P3M Learning Together at Home – Thursday 7 May

Good afternoon!

We have reached the end of the week already! It’s been so short with Monday’s In-service day and the Bank Holiday tomorrow.

I enjoyed a lovely walk in the sunshine yesterday evening. The trees looked amazing in the light as the sun began to set.

I took some photos to show you. The little lambs were very cute. Their mum marched them off as I passed! Can you spot the deer in the last photo? (You can only see its ears!)

Here are today’s activities:

Literacy

Spelling

Choose an activity from your spelling grid to help you learn your words. Have you remembered to practise the common words too?

Reading

I have not given you specific reading tasks this week, but you can still work on your skills reading aloud with the book you were working on last week, or with any other books you have at home.

Remember to read a book for enjoyment during a BEAR time that works for you and your family.

Writing

Today, we are going to focus on self-assessing our stories and thinking about ways we can make our writing even better.

Remember; we are learning to be writers!

Checking over your work and changing things (called editing) is a really important part of writing. The stories you read are not the first versions; they will have been changed until the author is happy that they are the best versions.

Other situations where people edit their writing include:

  • Checking e-mails before sending them.
  • Writing essays at high school and university.
  • In the workplace; people are asked to write all sorts of things at work and it is important they are not full of mistakes.

So, it is really important that we develop our skills and get into the habit of checking and editing our work.

Checking for punctuation

The first thing you are going to do is read over your story and ask yourself if you have capital letters and full stops in the right places.

Have a look at the following:

Sid was a big tree now he had lots of leaves birds liked to visit and some even built nests in his branches

Hmm. I think it needs a bit of work. Can you make it easier to read using full stops?

Sid was a big tree now. He had lots of leaves. Birds liked to visit and some even built nests in his branches.

That’s better! When I first read the sentence, I wasn’t sure where I needed to pause. I wondered if Sid was big because he had lots of leaves or if that was a different fact. All the words ran into one another.

Remember, when we write, a full stop tells the reader where to pause or take a breath. Try reading both versions aloud. Can you see the difference the full stops make?

When I added the full stops, I also had to remember capital letters after each one.

Grab a different coloured pencil or pen and read over your story. Add full stops and capital letters in the places you have missed them. Don’t rub anything out; just write over it with the different colour.

Our focus today is on developing our skills at self-assessing and editing so don’t worry about making your writing look messy! You want to be able to see the changes you have made this time to help you think about what you need to work on for next time.

Now you have added capital letters at the beginning of each sentence, think about whether you need to add any more. Think about the other times we need to use capital letters when you read what I have written below:

sid lived in a beautiful park in edinburgh. He still saw his friends, pip and kim, most days.

What’s wrong with this? Can you add some capital letters?

Sid lived in a beautiful park in Edinburgh. He still saw his friends, Pip and Kim, most days.

There we go! Remember, names of people or places also need capital letters.

Have a look through your writing and, using your different coloured pen or pencil, make sure you have capital letters where you have written names of people or places.

Using adjectives and vocabulary to make our writing more interesting

Next, we are going to look at how we can make our writing more interesting using some adjectives (describing words).

Have a look at my writing again:

‘Sid was a big tree now. He had lots of leaves. Birds liked to visit and some even built nests in his branches.’

Look more closely at the first part:

‘Sid was a big tree now.’

I can describe Sid in a bit more detail to give the person reading my writing more information and to help them picture Sid in their head. First, I’m going to think about how I see Sid in my own head. Next, I’m going to use words to try and get you to see what I see:

Sid had grown into a great, strong oak tree.

Choose one of your sentences and try using adjectives to give a better description to your reader.

(Notice I have also changed ‘was’ into ‘had grown into’. I thought it sounded better when I looked at my writing again. Try changing other words in your story, like I have done, if you have already added more description and are looking for an additional challenge.)

I suggest you write your improved sentence under your story or on a sticky note beside the original sentence.

Once you have done this, have a go at doing the same with some other sentences in your story too.

Here is my writing now:

Sid had grown into a great, strong oak tree with soft, green leaves growing on his long, sturdy branches. Owls and woodpeckers visited him often and ravens thought he made an ideal place to nest.

Here was was my first draft:

‘Sid was a big tree now. He had lots of leaves. Birds liked to visit and some even built nests in his branches.’

Which do you think helps to build a better image in your head?

Once you have finished assessing and editing your work, you might want to re-write your story or you might wish just to leave it as it is. It’s up to you. The learning I’d like to take with you from today’s activity is about being able to self-assess and improve your writing. Do you feel you have improved those skills today?

Numeracy

Mental Maths

Choose one of the following games to help you practise your subtraction skills:

https://www.topmarks.co.uk/subtraction/subtraction-to-10

https://www.topmarks.co.uk/maths-games/subtraction-grids

For an extra challenge, pick ‘two numbers’ in the above game.

Activities for Groups

Earlier this week, we were looking at equal shares.

Last year, you might remember you learned about the concept of half. Today, we are going to start by revising the concept of half before completing some activities.


Practise writing the half symbol shown above. Make sure you have the numbers the right way round. The one should always be on the top.

Have a look at these. Which of them show a shape that has been cut in half? Remember, you are looking for two equal parts.

We might want to cut something in half when two people wish to share it equally. For example, you might want to share a pizza with a family member and would like to make sure you had exactly the same amount of pizza as they did. To do this, you would need to cut the pizza in half.

We can also find half of a number:

If you were to share the apples equally between Jane and Jan, how many appples would they get each?

That’s right – they would get 5 each.

We started with 10 apples and shared them equally between 2 people.

We have taken 10 and divided it into 2 equal amounts.

Half of 10 equals 5.

Today, you are going to practice working out half.

You can choose to do one (or all of the following:

Sharing

With an adult at home, practise sharing items equally amongst two teddies or dolls. Talk about the numbers you started and ended with (e.g. there were 10 spoons, we shared them equally between 2 teddies, how many did each teddy get?) Once you are managing this, try linking this activity to the concept of half. (E.g. give each teddy half of the pencils. How many did each get? Why?)

Drawing half

Draw a number of items and then draw them again underneath but clearly showing how they have been shared equally into two amounts.

Under each picture write down what your picture shows.

Making Links with Doubles

We have talked about and developed our skills using doubles for quite some time now. When we half something, we are doing the opposite of doubling.

For example, we know that double 4 equals 8.

Half of 8 equals 4. Can you see the link?

Try these:

Double 2 = 4. Half of 4 =?

Double 3 = 6. Half of 6 = ?

Double 8 = 16. Half of 16 = ?

Double 10 = ?. Half of 20 = ?

Double 9 = ? Half of ? = 9

Double 15 = ? Half of ? = 15

Making Links with the Two Times Table

You might have already spotted the links with the two times table.

Have a look at this:

Half of 10 = 5

2 X 5 = 10

Half of 18 = 9

2 X 9 = 18

When we find half, we are dividing by 2. You can work out half of an amount by using the multiples or the facts of the 2 times table.

Some of you may have had a go at multiplication and division fact families on Tuesday. We can use the same idea to help us work out half. If we know that 4 X 2 = 8, we can work our that 8 divided (shared equally) by 2 = 4.

Use your knowledge of the multiples and facts of the two times table to work these out:

You can try this game, if you would like more practice or challenge:

https://www.topmarks.co.uk/maths-games/hit-the-button

I hope you all have a lovely holiday weekend!

Mrs Bailey