St Stephen's Infant School

Striving, Supporting, Inspiring, Succeeding

Lansdown Road, Bristol, Avon, BS15 1XD

01454 866470

enquiries@ststephensinf.org.uk

School day: 8:50am - 3.10pm Reception 8:50am - 3:15pm Y1 and Y2

Y1

We will be updating this page with more ideas for home learning every Friday starting from 17th April 2020.

Welcome to the Year 1 Home Learning page.

We will be updating this page each week with ideas, resources and activities.  

Term 6 - The Queen

Term 6 Week 2 - Beginning Monday 8th June

(If there is anything you would like to review then please scroll down to the previous weeks activities).

English & History

 

This week we will continue learning about Queen Elizabeth II.

We will be learning about the role of a 'Town Crier', pretending to be a town crier to inform people about the significant events that have happened in Queen Elizabeth's life. 

We will be using the past tense and 3rd person using pronouns like he, she, it and they. 

We will be using a picture plan and our own actions to remember what to say as a town crier. 

We will be using a picture plan and word bank to write a 'Town Crier's' report in the past tense.

We will edit and improve out report using our 'Every Time I write' checklist.

We will say our report out aloud pretending to be the 'Town Crier' .

 

There are five sessions this week. 

Session 1

In Medieval England, town criers were the chief means of reporting the news. The town crier would report on important events in the life of the King or Queen (Elizabeth II).

As a town crier you're going to make an announcement and inform the people in this town about a significant event that has happened to Queen Elizabeth II during her life. 

Every town crier starts his announcement with 'Oyez, oyez, oyez', which means 'hear, hear, hear'.

Watch the clip of the town crier sharing news of the recent royal event: the birth of Prince Harry and Megan's baby. 

https://www.youtube.com/watch?v=Cpwxb2D83dk

Follow the pictures, in the 'Talk 4 Write' picture plan (below), announcing the birth of Elizabeth.

Listen to what you would say as a 'Town Crier'. 

Session 2

 

The 'Town Crier' announces his news using the past tense and 3rd person - he uses pronouns like he, she, it or they.

Watch the BBC bitesize clip and play the quiz at the end to learn about past, present and future tense.

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z3dbg82

Watch the BBC bitesize clip to learn about how to write in the first, second and third person. 

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zxdhsg8

Session 3

 

Use the 'Talk 4 Write' picture plan (from session 1) to learn saying the 'Town Crier's' announcement.

Create your own actions, linked to the pictures to help you remember it.   

Session 4

 

Use the 'Talk 4 Write' picture plan and the word bank to write your own 'Town Crier's' report in the past tense.

Why not write it on a homemade ' Town Crier's' scroll.

You can stain you paper with cold wet tea bags, then once dry you can write on it.

Session 5

 

Edit your report. Check that you have 'reported' in the 3rd person (rather than speaking as the Queen with 'I').

Use your 'Every Time I Write' checklist and check that you have used capital letters for the names of people and the months of the year.

Now deliver your report out aloud as the 'Town Crier'!

Maths

 We will be learning about other number bonds that have a spider link with the 'bonds of 10'.

By taking time last week to memorise the bonds of 10 and by using them to help us when we add and take away you are now ready to explore some more number bonds that have a link to the '10 friend' number bonds.

 By the end of session 5 you will be able to explain all of the ways '10 friend' bonds are linked to other number bonds that make 20 and 100. (Remember to click on the photo if you would like a larger version of the display board).

Session 1

 

Subitise to number 10 with the pirates

https://www.youtube.com/watch?v=1L8bIDeW5co 

 

Exploring numbers to 20

https://www.youtube.com/watch?v=hTboVxIbXns – Hey 20 you’ve got a lot of friends

 

In this session we are going to explore 'bonds of 20' and the reversibility of addition

'Adding is communitive', that means it can be done in any order.

'part and a part makes a whole' song

https://www.youtube.com/watch?v=9PUX_lErhig

learning about the 'part, part whole' method of recording 'bonds of 20'.

https://www.youtube.com/watch?v=lFiqYfktsZE

Using the numicon picture pairs can you make a part, part whole diagrams for all of the number 'friends of 20'.

Two of the 'friends of 20' are missing. Can you work out which ones are not here?

Can you draw the numicon pieces for the '20 friends' that are missing? (Answer at end of session 5)

 

Check your answers for the number pairs that make the 'bonds of 20' 

Can you complete the pattern because the last combination has fallen off the end?

Find and match all of the reversed addition number sentences that total 20 on the flower?

https://www.youtube.com/watch?v=H0AwBbcsVN8  …..  are friends of 20   

Session 2 

 

Subitising to 29

https://www.youtube.com/watch?v=AVjvswqL-Ow

 

What is the link between the 'bonds of 10' and 'bonds of 20'?

In this session we will be exploring this statement.

   ‘If I know 6 + 4 = 10 … then I also know … 16 + 4 = 20’  

Last week we were exploring the ’10 friends’.

We found out that addition is cummutative.

This means that if you know 6 + 4 = 10 ....  then you also know .... 4 + 6 = 10.         

We were also reminded that subtraction is the inverse of addition.

Using the same 3 numbers we made 2 addition and 2 subtraction sentences

Let's explore how our previous learning about the 'bonds of 10' can be linked to the 'bonds of 20' 

   ‘If I know 6 + 4 = 10 … then I also know … 16 + 4 = 20’ 

   ‘If I know 4 + 6 = 10 … then I also know … 14 + 6 = 20’ 

https://www.youtube.com/watch?v=s8EAXqNSvss - lesson linking 10 and 20 bonds

 

https://www.youtube.com/watch?v=rG-IJ0yzYis – 20 frame song stop at 1.11 

 

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

To select a 20 frame click the 20 frame in the bottom right hand corner.

To change a counter just throw the one you don’t want into the clear box and replace it with the other colour.

Using the 20 frame fill the bottom frame with counters to show 6+4=10

Now fill the top 10 frame with 10 counters so that you now have 16+4=20

Great, your 20 frames should look like this.

6 + 4 = 10 ... it's also true that ... 16 + 4 = 20

Is the statement true or not true?

   ‘If I know 6 + 4 = 10 … then I also know … 16 + 4 = 20’ 

Using the 20 frame fill the bottom frame with counters to show 4+6=10

Now fill the top 10 frame with 10 counters so that you now have 14+6=20

Great, your 20 frame should look like this.

4 + 6 = 10 ... it's also true that 14 + 6 = 20

(You will be able to check your answers to the triangle number bond sentences by scrolling down to the end of session 5).

Find and write the 2 addition number sentences that make 10.

The numicon pieces may also help you to see that the numbers that need to be reversed.

Now find and write the 2 linked addition sentences that make 20.

Check your answers by scrolling down to the end of session 5.

Session 3

 

Addition using the '20 friends'

Using the links we made in session 2 can you use it to ‘Quickfire’ the missing number bond of 20?

 

https://www.youtube.com/watch?v=TQyTCAElm9M

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

Select 'facts for 20'.

Type in the missing 'bond of 20' and press the green button.

 

Game: Space rocket bonds to 20

https://www.youtube.com/watch?v=UuhEU56lzpc 

 

Write the number sentences and include the missing number.

By moving up, down, side to side or diagonally, how many number bonds of 20 can you find?

Session 4

 

Inverse of addition: Using '20 friends' to take away.

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

Select 'subtraction facts for 20'.

Type in the missing bond of 20 and press the green button

 

Solving ‘bonds of 20’ triangles

https://www.youtube.com/watch?v=zmccSFNBCRM

To solve 2 ‘bonds of 20’ triangles on your own stop clip at 2.40

To try 1 ‘bonds of 20’ triangle on your own stop clip at 4.08

Why not try this one by just saying the 4 ‘bonds of 20' number sentences.

Session 5

 

Watch as numbers change their place value

https://www.youtube.com/watch?v=a4FXl4zb3E4

 

By moving the place value of a number the 'number bond’ pattern stays the same

Link: the 'multiple of 10' numbers follow the same pattern as the bonds of 10.

The single digit number changes its place value into a 2 digit number and ends in zero

e.g. 3 changes its place value to 30

Number bonds of 100

https://www.youtube.com/watch?v=-meB_KQaGrw 

What 'bond of 10' number sentence links to the 'bonds of 100' addition sentence?

By taking time last week to memorise the bonds of 10 and by using them when adding and taking away you will find that you can probably answer many of the ‘number bonds of 100’ questions just by making the link of adding zero

What ‘friend of 10’ number sentence do you think links to 30+70=100?

Find and write the addition number sentences for all of the ‘friends of 100’ number bonds

Check your answers using the posters below

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

select facts to make 100 (multiples of 10)

Find the missing part and write 2 addition and 2 subtraction sentences to match this part-part whole bond of 100

 

It is now time to have another look at how the 'friends of 10' bond link with other number bonds.

Take your time to explain the different things that appear on the display board.

Answer for session 1 The two missing number 'bond of 20' look like this. 

10 and 10

20 and 0

Answer for session 2:

Find and write the 2 linked addition sentences that make 10

2+8=20                     5+5=20                     7+3-20

8+1=20                     5+5=20                     3+7-20

Find and write the 2 linked addition sentences that make 20

12+8=20                     15+5=20                     17+3-20

8+12=20                     5+15=20                     3+17-20

Can you design your own crown for Queen Elizabeth II?

Use the 'Paint Project' feature on Purple Mash to design your own crown for her.

Explore the paint tools using different colours and patterns.

(Log in to Purple Mash, go to Home, Tools, paint Projects, then scroll down to Queen's Crown). 

Design & Technology

 

Make a crown to wear using junk model materials. 

Draw a diagram of your crown design (you can use the template below or make your own) and decide which junk model materials you have at home to use and decide how you will join them together.

Will you glue, stick, paint or colour in your crown?

You could decorate it with plastic milk bottle tops, cut-out foil/paper shapes, sequins etc. 

Reading 

If you are running out of books to read then why not try Oxford Owl. They provide a range of free ebooks as well as activities, advice and learning resources. They are regularly adding more resources. Keep reading!

(If you are using this for the first time just click on the 'e' by the the ebook you wish to read. You will then be asked to create your own log in to access the ebooks)

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page 

 Collins are also offering free access to reading books and activity idea.

The books are organised in colour bands so please link the books your child reads to the colour bank they have been reading at school. You will find this information in your child's reading record book.  

https://collins.co.uk/pages/big-cat-ebooks

This link provides you with a username and password to access Collins Big Cat ebooks 

 Use the link below to access daily lessons for Term 6 Week 2 (8th-12th June) including English, Maths, History, Geography, Science, Music, Computers, R.E and Wellbeing 

https://www.bbc.co.uk/bitesize/tags/zjpqqp3/year-1-lessons/1   

From Monday 20th April onwards you will be able to access the BBC Bitesize online education programmes.

To access the Bitesize daily programmes use the BBC red button or head over to iplayer and search for 'Bitesize: 5-7 Year Olds' 

National Academy is providing some great sessions with learning specifically targeted at Year 1

https://www.thenational.academy/

PE

Keep fit and healthy by joining in with the PE sessions shared by Joe Wicks ‘The Body Coach’.
Joe is live-streaming (free) every weekday morning at 9am on Youtube or alternatively you can catch up using the following link:
https://www.youtube.com/watch?v=Rz0go1pTda8 

Music

Collins Connect also offer Music Express when you log in using the same link for the Big Cat ebooks. 

https://collins.co.uk/pages/big-cat-ebooks

Once you have logged in click on Music Express and select from a range of songs and activities in the 'Song Bank'. 

Bears in the Wood and Professor Brains are two very popular songs.  

Recap previous activities by selecting 'Lesson Bank' , Year 1 and choose a topic.

Animals, Weather, Machines and Our Bodies all have a range of songs for the children to choose from. 

Term 6 Week 1 - Beginning Monday 1st June

English & History

This week we will be learning about Queen Elizabeth II.

We will be learning about the key events in her life and writing about them using the conjunction 'and' to join the information sentences together.

We will be sequencing photographs from her life into a 'timeline' to show the order of the key events. 

We will be acting out the events in her life and pretend to talk as the Queen when writing a speech bubble.

We will be preparing to write a 'Did You Know.....' fun fact card about the Queen. 

Session 1 

Share the 'text' information powerpoint on 'The Queen' (below).   

 Imagine what it would have been like to watch Queen Elizabeth II's coronation, way back in 1947, at a time when only a few people had a 'black and white' TV. 

https://www.youtube.com/watch?v=Bl4gsL8Fj4I

Elizabeth was never meant to be Queen and here is the reason why! 

https://www.youtube.com/watch?v=dpToW6CTNY4

What have you learnt about 'The Queen'?

What did you think was interesting about her life when she was younger?  

Select a fact that really interested you about 'The Queen'.

Share that fact with someone in your own words. Try to add some extra details linked to your fact.

Session 2

Look at the photos of the Queen below.

Sequence the photos into the correct order to make a 'timeline' of the Queen's life (this can be done orally using the 12 photos). Select a photo (you can draw this if you don't have a printer) and using the word bank poster (above) label it e.g. with names (capital letters), dates and places.

Orally recall some facts linked to the photograph.

Write an information sentence or two for a picture. Try to link/join the information with the conjunction 'and'.  Remember to use your 'Every time I write' checklist to help you with your writing. 

Scroll down or across to see some WAGOLLs. That's our quick way of saying 'What a good one looks like!'

Session 3

Act out the events that have happened in the life of The Queen.

Take a photograph of you 'freeze framing' your favourite event.

Orally rehearse what The Queen would say on that occasion. Remember to use 'I' because you are The Queen. 

Session 4

Use your 'freeze frame' photo (from session 3) of yourself acting out an event in the Queen's life to write a speech bubble written as if you were 'The Queen' talking in the 1st person - using 'I'.

Remember you are 'The Queen' sharing what is happening and how you feel as the photo is being taken. e.g. I am so excited because I have been given a pony called Peggy for my 3rd birthday and I am delighted to be riding her for the first time.

Session 5

Research additional information about The Queen. There are lots of ways to research information.

You could ask another person like a parent or a grandparent to share with you what they know about 'The Queen'.

You could use a google search engine to search for information

You could look at photos of 'The Queen' at different times during her life or watch original film clips like the one of her Coronation.

You could listen to an expert on 'The Queen' like in the clips below   

https://youtu.be/oUkRu9A9wNI - Top 10 facts about Queen Elizabeth II

(This was filmed in 2016 and The Queen is now the longest reigning monarch in both Britain and the world)
https://youtu.be/NP5CucIwh-g - 10 laws the Queen does not have to keep

You could also read information. There are plenty of interesting facts about 'The Queen' in the ‘Did You Know……’ fun fact cards.

From all of your research select a fun fact that has really interested you.

Share that fact with someone in your own words, starting your sentence with ‘Did You Know …….’ 

write your interesting fact into a 'Did You Know' box.

Phonics

During Term 5 we have reviewed the Year 1 phonics covering the vowels and vowel digraphs.

Lets find out how the vowels can change the letters 'c' and 'g' into their 'hard' or 'soft' sound.

 

Session 1

 

What are the sounds of hard and soft c?

https://www.youtube.com/watch?v=3Y38dsw2Edw

We have found out that 'hard c' makes the same sound as the letter 'k' and 'soft c' makes the same sound as the letter 's'.

We also know that when 'c' comes before the vowel 'e' to make 'ce' then 'c' makes its soft sound 's'.

As you watch the next 2 clips stop each word long enough to see which other vowels follow straight after the 'c' in each word?

Make a list as you go along. Don't write the whole word, just the part where 'c' comes before a vowel e.g. face - write 'ce' on your list. 

https://www.youtube.com/watch?v=i23Pdtsbpi0 

https://www.youtube.com/watch?v=IZ87r4TxvO8

Can you find the 2 words that have got both a soft and a hard 'c' in them?

Using the 'soft c' word bank create and write one sentence that includes one 'ce' word, one 'ci' word and one 'cy' word.

Once you have written your sentence circle the 'ce', 'ci' and  'cy' part of the word to check you have used all 3.

Session 2

What are the sounds of hard and soft g?

https://www.youtube.com/watch?v=xL4WykIuCRw

 https://www.youtube.com/watch?v=3ofthnZXdyU

 

'Hard g' makes the same sound as the letter 'g'.

 

'Soft g' makes the same sound as the letter 'j'.

Which vowels follow straight after the 'g' in each word to make it say its soft sound 'j'.

https://www.youtube.com/watch?v=2imT7QnA54Q

https://www.youtube.com/watch?v=0TjxgMwNabo 

Answer: When 'g' come in front of 'e', 'i' or 'y' it makes a soft sound 'j'. 

 

Decide if the 'g' would have a soft or hard sound when you read these words.

https://www.youtube.com/watch?v=_brHpLDrT8M

 

5 of the 'soft g' words end with an 'e' but how many have a 'silent e' and how many have a 'magic e' ('split e' digraph )

Read the 'soft g' words then make a list of the six words that match the pictures.

Session 3

 

Let's review what we have learned about the soft and hard sounds of 'c' and 'g' 

Using the posters below can you explain the spider link between 'hard c' and 'hard g'. 

When else does 'hard c' and 'hard g' make a 'k' and 'g' sound in words? 

When 'c' or 'g' come in front of a consonant or 'a', 'o' or 'u' they make a hard sound.

 

Making a spider link between 'soft c' and 'soft g' 

https://www.youtube.com/watch?v=70gdhhBlm08

https://www.youtube.com/watch?v=0TjxgMwNabo

 

Join in with the 2 songs to help you remember the soft c and soft g rules.

https://www.youtube.com/watch?v=qwa-QR5uJsY 

https://www.youtube.com/watch?v=mKNTOpHOmtg

 Explain the spider link between 'soft c' and 'soft g' to someone else.  

When 'c' or 'g' come in front of the vowels 'e', 'i' or 'y' they make a soft sound. - Remember it is only when 'y' is a vowel 

 

Make your own poster to help you remember when you should use soft 'c' and 'g'.

 Session 4

What is a blend?

https://www.youtube.com/watch?v=pQgJnpE7IL8

blends can also be a 3 letter blend

 

‘Gangs of 3’ in words

https://www.youtube.com/watch?v=_YfuGb8f7Jo&list=PLqk7ar-NaBVtzlpHY9-ICaghPPtO8ROIF

 

What 3 letter blends are there? 

https://www.youtube.com/watch?v=9I-WRmYWksk&list=PLqk7ar-NaBVtzlpHY9-ICaghPPtO8ROIF&index=8 

Try blending the 3 letters out loud. Sometimes they feel like tongue twisters so we have to say a few times to get them right.

You may notice that they are called 3 'letter' blends but for 3 of the group their blend only has 2 'sounds'.

Can you find the 3 letter blends that blend 2 sounds and explain why? 

Complete the 3 letter blend tasks by reading, pointing to the answer and saying the answer out loud.

(The furry picture is of a cats paw he has his claws out).

Did you find the 3 letter blends that blend 2 sounds and explain why? 

Answer: shr, squ and thr because the 2 underlined letters letters make just one sound.

Session 5

Lets join the 'Gangs of 3' with 'Magic e'

Magic e song - making the short vowels long

https://www.youtube.com/watch?v=bZhl6YcrxZQ 

https://www.youtube.com/watch?v=6j5dVs4QLpw stop at 4.00

 

Can you now find and make a list of the 7 'Magic e with Gangs of 3’ words.

 

Reading 'Magic e with Gangs of 3’ words

strike, strive, stripe, stroke, stride, strode, strobe

thrive, throne

scribe, scrape

sprite, shrove, shrine

squire, splice

Can you explain what all of these words mean? Try saying them in a sentence.

Write a definition for two of the words - one that you already know and one that you have learned just now.

e.g. A throne is a special seat that a king or queen sits on.

Maths

This week we'll be reviewing number bonds of 10, taking time to memorise them and using them to help us when we are adding and taking away.

By the end of session 5 you will be able to explain all of the '10 friend' calculations that you can see on the white board.

We will also be subitising numbers to 10. That is when you can immediately recognise a number in lots of different ways.

 

Session 1

Subitising is to know what a number look like in different forms.

Subitise numbers to 10

https://www.youtube.com/watch?v=Lwt7NgfeZRY

https://www.youtube.com/watch?v=cI37YqVVQc0

 

Number bonds of 10 are 2 numbers that join together to make the number 10.

They are also known as ’10 friends’, ‘friends of 10’ or ‘pairs of 10’. You can work out many addition and subtraction problems really quickly, or even in your head, when you know your number bonds of 10 by heart so they are worth memorising

There are lots of ways of making 10

https://www.youtube.com/watch?v=C5vSGh3f_vE 

 

A 10 frame is a great way to see the different ways of making 10

10 frame https://www.youtube.com/watch?v=RLiwP_hxdQc stop at .56 

 You will need your own 10 frame. Which type of 10 frame will you use? Will it be one made of lego, an egg box, a template or will you use a 10 frame tool on the computer. You also need 20 counters or objects - 10 of one colour and 10 of another colour

Lego: https://youtu.be/VBbgHShLpPU

Computer tool 10 frame: https://www.ictgames.com/mobilePage/tenFrame/index.html

(Click and drag the counters into the 10 frame. To change a counter using this tool just throw the one you don’t want into the 'clear' box and replace it with one of another colour. To clear all of the counters from the 10 frame just click the 'clear' button)

Use your 10 frame to find all of the friends of 10.

You will need your 10 frame and 20 counters or objects - 10 of one colour and 10 of another colour.

Make a list of all of the different '10 friend' combinations, starting with 10+0=10 and ending up with 0+10=10

 

   1. Fill your 10 frame up with 10 counters or objects all of the same colour.

   When you use 10 objects of the same colour and none of the other colour you have 10+0=10.

   2. Swap one counter with a counter of the other colour.

   Now you have 9 of one colour and 1 of the other colour so you can record this as 9+1=10.

   3. Repeat changing the colour of one counter, one at a time, until your frame is full of the other coloured counters.   

4. When you have found all 11 number sentences check your answers with Jack and the photos below

https://www.youtube.com/watch?v=GyK8iEO5-GI 

 5. Keep your number sentences as you will be using them in again in session 2

 Optional: fun song about 'My Dog 10' https://www.youtube.com/watch?v=RiFRb_Uoa3U  

Session 2

 

Subitise numbers up to 10

https://www.youtube.com/watch?v=ib5Gf3GIzAg

In this session we're going to explore the reversibility of addition using 10 friends

Adding is communitive that means it can be done in any order

I can read the number sentence 6 + 4 = 10.

Explain how this 10 frame could also be 4 + 6 = 10

 Pairs of 10 can be reversed when adding to 10

https://www.youtube.com/watch?v=ch7KzI3n2Zk 

It is now time to fetch the 11 number sentences that you wrote in session 1.

Can you match the number bond sentences that show the reversibility of addition.

Check your learning

Which number pair had only one number sentence? Explain how it could have 2.

6 ways to add to 10 - stop at 5.00

https://www.youtube.com/watch?v=A1bNIsmnkpk

Can you name these number bonds?

Session 3

 

Subitise numbers up to 10

https://www.youtube.com/watch?v=nKO0yQgJAho

 

Memorising the 10 friends.

If we know something by heart it means that we know it straight away without even having to think!  

e.g. How old are you? See how quick you were at answering that - you just knew it because you have memorised it.

In session 2 we found out that there are only 6 number pairs that join together to make 10.

Make a list of the six '10 friends'. What '10 friends' do you know already? 

Put a heart next to the '10 pairs' that you know already.

Say the number pairs before Jack does just to check that you can say them quickly.

https://www.youtube.com/watch?v=YBkpC29_GaI

  

Which 10 friends do you still need to learn by heart?

Decide which ones you think may be easy to learn e.g. 9+1 and which ones you think may be trickier to remember? 

Take time today to memorise the 10 friends, even challenge yourself by concentrating on the trickier ones.

You may want to learn the number bonds by singing a song .....

I know my rainbow facts to 10

https://www.youtube.com/watch?v=ue2Yp2Tpd84

........ by saying as a poem 

.... or by playing a game http://www.ictgames.com/saveTheWhale/index.html (Click 'just play' and enlarge the screen).

Move the missing '10 friend' pipe to make 10.

Click on the wheel to turn on the water and save the whale.

 

Speed test how well you have memorised the '10 friends'. Have the 'friends of 10 pairs on the tip of your tongue!

If you think you know them by heart try these quick fire number sentences.

https://www.youtube.com/watch?v=abT51JewPbo (start clip at 3.22)

Can you give the answer before Jack says the number?

https://www.youtube.com/watch?v=YBkpC29_GaI

Session 4

 

Subitise with the pirates

 https://www.youtube.com/watch?v=1L8bIDeW5co

 

In this session we will be using '10 friends' when adding.

We will learn that the missing number can appear in any part of the number sentence.

 Let's take a moment to remind ourselves about 'equality'.

Here is the equals sign =

Equal means 'the same' so we can say 'is the same as’ when we see the '=' sign 

We know that

  6 + 4 = 10                                  4 + 6 = 10

6 + 4 is the same as 10   and   4 + 6 is the same as 10

so

 6 + 4  =  4 + 6

 6 + 4 is the same as 4 + 6

We can also say

10 = 6 + 4 ....... 10 = 4 + 6

10 is the same as 6+4 and 10 is the same as 4+6

 

Using the '10 friends' that you now know by heart how quickly can you say the missing number? 

https://www.youtube.com/watch?v=_44iHErjHnc 

Now have a go at the '10 friend' sentences below. There's no need to write them down, just quick fire the missing number.

Remember that we can also put the total first so that it is in front of the = sign.

10 = 6 + 4 ....... 10 = 4 + 6

10 is the same as 6+4 and 10 is the same as 4+6

 

When a number sentence starts with the total (=10) you will be shown just one of the parts. You will then need to find the missing part.

Write down all of these number sentences filling in the missing numbers as you go.

Session 5

 

It is important to remember that subtraction is not commutative so it can not be done in any order.

When we subtract we start with the 'whole'and split it into 2 'parts'. We start writing a subtraction number sentence with the larger number and split it into 2 parts.

Subtraction from 10 using a 10 frame. Do you remember that minus is just another way of saying 'take away'.

https://www.youtube.com/watch?v=HvxSdytKqgg

Write down and complete the Buzz Lightyear subtraction sentences with the missing 10 friend         

Inverse means 'opposite'.

Addition is the inverse (or opposite) of subtraction and subtraction is the inverse (or opposite) of addition.

Addition is when you start with 2 'parts' and put them together to make a 'whole'.

Subtraction is the opposite when you start with the 'whole' and split it into 2 'parts'.

 

Take a look at the blue '10 friend' triangle.

First of all you need to find the largest number as that is the 'whole'.

Now can you find the two smaller numbers as they are the 2 parts.

The 'friends of 10' triangle using 9 and 1 has 2 possible addition number sentences and 2 possible subtraction sentences.

When you take a closer look at the 3 triangles below you will notice that the largest number 10 is placed at the top of the triangle so that you can easily find the 'whole'.

The 2 parts or '10 friends' are now placed in the bottom corners. 

Write 2 addition and 2 subtraction number sentences for the 'friends of 10' triangles

It is now time to have another look at the 'friends of 10' whiteboard learning.

Take your time to explain the different things that appear on the white board.

(Rose White maths sessions this week review weight, capacity and volume although some questions may still present a challenge ).    

Please select the 'Summer Term Week 6' (w/c 1st June) tab. There are 4 video lessons this week covering measuring mass, comparing mass, capacity and volume and measuring capacity.

https://whiterosemaths.com/homelearning/year-1/1

Can you use the '2Paint' feature on Purple Mash to draw a portrait of The Queen? 

Use the paint tools (by clicking on the top left hand icon of a screw driver) to explore the features of shape, colour, pattern and design in your portrait. 

(Log in to Purple Mash, go to Home, Art & Design, 2Paint) 

Art

Last term you made a portrait of yourself, this week make a portrait of The Queen. 

The Queen has sat for more than 130 portraits throughout her 67 year reign.

She has invited a variety of artists to create her portrait.

 

If you were invited by The Queen to make her portrait what would ?

You can draw her using pencils/pens

or

create a collage using natural objects (leaves, twigs, stones etc)

or

even make a playdough portrait. 

Have fun being creative!

Roger Rocha used jelly beans so his portrait of The Queen was good enough to eat!

Geography

Queen Elizabeth II is the Queen of The United Kingdom and Great Britain.

As you watch the two clips below what can you find out about Great Britain? 

https://m.youtube.com/watch?v=95ijU-zCaj4

Find out what is it like to live in London, Cardiff, Edinburgh and Belfast

(a short part of the London section is repeated)

https://m.youtube.com/watch?v=p6vmFlNIEPE  

What are the four countries that make up Great Britain? 

What are the capital cities of each of these countries? 

Can you show and say which country and which capital goes where on the map of the UK?

Can you show where Bristol is on the map? 

25th-31st May is Half Term!

 

Thank you so much for working so hard on all of the learning activities that we have posted on this page during Term 5.

We've really enjoyed seeing what you have done so thank you for sending us your work via the school email.  

This week is half term so it is time to relax and enjoy the break.

It would be great if you could still do some fun reading and exercise each day.

New work for Term 6 Week 1 will be posted in time for Monday June 1st .

Term 5 - Queens and Castles

Term 5 Week 5 - Beginning Monday 18th May

(If there is anything you would like to review then please scroll down to the previous weeks activities).

English and History

This week we will be learning about Castles. We will be listening to the text from the non-fiction 'Castles' book written by Maggie Freeman. We will be drawing and labelling the different parts of a Castle. We will finding out what different features of a Castle were used for. We will be writing sentences about the features of a Castle using the 'Every time I write' checklist and using the conjunction 'and' to join sentences together.

There are five sessions for the week.

Session 1

Listen to the text from the non-fiction Castles book written by Maggie Freeman. You might want to join in with reading some of the text.

https://connect.collins.co.uk/repo1/Content/Live/qbslearning/Bigcat/Castles/index.html

What can you remember from the text?

Where were Castles built?

Why was it very difficult to break into a Castle?

Where were the enemies kept inside a castle?

What was special about the Castle windows?

 

Draw you own castle and include as many different features as you can e.g. drawbridge, portcullis, moat, tower, battlements, castle windows etc.

 

Session 2

Using your castle drawing from Session 1, label the different parts of a castle. 

Look at the 'Castle poster' (below) to help you write your labels.

Session 3

 Scroll through the 'Castles' text below and learn about the features of a Castle.

Discuss what each part of the Castle was used for or what it did e.g. What was a drawbridge for? What was a moat for? Where was the portcullis? Why did the windows have arrow slits?

Session 4


Choose 3 different features of a castle to find out and write about.
Write a sentence for each feature describing what it was and how it was used in the castle.

Remember to say your sentence first before you write it down and then reread it to check it makes sense.

Use your 'Every time I write' checklist to help you. 

Session 5

 During this session we will be learning about conjunctions. Scroll through and complete the activities to learn about the conjunction 'and'.

You will find out that 'and' can be used in a list e.g. Elmer, Gruffalo and Zog Class or to join 2 simple sentences.

Use the conjunction 'and' to join two of the sentences you wrote (in session 4) about the features of a Castle together.

Phonics

Last week we met some other digraph families that are also known as vowel digraphs as they all start with a vowel.

This week we are going to find out about 'Bossy R' and how it changes the short vowel sound.

We will also be looking at some vowel trigraphs: air, are and ear

.

Jack Hartman explains Bossy r

https://www.youtube.com/watch?v=bp8arskkcXg

I am r and I’m in charge

https://www.youtube.com/watch?v=lIGDpEVPzCw

Bossy r and the 5 vowels

https://www.youtube.com/watch?v=PUKHo1Y-BcM

 

Read the words with a short vowel sound.

 cat, bun, cod, bid, hut, cub, gem, fist, bake, chip

 In turn write bossy r after the vowel in these words e.g. cat insert r after a to get cart

What does each word say now that bossy r has controlled its vowel?

Bossy r workout with Jack

https://www.youtube.com/watch?v=lQicsRoClQs 

Session 3

Alternative spelling of ‘air’ - 'are' as in  care

Claire the Hare - How many 'are' words were in this song?

https://www.youtube.com/watch?v=OI3ZuXLAYts

 Geraldine searches for 'are' objects

https://www.youtube.com/watch?v=MiQYPO7Y4yM 

Can you now write your own sentence using some of the 'are' words that you made?

 

Session 4

Let’s review all of the trigraphs that make the ‘air sound in words

Can you say stop when Mr Thorne asks you to read a word with ‘ear’ in it

https://www.youtube.com/watch?v=f3X0SrSeIas

 

Alternative spelling of ‘air’ - ‘ear’ as in pear

Blending for reading: pear, wear, swear and bear

Can you use the 'air', 'are' and 'ear' trigraphs to read the real and alien words?

Find the odd words out. Why should they not be there?

Session 5

The trigraph ‘ear’ can also be said as ‘ear’ in fear.

Mr Thorne has words for you to blend

https://www.youtube.com/watch?v=dHe3Ripnt08

Can you guess the ear word before you hear the answer? ‘Pause’ to write the word and restart to check you wrote it correctly.

https://www.youtube.com/watch?v=aQ-r9gWZhRw

Can you find which 'ear' word is the answer to these clues?

What has 12 months in it?

When a car goes faster or slower the driver has to change these.

What does a knight learn how to throw?

What do you do with your ears?

You wear these in your ear lobes.

Can you write a clue for some other 'ear' words. Here are some words to help you with your clue.

Find all of the ‘ear’ words in ‘Sam the beard’ song. Remember to join in with the chorus.

https://www.youtube.com/watch?v=W-7K5sdogCg

Maths

This week we will be learning about position and finding out more about direction especially when turning.

Session 1

In this session we are going to describe lots of different positions. These words are known as prepositions and let us know where something is. There are a lot of position words that you will already know but there are one or two you may still need to learn or become more confident with.

 Lets have a go at finding Sam. Pause the clip to find Sam and describe his position before you are given the answer as this will be a great way to check what position words you already know. 

https://www.youtube.com/watch?v=BjFZbns1ZR0

Follow the cat as he runs about inside and outside the house 

https://www.youtube.com/watch?v=N-4nYwsW-r0

We will now be learning or reminding ourselves about lots of position words to make sure we understand all of them.

'infront of, behind and between'. 

Remember to join in and sing along with the hand actions. 

https://www.youtube.com/watch?v=xERTESWbqhU   

Can you create your own hand actions for the other positions we find out about?

'inside and outside'

https://www.youtube.com/watch?v=80SsMVDpD4g 

'above, below, under, over, next to and beside'

https://www.youtube.com/watch?v=XEvnOmIs0MY

Check you are confident with the position words we have focused on during this session. 

https://www.youtube.com/watch?v=QYerFOnPxu8

Fetch a box and any object that will fit inside it. Can you follow some instructions as to where the object is compared to your box.

Swap roles now and give some instructions as to where you would like the object to be placed.

 

Session 2

During this session we will be able to show that you are confident with the position words we reviewed in session 1.

Watch the clip from the beginning until 2.20 then scroll down to 'worksheet' and click 'preview'.

Answer all of the questions before returning to the clip to see how a few of the word problems were solved

'infront of, behind and between'. 

https://www.nagwa.com/en/lessons/904123256926/

As before, watch the clip from the beginning this time until .55 then scroll down to 'worksheet' and click 'preview'.

Answer all of the questions before returning to the clip to see how a few of the word problems were solved

'inside and outside'

https://www.nagwa.com/en/lessons/192109573743/

Again, watch the clip from the beginning until .58 then scroll down to 'worksheet' and click 'preview'.

Answer all of the questions before returning to the clip to see how a few of the word problems were solved

'over, under, above and below'

https://www.nagwa.com/en/lessons/580158627408/

Session 3

Now is a great time to remind ourselves about left and right.

https://www.youtube.com/watch?v=4VZLVcYsaQk

 

Watch the clip from the beginning until 3.38 then scroll down to 'worksheet' and click 'preview'.

Answer all of the questions before returning to the clip to see how a few of the word problems were solved.

https://www.nagwa.com/en/lessons/294129347673/

It is also a great time to review 2D and 3D shapes.

https://www.youtube.com/watch?v=aRCt9Ch7oR0   

https://www.youtube.com/watch?v=G79xAbas6Os  

You now have a choice whether you opt to solve the word problems using prepositions and either 2D shapes or 3D shapes.

'Where is the 2D shape?' word problems

https://www.nagwa.com/en/worksheets/345169546509/

'Where is the 3D shape?' word problems

https://www.nagwa.com/en/worksheets/709179247456/

At the bottom right hand corner of some of the problems you may have noticed a 'green movie camera'. By clicking on the camera you can activate a clip of how to solve that problem. They really are worth watching.

Session 4

In this session we will be heading back to the clock to find out how to turn in a clockwise and anticlockwise direction.

Sometimes this is also known as clockwise and counterclockwise.

 Instead of using a worksheet, to solve the rotation problems in the clip below, draw a large circle, cut it out and fold it into 4 quarters. Draw 2 clear lines from left to right and top to bottom on top of the folds you have made.

Find a car or any object that has a front that is different to its back.

https://www.youtube.com/watch?v=LSsv5lEvjuk 

Have you made the spider link that if you turn clockwise you turn to the right and if you turn anticlockwise you turn to the left?

 

In which direction is the boy spinning?

https://www.youtube.com/watch?v=ehEMsv-a5gg

Pretend that you are standing in the middle of a clock looking straight ahead at the 12.

Behind you is the number 6, to your right is the number 3 and to your left is the number 9.

Make these 4 numbers and place them around you on the floor in the same position as they would be on a clock face. 

Start off looking at 12 and make a full turn in a clockwise direction, then make a full turn in an anticlockwise direction.

What do you notice about the number you end up facing after the two different full turns?

If you start both times at 12, what number can you see when you make a half turn clockwise and a half a turn anticlockwise?

Finally start at 12 and make a quarter turn clockwise then come back to the 12 and make a quarter turn anticlockwise.

What do you notice about the numbers to reach after the 2 different quarter turns?

 Do not be surprised if you find some of the following questions challenging - but like the tortoise do keep going!

You will need to use your 4 quartered circle and turn your object as this will help you to find the answer. 

Remember that counterclockwise is just another way or saying anticlockwise

https://www.nagwa.com/en/worksheets/909139509082/

When available click on the 'green movie camera' to activate a clip of how that particular problem was solved. 

Session 5

Now that you have made the link that turning 'clockwise' is turning to your right and turning 'anti' or 'counter' clockwise is turning to your left let's go on some simple journeys walking forwards and turning a quarter or half turns.

https://www.nagwa.com/en/worksheets/412192380854/

Q4 involves a frog and it is important that you move in the direction he is facing.

When he turns clockwise it is to his right not yours.

Just one more preposition to think of.

You may have heard of the position 'among' or 'amongst'. They both mean the same thing.  

Can you find the boy with the striped tee-shirt. He is 'among' or 'amongst' the other children in his class. 

Let's review all of the preposition words we have learnt this week.

Match the prepositions to the correct pictures.

Can you describe where all of the monkeys are in relation to their box?

Which 2 monkeys are in the same position as each other?

Great, to check your answers find each monkey on the poster below to see if you were correct.

(Our Rose White maths sessions this week have an element of review although some questions may still present a challenge ).    

Please select the 'Summer Term Week 5' (w/c 18th May) tab. There are 4 lessons this week covering measurements involved in length, height and weight.

https://whiterosemaths.com/homelearning/year-1/

Each lesson has a video to watch.

Can you write a caption for a Castle picture?

(Log in to Purple Mash, go to Home, Topics, Castles & Knights, then choose Castle Captions).

Choose your Castle picture by clicking the plus (+) sign inside the circle, then once you have selected your photo it will appear on the page. Then type your sentence underneath remembering to use the caps lock for a capital letter and space bar for your finger spaces between each word. There is a word bank on the screen to help you describe the Castle.  

Design & Technology

Make a Castle using junk model materials. 

Decide which junk model materials you will use and how you will join them together.
Will you glue, stick and or paint your Castle?

Can you add a Drawbridge that moves up and down?

Can you make labels for the different parts of your Castle? 

 

If you are stuck for ideas then why not follow the instructions on how to make a Castle by English Heritage.

https://www.english-heritage.org.uk/members-area/kids/guide-to-castles/cardboard-castle/

Art

 

Arts Week Challenge

Miss Smith has organised a whole school self portrait Arts Week challenge for this week.

Click on the link below to find out what it involves.

 https://www.ststephensinf.org.uk/learning-1/covid-19-home-learning/artsweek-challenge-2020

R.E.

Term 5 Week 4 - Beginning Monday 11th May

English

During this week we will recap the story 'Zog' written by Julia Donaldson. We will be creating our own dragon and giving it a name. We will plan and orally tell our new story for our new character, making a dragon puppet to help us. We will be using our plan to write our new story and then check our writing using the 'Every time I write' checklist.

There are five sessions for the week.

 

Session 1

Can you remember what happened in the story Zog from last week? Discuss your ideas and listen (again) to the story Zog by Julia Donaldson.

 https://youtu.be/frA8PS8rfh8

Can you think of your own dragon character?

Will it be a girl or boy?

What colour and shape will it's body/wings/horns/tail be?

What will it be called?

Use the story plan template below (or make your own template) to draw your dragon and colour it in. Then give your dragon a name that includes a vowel diagraph and a capital letter at the start.  

Session 2

Can you think of some ideas about how your dragon could win a golden star? It could be the same tasks as the main 'Zog' story such as fly, roar, breathe fire, capture a princess and fight a Knight. Or you could think of your own ideas such as coming first in a dragon race, learning how to flap its tail or helping build a drawbridge for a castle. Share your ideas and try to use imaginative language to describe what your dragon could do.

 Use the story plan template from session 1 to draw and describe what your dragon could do to win a golden star. 

 

Session 3

Use the plan you have created in Sessions 1 and 2 to orally tell your story.

Can you make a finger puppet or a lollipop stick puppet of your dragon? This will help you retell your story with actions.

Session 4

Recap your story from Session 3 and using your plan, write your new dragon story with your new dragon character. Remember to use a capital letter for the name of your dragon and describe how he or she will win a golden star. 

Remember to say your sentence as you write it and check it makes sense.

 

Session 5

Check your story and edit it using the 'Every Time I Write' checklist to help you.

Have you used a vowel diagraph for your dragon's name?

Have you used a capital letter for your dragon's name?

Have you described how your dragon will win a golden star? 

Make a golden star for your puppet dragon and use your puppet to share your new dragon story with your family.

Phonics

During the last 3 weeks we have been concentrating on the 5 short and the 5 long vowels sounds for a, e, i, o, and u.

This week we're going to meet some other digraph families that are also known as vowel digraphs as they all start with a vowel.

Session 1

Introduction to the sound of ou and ow

https://www.youtube.com/watch?v=i-6i0INcX40 

 

Geraldine ou 

https://www.youtube.com/watch?v=-qtCB7CYH3I 

Blending for reading activity:

https://www.youtube.com/watch?v=DezS9N7el5Y

loud, shout, shout, sound, sour, round, count, ground, cloud, about, sprout

 

Blending ow

https://www.youtube.com/watch?v=9Ph6nnHrVwY 

 ‘ow’ as in cow usually appears in middle or at the end of a word

https://www.youtube.com/watch?v=EznhbviF_2w

now, down, brown, cow, towel, frown, owl, flower, crown, how, clown, prowl, growl, shower, powerful

 

Can you write your own sentence that has at least one 'ow' and one 'ou' word in it? 

Now try to say and write a sentence with lots of 'ow' and 'ou' words in it.

Session 2

Introduce the sound of 'oi' and 'oy'  

https://www.youtube.com/watch?v=OdWkgYQnFcw 

Geraldine finds 'oi' objects 

https://www.youtube.com/watch?v=IRTITdRL_cU 

Reading oi words in sentences - pause and read each sentence before hearing the sentence being read to you.

https://www.youtube.com/watch?v=EMdtke9HZVE   boil, point, oink, coins, avoid

 

Geraldine finds 'oy' objects

https://www.youtube.com/watch?v=aodJQr-WJLk 

Blending oy words

https://www.youtube.com/watch?v=6SIQR1Q-RB4  toy, boy, joy, enjoy, royal, annoy, oyster, destroy

 

'oi' usually goes in the middle of words and 'oy' usually goes at the end of words 

https://www.youtube.com/watch?v=fFZw9dwASI4  rap

Watch as 'oi' appears in the middle of words and 'oy' appears at the end of words. Can you spot where else 'oi' appeared in a word? 

https://www.youtube.com/watch?v=E9EGgLPmpXA  

Can you find and use the 'oi' and 'oy' digraphs to help you blend the real and alien words.

Session 3

There are 4 possible ways of making the ‘or’ sound.

In this session we will meet the 2 brothers – they look similar 'or' and 'ore'

Blending for reading ‘or’ words

https://www.youtube.com/watch?v=7gGUrKedgZo 

horn, fork, torch, torn, north, corn, cork, thorn, short

 

Solve the ‘or’ clues by writing down the 10 words that contain ‘or’

https://www.youtube.com/watch?v=N9mAoH8usr0

 

Explain that ‘ore’ goes at the end of a word.

(This is a trigraph and not to be confused with the o-e digraph)

Blending for reading activity

https://www.youtube.com/watch?v=QBark9-HRmQ 

more, sore, pore, bore, score, encore, deplore, before

Session 4

Now lets meet the 2 sisters 'au' and 'aw' – they look similar to each other but they look nothing like their brothers!

https://www.youtube.com/watch?v=bmHggtz0B8k - aw and au say aw to everything they see.

 

Geraldine finds 'au' objects

https://www.youtube.com/watch?v=dOHDkQGhku4 

Mr Thorn introduces 'aw'

 https://www.youtube.com/watch?v=finOGW5MCCs

Find the words on the posters to help you write the two sentences.

'In August Laura went to a haunted house. She saw an awful ........' Choose your own scary ending 

Session 5

‘er’, ‘ir’ and ‘ur’ make the same sound

https://www.youtube.com/watch?v=lNJGKrs8BGA

 

Who is the boss? … r is

https://www.youtube.com/watch?v=JY8bR9sRARQ

 

 Blend the words.

https://www.youtube.com/watch?v=vhTdmBPL5hU

 

Pause the final screen with all eight words.

Can you create and write your own sentence using at least 2 of the words e.g. The bird flew above the herd.

You can add a suffix like ‘s’, ‘ed’, ‘er’ ‘ing’,  to the end of a word e.g. bird to birds, surf to surfing, burn to burned.

Maths

This week we will be finding out about capacity and volume. You may not have heard these 2 words before so it is important we understand what they both mean.

 

Session 1

Capacity

Take an empty glass. Look at the space inside it. That space is the 'capacity' of the glass.

If you fill it up so that it is full you have used all of its capacity.

 Volume

Take another look at your glass.

Volume is the amount of space the whole glass takes up. In other words, volume is how we measure the size of an object.

Your glass right now is empty but if you pour some juice in it you could measure the volume of the juice - that is how much juice you have inside the glass.

Let's find out about capacity first

https://www.youtube.com/watch?v=6IWnl7v9gGY  more less milk sesame street

https://www.youtube.com/watch?v=2_qynD-HV9A  more or less, most and least

https://www.bbc.co.uk/bitesize/topics/zt9k7ty/articles/zp8crdm  bitesize bins and activity

Session 2

Lets compare the different volumes of water inside identical containers

https://www.youtube.com/watch?v=iyy-Y_JLbsE  

We can describe the different amounts of water by comparing them to the capacity of the glass or bottle that the water is in.

https://www.youtube.com/watch?v=_4eEuEROTT4

Filling a water bottle to show and describe different amounts of water inside the bottle   

https://www.youtube.com/watch?v=nSGO5_mptmw  

Can you get a clear empty bottle. Now pour in or tip out some water to show the capacity of the bottle when the bottle is: 

half full, empty, full, nearly empty, nearly full and half empty, 

Write a label for empty, half full and full and stick them (possibly with blu tack) where you think they should go on your bottle.

How else can you describe half full?

 

Session 3

https://www.youtube.com/watch?v=o1NiRARpelg watch from the start to 4.48

Find some small objects that are all the same size e.g. lego bricks 

Using 3 different shaped small containers, (like those in the clip), fill each one with your bricks and record how many each held.

Put them in order or capacity from least to most.

Which container has the greatest capacity? Which has the least capacity?

Session 4

Let's review capacity and volume so far

https://www.youtube.com/watch?v=GKCE8ohIBqE  

How can we measure the volume of liquids?

Measuring the volume of liquids is based on a standard measure called a litre.

This is a unit of volume that everyone in Britain uses.

You may also have heard of gallons, pints and cups as Americans use these units to measure liquids. 

https://www.youtube.com/watch?v=CrFYdnWXgFE 

 

How can a scale help us to measure the volume of water we have?

How a scale works to help us measure

https://www.bbc.co.uk/bitesize/clips/zdw7tfr 

How to read a simple measuring jug in litres.

https://www.youtube.com/watch?v=hqlgPM2rjao 

Let's think about people who use volume and capacity

https://www.bbc.co.uk/teach/skillswise/capacity/zdhm92p 

 

Session 5

In this session we are going to be finding out more about litres and millilitres and how to measure them.

https://www.youtube.com/watch?v=p3WplGVyxJk

There are 1,000 millilitres in a litre so you will be reading some 3 digit numbers which are the numbers between 100 and 999.

How did the children find the solution as to how much juice had been poured into the 2 different shaped glasses? 

https://www.youtube.com/watch?v=sap9TCijIs8  watch from start to 3.35

 

Compare volumes

Reading a scale that has litres and millilitres 

https://www.youtube.com/watch?v=GFTlete-nMM  measuring jug

https://www.youtube.com/watch?v=Wl6VDFaNn10  measure to 650ml

 

Fill 3 different sized cups, mugs or glasses. 

Which container do you think will contain the most?

How can you work it out?

Using a measuring jug, measure the volume of water in each container.

Make labels to record your answer using the 'l' for litre and 'ml' for millilitre code after the number on the scale

Is it always true that the tallest container holds the most?

 

Look at some different bottles, cans and juice cartons e.g. squash, bubbles, juice. Somewhere on the packaging you can find how many litres or millilitres each container holds. 

 

Lets do a supermovers workout - listen for the litres and millilitres 

https://www.bbc.co.uk/teach/supermovers/ks1-maths-capacity-volume/zj8njhv supermovers

(Our Rose White maths sessions this week have an element of review although some questions may still present a challenge ).    

Please select the 'Summer Term Week 4 (w/c 11th May) tab. There are 4 lessons this week covering add by making 10, subtraction within 20, add and subtract word problems and compare number sentences.

https://whiterosemaths.com/homelearning/year-1/

Each lesson has a video to watch.

Design & Technology

 

Make a dragon using junk model materials.

Decide which junk model materials you will use and how you will join them together.

Will you glue, stick and or paint your dragon? 

PSHE - Wellbeing

We are going to be thinking about how we are feeling.

Watch and listen to the story 'Have you Filled a Bucket Today?'

https://www.youtube.com/watch?v=3EuemNAo6XE

What would you put inside your bucket?

Can you draw a picture of all the things you would put inside your bucket?

Here are lots of ideas of how we can fill our buckets. 

https://www.youtube.com/watch?v=gSHBgRWyh3I

You can try some of these at home with your family while there are some we can do once lockdown has been lifted.

Sing along to some of these 'Bucket' songs.

https://www.youtube.com/watch?v=QD7rIg9CYsI

https://www.youtube.com/watch?v=rhJqejr5q5Y

Term 5 Week 3 - Beginning Monday 4th May

English

During this week we will be listening to the story 'Zog' written by Julia Donaldson. We will be identifying all of the tasks Zog has had to learn at dragon school. We will be getting ready to write by saying our sentences using 'Talk for Write' and then writing our sentences, remembering to use our previous weeks work on past tense regular verbs with -ed endings.

 

There are five sessions for the week.

 

 Session 1

Listen to the story Zog by Julia Donaldson.

https://youtu.be/frA8PS8rfh8 

Discuss who the characters in the story are, where it is set and what happens in the story.

Then watch the BBC iplayer film via @bbciplayer 

www.bbc.co.uk/iplayer/episode/b0bwdw8y  

Can you think of all the tasks Zog had to learn to do at dragon school? 

Say what they are and write them down in a list. 

Session 2

Recap (from last week) on regular verbs that can be changed from present tense to past tense using -ed at the end

e.g. roar - roared, capture - captured etc.

https://www.youtube.com/watch?v=jxl28KQOHy4

https://www.youtube.com/watch?v=w1tDY0pPq3w

Think of all the tasks Zog had to do (fly, roar, breathe fire, capture a Princess, win a golden star and fight a Knight).

Can you say each sentence using past tense verbs?

e.g. Zog soared and swooped and looped the loop. 

Now create and role-play your own actions as if you were Zog and say the sentence as well. 

Create your own sentence for when Zog had to fight a knight. What happens to the verb 'fight' when we say it in the past tense? Can you remember what we call past tense verbs that don't follow the rule of 'just adding 'ed'?'

Session 3

Zog had to do a different task each year. We are going to change this to each day of the week,

to help us practise reading and writing the days of the week.  

 

   Example:

   On Monday Zog soared and swooped and looped the loop.

   On Tuesday Zog roared with fearsome force and made his throat grow horse.

   On Wednesday Zog struggled to blow fire with all his might...

 

Can you practise saying the days of the week and then write them down as labels?

As Zog only completed five tasks in our 'Talk for Write' story you will only need the week days (Monday to Friday) for this.

Write labels for Saturday and Sunday too as you will use these during maths session 4

Remember each day of the week has a name so it will need to start with a capital letter.  

Session 4

Recap saying your sentences from yesterday, remembering your days of the week and past tense verbs.

Now write them down, remembering to say your sentence as you write. 

Session 5
Check your sentences and edit them. Use the 'Every Time I Write' checklist to help you.

Can you identify the use of past tense verbs in your writing?

Have you used a capital letter for the name Zog?

Have you used a capital letter for the days of the week? 

Phonics

We are still concentrating on the 5 vowels a, e, i, o, and u.

Each vowel can make 2 sounds, a short and a long sound. 

This week we will be concentrating on the long vowel sounds and how we can use digraphs (2 letters making 1 sound) to make the long vowel sounds (these sounds are the same as the letter's name)

Magic e 

Let's remind ourselves about the split digraph 'magic e'. This is a split digraph 'o-e'(o split e) because the vowel and the 'e' are split apart with 1 consonant between them.

All of the 5 vowels use Magic e to make their long vowel sounds 

https://www.youtube.com/watch?v=3gFsszNp5RM magic e makes short sounds long

https://www.youtube.com/watch?v=bZhl6YcrxZQ magic e song 

https://www.youtube.com/watch?v=xx6-xxkodS8 magic e changes so many words you see

https://www.youtube.com/watch?v=mxVWScxsOsc split digraphs 'silent e' 

 

How to make the long vowel sound for o

How many digraphs can you find that make the long o vowel sound? Can you write them in a list?

 https://www.youtube.com/watch?v=F8e3hS1bkdY - an overview of all the ways to make a long o sound in words

Remember that when 'o' is on it's own or with 1 consonant in a syllable it often makes the long vowel sound e.g go, no, so, hello.

Check your answer with Mr Thorne

https://www.youtube.com/watch?v=Q-90smlX7ws 

https://www.youtube.com/watch?v=TBG-syplglM - oa usually appears in the middle of words 

https://www.youtube.com/watch?v=PHJmFE5E2T0 - ow often appears at the end of a word.

Read all of the long o vowel digraph words these include the digraph oe

https://www.youtube.com/watch?v=VpTIpkgU1fY - split digraph o-e 

https://www.youtube.com/watch?v=NZHn2UhrLZM - Use the long vowel digraphs to blend the words in the song

(did you spot all of the short syllable words that make 'o' say its long vowel sound)  

 

How to make the long vowel sound for u

https://www.youtube.com/watch?v=GJL84QOnGIA - ew makes either a long u vowel sound or the 'oo' sound in words

https://www.youtube.com/watch?v=JtbWNyyctzU - ue makes either a long u vowel sound or the 'oo' sound in words 

https://www.youtube.com/watch?v=CQXnqp8g9WM - u-e makes either a long u vowel sound or the 'oo' sound in words  

Try saying ew, ue and u-e words with both the long u vowel sound and then the oo sound.

Just one of them will sound right e.g. cube is with long u not coob

We have found out that ew, ue and u-e all make the 'long vowel sound u', but the digraph 'oo' has borrowed all of the long u digraphs ew, ue and u-e to also make its sound 'oo'

You can find the oo digraphs ew, ue and oo as you read 'Sue and the Kangaroo'

 https://www.oxfordowl.co.uk/api/digital_books/1389.html

 

How can we remember the digraphs that make the long vowel sounds

https://www.youtube.com/watch?v=7fb3Pdt8kxg - when 2 vowels go walking

https://www.youtube.com/watch?v=1RcI8ld7Ljw - when vowel teams go walking

https://www.youtube.com/watch?v=uS2XUGBmcn4 - I come first

Test the rule 'When 2 vowels go walking the first one does the talking' with the long vowel digraphs in each of the 5 family groups

ai  ay  a-e

ee  ea  e-e  ey  y

igh  ie  i-e  y

oa  ow  oe  o-e

ew  ue  u-e 

Which 2 digraphs were the 'rule breakers'? Can you explain why?

Maths

This week we will be finding out all about time.

 

Session 1

Can you think of any time words like 'days' or 'hours'. Watch the clip and listen out for the time words.

https://www.youtube.com/watch?v=bZD_BhtiXuU 

How many more time words can you think of now?

Let's start off with parts of the day - morning, afternoon, evening and night 

https://www.youtube.com/watch?v=zHWtWOIn3RY

https://www.youtube.com/watch?v=GqNaVXycr_o

The lunch box is at 12 noon on the day's timeline. It is separating the morning from the afternoon.

Which part of the day would you place each of the activities on?

Which activities could you put in more than one part?

Can you tell someone what you did earlier than 12 noon then later than 12 noon?

Session 2

During session 2 we will be finding out about the clock and learning how to tell the o'clock time

https://www.youtube.com/watch?v=tEmg914-9xY 

https://www.youtube.com/watch?v=ZeK3zr-cMyk 

(start this clip at 1.00 and stop at 3.20 to chat through what you have learnt so far before carrying on until you reach 6.40)

Have fun being a human clock

https://www.youtube.com/watch?v=UvcqVGEMGbY

Now it's time to see if you can read the time on these clocks

Maybe you would like to make your own clock, putting the numbers in their correct places.

Make a separate long minute hand and short hour hand so you can change the time to say different o'clock times..

Session 3

Today we will be learning to tell the time to half past the hour.

https://www.youtube.com/watch?v=n_daAYx6krg

You may have heard someone say 'It is half past 2'. That is because the long minute hand has travelled half way around the clock.

You may also have heard them say 'it's 2:30.' That is because there are 60 minutes in an hour and half of 60 is 30.

 https://www.youtube.com/watch?v=ATIgq1UFHbc

Take your time to read the o'clock and half past times at the end of this clip

https://www.youtube.com/watch?v=ZeK3zr-cMyk start clip at 6.40

Watch as a boy learns to tell the time with his mum and dad. Can you find where he had a 'second attempt in learning'

https://www.youtube.com/watch?v=ol6tVdOkmGA

  Can you make some half past times on your clock?

Remember the long minute hand stays on the six while the short hour hand moves half way between two numbers

e.g. half past 2 has past 2 so it stops half way between the number 2 and 3

Session 4

There are 7 days in the week

How many days of the week can you remember? Today we will be learning the names of the 7 days and saying them in the correct order.

Enjoy the story of the hungry caterpillar and find out what he did on each day of the week 

https://www.youtube.com/watch?v=75NQK-Sm1YY

Lets see if we can join in the 7 days a week song

 https://www.youtube.com/watch?v=3tx0rvuXIRg 

Why don't you try to find out what day of the week you were born on.

Using the 7 day labels you wrote during English session 3 can you put them in the correct order.

Play the 'Yesterday Today Tomorrow' game. Get someone to ask you 'Yesterday, Today Tomorrow' questions.

e.g. Today is Thursday so what day was it yesterday? What day will it be tomorrow?

Yesterday was Sunday so what day is it today? Tomorrow will be Wednesday so what day is it today? etc.

 

Session 5

We've already learnt the days of the week and now it is time to think about the months of the year.

There are 12 months altogether in a year. How many months can you think of?

https://www.youtube.com/watch?v=z0tp8oFqBXM

We need to remember them in order and singing a song is a great way of doing this. 

https://www.youtube.com/watch?v=rMhZXxQP5fo

(below is a slower version that you may want to sing as you learn the order)

https://www.youtube.com/watch?v=pDRoh1WuUWY 

What month were you born in? What date in that month were you born? 

Children all around the world celebrate their birthday. Every year they like to remember the day on which they were born.

Children also like to celebrate festivals that are important to them and their families.

Can you find out the month in which these festivals are celebrated? (Scroll down for answers)

Which of these festivals do you celebrate? How do you celebrate them?

(Our Rose White maths sessions this week have an element of review although some questions may still present a challenge ).    

Please select the 'Summer Term Week 3 (w/c 4th May)' tab. There are 4 lessons this week covering number bonds to 10, linking addition and subtraction, add together and find a part and add more and count on within 20)

https://whiterosemaths.com/homelearning/year-1/

Each lesson has a video to watch and a question sheet to answer. Don't worry if you don't have a printer you can give lots of the answers orally or record your answer e.g. lesson 1 'part whole number bonds' 1a 2+8=10 also 2+18=20 (some questions don't have pictures so remember to use practical resources like pieces of lego to help you find the answer).

History & Art

VE Day will be remembered on Friday 8th May 2020 to mark 75 years since the end of World War II in 1945.

Twinkl have a range of powerpoints and art activities to explore for VE Day.  

  https://www.twinkl.co.uk/event/ve-day-2020

Can you make your own VE Day bunting to decorate your house?

https://www.twinkl.co.uk/resource/t-c-254615-ve-day-display-bunting

Can you make a spitfire glider?

https://www.twinkl.co.uk/resource/t2-t-803-simple-ww2-spitfire-glider-activity-paper-craft

Can you make a Veterans or Tommy poster to display in your window?

https://www.bakerross.co.uk/craft-ideas/teachers/occasions-teachers/ve-day-occasions-teachers/ve-day-thank-you-veterans-colour-in-posters/

Can you use the '2 Create a Story' feature on Purple Mash to describe all of the tasks Zog had to do at dragon school?

Use the paint tools to draw Zog doing the different activities and then use the keyword to type your sentences. Practise using caps lock for a capital letter and remember to use your space bar for your finger spaces between each word.  

(Log in to Purple Mash, go to Home, 2 Create a Story, then choose My adventure Story).

Term 5 Week 2 - Beginning Monday 27th April

English

During this week we will be changing verbs (action words) from the present tense to the past tense. We will be writing a letter from Robert to his parents describing the activities he has been doing at the castle. 

There are five sessions for the week.

 

Session 1

Identify regular verbs that can be changed from the present tense to the past tense using -ed at the end e.g. dress - dressed, look - looked etc. Watch the clip on YouTube about regular verbs. 

https://www.youtube.com/watch?v=jxl28KQOHy4&t=31s

Think of a sentence with one of the regular verbs from the clip, practise saying the sentence and then write it down e.g. I played football in the garden with my little brother.  

Identify irregular verbs that can be changed from the present tense to the past tense e.g. write - wrote, eat - ate etc. Watch the clip on YouTube about irregular verbs.

https://www.youtube.com/watch?v=DSkTdGjM5q8

Think of a sentence with one of the irregular verbs from the clip, practise saying the sentence and then write it down e.g. I dug a hole for my sunflower. 

 

Session 2

Imagine you are Robert and want to write a letter to your parents. The purpose of the letter will be to tell them that although you are missing them you are having a great time living in a castle. You will want to describe all of the exciting things you have been learning whilst training to become a Knight.

In this session you will practise saying sentences as if you are Robert (in the first person using 'I') and using past tense verbs e.g. I helped to serve the food. I cleaned and fed the animals.  etc.  Remember to look back at the text from last week and recap on all the things Robert had to do.

 

Session 3 

Use the planning sheet or make your own to plan what you want to include in your letter. 

Session 4 

Use your plan (from session 3) and word bank from last week to write your letter with past tense verbs.

Example...here are some ideas for your letter home but we'd love you to use your own ideas too.

 

  Dear Mum and Dad, 

  I miss you but I am really excited about living at the castle.  

  Today I fed the animals and looked after the falcons.

  I enjoyed reading a book to the Lord's wife and I wrote my own story. 

  I fired my bow and arrow. I used my sword and shield in a fight.

  I served dinner to the Lord and remembered to be polite.

  I am very happy training to become a Knight. 

  Love from Robert xx 

Remember to write it as Robert (first person using 'I') and include those special past tense verbs.

 

Robert would have written his letter on a piece of parchment using ink and a quill. When it was ready to send he would have rolled the parchment up, tied it with a ribbon and sealed it with wax. You might want to roll your letter up into a scroll and tie it.

 

Session 5

Check your letter and edit it. Use the 'Every Time I Write' checklist to help you. Can you identify the past tense verbs in your letter? 

Would you like to know even more about training to be a knight?

https://connect.collins.co.uk/repo1/Content/Live/qbslearning/Bigcat/HowToBeAKnight/index.html

This book is read for you so just use the tool bar below the text to click on each page in turn.

If you enter via the Collins Big Cat link just select 'view more' on the book band colour menu then click on 'Gold'. Scroll down for 'How to be a Knight in Ten Easy Stages'

Phonics

 This week we will still be concentrating on the 5 vowels a, e, i, o, and u.

Last week we reminded you that each vowel can make 2 sounds, a short and a long sound. We concentrated on the short sound.

This week we will be concentrating on the long vowel sounds and how we can use digraphs (2 letters making 1 sound) to make the long vowel sounds (these sounds are the same as the letter's name)

Magic e 

We call 'magic e' a split digraph 'a-e'(a split e) because the vowel and the 'e' are split apart with 1 consonant between them.

All of the 5 vowels use Magic e to make their long vowel sounds 

https://www.youtube.com/watch?v=3gFsszNp5RM magic e makes short sounds long

https://www.youtube.com/watch?v=bZhl6YcrxZQ magic e song 

https://www.youtube.com/watch?v=xx6-xxkodS8 magic e changes so many words you see

https://www.youtube.com/watch?v=mxVWScxsOsc split digraphs 'silent e' 

 

How to make the long vowel sound for a

https://www.youtube.com/watch?v=V5rSw9mATGo  ai and ay

https://www.youtube.com/watch?v=K-vehzhMSEg  blending ai words

https://www.youtube.com/watch?v=BGrIyCT7nK0 when to use ai and ay in words

https://www.youtube.com/watch?v=vcLadvQlVVI split digraph a-e

 

How to make the long vowel sound for e

https://www.youtube.com/watch?v=WO1ylMaWf0w alternative spelling for long e

https://www.youtube.com/watch?v=kFuETDoqVnA split digraph e-e

 

How to make the long vowel sound for i

https://www.youtube.com/watch?v=Xj1fge3ylWY the trigraph igh

https://www.youtube.com/watch?v=WrQsrlNRSM4 ie

https://www.youtube.com/watch?v=k1FTYEXUNp0 i-e

 

Did you know y can make the 'long e' vowel sound and the 'long i' vowel sound as well as its own sound as a consonant

https://www.youtube.com/watch?v=4pdmaKQauXc 

https://www.youtube.com/watch?v=t0C01G_sCsQ y says igh

 

Maths

This week we will be reviewing the names and properties of 2D shape and learning to recognise 3D objects

What does the 'D' stand for in 2D and 3D?

2D is a quick way of saying 2 dimensional. These shapes have the 'up and down' height dimension and the 'side to side' length dimension. They are flat like a pancake because they don't have the third dimension of 'forwards and backwards' width which is the extra dimension that all 3D objects have.

 

Reviewing 2D shapes and getting to recognise and name 3D shapes

https://www.youtube.com/watch?v=aRCt9Ch7oR0   2D shapes are everywhere

Now is a good time to check that you can recognise and name a selection of 2D shapes

https://www.youtube.com/watch?v=G79xAbas6Os   3D shapes names and links to everyday objects

Which 3D shapes do you know already? Can you decide which ones you still need to learn? 

 

Properties of 3D shapes

https://www.youtube.com/watch?v=3-QwWFkz5hw  

Can you make a collection of different 3D shapes from inside and outside your home?

Now that you have found a good selection can you put them into sets and name them? e.g a set of cylinders.

Make a label for each set e.g. cylinder, cube etc (hang onto these as you will need them for the next activity

Can you find the 2D faces that are hidden in the different 3D shapes? e.g a cylinder has 2 circles at each end

 

Making your own 3D shapes

https://www.youtube.com/watch?v=NojO2HCXerY 

Can you make all of the 3D shapes out of play-doh. Remember to make the corners and edges shape and the faces either flat or curved You can do this bt tapping your play-doh against a flat surface or rolling it.

You can use the play-doh you made during your art session and the 3D shape labels you wrote to label your 3D play-doh shapes.

You can see what a great job Charlie and Rowan did making their 3D shapes. 

Check your learning by naming the 3D shapes

https://www.youtube.com/watch?v=2cg-Uc556-Q Can you name the 3D shape before the singer reaches 'that people call a ......'

https://www.youtube.com/watch?v=m3ZgD58kiTI Can you name the 3D shapes as they appear?

(Our Rose White maths sessions this week have an element of review although some questions may still present a challenge ).    

Please select the 'Summer Term Week 2 (w/c 27th April)' tab. There are 4 lessons this week covering finding half, finding quarter and problem solving.

https://whiterosemaths.com/homelearning/year-1/

Each lesson has a video to watch and a question sheet to answer. Don't worry if you don't have a printer you can give lots of the answers orally or record your answer e.g. lesson 1 doubling 1a=3 1b=3 (some questions don't have pictures so remember to use practical resources like pieces of lego to help you find the answer.)

Enjoy exploring the 'Castles and Knights' resources on Purple Mash. Why not have a go at the Paint Projects and create your own colourful Dragon and Knight picture using the paint tools. 

(Log in to Purple Mash, go to Topics, scroll down to Castles and Knights, then choose your Paint Project). 

Art

 

This week we will be getting creative!

Have a go at doing some of these activities.

 

Use playdough to create your Knight and other characters in the castle. You can make playdough with an adult using this recipe.  https://www.bbcgoodfood.com/howto/guide/playdough-recipe

  

Use junk modelling materials to make a shield and helmet for a Knight to wear. 

 

Design your own coat of arms for a Knight. You can use the Twinkl template or create your own. 

https://www.twinkl.co.uk/resource/t-t-198-design-your-own-personal-coat-of-arms

 

Draw and create your own Knight or use the Twinkl colouring sheets. 

https://www.twinkl.co.uk/resource/T-T-1004-Castles-and-Knights-Colouring-sheets

 

Use a toilet roll to create a Knight character. Remember to include his helmet, shield and sword. You could even make a horse for him to ride!

Week 1 - Beginning Monday 20th April

English

During this week we will be reading the book 'Training to be a Knight'. The book is about a young boy called Robert who is training to become a Knight. It describes his life and the skills he must learn in order to become a Knight.  

(Click each page in turn to view each page individually)

Please read the text with your child or encourage them to read it to you. Then discuss what Robert had to do to become a Knight. Identify and make a list of what Robert has to do at the age of 7, another for when he is 14 and a third list for when he is 21.

Your child can then draw a picture and/or write about each stage of Robert's training. Can you include 'ing' words in your sentences e.g. Robert is shooting his bow and arrow.

The wordbank below will help your child to write many of the words they will need.  

You may want to encourage your child to role-play the text and pretend to be Robert training to become a Knight. 

Phonics - Letters and Sounds

A Parent's Guide to Phonics

Synthetic phonics is a way of teaching reading. Children are taught letters or groups of letters by saying the sound they represent. 

Oxford Owl provides a quick 'click and go' guide for parents who would like to know more about synthetic phonics.

https://home.oxfordowl.co.uk/reading/learn-to-read-phonics/

 

This week we will be concentrating on the 5 vowels a, e, i, o, and u.

Each vowel can make 2 sounds, a short and a long sound. 

https://www.youtube.com/watch?v=4TjcT7Gto3U

https://www.youtube.com/watch?v=0Au0bE0WxBc

 

Can you keep up with the short vowel sound song?

https://www.youtube.com/watch?v=jh11mx9tF9o

When a vowel is on its own (between 2 consonants) in a word it usually says its short sound e.g cat, bell, dog, sit and club

https://www.youtube.com/watch?v=hQWYiqHIPrM

Write some words with short vowel a, e, i, o, u sounds in them.

Can you write some 3 letter words e.g cut, 4 letter words e.g bell and 5 letter words e.g. catch.

 

Vowel letters can make a long sounds which is just the same as their alphabet name

https://www.youtube.com/watch?v=haGWvqp2ez0 

When there is only one vowel in a word and it is at the end then it will make its long vowel sound e.g. so, no, me, he

https://www.youtube.com/watch?v=-ckXYla70IU 

Maths

This week we will be finding out about direction and movement, including whole, half, quarter and three-quarter turns.                  

 Now is a great time to learn about left and right.

Can you use what you have learnt about your left and right to dance the Hokey Cokey?

Enjoy finding out about directions told through an animated story about a herd of bison travelling to a new waterhole. Young Kay the bison leads a herd of bison on a journey. The journey that the bison make from waterhole to waterhole involves quarter turns and half turns, going straight ahead and turning left and right. The captivating language helps to reinforce the mathematical concepts and vocabulary associated with following directions.

Can you use Purple Mash to direct the bee and other icons using the 2Go game. You can count the squares and move the bee giving directions for forwards, backwards, left and right.

(Log in to Purple mash, go to tools and 2Go, then go to challenges which allows you to choose a level from 1-8) 

 

Can you walk in and out of the rooms in your house.

Where can you go or what can you see if you turn a quarter turn left ........ or if you turn a quarter turn right?                       

It is fun to make up our own dance or workout using different movements and turns.

Can you make up your own routine using forwards, backwards, left, right, whole turn, half turn and quarter turns.

Once you know your routine really well get your family to join in with you. To do this you will need to give them the instruction

(Our Rose White maths sessions this week should be a review for children although some questions may still challenge them).    Please select the 'Summer Term Week 1' tab. There are 4 lessons this week covering doubling and halving, grouping and sharing.

https://whiterosemaths.com/homelearning/year-1/

Each lesson has a video to watch and a question sheet to answer. Don't worry if you don't have a printer you can give lots of the answers orally or record your answer e.g. lesson 1 doubling 1a=2 1b=4 (some questions don't have pictures so remember to use practical resources like pieces of lego to help you find the answer.)