Category Archives: P3M-Blog

P3M Learning Together at Home, Thursday 28.5.20

Hello everyone, I hope that you are all well and that you enjoyed the sunshine yesterday.

Here are your learning activities for today:




Read these numbers and say them out loud. Then say the number which comes before and the number which comes after:






















11 321

45 222

60 786

20 721

73 446

98 585



Today we are going to practise reading scales. This is an important skill to have because the wrong amount of something can really change the end result.  This is very important when you are cooking or baking but even more important if you are a scientist and measured the wrong amount of  something you were using for your experiment!

Have a look at this clip which shows how different scales are used in real life situations.

look at the pictures below, the pears are being weighed on a pan balance and we can see from the scale that they weigh 2kg. The measurement on these scales goes from 0 to 6. The arrow is pointing at the 2 so the pears weight 2kg.

The other set of scales might be the kind you would use to weigh yourself, or something heavier than 2kg. From reading the scales below we can see the amount it shows is 54kg. Each little black line represents 100grams. There are 10 x 100g in 1kg.


In your jotter write the heading – Measure – Reading scales- and today’s date 28.5.20.

Write down the weight on each of these scales, remember to write kg:


Now have a go at these ones, look carefully at each scale and the numbers they use.



If you would like a challenge, these are much trickier!


Here is a fun game to give you some extra practice at reading scales. You can choose grams or kilograms.




Complete an activity from your spelling grid to help you learn your new words. Dictation tomorrow.


Complete an activity from the sheet assigned to your group. These can be found in Teams(in the general channel under files).


I hope that you have all found a book that you are enjoying. It doesn’t matter whether it is fiction or non- fiction. Perhaps you would like to share the book you are enjoying on the ‘Sharing your learning’ channel on Teams?


Yesterday I asked you to write about your own personal experience of staying at home and how it made you feel.

We were not focussing on punctuation and spelling yesterday because I wanted you to concentrate on writing your ideas down.

We have spoken before about writing being a process. This means that we don’t just write something and stop. We go back and read it over and try and improve on it. I know that this is a difficult thing to do.

Writers like J.K. Rowling and David Walliams have spoken about writing many drafts of their books before they were happy with them. A draft is a first version of a piece of writing.

So today we are going to think about our star steps for this piece of writing:

WALT- write about our personal experience of staying at home during lockdown.


*Describe how staying at home has made us feel

*Write about the things we have missed and anything we have enjoyed about being at home.

*Use punctuation correctly.

*Spelling : remember our tricky words and spell correctly the words we have been learning, think about the correct use of the homophones: to, too, two, they’re, their, there.

Sometimes it is difficult to know where to put full stops. It helps to read your writing out aloud as this will give you an idea where to take a breath and where one idea finishes.

I have written a piece of writing without any punctuation, there are also some other errors in it, see if you can spot them:

caitlin was going to make me a birthday cake I like a victoria sponge cake  but our oven was broken we couldn’t get anyone to fix it in time so we had to go to tesco and  we bought too  a white chocolate and strawberry one and a chocolate one for caitlin and danny  there were candles on it

Let’s look at the punctuation first. Without any full stops or capital letters, this piece of writing doesn’t really make any sense. I’m going to add the correct punctuation:

Caitlin was going to make me a birthday cake. I like a Victoria sponge cake but our oven was broken. We couldn’t get anyone to fix it in time so we had to go to Tesco. We bought too, a white chocolate and strawberry one,  and a chocolate one for Caitlin and Danny. There were candles on it.

Look at where I have put full stops. I have broken my writing down into smaller parts so that it makes sense and is much easier to read. After every full stop there is a capital letter, I have also written capital letters for names (proper nouns).

Did you spot the wrong homophone? I should have written – We bought two – not too because it was the number two.

So now my punctuation and spelling are correct but I haven’t really written about how I felt. This kind of detail make our writing more interesting. So, I am going to add a little more detail:

Caitlin was going to make me a birthday cake. I like a Victoria sponge but our oven was broken. We couldn’t get anyone to fix it in time so we had to go to Tesco. We bought two, a white chocolate and strawberry one,  and a chocolate one for Caitlin and Danny. There were 8 pink candles on it with one gold candle in the middle, even though I am older than 9! I didn’t manage to blow them all out with my first puff.

I have added a little more detail to make my writing more interesting to read. I have also added two adjectives : pink and gold. Did you spot them?

Have a go at reading over your writing from yesterday. Think about the star steps. You don’t need to write it all out again, you could write above the words or use a pen to correct your punctuation. It might be a little messy or difficult to read so maybe you would prefer to write a neat copy.

I would love to read your pieces of writing, please post them on the ‘sharing our learning’ channel on Teams.

Remember to look at the separate post for RME activities.

Have a good day everyone.

Mrs Munro















































P3 RME: 28.05.20

This term we are learning about different religious foods and festivals from around the world. This week we are going to learn about the importance of sharing food when visiting a Sikh place of worship, a gurdwara.

Before we begin, think about:

  • What do you know already about Sikhism?
  • Where in the world do you think Sikhism is most commonly practiced?
  • Do you know about any Sikh festivals?
  • What do you know about the gurdwara, the Sikh place of worship?
  • How do you think food is important when visiting a gurdwara?

Before we learn more about food in a gurdwara, here is a basic introduction to Sikhism and the gurdwara in general:

(you will need to be able to launch a PowerPoint presentation for this to work)

Now let’s learn about how food plays a part during worship at the gurdwara.

Think about or discuss with someone at home:

  • What is the langar hall? What happens in it?
  • Who cooks the food?
  • Why do you think the meal prepared is vegetarian?
  • How many people eat the meal?
  • What happens to the food if it’s not eaten?
  • Why would a family volunteer to cook the meal?
  • Can you identify any of the food’s being served in the langar meal?
  • What do you notice about who sits at the table and who sits on the floor? Why do you think this is?
  • Why do the children like going to the gurdwara?
  • Do you think you would like to visit a gurdwara?

Read through and discuss the questions in this PowerPoint at home:

Why is the langar meal such an important part of Sikhism?

If you are interested in learning more about Sikhism you could look at:

The langar and ‘seva’ (act of service)

The beginnings of Sikhism

Other clips about Sikhism:

Possible follow-up activities:

Design your own langar meal:

Cook your own langar meal

P3 Science – Wednesday 27 May

Yesterday, we learned a little bit about seed dispersal. It’s an important process to help plant species survive. If they all grew too close to each other, there wouldn’t be enough light, water and nutrients from the soil in for all of them to survive.

I think it’s really clever the way that seeds are designed so that they can be dispersed in different ways.

Let’s have a think about some of the methods of seed dispersal again:


The wind disperses some seeds. Think about dandelions when the yellow flowers are gone. The white seeds disperse really easily when blown.

File:Dandelion Seed Head (Taraxacum officinale) (3560536510).jpg ...

Why do you think that is?

If the seeds were heavy, they wouldn’t get blown far enough for the best chance of survival.

Some slightly heavier seeds, like the ones from a Sycamore tree, have little ‘wings’ that help to keep them in the air longer and therefore move further away.

Sycamore seeds | Some of the seeds are wandering out of the … | Flickr


Seeds dispersed in water need to be designed so that they can float. It would be no good if they simply sank to the bottom of a river. They also need to be designed to protect their food store and stop it from rotting in the water.


Fruits containing seeds can be eaten by birds, mice or deer, for example. The seeds are dispersed in the droppings of the animals. What do you think would make the animals want to eat the fruit in the first place?

File:Blackberry.jpg - Wikimedia Commons

Some seeds are designed to stick to the fur of animals and have little hooks to help them do this. The seeds will drop off eventually and hopefully in a place where they can germinate.

File:Burdock Hooks.jpg - Wikimedia Commons


Some plants have seed pods which ‘explode’ sending the seeds flying into the air. Gorse scatters seeds this way. On a hot day, as the pods dry, you can hear the popping sounds of the explosions. There is lots of gorse on the hills at the moment; listen out for them if you are walking on a hot day.

The following clip shows how dispersal by explosion works.


Some plants do just use gravity and let their seeds drop to the ground. They might then roll away or by taken by animals. Think about apple trees, for example. For this to be successful the fruits need to be large, round and heavy.

Fallen Apples In Grass Free Stock Photo - Public Domain Pictures

Design a seed

Your task is to think of a new plant and design its seeds so that they are suited for one of the methods of seed dispersal we have looked at.

Here’s what you need to do:

  • Draw a picture of the parent plant. Write the name of your plant on the picture and draw a label with an arrow to show where the seeds are held in the plant.
  • On the same sheet of paper, draw a close-up view of the seed or seeds. Write the method of seed dispersal your plant uses and label the seed with the features it has to help make seed dispersal successful.

Remember – the survival of your new species depends on how successful the seed dispersal is!

Use your imagination and be as creative as you like!

Have fun and if you are happy to do so, share your picture on Teams – I’d love to see what you come up with.

Mrs Bailey

P3 Handwriting – Wednesday 27 May

Good afternoon P3. It’s another lovely, sunny day! If you have chalk, perhaps you could practise your handwriting outside today. Or you might use water and a paintbrush to ‘paint’ your letters on the ground.

Today we are going to develop our skills forming the letters ‘m’, ‘n’ and ‘u’ in cursive handwriting.

Remember our Star Steps:

  • Correct pencil grip
  • Good posture
  • Start each letter at the same point on the the line
  • Keep your pencil on the paper until you have finished each word

You might want to complete a quick hand warm-up:

As usual, if you are working on writing longer paragraphs then continue to do this. Really focus on the letters ‘m’, ‘n’ and ‘u’ when you are doing this.

If you have not been writing in cursive, please continue with what you have been doing or have a go at the letters we are focussing on today.

Watch the following video. You will need to pause whilst you complete a row of each of the letters shown. My last word didn’t work too well because I was finding it difficult to write whilst holding my phone! Make sure your other hand is holding the page!

My completed page:

Here are the letters we have been working on in a sentence for you to copy:

Don’t forget to self assess. Green for great and pink for think (or practice). Focus on the letters m, n and u as those are the ones we have been working on today. If you cannot find anything to improve on in these letters, you may put your pink line under a different letter.

Can you say why I have assessed mine the way I have?

I’d love to see how your handwriting is developing. Perhaps you could post some examples on Teams for me to see.

Mrs Bailey

P3M Learning Together at Home Wednesday 27.5.20

Hello everyone

I hope that you managed to have a good weekend despite the wind and wild weather. I saw some cygnets when I was out my walk on Sunday at Blackford Pond. I kept a safe distance as swans can be a bit scary if you disturb their babies but I was still able to see them clearly. They were light brown and very fluffy.




Complete an activity from your spelling grid to help you learn your new words.


Complete an activity from the sheet assigned to your group. These can be found in Teams(in the general channel under files).


Keep reading a book for enjoyment every day.


Today I would like you to write about your experience of lockdown.

This Friday on the  29th May it will be 10 weeks since the schools closed and we were not allowed to leave our homes except for shopping and exercise.

What have you found challenging about lockdown? Not being able to see your friends? Not being able to play the sport or do the hobbies you enjoy? Not going to school?

I have really missed meeting my friends for coffee and going to the beach and these are the two things I am looking forward to most when we are allowed to go out.

Is there anything you have enjoyed about lockdown? Maybe you have liked doing your schoolwork at home? Perhaps all your family have been at home too and you have enjoyed spending more time with them?

I have enjoyed having more time for walking, especially in this season when there are lots of flowers coming in to bloom and new leaves on the trees.

Can you think about one day or time which you really enjoyed?

I had my birthday in lockdown, I was really lucky because it was a beautiful sunny day. The sky was blue the whole day without any clouds at all. My son Danny made us scrambled eggs on toast for breakfast and the four of us ate together. Then I opened my presents and cards. Three of my friends had made my birthday cards and they were funny and really special. They had put a lot of effort into them and thought about the things I like.  I had a video call with my friends and even though I couldn’t see them in person it still made me happy to chat to them. After my favourite dinner of roast chicken my family and I went for a walk. 

Think about what you have found hard about lockdown but also if there has been anything positive about it.

Don’t worry too much about punctuation and spelling as we are going to edit it tomorrow. Today it is more important to get your ideas down on paper. Think about what staying at home  has been like:  the good and the bad.

Different ways to start your writing:

I have found staying at home……………………

During lockdown I have……………………….

My favourite part of lockdown has been…………………..

Remember to keep reading your work over as you write it. This really helps you to see if all the words work together and it is easier to notice whether you have missed out any words.



Mental Maths

How quickly can you answer these table questions ?












If you feel confident with the 2, 3, 4, 5 and 10 times tables, have a go at the 6 times table.









12 x 6



When measuring weight we are trying to find out how heavy or light something is.

When we weigh objects we usually use kilograms. We can write kilograms as kg.

Remember 1kg = 1000g. 1 kilogram = 1000 grams

A litre bottle of juice weighs 1 kilogram.

A bag of sugar weighs 1 kg.

Would an apple weigh more or less than 1 kilogram?

If it is lighter it must weigh less than 1kg.

Write the heading – Measure- weight- at the top of a new page and today’s date- 27.5.20.

Look at the pictures below with the amounts beside them ( a big thank you to my daughter Caitlin for her drawings!) and decide which is the lighter object. Write your answers in your jotter.





Answer the following questions in your jotter.

Put each list in order. Start with the heaviest.

a. 3kg,  8kg , 4kg

b. 9kg,  11kg, 14kg, 10kg

c. 6kg,  1kg,  8kg,  20kg

d. 23kg, 31kg, 27kg, 30kg

e. 147kg, 131kg, 211kg

f. 130kg, 201kg, 1000kg, 99kg


a. Make a lost of ten things that would be lighter than 1kg. ( Have a look round your house to help you to find different objects).

b. Now make a list of ten things that would be heavier than 1kg.

d. How many kilograms do you weigh?

e. Guess in kilograms the weight of your chair.

f. Guess in kilograms the weight of a cat.

g. How many half kilograms are the same as 1kg?

Have a look around your house. Do you have sets of scales to measure how heavy and light things are ? Maybe you have scales in the kitchen or the bathroom? I have a set of scales in my kitchen. I find them very useful as I enjoy cooking and use them to weigh out the correct amount of ingredients. They have a digital display. When I am cooking pasta I weigh out 400g, enough for all the family.




Remember to check the separate posts for handwriting and science today.

Have a lovely day. Remember to do what you can but make sure you enjoy the sunshine too.

Mrs Munro





















P3M Learning Together at Home -Tuesday 26 May

Good afternoon!



Complete an activity from your spelling grid to help you learn your new words,


Complete an activity from the sheet assigned to your group. These can be found in Teams (in the General channel under files).


Keep reading a book for enjoyment every day.

Numeracy and Maths

Mental Maths

Work on your multiplication skills.

Think about what you need to work on. For example:

  • counting in 2s
  • knowing the facts of the 4 times table
  • becoming faster at recalling the facts of the 3 times table
  • linking multiplication facts to division facts (e.g. if 10 X 2 = 20, 20 shared between 2 groups equals 10)

Here are some links to help you:

Measure – Weight

We will be developing our skills in measuring weight over the next few days.

We are going to begin with a bit of revision which will help remind us of some of the vocabulary we use when talking about weight.

You can choose to write the following in your jotter or discuss with an adult at home:

Say which of each pair is lighter:

1. A leaf or a bush
2. A cat or a mouse
3. A lawnmower or a greenhouse
4. An apple or a melon
5. A pencil or a water bottle

Now say which of each pair is heavier:

6. A shuttlecock or a basketball
7. A washing machine or a toaster
8. A sock or a shoe
9. A car or a plane
10. An egg or a bag of flour

If you found it difficult to imagine what the items would weigh, go around your house and compare items. Hold one in each hand and say which is heaviest / lightest.

Write the following in your jotter (don’t forget the date and a title):

1. Put these animals in order of weight from lightest to heaviest:

small bird




Think about these animals in a food chain. Does the order stay the same?

2. This time, put these items in order of weight, starting with the heaviest:

A large tub of ice-cream

A bean

An apple


If you are feeling confident that you have understood the learning about weight so far, watch the video to learn about grams and kilograms.

If you need more practice ordering items first, ask an adult at home to help you do this using items in your house.

Grams and Kilograms

Two of the standard units of measurement we use when talking about weight are grams and kilograms. There are 1000 grams in 1 kilogram.

Grams and kilograms are part of the metric system, just like centimetres and metres. You might hear or read about pounds and ounces, especially in areas like baking or when people talk about weights of new-born babies. You may also hear people talking about how much they weigh in stones. These forms of measurement are still used today but are not part of the metric system. We will be focussing on the metric system.

We shorten grams to ‘g’ and kilograms to ‘kg’ when we write them down. So we would write that 1kg = 1000g. This tells us that 1 gram is much lighter than 1 kilogram.

In your jotter, write today’s date and the title ‘Grams and Kilograms’.

We use scales to measure how much something weighs and we will look at how to read scales later this week. For now, watch the video in the attached link and be ready to estimate the weights of the items shown. Remember, to estimate means to have a guess (using what you know already). You will need to pause the video as you watch it.

Here is a link to another video with the actual weights of the items. Write down the actual weights next to your estimates. Were you close?

Put the items from the second video (with the actual weights) in order of weight, starting with the lightest. Ask someone at home to check your answers.


If you are looking for a challenge, have a go at these. Don’t worry if you don’t manage all of them.

We know that there are 1000 g in 1 kilogram. So if I had an item weighing 1 g, I would need 1000 of them before they would weigh 1 kg. How many of each of these items would weigh 1 kg?

1. A bar of chocolate weighing 100 g

2. A tin of tomatoes weighing 500 g

3. A block of cheese weighing 200 g

4. A packet of biscuits weighing 50 g

5. A packet of crisps weighing 10g

6. A box of cereal weighing 250 g

Ask someone at home to check your answers.

Discuss with someone at home when you might need to measure weight in real life? Can you think of any jobs where this could be important? Perhaps, if any adults you know have jobs that involve weight, you could speak to them and tell us a little about the job in the ‘General’ channel on Teams. Don’t’ give any names though, just info about the job!


If you have not done so already, choose one the music activities from the document uploaded yesterday.


Check out the separate P3 science post for today’s activity.

P3 Science – Tuesday 26 May

Seed Dispersal

Last week we looked at seeds a bit more closely. Sadly, my experiment at home has not worked quite as expected! I’ll plant a different runner bean seed and see if I can get some better results to show you soon.

The first thing I’d like you to do today is to think about what happens when people are not there to plant seeds. Plants were in the world before humans and most grow without any help from us. So, how do seeds move from the plant they come from to the place they begin to grow?

Discuss your thoughts with someone at home.

Now watch these clips from BBC Bitesize:

Your task today is to draw and label a picture showing three different ways that seeds are dispersed. At the top of the page, you should write the title ‘Seed Dispersal’. Make your picture colourful with labels clearly showing what type of seed dispersal you have drawn. You should have a short explanation, in your own words of how each type of seed dispersal works.

I’d love to see some of your drawings on Teams.

Have a lovely day!

Mrs Bailey

P3M Learning Together at Home – Monday 25th May

Good afternoon. I hope you all had a lovely weekend despite all the windy weather. I still managed to get out for some nice walks but am looking forward to going out later today in the lovely sunshine.

Here are today’s learning activities; I’ll be on Teams between one and two o’clock if you have any questions you would like to ask.



As usual, your task on Monday is to write down each of your spelling words three times following the process:






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.

Just like last week, in this week’s words the suffix ‘ed’ has been added. A suffix is a letter or letters we add at the end of an existing word to make a new word. In the words below, make sure you can identify and spell the ‘root’ word before thinking about the new word made by adding ‘ed’. To help with your understanding of the suffix ‘ed’, when you have a word with a silent magic ‘e’ at the end, think about adding the suffix ‘ed’ by dropping the magic ‘e’ first. In other words, don’t just add ‘d’.

Keep working on the common words you are finding tricky.

If you were working on the Block 2 common words in school, keep working on these until you feel confident to move onto Block 3 or the words below.












Challenge Words












Choose an activity from the documents sent out previously. These are now also in Teams (under files).

Tigers: your new book this week is ‘Biff’s Aeroplane’.


Keep reading a book for enjoyment. Perhaps you could let us all know what book you are reading for BEAR time on Teams. Tell us what it’s about but no spoilers!



Today we are learning to use the homophones to, too and two correctly in a sentence.

If you remember from last week, homophones are words that sound the same when said aloud, but have different meanings and are spelled differently.

There are lots of homophones, but today we are going to focus on to, too and two.


This is how we write the number 2 in words.

For example, ‘One, two, three….’


This spelling is used when we mean that something is happening in addition to something else or in place of the word also.

For example, ‘Molly liked ice-cream too.’ Although we don’t have any other information, it sounds as though someone else likes ice-cream or perhaps Molly likes sweets as well as ice-cream.

I always remember this by thinking, ‘There’s an extra ‘o’ when there’s something extra happening.’


If it’s not the number or something additional, we would use ‘to’. Often, it is used when someone is going somewhere or there is movement of some kind;

‘He was going to Glasgow.’

It is also used with a verb;

‘I would like to play football.’

Watch the following clip and play the quiz:

In your jotter, write today’s date and the title ‘Grammar – to, too and two’.

Copy and complete the following by using either to, two or two in the space.

Try to complete all of them, but if you manage at least the first three, that is fine. If writing the sentences is tricky, ask an adult to copy what I have written below and you you can fill in the words ‘to’, ‘two’ or ‘too’.

  1. I went _________ see my grandpa.
  2. I have _________ hands.
  3. The dog was _________ big to fit through the cat flap.
  4. I walked ________ to school.
  5. I have ________ feet.
  6. My brother came with us _________.

Now write at least three sentences of your own using to, two and too. (Make sure you have one sentence for each spelling.)


Use your learning from last week to complete the following sentences using ‘there’. ‘their’ or ‘they’re’ as well as ‘to’, ‘two’ or ‘too’.

  1. He went _______ _________ house for his tea.
  2. The _______ dogs ran over ________.
  3. _________ coming with us _______.

Numeracy and Maths

Mental Maths

Read these numbers out loud to someone at home:


  • 17
  • 25
  • 34
  • 42
  • 57
  • 71


  • 145
  • 378
  • 111
  • 202
  • 893
  • 999


  • 1367
  • 2020
  • 3003
  • 5699
  • 9100
  • 4034


  • 10 786
  • 56 721
  • 30 446
  • 20 010
  • 63 003
  • 87 200


Choose one of the following worksheets to complete. This is your assignment to hand in on Teams this week. You may choose to print the sheet and upload a photo or complete in the Word document (with some adult support). If you do this, you’ll need to upload a photo with your shapes on too.

You might choose to complete the answers in your jotter and upload a photo. If you complete the work in your jotter, please make sure you lay your answers out clearly and write down whether you are completing the mild, spicy or hot worksheet. Write the number of the question beside each answer and leave space between your answers. This is so that Mrs Munro and I can read and assess your work easily.

Parents: if at all possible, if you are able to upload photos the right way up, this will help us out a bit! Teams doesn’t seem to have the function to edit / turn photos around on on our laptops (without downloading and copying the image into a Word doc first) and the app on the i-pad seems really slow. Don’t worry at all if this is not possible or is time-consuming for you – we will manage! If you use Teams yourself, and know of a function that we are clearly not utilising, please let us know!

There are three worksheets to choose from. They all focus on the measure learning from last week.

In the ‘Spicy’ and ‘Hot’ sheets, there are some lines to measure. They may measure very slightly differently on-screen to when they are printed! The instruction is to measure to the nearest centimetre (or half centimetre in the ‘Hot’ sheet) but, if it is too confusing, just measure some lines that an adult at home draws for you instead.

Please ‘hand in’ your assignment on Teams by Monday 1 June.


I have pulled together some music activities and links for you to try. Although, in P3, we are usually working at First Level, I have included the activities I pulled together for other levels too. You may enjoy some of the Early Level activities and you might be able to work with someone at home (for a bit of support) to complete parts of the Second Level activities or adapt them to suit the level you are comfortable working at.

Health and Wellbeing

Remember to stay active! I know lots of you are going on walks and cycles but here are links to help you stay active indoors:

Modern Languages

Here are some more activities from Mrs Tweedie for you to enjoy over the next couple of weeks.

P3 French Friday 22.5.20


Have you been counting rainbows in windows? There are so many all over our city. I wonder who has spotted the most?

The French word for rainbows is arc en ciel.

Do you remember the words for some colours in French?

Here is a reminder:

Les Couleurs

bleu – blue

blanc – white (remember we don’t pronounce the finalwhen we say this word)

rouge – red

noir – black

jaune – yellow

vert – green

orange – orange

violet – purple

rose – pink

I’m sure that you know or have heard the rainbow song. Here is the same tune but sung in French. Have a listen to it a few times (it’s very short) and see if you can hear the word for a rainbow. You could try to learn the song if you would like to.



In French the colour comes after the noun. For example we would say – The blue house but in French it would become La maison bleue. The house blue.

In your jotter write today’s date and the heading Les Couleurs

Dessinez (draw)

a. une maison (house) jaune

b. un bateau(boat) bleu

c. un chat(cat) vert

d. un chien(dog) noir

e. une souris(mouse) rouge

f. un cheval (horse) blanc

Have a look at this very silly song which mentions some of the colours and also the word for a rainbow.



I hope you have fun singing these songs and learning some French words for colours.

A plus tard ( see you later) !