Category Archives: P3M-Blog

P3M Learning Together At Home – Monday 30 March

Hello everyone. I hope you all had a good weekend. I enjoyed going for a cycle on Friday and for a walk on Saturday with members of my family. The sunshine yesterday was very welcome and I was glad I could stay outside in the garden for a bit longer!

Mrs Imrie has asked for a reminder to be sent about the artwork for Fairmilehead Church.

Here is the original message posted under ‘News’ on the school’s homepage:

‘Mrs Imrie has been in touch with Cheryl at Fairmilehead Church and we’re going to try share children’s art work via the church newsletter. This week’s theme is ‘Hello from Buckstone PS’ – Children are invited to create a piece of art and then email in a picture to the admin team by Monday 30th March. The art work will be collated and included in the newsletter. Here are some fabulous ideas………..’

The date for e-mailing the art to the admin team has been extended until Wednesday.

Here are today’s learning activities:

Literacy

Spelling

We will continue to post new words every Monday. Your task on Monday is to write down each of your spelling words three times following the process:

LOOK

SAY

COVER

WRITE

CHECK

You should practise spelling your new words on Tuesdays, Wednesdays and Thursdays by choosing an activity from the grid that was sent home. (You may also wish to come up with your own exciting spelling activities to help you.)

Dictations will be posted on Fridays. Ask someone at home to read these out to you.

In this week’s words, ‘a’ before ‘l’ says the short (or bouncy) ‘o’ sound.  Look at how the word ‘all’ appears in a lot of these words.    As usual, there are two common words to learn too.

SPELLING WORDS w.c. 30.3.20

Please ask someone to talk to you about the meaning of any words you are unfamiliar with (or work on your dictionary skills and look them up if you feel able to do so.)

WORD LIST

salt

halt

bald

scald

altar

wall

calling

small

stall

football

also

always

CHALLENGE WORD LIST

halted

balding

scalded

altered

exalting

nightfall

bookstall

overall

volleyball

waterfall

also

always

If you have been working on the block two common words, please continue to work on these until you can confidently spell them.  Move on to the block three words if you feel ready to do so.

READING

Lions: ‘The Emergency’ by Mike Poulton

This story was written in 1988, before people had mobile phones.  Ask a grown-up at home what it was like before people had mobile phones and get them to explain to you how to use a phone box.

Read the story up to and including p15 today and ask someone to help you with any difficult words. 

Look more closely at pages 1-5 and write down all the verbs you can find.  Remember, a verb is a ‘doing word’.  It tells us something that someone is doing.  For example; run, walk, look, chase etc.

On page 5, it says, ‘They looked through the kitchen window.’ 

Think of another word to use instead of ‘looked’ without changing the meaning of the sentence.

Write down your new sentence and draw a picture to go with it, if you wish.

Dolphins: ‘Snooty Prune’ by Pippa Goodhart

Please see the picture below to help you with this task.

Draw a full-page picture of Prunella.  Don’t colour it in just yet.   Around the outside, write adjectives to describe how Prunella looks. For example, you might describe her height, her hair, the clothes she wears etc.

On the inside of the picture (e.g. on the legs, arms, body of Prunella), write words to describe what Prunella is like or how she feels on the inside. These are things we can’t see by looking at someone but that we know by learning a bit about them, the things they think and the things they do. For example, someone might be kind, thoughtful, angry, jealous etc.

Explain to someone at home what information in the book you used to help you choose the words to write.

You should have read up to and including chapter 4 for today.  What do you think might happen in the rest of the story?

Read to the end of your book for Wednesday.

Tigers: ‘The Foggy Day’

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?  Can you think of a time when it was foggy?

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 down each of the following words twice (in reasonably big writing) and then to cut them out to make little cards.

foggy

shopping

children

worse

couldn’t

stopped

walk

home

lost

light

monster

Play a game of ‘Snap’ or ‘Pelmanism’ (matching pairs).  Keep doing this throughout the week  (or think of your own games with the cards) to help you learn the tricky words in your book.

Cheetahs: ‘Flat Stanley’

Please see the picture below to help you with this task.

Draw a full-page picture of Stanley.  Don’t colour it in just yet.   Around the outside, write adjectives to describe how Stanley looks. For example, you might describe his hair, his height etc.

On the inside of the picture (e.g. on the legs, arms, body of Stanley), write words to describe what Stanley is like or how he feels on the inside. These are things we can’t see by looking at someone but that we know by learning a bit about them, the things they think and the things they do. For example, someone might be kind, thoughtful, angry, jealous etc.

Explain to someone at home what information in the book you used to help you choose the words to write.

You should have read up to and including chapter 3 for today.  What do you think might happen in the next chapter?

Read ‘Museum Thieves’ for tomorrow.

Kittens: ‘The Scarf’

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?

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

Ask someone at home to write down each of the following words twice (in reasonably big writing) and then to cut them out to make little cards.

knitting

warm

cold

couldn’t

pond

frozen

ice

shouted

dangerous

frightened

idea

Play a game of ‘Snap’ or ‘Pelmanism’ (matching pairs).  Keep doing this throughout the week (or think of your own games with the cards) to help you learn the tricky words in your book.

Lizards: ‘The Motorway’

Have a look at the front cover and title. What do you think the story is about?  Why do you think that?  When were you last on a motorway?  Where were you going?  How would you describe it?

Read up to (and including) p15 today. Ask someone at home to help you with any difficult vocabulary.

Look more closely at pages 4,5,6 and 7 and write down all the verbs you can find. Remember, a verb is a ‘doing word’. It tells us something that someone is doing. For example; run, walk, look, chase etc

Cheetahs and Dolphins:

Here is an example of your activity but with Goldilocks as the character instead of Stanley or Prunella.

You may spot, after watching me draw on the whiteboard for the past months, that the artwork is not mine! I had to ask someone at home (much younger than me) to help!

Goldilocks

BEAR time

Don’t forget about BEAR time!  I hope you are enjoying reading a book at home just like we all enjoy BEAR time at school. 

If you are looking for a story to listen to as a change from reading it yourself, you might want to check out the following link.

https://stories.audible.com/start-listen

Numeracy

Once you have completed your maths activities today, think about how confident you are feeling with the skills you are learning. Think about ‘Fist to Five’. What does your answer tell you about your next step? Discuss this with someone at home.

Mental Maths

Fact Families

Look at the example given and then complete the addition and subtraction fact families below.

4 + 3 = 7                                  5 + 3 = 8

8 + 4 = 12                                7 + 6 = 13

8 + 6 = 14                                9 + 8 = 17

Look at your fact families to help you remember that when we subtract, sometimes we can count on to arrive at our answer.

For example, if we wanted to calculate 19 – 17, it would take us a long time to count back.  If we flip the sum around, however, to ask ourselves 17 + ? = 19, we can count on 2. This tells us that 19 – 17 = 2.

Remember we can also look at this by asking ourselves, ‘What is the difference between the two numbers?’ In the above example, the difference between the numbers is 2.

Choose one line of these to try, using the method above:

9 – 8 =             10 – 9 =           9 – 7 =

19 – 16 =         21 – 19 =         18 – 14 =

63 – 58 =         71 – 66 =         82 – 77 =

Numeracy Group Work

Parents:  When we are in school, Mrs Munro and I are continually assessing the pupils to help us decide whether we need to stick with a particular concept for a bit longer or if we should move on / challenge pupils further.  Obviously we are not currently receiving that sort of information.  If you have noticed your child could do with spending a little more time on the numeracy skills from last week, then please just go ahead and work on these instead of moving on to something new.

Snozzcumbers:

Your focus today is on developing your addition skills.

Remember to put the first number in your head and then count on.  Be careful not to add on the first number.

There are 8 red counters under one ‘screen’ and 6 blue counters under the other.

Look at the example in the photograph:

Start off by putting the number 8 in your head.

Now start counting on from 8.  Use your fingers to help you.

The first number you should say is ‘9’ and then keep counting until you are holding 6 fingers up.

What number have you reached? The answer is 14.

Try these using the same method.  Remember, if you are given a sum with such as 1 + 16 = ?, you should flip the sum round so that it is 16 + 1 = ?

https://www.ictgames.com/mobilePage/funkyMummy/index.html

If you don’t have access to a device, complete these in your jotter instead:

  1. 6 + 2 =
  • 4 + 4 =
  • 8 + 3 =
  • 9 + 5 =
  • 7 + 6 =
  • 6 + 5 =
  • 8 + 5 =
  • 9 + 7 =
  • 10 + 5 =
  • 14 + 3 =
  • 15 + 7 =
  • 1 + 18 =

Work at your own level of challenge.  If you need a number line or items to count (such as pens, beads, pieces of Lego etc) that is fine.  Use what you need to help.

Human Beans

Your task today is to continue working on your knowledge of number sequences between 1 and 100.

The attached activity is based around a 100 square.  Use the one you made last week to help you if you are finding it challenging.

Buzzburgers

Today is about making links / recognising patterns to help you add with larger numbers.

If I were to ask you the answer to 2+2 = ?  You would very quickly tell me the answer is 4, and you’d be right.

We can use this same fact to help us add within different decades.

What patterns do you notice?  Discuss this with someone at home.  What’s happening with the tens column each time?  What is happening with the ones?

Can you complete the missing answers?

2 + 2 = 4

12 + 2 = 14

22 + 2 = 24

32 + 2 = 34

42 + 2 = 44

52 + 2 = ?

62 + 2 = ?

92 + 2 = ?

Now complete these in your jotter.   Ask someone at home to check them over. 

  1. 3 + 4 =                                         2.  33 + 4 =

3. 4 + 4 =                                          4. 64 + 4 =

5. 6 + 2 =                                          6. 56 + 2 =

7. 7 + 2 =                                          8. 87 + 2 =

9. 5 + 4 =                                          10. 95 + 4 =

Normally at school, if you finish your maths activity quickly, showing a good understanding, there are a number of maths challenges for you to try and solve.

Here is a link to Nrich Maths where you can choose a problem solving activity to give you some additional challenge:

https://nrich.maths.org/13780

PE

Here are some activities to help get us all moving today:

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

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

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

I hope you all have a good Monday!

Mrs Bailey

French Friday P3 27.3.20

Quel temps fait-il? ( What is the weather like?)

We have been learning to talk about the weather in French.  Have a look at these phrases, practise saying them out loud. Can you remember the mimes we made up to go with them?

il fait beau – it is fine

il fait mauvais – it is nasty

il fait chaud – it is hot

il fait froid – it is cold

il fait gris – it is cloudy

il pleut- it is raining

il neige – it is snowing

il y a du soleil – it is sunny

il y a du vent – it is windy

Have a look at this video to help you with pronunciation.

Afterwards, take a blank page in your jotter and fold it in half, draw a line down the fold. Half way down your page use a ruler to draw a line across your page. Your page should now be split into four quarters. Choose four of the phrases above, write them in each box and draw a picture to illustrate the phrase.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwiv7uvpibjoAhVsQkEAHUhLCEEQyCkwAHoECA0QBA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DeBvJVOuBPXI&usg=AOvVaw2kvY0gvAO7ubUkxGzrny6b

P3M 27.3.20 Friday

Hello everybody

I hope you and your family are keeping well and enjoying the activities on the blog.

Learning together at home for today:

NUMERACY

Use today to practise the times table you are not yet confident with. Write the whole table out and practise saying it. Cover up the answer and see if you can remember it. For example :

0 x 4 = 0

1 x 4 = 4

2 x 4 = 8 etc

When you have done this, write out the multiples as quickly as you can. If someone is free at home to help you , ask them to test you on the times table you have been practising.

Here are some games to play to help you learn:

https://mathsframe.co.uk/en/resources/resource/306/Maths-Fishing-Multiplication

https://www.topmarks.co.uk/Search.aspx?q=arithmetic

https://www.topmarks.co.uk/Search.aspx?q=funky%20mummy

Parents, please see email with a link to Education City for games and worksheets to practise tables and money.

LITERACY

Take a new page in your jotter, or if you have enough space, draw a line under your last piece of work. Write the date and heading – Dictation.

Ask someone at home if they could read out the dictation for you to write into your jotter.

CORE GROUP

Once upon a time I was in the warm swamp at sunset.

I did not want to wash the wand or the wasp in the ward.

BLOCK 2 GROUP

She said they had come to see the cats.

But one of them was not there.

CHALLENGE GROUP

Once upon a time I swapped all the clothes in my wardrobe when nobody was watching.

Washing wallpaper wasn’t what I wanted to do, I wanted to go wandering in the swamp.

 

Remember to read your sentences over putting a finger on each word. Ask the person who is helping you to check your spelling. Write any corrections out three times underneath your dictation.

TV REVIEW

Watch a programme or film that you enjoy.

Think about what you have just watched. Write a few sentences explaining what your programme was about. For example – ‘ I watched the film Paddington, it is about a small bear who arrives in London from Peru. He goes to live with the Brown family, he has many  adventures and also  causes lots of mischief! He floods the house and slides down the stairs on a bath. He doesn’t understand what a toothbrush is and sticks one in his ear!’

Then write three sentences explaining why you enjoyed the film or programme – maybe you like the characters or it makes you laugh. If it is a science or nature programme is it a topic you are particularly interested in.

Draw a picture showing your favourite part of the programme.

 

 

RME P3 26.3.20

We are planning on looking at weddings – the differences in customs and traditions of different religions. Today’s focus is on the traditions surrounding a Jewish wedding. Watch the short film below and if you wish you can write answers to the questions in your jotter or if you prefer, talk about your answers with  someone at home.

https://www.youtube.com/results?search_query=sarah+and+peter+wedding

  1. Do the bride and groom have their first receptions together or in separate rooms?
  2. When the contract is signed, what do the mothers of the bride and groom do?
  3. Why do they do this?
  4. What does the bride sit on at her reception?
  5. To show that the groom doesn’t just care about the bride’s appearance but about the whole person what does he cover her face with before the wedding ceremony?
  6. The wedding ceremony takes place under a canopy- what is this called?
  7. Why are the sides of the chupa left open?
  8. What is the last part of the ceremony?
  9. What happens in the dancing part of the wedding reception?
  10. On a blank page in your jotter, draw your own picture of the chupa. Remember to decorate it and make it colourful. If you are able, have a look at google images to see examples of other chupas.

P3M 26.3.20

Hello everyone, I hope you and your families are all well and that you are enjoying the activities on the blog. Remember to spread the tasks over the morning and afternoon- when the blog is posted at 12 noon you are not expected to get everything done in that afternoon, some of the activities can be left for the following morning.

Learning together at home for today:

NUMERACY

Mental Maths

Don’t forget about the times tables. We have been learning the 2, 3, 4, 5 and 10 times tables. Use the links posted on 24.3.20 to help improve your speed of recall.

Buzzburgers

We have been working on our skills using empty number lines (ENLs). Today we are going to use our skills to add 2 digit numbers with regrouping. Have a look at the photograph, it shows two ways of working out the same sum, 29+63.

buzzburgers 26 March

 

 

 

 

 

 

The first way shows 29 + 1 – the 1 is taken from the 3 ones or units from the number 63. So 29 + 1 + 30 , we then add 6 tens to make 30 and finally 2 ones or units to make 92.

The second way shows 29 + 3( 3 ones or units from the number 63) to make 32 then 6 tens are added to make 92.

I know that some of us are able to do this without using an ENL but  I would like you to have  more practice with ENL and become familiar using the technique.

Please complete the following in your jotter using empty number lines. You will need a ruler. Try to work out the answers in different ways.

  1. 38 + 23
  2. 28 + 38
  3. 35 + 55
  4. 16 + 78
  5. 25 + 36
  6. 57 + 44
  7. 29 + 73
  8. 88 + 34
  9. 44 + 47
  10. 45 +59
  11. 76 + 27
  12. 95 + 28

 

Snozzcumbers

Today we are going to practise sequencing numerals. First you are going to have to make some number cards. Cut up some paper and on each piece of paper write the numbers : 26 27 28 29 30

41 42 43 44 45

56 57 58 59 60 61 62 63 64 65

88 89 90 91 92 93 94 95 96

Keep your cards in their groups.

Mix up the cards 41 – 45.

Put these cards in order starting with the smallest card.

Say each number as you point to it.

Do the same with the other groups of cards.

 

Human Beans

We are continuing to practise recognising the numbers from 1 – 100.

Start by saying the numbers from 29 – 45, 49- 62, 69-94

Now practise saying them backwards 45 – 29, 62- 49, 94- 69

If there is someone at home to help you ask them to use the number square you made yesterday (check it is all correct first!) or use your number square from your pack. Helper – place a small cover over number 32 and ask ‘ What number is under here?’ Remove the cover to see if you are correct. Do the same for a selection of other numbers in the square.

LITERACY

spelling

Choose an activity from the grid that was sent home or think of your own activity to help you learn your words. Dictation tomorrow!

WRITING

Read over your piece of writing from yesterday. Have you put full stops in the correct place? Read it aloud to help you with this- when you have come to the end of something you wanted to say, that is where your full stop should go. Remember straight after a full stop there should be a capital letter. We need capital letters for names of things too. Have you used any adjectives in your writing? Remember an adjective is a describing word and it adds detail to a noun (a person, place or thing).

For example:

I stood on the stage and looked out at the audience, I felt scared but excited too.

I stood on the enormous stage and looked out at the silent audience, I felt scared but excited too.

Try to add a couple of interesting adjectives to your writing. If somebody at home is free to listen, read your piece of writing aloud to them.

READING

Dolphins : Snooty Prune

In your jotter, answer the following questions based on chapter 3. Remember to answer in full sentences, use capital letters and full stops and space your work out so that each answer begins on a new line. Don’t forget the date and the title.

  1. Why did Prunella not like her first letter to her penpal?
  2. How did Prunella change her letter to her penpal? Why do you think she did this?
  3. Do you think the information in the letter Prunella received from Angel was true? Give reasons for your answer.
  4. According to Angel, how had her father died?
  5. What made Prunella think that Angel either lived by herself or had been adopted?

Try to read chapter 4 for Monday 30 March.

Kittens : Roy at the Fun Park

Read your book again today. If you have a device you could record yourself reading aloud. Try to read fluently, using expression in  your voice. Practise any words you find difficult.

Design your own front cover for this book. You could use a blank page in your jotter and whatever you have in the house : pens, coloured pencils, crayons. Remember to include the title and author and make it look as attractive as possible.

You will get a new book on Monday 30.3.20

Cheetahs : Flat Stanley

In your jotter, answer the following questions based on chapter two. Remember to answer in full sentences, use capital letters and full stops, and to space your work out so that each answer begins a new line. Don’t forget the date and a title.

  1. What was Stanley able to do now he was flat?
  2. Explain how Stanley helped his mum to find her ring.
  3. What did the police think that Mrs Lambchop was doing?
  4. How did Stanley travel to California?
  5. What do the words – valuable and fragile mean? ( Take a new line, write the word valuable- then write what you think it means- if you have a dictionary you can use it. Do the same for the word fragile.
  6. Stanley can slip under doors, travel in an envelope and go through a grating. Can you think of something else Stanley could do now he is flat? Use a blank page in your jotter to draw it.

Try to read chapter three for Monday 30.3.20

 

Tigers : The Wobbly Tooth

Read your book again. If you had a device you could record yourself reading it. Listen to it – how could you do it better? Practise saying the words you find difficult, try to use expression in your voice.

Talk to somebody at home about the book- did you enjoy it? What did you like about it? Which did you like better- The Wobbly Tooth or What a bad dog? Why?

Design your own front cover for this book. You could use one of the blank pages in your jotter. Use whatever you have in the house: pens, crayons, coloured pencils. Make it as attractive as possible,  remember to include the title and author.

You will get a new book on Monday 30.3.20

 

Lions: Kate and the Crocodile

In your jotter, answer the following questions about the story. Remember to answer in full sentences using capital letters and full stops. Space your work out by starting on a new line for each question. Don’t forget the date and title.

  1. What is a dingo?
  2. Why was the dingo itching so much?
  3. How did the dingo get rid of his fleas?
  4. What is a creek ? Look at the picture to help you.
  5. Draw your own front cover for this book. You could use one of the blank pages in your jotter. Use whatever you have in the house: pens, coloured pencils, crayons. Make it as attractive as possible, remember to include the title and author.

 

Lizards : The Bully

In your jotter, answer the following questions about pages 18 to the end of The Bully. Remember to answer in full sentences using capital letters and full stops. The question should form the first part of your answer. Space your work out by starting a new line for each question. Don’t forget the date and the title.

  1. What did the other children do when Rosie’s face kept changing ?
  2. Do you think it was fair of the other children to laugh at Rosie?
  3. What happened when Rosie tried to hit Wilf?
  4. Look at page 23 – what do you think the other children are thinking?
  5. What did Wilma do when she saw Rosie being bullied by two older children.
  6. Mrs May spoke to everybody at assembly, what did she say you should do about bullies?
  7. By the end of the story how had Rosie changed?

You will get a new book on Monday 30.3.20

Learning Together At Home 25.03.20

Hi everyone, we hope you and your families are well.

LITERACY

WRITING

We have been reading ‘The Midnight Gang’ together. In this story the hospital porter helps the children who are patients to achieve their own personal dreams. Amber’s dream is to become a famous explorer so they recreate the North Pole in the basement. Robin’s dream is to conduct an entire orchestra, George’s dream is to fly and Sally’s dream is to live a big beautiful life in one night.

What would your dream be? If you could make something happen or do something you have always wanted to do? Maybe you would like to score the winning goal in a cup  final, be an archaeologist and discover an ancient city, dance in the final of BGT, write an amazing story, star in a movie- what ever your dream is , we would like you to write about it in your jotter.

WALT- write about our personal dream

STAR STEPS

*Write in sentences remembering capital letters and full stops.

*Remember finger spaces after every word.

*Take care with your handwriting, try to write on the line and join your letters cursively.

*Try to make your writing interesting- use adjectives(describing words)

SPELLING

Choose an activity from the grid that was sent home or think of your own activity to help you learn your spelling words. Dictation on Friday.

READING

Dolphins: ‘Snooty Prune’

In your jotter, answer the following questions based on chapter two. Remember to answer in full sentences, use capital letters and full stops, and to space your work out so that each answer begins on a new line. Don’t forget the date and the title.

What made Mrs Farey interesting? ( begin your answer, ‘Mrs Farey was interesting because…….’)
Why did Prunella like Mrs Farey’s present?
What was Prunella going to use the present for?
What is a pen pal?
If you were writing to a pen pal, what five facts would you tell them about yourself?

Please try to read chapter 3 for tomorrow if possible.

Kittens: Roy at the Fun Park

Read your book again today.

In your jotter, answer the following questions about the book. Remember to answer in full sentences using the question to help you.

Roy and Grandad ate a hot dog, what were the other things they could have chosen from the kiosk?
Look at the picture on page 4, how do you think they felt being in the cable car?
look at page 7, how do you think Roy is feeling?
Roy and Grandad felt frightened on the corkscrew, can you think of another word which means the same as frightened?
Draw a picture of your favourite fairground ride with you on it.
Cheetahs: Flat Stanley

In your jotter, answer the following questions based on chapter one. Remember to answer in full sentences, use capital letters and full stops, and to space your work out so that each answer begins on a new line. Don’t forget the date and a title.

Why did Mr and Mrs Lambchop not like Arthur shouting ‘hey’.
What happened to Stanley?
How does Stanley feel about it?
Look at page 2, what word tells us that Stanley has not been hurt and is not upset by the board falling on him?
Read page 4 again, how did Staley feel at first?
Read page 5 again, which word means changed?


Try to read chapter 2 for tomorrow (26.3.20)

TIGERS  The Wobbly Tooth

Read the whole story to somebody at home.

Talk about when you had a wobbly tooth, how did it feel? What did you do?

Look at pages 4 and 5. What was Dad doing? Do you think he was being serious?

Make up your own tooth fairy and draw a picture of him/her.

LIONS- Kate and the Crocodile

In your jotter, answer the following questions about the story. Remember to answer in full sentences using capital letters and full stops. Space your work out by starting on a new line for each question. Don’t forget the date and a title.

1.The first part of the book is a poem called ‘My mate Sam’. Can you find the pairs of rhyming words on each page?

2. Look at the picture on page 7 and then look out your window. Can you write a sentence explaining the difference between your street and where Kate lives.

3.Look at the picture on pages 18 and 19. Write three sentences describing your favourite place to play, where is it? what do you like to play with? when do you go there?

4. Draw a picture on the blank page in your jotter of where you like to play. Make it as colourful and as detailed as you can using whatever you have in the house.

LIZARDS – The Bully

In your jotter, answer the following questions about pages 10 to 17  of The Bully. Remember to answer in full sentences using capital letters and full stops. The question should form the first part of your answer. Space your work out by starting a new line for each question. Don’t forget the date and title.

Why did Rosie want to see the magic key? ( Rosie wanted to see the magic key because…….)
What happened when the children went to Biff’s room? (When the children went to Biff’s room…….)
Why do you think the key wouldn’t glow when Rosie was holding it? ( I think that the key wouldn’t glow when Rosie was holding it because…………)
Why was Rosie cross with Chip? ( Rosie was cross with Chip because………)
What did the magic key do to Rosie? (The magic key turned………..)
Can you draw a picture of a character whose face has turned into something else because of something they do all the time eg ‘goggle eyes’ because they watch so much tv.

BEAR TIME

If possible, try and continue BEAR time at home.

NUMERACY

Mental Maths

Don’t forget about your times tables. We have been learning the 2,3,4,5 and 10 times tables. Use the links posted on 24.3.20 to help improve your  speed of recall.

Numeracy activities today

Buzzburgers

We have been working on our skills using empty number lines recently(ENLs). Today you should work on being able to use the empty number lines to add 2- digit numbers. Use the same technique Mrs Bailey demonstrated in yesterday’s video.

31+53
34+43
13+36
27+51
24+41
21+42
23+51
12+25
26+31
37+42
44+22
11+54

Human Beans

Today we are going to practise recognising the numbers from 1- 100.

https://www.topmarks.co.uk/learning-to-count/helicopter-rescue

You can play this game to help you recognise the numbers from 1-100.

Create your own 100 square using the square paper from your pack. Write the numbers neatly making sure they are the correct way round.

SNOZZCUMBERS

Today we are going to practise making equal shares. Please find 4 toys from your house, they can be teddies, dolls, Lego figures or any other kind of soft toy/ play figure.

Use any kind of object that you have in the house eg marbles, counters, Lego bricks, plastic food etc.

Place out 2 of your dolls/toys and use 10 objects. Share the 10 objects equally between the 2 dolls/toys- how many objects did each doll get?
Place out 3 dolls/toys and use 12 objects. Share the 12 objects equally between the 3 dolls/toys- how many objects did each doll get?
Do the same for : 2 dolls/toys and 14 objects
3 dolls/toys and 9 objects

4 dolls/toys and 20 objects

ART

On the blank page in your jotter draw an illustration to go with today’s writing activity. Use any art materials you have in the house : pencils, crayons, felt pens etc. Make your illustration as detailed and as colourful as possible.

P3 Science

We have been learning about forces and you were keen to find out more about gravity. It’s quite a tricky concept and you are likely to have lots of questions once you understand it a little bit.

Some of you have had a bit of an introduction to gravity already, but we can all watch this short video either as a starting point or as a bit of revision.

https://www.bbc.co.uk/bitesize/topics/zf66fg8/articles/zqbm3k7

So we know that the force of gravity on Earth, pulls objects towards it’s centre. That’s why we don’t float about the place!

Activity 1

With permission from someone at home, go and get two (unbreakable) objects of different weights / sizes. You are going to hold them up at the same height and then let them drop at the same time.

Before you do this, predict which object will reach the ground first. Why do you think this?

Try this with other objects. Do you get the same result? Do your results surprise you? What do you think might be going on?

Watch this clip for an explanation:

I imagine you can think of times when something has taken a bit longer to reach the ground. For example, a feather might swing from side to side or when you blow a bubble, it might float around before landing.

Let’s have a look at the concept of air resistance.

Activity 2

Go and get two pieces of paper. Scrunch one up into a ball and leave the other one flat.

Repeat your experiment from activity one. Before you drop the items, predict what you think might happen. Why do you think that?

Now have a look at this clip that talks about friction (which we know a bit about already) and air resistance. Once you have watch it, see if you can explain what happened when you dropped the two pieces of paper to someone in your family.

https://www.bbc.co.uk/bitesize/clips/zfqw2hv

Activity 3 (Optional!)

We have learned a bit about gravity and air resistance. This helps us understand how parachutes work and why they are used.

Perhaps someone at home could work with you to design and construct your own parachutes for small figures you may have at home. Do this using materials you already have lying around the house. You could test these to see who has built the best one!

There are loads of questions to ask about gravity. If you would like to do your own research, check out some of the following resources:

https://spaceplace.nasa.gov/what-is-gravity/en/

https://www.ducksters.com/science/gravity.php

P3 Handwriting

We have been learning to form cursive letters correctly during our handwriting lessons. The P3 team would love you to continue practising your handwriting whilst we are not at school. We won’t post handwriting everyday, but you can continue to practise the letters we have been focussing on between postings.

We always talk about our ‘Star Steps’ before we begin.

These are:

  • Hold your (sharp) pencil correctly.
  • Make sure you have good posture; both feet on ground, sitting up straight – no leaning on your arm or hand while you write.
  • Start every letter at the same point on the line.
  • Don’t take your pencil off the page until you have completed the word you are writing.

Here is a short video to help you make sure you have the correct pencil grip:

For right-handed learners:

Right-handed

and for left-handed learners:

Left-handed

We find some letters trickier than others and we have been able to use the feedback you have given about this to help decide on the focus of lessons. Whilst we are not at school, I’ll choose particular letters to focus on and you can do more or less practice depending on how confident you feel about forming each letter. We have covered all of the letters previously in class so this will be revision. Therefore, although we will focus on particular letters in each session, we will form words using other letters too.

For those of you who have been writing out longer passages, perhaps you could find stories or poems at home that you could use to help you focus on your handwriting. Remember, it is not about how quickly you can write, but about how well you form your letters; take your time!

Here is a link to a YouTube clip showing how to form all of the letters. Please note that the letter x is formed slightly differently to the way we have been forming it (we don’t take our pen off the paper until we are finished the letter).

Session 1: a, c, d, g

I have grouped these letters together because they all start the same way in cursive.

Let’s start with ‘a’. Complete a whole line of these.

a

Now let’s try d:

d

The next letter is g. Remember that the ‘loop’ or ‘tail’ of the g should not touch the bottom red line. It sits just above, as shown in the clip.

g

Finally, c

C

Next, write some words to practise joining these letters to other letters. Remember, our focus in this session is on a, d, g and c. Do your best with the other letters but remember we will be revising them again, if you are finding them tricky.

Finally, let’s put a sentence together using what we have learned:

I have completed some self-assessment, just like we do in class. Remember; green for great and pink for think (or pink for practice). I think I have formed my ‘g’ in dog well, but I might need to practise ‘t’ next time!

If you have pink and green pencils or pens, self-assess your handwriting. Remember just to highlight one word or letter green, and one word or letter pink.

P3M Learning Together At Home 24.3.20

Good afternoon. Here are the learning activities for P3M today.

Literacy

Spelling

Choose a spelling activity from your activity grid to help you learn the new words posted yesterday.

Reading

I hope you all enjoyed becoming familiar with your new books yesterday.

Today:

Dolphins: ‘Snooty Prune’

In your jotter, answer the following questions based on chapter one. Remember to answer in full sentences, use capital letters and full stops, and to space your work out so that each answer begins on a new line. Don’t forget the date and a title!

1. Why was Prunella given her name? (You should begin your answer, ‘Prunella was given her name because………’

2. Who started calling Prunella ‘Snooty Prune’?

3. Look at the picture on page 6. How do you think Prunella is feeling? What tells you this in the picture?

4. How do you think Beth is feeling during chapter one? Why do you think this?

5. What do you think might happen in the rest of this story?

6. Draw a different illustration to show what is happening on page 6.

Please try to read chapter 2 for tomorrow, if possible.

Kittens: Roy at the Fun Park

Read the book again with someone at home listening to you so that they can help with any difficult words. If you have a device available at home, perhaps you could record yourself reading. Listen to the recording and think about what you did well and what you might need to practise.

In your jotter, answer the following questions about the book. Remember to answer in full sentences, using the question to help you.

1. Who did Roy go to the fun park with? (Your answer should begin, ‘Roy went to the fun park with __________.’)

2. What did Roy and Grandad have to eat at the fun park? (Roy and Grandad ate _________.)

3. Why do you think they felt sick at the end of the book? (I think they felt sick because…….)

4. Which of the rides that Grandad and Roy went on do you think you would like best?

5, Draw a picture of your favourite part of the story.

Cheetahs: Flat Stanley (By Jeff Brown)

Keep reading your book to make sure you have completed chapter one by tomorrow.

On the blurb at the back of the book, we are told that, ‘Stanley gets rolled up, sent in the post, flown like a kite…….’

In your jotter, write about an adventure that only Stanley could go on because of his shape. We haven’t read the book yet, so don’t worry about it being close to what actually happens in the book; just use your imagination! Illustrate your adventure with a colourful picture.

Tigers: The Wobbly Tooth

Read the story today with someone at home who will be able to help you with any difficult words. Take turns at reading each page.

Talk about the following:

1. Who had a wobbly tooth?

2. Why has a bubble been drawn above Kipper’s head on page one? Why is there a fairy in it?

3. Why did Kipper not want mum to pull the tooth out?

4. Look at the picture on page 5. What is Floppy doing?

5. Look at the pictures on pages 6,7,8 and 9. Why did the swing hit Kipper?

6. What happened to Kipper’s tooth?

7. Look at pages 12 and 13. Why was Kipper upset?

8. How did Kipper end up with so much money?

Draw a picture of your favourite part of the story.

Lions: Kate and the Crocodile

Continue working on your reading fluency and expression by reading the book aloud with someone at home. If you have a device available, you may wish to record yourself reading and then listen to your recording to help you think about what you are doing well and what you might need to practice.

In your jotter, answer the following questions about the Kate and the Crocodile story. Remember to answer in full sentences using capital letters and full stops. The question should form the first part of your answer. Space your work out by starting on a new line for each question. Don’t forget the date and a title!

1. Where is the story set? (‘The story is set ………….’)

2. Why did the crocodile eat the fish Kate caught? (‘The crocodile ate……….’)

3. Use two adjectives to describe Kate. (‘Two adjectives to describe Kate are ………’)

4. Use two adjectives to describe the crocodile. (‘Two adjectives to describe……..’)

5. What do you think about what Kate did to teach the crocodile a lesson?

6. Write a different ending for the story and illustrate your new page (or pages) with a colourful picture.

Lizards: The Bully

In your jotter, answer the following questions about pages one to nine of ‘The Bully’. Remember to answer in full sentences using capital letters and full stops. The question should form the first part of your answer. Space your work out by starting on a new line for each question. Don’t forget the date and a title!

1. Who are the main characters in the story? (‘The main characters in the story are ………..’)

2. What did Rosie do to Chip? (‘Rosie…………’)

3. Why did Chip scribble on Rosie’s picture? Do you think this was the right thing to do? (Chip scribbled on Rosie’s picture because………’)

4. Why did nobody like Rosie? (‘Nobody liked Rosie because…..)

5. Use three adjectives to describe Rosie. (‘Three adjectives to describe Rosie ……’)

6. Why do you think Chip told Rosie about the magic key even though he didn’t want to? (‘I think Chip told Rosie ……..’)

BEAR time

If possible, try and continue BEAR time at home.

You may also want to listen to David Walliams reading one of his stories every day. We have really enjoyed ‘The Midnight Gang’ and I expect you will find lots of funny moments in his other stories too!

Elevenses with The World of David Walliams

Numeracy

Mental Maths

Don’t forget about your times tables! We have been learning the 2,3,4,5 and 10 times tables. There are lots of great games online to help you increase your speed of recall. For example:

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

https://www.topmarks.co.uk/maths-games/mental-maths-train

https://www.topmarks.co.uk/times-tables/coconut-multiples

To help get you warmed up before trying out the games, you may want to practise reciting particular times tables again. The link below takes you to the ‘2 Times Tables Song – Numberjacks’. You can find other Numberjacks times table songs by doing a quick search on YouTube.


You may wish to practise skip counting in the multiples of the times tables before trying to link these to times tables facts (e.g. 2,4,6,8,10 etc). Please work at the pace that is right for you.

If you don’t have access to a device, practise your tables using the sheet that was sent home.

Numeracy Activities Today

Buzzburgers

I had added work for the Buzzburgers to complete in jotters yesterday which seems to have disappeared! Apologies. If I can find it, I will add it for you to complete at some stage. UPDATE: I found the version of the blog that should have been posted and have updated it!

We have been working on our skills using empty number lines (ENLs) recently. Today, you should work on being able to use empty number lines to help you add tens. I know that some of us are able to do this without using an ENL, but I would like you to have more practice with ENLs and become familiar using the technique.

Please complete the following in your jotter using empty number lines. You will need a ruler!

I have added some harder ones for extra challenge, Try and remember your learning from yesterday.

1. 25 + 30 = 2. 44 + 40 =

3. 57 + 40 = 4. 45 + 50 =

5. 29 + 70 = 6. 76 + 20 =

7. 88 + 30 = 8. 95 + 20 =

9. 122 + 50 = 10. 145 + 50 =

11. 183 + 50 = 12. 387 + 30 =

Human Beans

Today, you are going to work on counting forwards and backwards in tens (between 10 and 100). You might want to play this video before you begin.

Ask someone at home to give you different starting numbers (e.g. 40, 70 etc) and tell you whether to count forwards or backwards.

Complete the following sequences in your jotter:

1. 10, 20, 30 ______, _______, 60, 70,

2. 40, _______, 60, ________, __________, 90

3. ________, ________, 50, _________, _________, 80

4. 70, 60, _______, 40, _______, 20

5. ________, ___________, 30, _______, 10

6. _________, 60, ________, ________, 30

7. __________, _________, 70, _______, ________, 100

8. ________, ________, 80, ________, _________, 50

9. 100, _______, _________, ________, 60, 50, ________, _______

10. 50 , ________, _________, ________, _______, 100

Snozzcumbers

Today you are going to be revising your number bonds to 10.

If you have a device available, practise this game. Go into ‘Number Bonds’ then ‘Make 10’. See how quickly you can answer the questions.

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

Ask someone at home to give you a number between one and ten. You have to give them the number that needs to be added to make 10. (E.g. If you were given 7, you would say 3).

In your jotter, create your own number bond ‘stories’. For example, you might draw 4 pink sweets and 6 blue sweets. Underneath you would write, ‘ I have 4 pink sweets and 6 blue sweets.’ Under that you would write. ‘4 + 6 = 10 6+4 = 10’.

Make your stories nice and colourful.

ICT

We normally have ICT on Tuesday afternoons. If you have access to a device, practice your typing skills using BBC’s Dance Mat Typing, level one. Remember, we have been trying to use both hands when typing.

https://www.bbc.co.uk/bitesize/topics/zf2f9j6/articles/z3c6tfr

Music

We have been learning lots of songs and rhymes with Mary on Tuesday afternoons. See if you can teach one of these to someone at home today.