘Suzy nearly goes under’ for tomorrow.

Kittens: ‘Where is my School?’ by Alison Sage

This is a non-fiction book.  Can you remember what that means? Read the title and have a look at the picture on the front. What do you think the book is about?  What makes you think that?

Read the book with someone at home today so that they can help you with any difficult words. 

As you are reading, think about and discuss:

  • Notice all the photographs and labels as you read.  How do these help your understanding?  Do you normally see photographs in your fiction books?  What do you see instead?  Why do you think this is?
  • Look at pages 4 – 7.  Which things are similar in our classroom and school and which are different?
  • What do you notice about the photographs as you go through the book towards the end? 

Go through the book again and point out the words you find trickier.  Ask someone at home to help you with these.  You might try writing them down and drawing pictures beside them to help you remember what they say.

Lizards: ‘The Titanic’ by Anna Claybourne

This week, you are going to read a non-fiction book.  Can you remember what this means?  Will you be reading facts or a story that is made up?

Have a look at the front cover and title. What do you think the story is about?   Do you think the photograph on the front has been taken recently or a long time ago?  Why do you think that?

Have a flick through the book.  What features / pages can you find that you don’t find in fiction books? (Hint: look at the beginning and near the end.)

Today, your task is to read this book with someone at home.  You might want to take turns.

Before reading:

Read the blurb on the back of the book.  Why do you think the Titanic never got to America?

During reading:

  • Use the glossary on p20 to help you understand the meaning of some of the words written in bold.
  • There are a number of trickier words in this book.  Remember to ‘chunk’ them up and read smaller syllables at a time.  Look for the sounds you know and don’t worry if you get stuck; someone at home will be able to help you until you can read these words yourself.
  • Look at the way the author and illustrator have used drawings and labels.  Why do you think they have done this?  How do the drawings and photographs throughout the book differ from the ones you normally see in your reading books?

Once you have read the book in with someone else, read the book on your own at least two more times.  If you are able to, you might want to record yourself and listen back to what you have done well and what you could improve on.  You might also want to spend time going over the really tricky words (there are quite a few in this book) until you feel you can read them more easily.

BEAR time

Remember to make some time in your day to read or listen to a story for enjoyment.

Numeracy

Mental Maths

Sequencing and Ordering Numbers

Choose one of the following sets to complete (or do them all if you wish!)

Super

Put these in order from smallest to largest:

  1.  12, 15, 13, 14
  2. 11, 9, 12, 10
  3. 27, 24, 26, 25
  4. 36, 35, 33, 34
  5. 48, 51, 50, 49
  6. 61, 62, 60, 59

Magic

  1. 40, 60, 50, 30
  2. 80, 90, 70, 60
  3. 60, 20, 40, 80
  4. 43, 63, 53, 33
  5. 83, 93, 73, 63
  6. 61, 25, 47, 88
  7. 41, 67, 59, 36

Fabulous

Put these in order from smallest to largest:

  1. 300, 500, 200, 400
  2. 600, 400, 300, 500
  3. 900, 800, 600, 700
  4. 800, 1000, 900, 700
  5. 240, 230, 220, 250
  6. 560, 570, 550, 580

Wonderful

Put these in order from smallest to largest:

1. 246, 243, 244, 245

2. 457, 357, 557, 657

3. 578, 308, 442, 677

4. 901, 910, 899, 998

5. 3033, 3003, 3300, 3000

6. 4928, 8249, 2894, 9842

7. 10000, 7000, 9000, 8000

8. 12, 001, 12 100, 12 010, 12,111

Numeracy Group Work

Parents: As stated previously, please continue working with your child at their own level and pace.  If the activities given on a particular day are too challenging, please continue working on the skills from previous days.  Similarly, if your child is looking for additional challenge, you might try looking at the activities for a different group or complete some of the Nrich challenges linked to previously.

Snozzcumbers

Today, you are going to work on sequencing decade numerals.

The decade numbers all end in 0 so, to out them in order, you need to look at the first numeral.

For example, the first numeral in 40 is 4 and the first numeral in 50 is 5.  Therefore, if we were to put them in order from smallest to largest, 40 would go first and then it would be 50.

(Please remember that the four sits in the tens column and its value is 40 and the value of the 5 in the tens column is 50.)

Go into Topmarks > Coconut Ordering and select ‘Up to 100 (tens).

https://www.topmarks.co.uk/ordering-and-sequencing/coconut-ordering

If you don’t have access to a device, complete these instead: (or you might do both!)

Human Beans

Your task today is to work on your knowledge of larger numerals.

With support from someone at home, write out the following numerals on separate pieces of paper:

100

200

300

400

500

600

700

800

900

1000

Make sure you know what each of the numbers are as they are written down.

Mix them all up and place them on a table with the writing facing down so you cannot see it.  Pick up 4 cards and place them in order, from smallest to largest, saying the numbers out loud as you do so.  Repeat this until you feel confident with this skill.

If you manage this quickly, practise your times tables.

Buzzburgers

With someone at home, practise counting in 100s in the following ways:

  • Counting by 100s off the 100 from different starting points.

For example, 120, 220, 320, 420  or   370, 470, 570, 670 etc

  • Counting by 100s off the hundred and off the decade from different starting points.

For example, 237, 337, 437, 537 etc

  • Counting by 10s beyond 100 off the decade.

For example, 346, 356, 366, 376 etc

Ask someone at home to give you different starting points and to listen to see if you have managed to count correctly.  Make sure you are confident with one skill before moving on to the next.

Practise your skills ordering numbers using ‘Range Arranger’ on Topmarks:

https://www.topmarks.co.uk/maths-games/5-7-years/ordering

PE

Here are some of the previous links again:

https://family.gonoodle.com/channels/zumba-kids

https://www.youtube.com/user/thebodycoach1

https://www.youtube.com/user/CosmicKidsYoga

There are also lots of suggestions for activities to keep you active in the attached document from Ms Hastie:

Here are some more ideas:

I hope you have a lovely day!