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-3.15pm – all year groups

Welcome to the Year 1 Home Learning page.   

We know that this year has been so different

https://www.youtube.com/watch?v=UOjuq-1Q4FM

It is time for all of your Year 1 teachers and TAs to say

'Thank you for all of your hard work and learning this year especially during the Covid-19 lockdown'.    

'Goodbye and have a great Summer'.

Why don't you have a go at creating your own 'COVID-19 Time Capsule' during the Summer break

COVID-19 TIME CAPSULE

When Miss Cruickshank was your age she became a part of history when

she watched the very 1st man, Neil Armstrong, walk on the moon.

You are now a part of history because you have lived through the Covid-19 lockdown.

Everything has been so different to anything we have known before.

In the future your children and grandchildren will ask you what it was like to have lived through the lockdown.

The memories you share with them will be so special.

 

A Covid 19 Time capsule introduction

https://www.youtube.com/watch?v=1kgUs4UHVK8 

Biff and Chip
https://youtu.be/h5pfi3YK4BQ

https://youtu.be/MalkLnEedH0

 

During the Summer holidays why don’t you make your very own Covid-19 time capsule that you can share with yourself or anyone else sometime in the future.

Decorate your own Covid-19 box.

Here is just one idea but why don't you decide how you wold like to decorate yours.

https://www.youtube.com/watch?v=9xdP17L8gqw

Term 6 - The Seaside

We appreciate that not everyone has access to a printer.

With that in mind we decided not to include any downloadable worksheets on the Year 1 'Home Learning' page.

Instead, we use ideas that the children can engage in and respond to either by giving oral answers or by recording their answers on a separate piece of paper. 

Term 6 Week 7 - Beginning Monday 13th July

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

 

English and History

This week you will be using your ‘Victorian Seaside’ mind map to help you to recall the information you researched last week.

The mind map with its clear branches, keywords and pictures will help you to make choices in your learning.

 

Session 1

You are now travelling back in time to a Victorian seaside resort, just like the children in ‘Magic Grandad’.

Once there you will find that you are dressed in your ‘Sunday best’ and have time to enjoy lots of fun things at the Victorian Seaside.

Role-play what you would like to do at the seaside and take a freeze frame photo of yourself.

Share with someone what you think the Victorian children in the photos are doing at the seaside.

 

Session 2

 

Having had such a great day out at the Victorian seaside you want to write a postcard and send it to your future self in 2020.

Let’s find out about how to write a post card (young boy)

https://www.youtube.com/watch?v=DtfKHp4Gmcg

Parts of a postcard

https://www.youtube.com/watch?v=wf-hSXPHd7I

This next clip is silent so needs to be read

https://www.youtube.com/watch?v=fFk5_aF3fHU 

There were 2 styles of postcard: real photos and illustrations

Take an A4 piece of paper and orientate it so that it's in 'landscape' with the long sides at the top and bottom.

On the front of your A4 postcard draw a Victorian seaside picture.

 

Session 3

Peanut the dog gets a postcard from his lockdown friend

https://www.youtube.com/watch?v=WSgq4cQU-eY

Picture plan a Victorian postcard.

Fold a piece of paper into 4 equal parts and plan what you want to include in your postcard.

Part 1.  Decide the greeting you want to use

Part 2. Draw pictures and write some keywords of what you want to use in the ‘body’ of your postcard.

           Choose a few things that you really want to include in your postcard, things you enjoyed doing,

           eating or seeing when you were at the Victorian seaside.

Part 3. Select and write a closing phrase

Part 4. Find an envelope with your address on to copy during session

 

Dear Mr Blueberry – a postcard is just like a friendly letter.

Emily and Mr Blueberry’s letters follow the same pattern as when you write a postcard.

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

Session 4

 

Use your 4 part postcard plan to help you write your postcard.

Remember to use capital letters, finger spaces and full stops.

Once you have written your postcard read it through to check it makes sense.

Session 5

 

Address your post card to yourself. Remember to include your surname.

Add a stamp.

You are now ready to post it to your future self!

Let’s see who else is getting a letter delivered by the Jolly Postman.

https://www.youtube.com/watch?v=X7q_Lq5cIFY

https://www.youtube.com/watch?v=gpeo_0yoD0k

Session 1

Long vowel u

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

 

Time to review our learning

There are 3 types of words which can be found in a sentence.

adjectives, nouns and verbs

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

 

We have learnt about the plural suffixes ‘s’, ‘es’ ‘ies’ and ‘ves’.

These are added to the end of a noun to change the noun from one 

 

We have also learnt about the present continuous using the suffix ‘ing’ with a root verb when something is happening now.

We have reviewed the past tense using the suffix ‘ed’ with a root verb when something has happened in the past.

 

We found out that by adding the suffix er to a verb we could make a noun, teach becomes teacher

 

Finally we had learnt about the comparative suffix er when comparing 2 things and

the superlative suffix estwhen comparing more than 2 things

Doubling the consonant for er, est ing and ed

https://www.youtube.com/watch?v=J3XOpXjFZts 

 

Rules for adding suffix

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

 

Adding the suffix ‘es’ and ‘er’ to words that end with a ’y’ compare 'y' words e.g. cry,  

 

When we have a verb ending in ‘y’ e.g.cry we just add ‘ing’ to make crying

but

when we add the suffix ‘ed’ and ‘er’ they follow the same rule

Rule: change the y to an i and add ed or er

cried and crier

 

Join in with Super movers as they review with us all of our our prefix and suffix learning.

https://www.bbc.co.uk/teach/supermovers/ks1-english-prefixes-and-suffixes-with-monty-mole/zm2rhbk  

 

Look at the list of root words and select one from each line.

Orally check the suffixes on the spinning wheel to see which suffixes would fit with your chosen word

e.g. beg can become begs, begging, begged and begger.

Write all of the suffixes that you could use with 'plant'.

Session 2

A contraction has an apostrophe

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

Can you match the words on the bee's wings to the correct contraction .

Session 3

 

y can say 'igh' - y can say 'ee'

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

Find out which letter or letters are replaced by an apostrophe.

Check you answers - found at the end of session 5

 

Session 4

Teaching y rules

https://www.youtube.com/watch?v=cbqiJ2fQ45U

https://www.youtube.com/watch?v=7UdDjpGmx-0

 

Sometimes there are exceptions!

https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zcyv4qt

Find the exception in the poster below.

Write each sentences below, using a contraction instead of 2 words.

Remember to use a capital letter if the contraction is at the beginning of a sentence.

.

Session 5

Yoddling vowel y

https://www.youtube.com/watch?v=pa6gtq2PG0I

Using contractions in writing 

To reach Steve’s contractions scroll down to 'Small Town Superheroes.

Steve's contractions are located in the bottom right hand corner so starting at Ernie, click twice to the right and down one.

https://www.bbc.co.uk/bitesize/articles/zjwcsk7

 

Use what you know about contractions, missing letters and apostrophes to answer the questions on the slide show.

You may decide to do this next week or during the Summer break by working on one contraction task each day.

Check your session 3 answers

 should have - ha was replaced           I will - wi was replaced             could not - o was replaced

     who is - i was replaced                  they are - a was replaced           where would - woul replaced

Maths

Having now covered all of the learning in the Maths curriculum for Year 1, we’ve reached the part of the year that focuses on reminding ourselves what we have done so far.

By using daily dollop sessions, which are packed with games to join in with, lots of visual resources and teaching tips, we will be revisiting what we have learnt and giving ourselves time to become more confident with our learning.

 

The daily sessions are designed for both Year 1 and Year 2 to enjoy. You will be told if a game or section of learning is for Year 2. You may want to challenge yourself and have a go at some of their learning or just take the chance to see what some next steps that you will be covering in Year 2

 

This week we will also be reviewing counting forward and backwards by 5s

 

Session 1   

The funny little 5 trick

https://www.youtube.com/watch?v=uDSWMjtMff4

Use the 100 square to help you decide what number should go in each flower.

You may want to write your own list of all of the numbers in the 5 family.

Select the duck labelled with the number 5.

The target number is in red.

You will be given the number for the 1st duck

Count on in 5s from the 1st duck until you reach the target number

Then hit the duck to knock it over.

When you knock the correct duck down you will be able to go to the next duck shoot game

 

Daily Dollop

https://www.youtube.com/watch?v=x-GP7vXpyIE&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=23 (no worksheet)

 

Session 2

Multiplying by 5

https://www.youtube.com/watch?v=rA8dNNVZ5lU

Rescue Robinson using a tally

https://www.bbc.co.uk/bitesize/clips/z7r9jxs

Count in 5s to find out how may days Robinson has been on the island

Blast off up in a rocket past all the numbers in the 5 family until you reach 100

https://www.youtube.com/watch?v=EemjeA2Djjw

Is he holding a pin?

https://www.youtube.com/watch?v=ZvincYg0pHo

Santa counts by 5s up and down from 100

https://www.youtube.com/watch?v=bP8kGQcoLfM stop at 3.01

 

Daily Dollop

https://www.youtube.com/watch?v=KNeBcemlnwQ&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=26

 

Session 5

Use the 100 square to help you count forwards and backwards in 5s.

Hanging out in groups of 5

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

Count backwards in 5s from 100

https://www.youtube.com/watch?v=PTePHopMI5U

 

Daily Dollop

https://www.youtube.com/watch?v=f9GwCi1aNPM&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=27

 

If you would like to keep your maths 'ticking over' during the Summer holiday then go to the ict games link 

http://www.ictgames.com/index.html

Scroll down, click the red arrow on Daily Dollops and continue from where we left off with session 26

Science

Where does the rain come from?

Where does the water from a puddle go?

The Water Cycle

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1--ks2-the-water-cycle/zbcmxyc

 

Water cycle song up/down and all around

https://www.youtube.com/watch?v=TWb4KlM2vts – start at 2.01

We have watched the seasons change throughout the year

American call the season when the leaves change colour and fall down ‘The Fall’ but what do we call it?

https://www.youtube.com/watch?v=8ZjpI6fgYSY

The Seasons

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1--ks2-the-seasons/zk8thbk

Water

These clips are optional but everyone enjoys watching Pippin.

Auntie Mable and Pippin find out about water, how the water we use is cleaned at the sewage works and a rainy day.

https://www.youtube.com/watch?v=m-WxDQs7hpc  

https://www.youtube.com/watch?v=L6cvrGLgIZY 

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

Geography

We live on the blue planet because there is so much water in our seas and oceans.

Let's find out about the 5 oceans where you can swim and the 7 continents where you can stand.

https://www.youtube.com/watch?v=X6BE4VcYngQ 

Can you work out which ocean they forgot to mention in this song?

https://www.youtube.com/watch?v=JVj67Ecld7c

As well as 5 oceans let's find out about 2 seas

https://www.youtube.com/watch?v=qTgPgIc1PXg

Find the 5 Oceans on the map of the world.

What are they called?

The 7 continents of our world

https://www.youtube.com/watch?v=nmvw3sTGajs

https://www.youtube.com/watch?v=fqsCWZtZlk4

https://www.youtube.com/watch?v=K6DSMZ8b3LE

https://www.youtube.com/watch?v=Xy7e_KAUz7s 

 

We now know that there are 5 oceans and 7 continents on our planet.

https://www.youtube.com/watch?v=gFIS3aLQPfs

Match the animals and landmarks to the continents in which they can be found.

There are 4 directions North, South East and West.

Which direction do you like the best?

https://www.youtube.com/watch?v=f2I81_BFb-s

Complete the compass.

Draw your own compass and add the first letter of each of the remaining 3 directions in the correct place.

Music

During the lockdown we’ve been making a loud noise and clapping to thank NHS staff, who have been looking after Covid-19 patients, and for key workers who have kept things going.

Some people played musical instruments while lots of us grabbed wooden spoons and banged metal pans.

Explore the sounds you can make using different materials. 

https://www.youtube.com/watch?v=Cvu1t327k-w

History

Using what you have learnt during your historical research, let’s compare seaside trips today and in Victorian times.

Check your answers below

We are really looking forward to catching up with you on Wednesday 15th July so please come along if you can.

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 7 (13th-17th July) 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 6 - Beginning Monday 6th July

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

 

English and History

The learning this week doesn't follow the usual sequential layout of sessions 1-5 so please read through all of this section, 

'English and History', first so that you have an overview of the learning and can think about how you want to organise it.

This week you're going to be an historian and research what it was like to be a Victorian boy and girl going on a trip to the seaside.

So…

You will need to find out how the Victorian children would have travelled to the seaside.

You will need to research what they could do on the sand and in the sea.

You will need to think about what clothes they would have worn both to the seaside and while they were on the beach and in the sea.

You will need to find out what the Victorian children could have eaten.

You will need to explore what fun things there were to entertain them. 

Throughout week you will be recording what you have found out on a mind map.

The mind map you are creating has a central theme of ‘A Victorian Seaside’,

5 named main branches are 'transport', 'sun, sand and sea', 'clothing', 'food' and 'entertainment'.

You will record your research using single words and simple pictures.

It is important that you record your research as you go or at the end of each session.

5 principles of mind mapping   https://www.youtube.com/watch?v=bWbF-RNuhUU

(this clip is not to be used with the children but is for parents and carers who want more details about how to create a mind map).

Let’s find out how you can make and use a mind map to store and retrieve your learning.

https://www.youtube.com/watch?v=w2ZeRo-g7R8 – stop at 1.05

https://www.youtube.com/watch?v=lY4cZcjdqAI

You can use a mind map for your thoughts and ideas as well as storing information.

Watch as a mindmap is created to tell us all about Chrissie

https://www.youtube.com/watch?v=wLWV0XN7K1g

Let’s see how a simple ‘picture’ mind map can be used to retrieve information.

https://www.youtube.com/watch?v=RM12SDBbXVQ

You are going to use 8 different sources to research information about the 'Victorian Seaside' during this week.

1. Read about a Victorian day out at the seaside in information books.

Share this information book during session 1

Share this information book during session 2

Share this information book during session 3

2. Watch TV programmes like ‘Magic Grandad’ in which 2 children travel back in time with their grandad to a Victorian seaside town.

Watch during session 1 - The Promenade

https://www.youtube.com/watch?v=RZlL77ZfXkI

Watch during session 2 - The Beach (sun, sea and sand)

 https://www.youtube.com/watch?v=zWgnpY4L9so

Watch during session 3 - Seaside Entertainment

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

During session 4 and 5

 

3. Watch original film reels of Victorians visiting British seaside resorts

Dan Cruickshank is an expert historian and has some original film clips to share with you.  

https://www.youtube.com/watch?v=e9AQocCZjDQ stop at 9.00

https://www.youtube.com/watch?v=_8w-9KpntSg old pathe silent film

https://www.youtube.com/watch?v=KLRQ8ElrEoU  Morcambe sea front 1901 

 https://www.youtube.com/watch?v=vo7eMiAGO5k Blackpool promenade 1904

 4. Ask an expert or listen to an expert sharing with you what they know about how the Victorians spent a day at the seaside.

https://www.youtube.com/watch?v=lOOg7xFUJ0w

 

5. Watch an original Victorian Punch and Judy show as well as a modern one as this has not really changed since Victorian times.

https://www.youtube.com/watch?v=hTJgmJYUV00 

Original silent Punch and Judy from 1901

https://player.bfi.org.uk/free/film/watch-baileys-royal-buxton-punch-and-judy-show-in-halifax-1901-1901-online 

Can you believe they used a real dog!

https://www.youtube.com/watch?v=Z2ANMKeroi4 stop at 3 min - optional to to watch whole show 27 min long) 

6. Look at original Victorian photos, paintings or postcards.

(you will find plenty of these in the information books about the Victorian seaside

or better still use a google search engine to find your own).

7. Search the internet using a search engine like google.

(This is how your teachers have found all of the different things for you to explore a day at the Victorian seaside)

8. Ask an older person or relative, like a grandparent, to share their memories of the seaside with you.

Ask them what it was like to visit the seaside when they were your age.

Let's plan like the owl and think of a good way to organise your learning this week.

 

1. Watch an episode of ‘Magic Grandad’ and read an information book one each day for the first 3 sessions.

(These have already been labelled session 1, 2 or 3 as they are best watched and read in this sequence).

2. During Sessions 4 and 5 watch the original Victorian film clips, use the google search tool with the words ‘Victorian seaside’ and select images to look at old photos, paintings and postcards, listen to an expert and watch a Punch and Judy show.

As you do you will hear about and spot a lot of things that you have learnt during your research.

3. Add words and pictures to your mind map as you go along.

For the last few weeks we have been concentrating on prefixes, suffixes and the groups of words known as nouns and verbs. 

Nouns are words that name a person, place, thing or …… idea.

We found out that nouns can be concrete or abstract, common or proper.

Verbs are action verbs that show a movement like jump.

Verbs can also be saying verbs like whispered or thinking/feeling verbs like wondered.

This week we will be looking at adjectives. Adjectives tell us something about the noun.

We will be review the past tense suffix 'ed', the comparative adjective suffix 'er' and the superlative adjective suffix 'est'.

Session 1

Let’s not forget the long vowels.

https://www.youtube.com/watch?v=wHPKDN_5pqo

 

When you want to tell a story about something that already happened – just add ‘ed’ to the end of the verb.

https://www.youtube.com/watch?v=2Cb3whWDpng

 

The suffix ‘ed’ is added to a root verb to show what you have already done. That is also known as the past tense.

 

Ed is a time traveler

https://www.youtube.com/watch?v=AWQuOYb305M stop at 2.15

https://www.youtube.com/watch?v=qQUOs5-QefU

 

The verbs in this story all end with the suffix ‘ed’ but the suffix ‘ed’ makes 3 different sounds.

https://www.youtube.com/watch?v=4_s12MkuvFQ - start at 0.29 stop at 1.57

The sounds that ‘ed’ makes when it is added to the end of a verb can be ‘d’, ‘t’ or ‘id’. 

Listen to the verbs in the past tense. What do you hear?

Answers at the end of the session.

 

Make 3 boxes, label them ‘d’, ‘t’ and ‘id’ and write the past tense verb in the correct box.

Write at least 2 words for each of the 3 soundssound.

Check your answers

'd' juggled, rained, x-rayed            't' slipped, quacked            'id' erupted, blasted, painted

Session 2

 

Long vowel a

https://www.youtube.com/watch?v=OUhGsZWGZS4

 

If you want to tell a story about something that has already happened just add ‘ed’.

https://www.youtube.com/watch?v=db9ZJNvebuU

 

Investigate what happens to the spelling of the base or root verb when you add ‘ed’. 

 

Compare to the rules for adding ‘ing’ and adding ‘ed’.

https://www.youtube.com/watch?v=EmO1KoPY5aU

1:1:1 rule for ed linked to ing.

double consonant with ‘ed’

https://www.youtube.com/watch?v=r3RROurHC24

 

Are the rules all the same?

There are 4 rules on each poster but they are not in the same order.

Match the rule partners, then find the different spelling pattern for adding the suffix ‘ing’ and the suffix ‘ed’.

When we have a verb ending in ‘y’ e.g. cry, we just add ‘ing’ to make crying

but

when we add ‘ed’ we have to change the ‘y’ to an ‘i' then add to make cried.

Add 'ed' to the base or root verbs using their rules you have learnt so far.

Session 3

 

Long vowel e

https://www.youtube.com/watch?v=3PJGqbCeRU4

 

What suffix can you add to change a verb into a noun?

 

Adding ‘er’ to a verb changes it into a noun e.g. teach teacher, bake baker.

The suffix ‘er’ can also be used when making a comparison but we will take a closer look at that in session 4

Let’s review adjectives. We call them wow words because they make our reading and writing more interesting.

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

 

https://www.youtube.com/watch?v=ju2q6SnZsJo

unpack the adjectives

https://www.youtube.com/watch?v=NkuuZEey_bs&list=PL1jwB9eG9oPAJHD8v5QRveAxQfByyZBwL

 

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

Session 4

 

Long vowel i

https://www.youtube.com/watch?v=U60sOQxbO4I

 

When we compare 2 things we use 'comparative' adjectives but if there are more than 2 then we use 'superlative' adjectives.

https://www.youtube.com/watch?v=h_ZhIpCA9l8

 

big/bigger/biggest, cold/colder/coldest

https://www.youtube.com/watch?v=PDaCi4CAVBQ

 

Comparative adjectives compare 2 things and we add the suffix ‘er’.

We write 'er' but say ‘u’

https://www.youtube.com/watch?v=5FLMPzvEx30 

 

Superlative adjectives compare 3 or more things and have the suffix ‘est’. https://www.youtube.com/watch?v=orLwiZBVoyA

Superlative adjectives describes the most: cold, tall, big, that something can be e.g. coldest, tallest, biggest. 

We write 'est' but say ‘ist’

Look at the spinning wheel.

 

Starting with ‘er’ take it in turns to add ‘er’ or ‘est’ to the end of these adjectives.

Session 5

 

https://www.youtube.com/watch?v=NZHn2UhrLZM long vowel o

Look at what happens when adding the suffix ‘er’ or  ‘est’ to the spellings of the base words.

https://www.youtube.com/watch?v=R7VLVi2hu6g Pause at 0.44 to discuss the spelling rules for adding ‘est’

 

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

 

Investigate what happens to the spelling of the base or root verbs when adding ‘er’ and ‘est’.

compared to the rules for adding ‘ing’ and adding ‘ed’ ‘er’

 

Are they all the same?

compare 'y' words e.g. cry,  

 

When we have a verb ending in ‘y’ e.g.cry we just add ‘ing’ to make crying

but

when we add the suffix ‘ed’ and ‘er’ they follow the same rule.

We have to change the ‘y’ to an ‘i' then add ‘ed’ or ‘er’ to make cried and crier.

 

A fun superlative quiz

https://www.youtube.com/watch?v=XR8t56lpBG0 start at 3.54

Maths

Having now covered all of the learning in the Maths curriculum for Year 1, we’ve reached the part of the year that focuses on reminding ourselves what we have done so far.

By using daily dollop sessions, which are packed with games to join in with, lots of visual resources and teaching tips, we will be revisiting what we have learnt and giving ourselves time to become more confident with our learning.

 

The daily sessions are designed for both Year 1 and Year 2 to enjoy. You will be told if a game or section of learning is for Year 2. You may want to challenge yourself and have a go at some of their learning or just take the chance to see what some next steps that you will be covering in Year 2.

 

This week we will also be reviewing how many objects are in different groups of 2 e.g. 4x2=8, 10x2=20.

We will be linking this to doubling 4+4=8

2x4=8 has the same answer as 4x2=8

 

Session 1

Count in 2s to 50… 100 - Two monkeys

https://www.youtube.com/watch?v=8wwydguSKOU

 

Dinosaurs get together in 2s  (x2)

https://www.youtube.com/watch?v=FkAzZoqCJ4E

 

Daily Dollop

https://www.youtube.com/watch?v=0vhTLNgMQjg&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=16  Year 1 stops at 14.45

You do not need to down load the worksheet as you will be able to watch the problem being solved.

 

Session 2

Count in 2’s to 40 and backwards from 20

https://www.youtube.com/watch?v=vmM8PQD3Xqg

Sam has been given a ruler to measure with.

Some rulers show inches like Sam’s, other rulers use cm and some show both inches and cm.

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

Daily Dollop

https://www.youtube.com/watch?v=zlUwWPrEGSQ&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=17

If you don’t have a printer go ahead and watch the session as there are some great learning tips on measuring with a ruler.

You can then use a ruler or tape measure to measure some of your small toys.

 

Session 3

x2  1x2=2 2x2=4

https://www.youtube.com/watch?v=3yf3xgE8wMc

Have you noticed that you double the 1st number to get the answer for the x2 questions.

https://www.youtube.com/watch?v=XPvTea1XMDI

 

Daily Dollop

https://www.youtube.com/watch?v=HBxtbjYrLRM&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=18

If you don’t have a printer go ahead and watch the session as there are some great learning tips on measuring with a ruler.

You can then use a ruler or tape measure to measure some objects around your house.

Session 4

 

12x2=

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

12x2= quiz

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

 

Daily Dollop

https://www.youtube.com/watch?v=cw1cMq6xFZ0&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=20

If you don’t have a printer go ahead and watch the session as there are some great learning tips on using a ruler.

Use a tape measure to measure some objects around your house that are ‘taller or longer’ than 1 metre and ‘shorter’ than 1m.

Record your answersby folding your page in half and writing the heading 'taller and longer than 1m' and 'shorter than 1m'. 

While you have a tape measure out why not open it out to 2 metres.

That is the distance we should stay apart from people not inside our family or bubble.

Session 5

 

Double Number Zoo

5x2=10 gives the same answer as double 5

https://www.youtube.com/watch?v=e-KTHfrFit0

 

Daily Dollop

https://www.youtube.com/watch?v=HObco7tMtjM&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=22 Stop at 17.49

Phonics

Last week we explored freezing so let’s now look at melting.

Sid and the melting ice-lolly,

https://www.youtube.com/watch?v=mh8rZnrB6UE

How to make ice melt faster Sam and block of ice.

https://www.youtube.com/watch?v=_N0XmIIxTvk

Let's see and time how long it will take for an ice cube to melt in different temperatures.

The ice cubes need to be the same size and come out of the freezer at the same time.

Start timing them melting at the same time but some you will need to start timing from when you add the heat

especially the hot water and microwave. 

Barnaby Bear visits the seaside

https://www.youtube.com/watch?v=6qO0mu6YJW8

 

Maps help us know where we are and how to get to where we are going.

There's a map on my lap

https://www.youtube.com/watch?v=C1w5l-u3WA4

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1--ks2-maps/zdwhpg8

Look at the aerial view photo, it's just as if we were flying above it when it was taken.

We have a birds eye view of the streets, fields and buildings below.

Can you work out what is in the photo?

Look for landmarks that you know.

Draw a simple map of what you see in the photo.

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 6 (6th-10th July) 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 5 - Beginning Monday 29th June

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

 

English

What you would have put in a sandwich to stop the seagulls stealing your lunch?

Mrs. Grinling made some disgusting mustard sandwiches for the scavenging seagulls but she's not the only story character that knows how to make a disgusting sandwich.

This week we are going to meet Sam as he helps his hungry sister to make her a sandwich.

We will also be reviewing how to write a set of instructions.

 

Session 1

Sam’s Sandwich

https://st-maria-goretti-catholic-primary-school.primarysite.media/media/sams-sandwich-by-david-pelham-read-by-mrs-vango   

https://classroom.thenational.academy/lessons/sams-sandwich/activities/1 start clip at 5.30

Click to open the first photo then click the arrow pointing to the right of each photo to watch where Sam hid the bugs in Samantha's sandwich.

Take a closer look at some of the disgusting things Sam hide inside Samantha's sandwich

https://m.youtube.com/watch?v=K-IRF9tzn7U

Enjoy sharing your thoughts and opinions about the story of Sam's Sandwich.

Session 2

 

Let's remind ourselves of the disgusting things that Sam hid inside Samantha's sandwich.

https://m.youtube.com/watch?v=K-IRF9tzn7U

 

When might we use a set of instructions?

https://www.youtube.com/watch?v=2189sv8Bvy4  stop at 0.52

 

How to story plan your set of instructions

https://classroom.thenational.academy/lessons/instructions-to-commit-a-set-of-instructions-to-memory stop at 1.00 restart at 6.20

What ingredients would you not like in your sandwich?

Make a list of 5 disgusting things you would not like inside your sandwich.

Use the word bank to help you spell the words correctly. 

You may like to include some of your own disgusting ideas.

Session 3

Using the conjunction 'and' to join 2 simple sentences together

https://classroom.thenational.academy/lessons/instructions-to-use-the-conjunction-and stop at 0.58 restart at 6.49

Although there are 7 coordinating conjunctions (the fanboys) we are concentrating on 'and', 'but', 'or' and 'so'

Conjunctions: 'and', 'but', 'or', 'so'.

https://www.youtube.com/watch?v=_yarxGq1Ens

 

Which conjunction would you use to connect the sentences?

Give an oral answer by trying out all 3 conjunctions with each pair of sentences. Which conjunction sounds right?

Check your answers below.

Remember that some sentences could use more than one conjunction but here are the best choices.

When we use a conjunction to link 2 sentences together the second sentence does not keep its a capital letter. 

We use time connective words in stories and for instructions.

https://www.youtube.com/watch?time_continue=19&v=OKhhElgZHAE&feature=emb_logo

Which time connective word would we not use in a set of instructions (suddenly)

 

Let's remind ourselves about how bossy verbs and time connectives help us write a set of instructions.

Session 5

 

https://classroom.thenational.academy/lessons/instructions-to-continue-to-write-a-set-of-instructions

stop at 0.51 then restart at 5.11

 

Find out what went wrong with a set of instructions when the pets were left home alone.

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

 

Time to read a set of instructions to make yourself a delicious jam sandwich.

If you can create an even more delicious sandwich then just swap the jam for your favourite filling

but remember to check it for bugs before you eat it!

Enjoy eating whatever delicious sandwich you chose to make. 

For the last few weeks we have been concentrating on the group of words known as nouns. 

Nouns are words that name a person, place, thing or …… idea.

We found out that nouns can be concrete or abstract, common or proper.

We have also learnt about the plural suffixes ‘s’, ‘es’, ‘ies’ and 'ves' that add to or adapt the end of a noun to change the noun from one (singular) to more than one (plural).

We explored how using the prefix ‘un’ and ‘dis’ attached to the beginning of a root word changed the meaning of the word.

Kind became unkind and so changed the meaning of the root words to ‘not’ kind.

Session 1

 

We are now going to review the group of words known as verbs.

 

What is a verb?

https://www.youtube.com/watch?v=6jwYTZdUVi0

 

Let’s move like the action verbs.

https://www.youtube.com/watch?v=j3EYciNco58

 

Verbs can be action verbs that show a movement like jump.

Verbs can also be saying verbs like whispered or thinking/feeling verbs like wondered.

https://www.youtube.com/watch?v=PcGumUky5hI stop at 2.17

 

Verbs are really important because they tell us what the nouns do.

https://www.youtube.com/watch?v=lvMFQoOk4To

 

Action verbs are words that tell us what nouns do.

Which word is the action verb?

https://www.youtube.com/watch?v=nxtaLqImKH4 start at 2.34 stop at 10.27

What do these nouns do?

(Game starts at 7.30)

Session 2

 

We love verbs – ‘cause they’re action words

https://www.youtube.com/watch?v=4jp31UlSqBA

 

 The suffix ‘ing’ is added to a root word to show what you are doing now.

That is also known as the present continuous.

What are you doing now?

https://www.youtube.com/watch?v=Dl8g2pZ82ME

 

What are they doing now?

https://www.youtube.com/watch?v=Ja0xp2j_JhM

 

i-n-g

https://www.youtube.com/watch?v=3gVNgqnSA0c

Select i, n and g then practise diagonal joins to the suffix letters 'ing'.

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

 

Listen to the children telling you what they are doing.

Pause the clip at the end of each child’s answer and write the verb with the suffix ‘ing’.

https://www.youtube.com/watch?v=Kh4UDfJWLw8 stop at 1.30

 

If an action is happening now we call it the 'present continuous tense'

https://www.youtube.com/watch?v=iK8fjrta0y0  stop at 2.00

 

Pause the clip at each screen that shows an empty green box.

Say your answer before restarting the clip to check how you got on. 

https://www.youtube.com/watch?v=iMDJcs1CPjk

 

Work in 2s and take it in turns to write an 'ing' word about what your partner is doing.

 

Session 3

In this session we will be investigating what happens to the spelling of the base or root verb when we add the suffix ‘ing’.

 

Words that end with the letter ‘e’

https://www.youtube.com/watch?v=tEmeCOkb7Ng

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

Australian Rapper cap and  blue backgroud end in a silent e

https://www.youtube.com/watch?v=16LFRHqgG9M  stop at 1.56 

 Doubling the final consonant

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

https://www.youtube.com/watch?v=r3RROurHC24 stop at 1.00

 

Double or not double the final consonant test?

If a word ends in 2 consonants or a vowel digraph and a consonant just add 'ing'.

Use the 1:1:1 rule

https://www.youtube.com/watch?v=EmO1KoPY5aU 

Session 4

Rules for adding 'ing' words that end in ‘y’, ‘e’, ‘ie’

https://www.youtube.com/watch?v=U7OhZrP_fF4

Look carefully at the 2 posters below to remind yourself of the adding 'ing' spelling rules.

Using the poster rules, to remind you, write the correct 'ing' endings for these words.

Remember if a word ends in 2 consonants or a vowel digraph and a consonant just add 'ing' to the word.

Can you explain which rule you used for each word?

 

cry       glide     call      rain      lie     stop

 

Find and check the answers at the end of session 5

 

Session 5

 

Let's review the different ways of adding 'ing' to a root verb.

(scroll for next slide).

At the end of the review use the rules you have learnt to add the suffix ‘ing’ to the base or root word

Check that you used the correct 'ing' endings for each word

crying (ends in y so just add ing)        gliding (drop the e and add ing)   

calling (2 consonants so just add ing)     

raining (vowel digraph and a consonant so just add ing)       lying (change ie to y and add ing)     

stopping (1 vowel and 1 consonant with short vowel sound so double the last consonant and add ing)

Maths

Having now covered all of the learning in the Maths curriculum for Year 1, we’ve reached the part of the year that focuses on reminding ourselves what we have done so far. 

By using daily dollop sessions, which are packed with games to join in with, lots of visual resources and teaching tips, we will be revisiting what we have learnt and giving ourselves time to become more confident with our learning.

 

The daily sessions are designed for both Year 1 and Year 2 to enjoy. You will be told if a game or section of learning is for Year 2. You may want to challenge yourself and have a go at some of their learning or just take the chance to see what some next steps that you will be covering in Year 2.

 

This week we will be finding 1 More /1 less, 10 More /10 less on the 100 square and counting in 2s.

Remember to count backwards as well as forwards in 2s

 

Session 1

 

https://www.youtube.com/watch?v=zau4jtSA_kY

Copy the 5 squares and complete the missing 1 More /1 less, 10 More /10 less numbers

Counting in 2s to 30. 

https://www.youtube.com/watch?v=hae10bsW_CM

What last digits belong to the counting in 2s family?

(last digit 2, 4, 6, 8, 0) 

 

Daily Dollop

https://www.youtube.com/watch?v=KryblLGDrIc&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=12

 

Session 3

Science

We usually see water as a liquid we can drink, wash with and splash in but water is not always a liquid.

Did you know that water can change its state and when it does it looks different from the water we drink.

You may already know what water is called in it's 3 different states. 

Let's explore the 3 states of water 

 

 https://www.youtube.com/watch?v=7mGxgvFa-5Q 

https://www.youtube.com/watch?v=vc-TCoSXd4c

 

Here are some fun experiments to try out with water that is close to freezing but is still a liquid.

https://www.youtube.com/watch?v=uFj0ZfJvBrA

You can even add some juice concentrate to make a slushy drink.

 

Have a go at some freezing water and juice for ice lollies.

https://www.youtube.com/watch?v=KpmIbC3EEN8

Geography

Many people visit Scotland to see the highlands and islands but they also love to visit Scotland’s many lakes which are called lochs.

We're now going to travel with Barnaby Bear from the Isle of Orkney to one of Scotland’s most famous lochs.

Can you guess which loch it could be as this loch is well known for the monster that lives and swims in its depths.

Horse riding around Loch Ness

https://www.bbc.co.uk/programmes/p0114s9h

Looking for a monster – part 1

https://www.bbc.co.uk/programmes/p0114yy8

Looking for a monster – part 2

https://www.bbc.co.uk/programmes/p0115b05

Dreaming of Nessy

https://www.bbc.co.uk/programmes/p011518j

 

Draw your own picture of what Nessy could look like.

Watch how Dino Tomic's art can only be seen when he ........ well I'll let you find out what he uses to make his pavement art visible.

https://www.youtube.com/watch?v=QBBud84AM

This works in the same way as brushing coloured water onto a wax crayon drawing.

https://www.youtube.com/watch?v=Ce3Sufc4Vwg

If you want your picture to be invisible use a white wax crayon on white paper.

The wax is 'waterproof' and so does not absorb the paint but the paper is not waterproof so it does absorb the coloured water.

https://www.youtube.com/watch?v=01hFGaAvaok

The secret is to press the wax crayon as hard as you can down onto the paper or draw on top of your lines again to make a thick coating of wax on your paper. 

If your paint is too thick it may not work so just dilute it to make it thinner.

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 5 (29th June-3rd July) 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 4 - Beginning Monday 22nd June

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

 

English

We’ve been thinking about parts of a story or the structure of a story and know that all stories are planned so that they have a beginning, middle and end.

At the beginning of 'The Lighthouse Keeper's Lunch'we found out about the characters and the setting.

We are now going to concentrate on the middle and end part of the story’s structure where there is a problem and a solution.

Another way of saying 'problem and solution' is 'conflict and resolution'

Mr. and Mrs. Grinling had lots of ideas about how they could solve the problem of the seagulls eating Mr. Grinling’s lunch but I imagine you could think of other ways to get rid of those scavenging seagulls.

We will be using our unicorn imagination to come up with our own ingenious plan.

 

Session 1

 

Let's review the 5 elements of a story.

The middle part of the story is where the problem starts

https://www.youtube.com/watch?v=m3WHmmYTHeE

'Problem and solution' is the same as 'conflict and resolution'

https://www.youtube.com/watch?v=NWuGYp2YrVI

 The story of 'The Lighthouse Keeper's Lunch' follows a particular story structure.

It has a problem followed by a solution.

What was the problem in the story? (The seagulls ate Mr. Grinling's lunch)

 

What do you think you would you have done in their situation? 

Can you think of an idea to help Mr. and Mrs. Grinling keep Mr. Grinling's lunch safe?

 

Even if you already know what Mr. and Mrs. Grinling did to solve the problem, brainstorm different solutions that you could've tried.

e.g. think about how different designs for the basket would stop the seagulls eating the delicious lunch?

Share your ideas about how Mr. and Mrs. Grinling could get rid of the seagulls.

What ideas have the other people in your group or family come up with?

Draw a thought bubble and write your idea inside it. 

 Let’s see the solution that Mr. and Mrs. Grinling used. 

Watch ‘Lighthouse Keeper’s Lunch’ clip beginning to end.

 https://www.youtube.com/watch?v=46wC

 

 Session 2

 

https://www.youtube.com/watch?v=xgAMffDLw2g  stop at 2.05

 https://www.youtube.com/watch?v=b--Ndkp9_40

 

We have already thought about how the story of 'The Lighthouse Keeper's Lunch' follows a particular story structure.

There was a problem followed by a solution.

Explain the problem in the story. (the seagulls ate the lunch)

Explain how the problem was solved? (Mrs. Grinling made mustard sandwiches)

 

Here are some problems and solutions of things that could happen in a story .

Think of one more way to solve each of the problems.

Mrs. Grinling's ingenious plan has worked! Those scavenging seagulls hate her disgusting mustard sandwiches.

There are lots of other possible solutions Mr. and Mrs. Grinling could have used to solve their problem of the pesky seagulls.

Enjoy some of the other ideas that children have come up with for solving the problem.

Watch out for those scavenging seagulls dressed in white t-shirts.

Mrs. Grinling rows the lunch across in her boat to the lighthouse.

The lunch is locked in a metal safe inside the basket and only Mr. and Mrs. Grinling have the key that unlocks the padlock.

Spikes mean the seagulls can't land.   The electric wire gives the seagulls a shock!     Metal chains stop the seagulls!

..... or how about using a remote control basket so that Mr. Grinling could control both its speed and direction of travel?

Select your favourite idea.

You may want to choose one of the ideas you saw today or decide just to use your own.

 

Session 3

Re-cap your favourite idea of the possible ‘solution’.

Use your imagination to role-play your ‘ingenious plan’ that provides a solution to the problem of those pesky seagulls in the story of ‘The Lighthouse Keeper’s Lunch’.

 

How will you role-play your ingenious plan?

You could use costumes, puppets and props or even make a model with lego or small world.

Costumes and props

https://www.youtube.com/watch?v=MbbEIcfQLA4   

Lego

https://www.rondaarmitage.co.uk/noticeboard/2019/3/11/lego-video-of-the-lighthouse-keepers-lunch

Actors and puppets

https://m.youtube.com/watch?v=GqzEj_W4bUk

Role-play this idea and produce a freeze frame.

Perform your idea to your family concentrating on expressing feelings and intonation.

 

Session 4

We spent time at the beginning of the story meeting the characters and finding out about the setting.

The middle part of 'The Lighthouse Keeper's Lunch' story was where the pesky seagulls were eating Mr. Grinlings lunch.

The Grinlings were then thinking of some ways to stop them.

Use the Talk 4 Write picture plan again to help you recall the beginning and middle of the story up until Hamish is feeling sick. 

Let’s remind ourselves about the problem and solution structure.

What was the problem? (the seagulls are stealing all of the food) 

 

What was your solution?

This will now become the new story ending.

 

Make a simple picture plan for your solution and add your own actions.

Use your pictures and actions to tell your ending of ‘The Lighthouse Keeper’s Lunch’.

 

Session 5

 

Use your T4W story plan, word bank and ETIW checklist to write the ending of ‘The Lighthouse Keeper’s Lunch’ using your ingenious plan as the solution.

Remember to reread your ending to check that it makes sense and that you have used a capital letter and full stop at the beginning and end of each sentence.

Using the 4 posters, explain the story structure that was used in 'The Lighthouse Keeper's Lunch'.

Session 1

 

What is a Noun? 

https://www.youtube.com/watch?v=JkE8vV5DNhk

Did you remember that a noun is the name of a person, place or thing?

 

During the next 2 sessions we are going to find out about some different types of nouns.

 

Come with me to the ‘noun forest’ where the friends explore the names of different nouns.

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

 

In this session we will be looking at concrete and abstract nouns.

So far we have learnt that a noun is the name of a person, place or thing.

If you can see, hear, taste, touch or smell it then it is called a concrete noun.

A concrete noun is easy to find but the next noun we are going to meet is trickier because it is a noun that you can not see, hear, taste, touch or smell.

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

 

We've just found out that nouns can also be ideas and feelings.

An abstract noun is a thing that can not be seen, heard, tasted, touched or smelt.

So how do we know what an abstract noun is if we can’t see it, hear it, taste it, touch it or smell it.

Well things you think, things you believe and things you feel, (like your emotions), are all abstract nouns

https://www.youtube.com/watch?v=HA76Wa7uUxw

https://www.youtube.com/watch?v=7Pn7WZIEjRc

 

If you say  ‘a’, ‘an’, ‘the’ or ‘some’. infront of a word then it is a noun.

Let’s review Lots of drawing

https://www.youtube.com/watch?v=napjJd6U4OU stop 2.36

 

3 concrete and 3 abstract nouns are muddled up.

Decide which nouns are concrete nouns and which ones are abstract nouns?

Can you find the 3 concrete nouns from the story of The Lighthouse Keepers Lunch’.

Which nouns can you see, hear, taste, touch or smell ? 

Mrs Grinling had an idea. She came up with a plan to stop the seagulls by making some mustard sandwiches.

 

(Mrs Grinling, the seagulls and some mustard sandwiches are all concrete nouns).

 

Can you find the 2 abstract nouns in the story. You can’t see or touch abstract nouns but they come right after the words ‘a’, ‘an’, ‘the’ or ‘some’.

Mrs Grinling had an idea. She came up with a plan to stop the seagulls by making some mustard sandwiches.

 

(The abstract nouns are a plan and an idea).

 

Absract and concrete nouns

https://www.youtube.com/watch?v=lF686sbSljU 

(American spelling of honor)

Session 2

 

In this session we will be looking at common and proper nouns.

 

What is a common noun and a proper noun?

https://www.youtube.com/watch?v=gQsZr8yrsno stop at 5.45

 

Common nouns are general nouns.

common noun is the name for a group of people, places, or things that are of the same type: The words "teacher," "river," and "tree" are all common nouns. 

Common nouns do not begin with a capital letter e.g. man, school and cat.

Proper nouns are more specific.

proper noun is the actual name of a person or place or thing, such as Mr Ruck, St Stephen’s Infant School or Tabby.

Proper nouns always start with a capital letter.

 

Let’s find out more about common nouns and proper nouns

https://www.youtube.com/watch?v=N74AaddJuLo&list=RDN74AaddJuLo&start_radio=1&t=0  stop at 1.30 

 

Here are some common nouns

Proper nouns have capital letters for the names of people places and things.

https://www.youtube.com/watch?v=PBeEr-u14Pw

Here are some common nouns for people, places and things.

Can you think of and write a proper noun for each one. e.g. drink is a common noun but ‘Coca Cola’ is a proper noun.

  Remember to use a capital letter if you decide to write a list of the proper nouns.

 

Here are some of the things we have found out about nouns

BBC bitesize on nouns – try out all of the activities on nouns and proper nouns.

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zpd8ng8

Remember that proper nouns always start with a capital letter.

Session 3

 

Introduction on prefixes and suffixes

 

A ‘suffix’ is a string of letters added to the end of a 'root' or 'base' word.

The body of the duck is the ‘root' or 'base' part of the word.

duck, bunch, dish, glass, box

https://www.youtube.com/watch?v=lD1OaD4FBqM

 

We have been learning about plural suffixes ‘s’ and ‘es’

We start with the root word ‘duck’ and add the suffix ‘s’ to make ducks.

We start with the root word ‘box’ and add the suffix ‘es’ to make boxes. 

 

Can you think of other ‘suffixes’ you have added to the end of words.  (ing, ed, er, est) 

A ‘prefix’ is a string of letters added to the beginning or fixed in front of a word e.g. 'un'  happy = unhappy

 

During the next few weeks we will be looking at a few prefixes and lots of suffixes

https://www.youtube.com/watch?v=JejCnGu4pFk 

https://www.youtube.com/watch?v=H2Z4p0au1yk  

 

Session 4

'un' prefix

https://www.youtube.com/watch?v=ocIo8Uxdqjk stop at 1.00

 

So the prefix ‘un’ means the opposite of the root word that it has attached itself to. Kind becomes unkind which means not kind.

Select the letter 'u' and 'n' then practise diagonal joins to the prefix letters 'un'.

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

Explain how the prefix 'un' has changed the root word.


 
Session 5

Do you remember where a ‘prefix’ would fix onto a word

Write any prefix you know.

https://www.youtube.com/watch?v=CiOLuyPi8bs

 

A ‘prefix’ is a string of letters added to the beginning or in front of a word e.g. 'dis'  like = dis

 How does the prefix 'dis' changed the root word? 

The prefix ‘dis’ means the opposite of the root word that it has attached itself to.

Agree becomes disagree which means not agree.

 

Select letters 'd', 'i' and 's' then practise diagonal joins to write the prefix 'dis'

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

Make a list of the words that you can add the prefix ‘un’ to and the words that you can add the prefix 'dis' to?

The easiest way to decide is to say both prefixes before each word and one will sound right

e.g. obey  =  disobey (unobey sounds weird)   do =  undo (disdo sounds odd)

Which words use the prefix ‘dis’

 load    =          agree  =

fair =               kind =

appear =           lock  =

helpful =      respect =

 content =      approve =

 tie =             connect = 

Maths

Having now covered all of the learning in the Maths curriculum for Year 1, we’ve reached the part of the year that focuses on reminding ourselves what we have done so far.

By using daily dollop sessions, which are packed with games to join in with, lots of visual resources and teaching tips, we will be revisiting what we have learnt and giving ourselves time to become more confident with our learning.

 

The daily sessions are designed for both Year 1 and Year 2 to enjoy. You will be told if a game or section of learning is for Year 2. You may want to challenge yourself and have a go at some of their learning or just take the chance to see what some next steps that you will be covering in Year 2

 

This week we will also be reviewing the 100 square, finding 1 more, 1 less, 10 more and 10 less than any number.

During this learning you will find it useful to be able to see and refer to a 100 square so we have included one whenever it is needed.

You may prefer to access an electronic 100 square that you can be interactive with.

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

Session 1

 

The number digit dance

https://www.bbc.co.uk/sport/av/supermovers/43147557

 

Adding 10

https://www.youtube.com/watch?v=_bkFP2U_74w

 

When you move across the rows of a hundred square you are moving in 1s.

Move to the left and you are moving backwards: 1 less or -1

Move to the right and you are moving forwards: 1 more or +1

When you move up and down the columns of a hundred square you are moving in 10s

Move up the columns and you are moving backwards: 10 less or -10

Move down the columns and you are moving forwards: 10 more or +10

 

Draw your own rows of 3 empty boxes and use the 100 square to help you fill in the missing numbers for 1 more and 1 less. 

Daily Dollop

https://www.youtube.com/watch?v=dxmXb4NiHEQ&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=6

 

Session 2

 

10 More and Multiples of 10 

https://www.youtube.com/watch?v=X9ULFbx-qs

Using what you know about 10 more, the 100 square and the numbers in the 10 family column complete the number sentences.

Session 4

 

He chomps at numbers that are greater

https://www.youtube.com/watch?v=xGvrG6049wE

 

We can count on in 10s from any number.

Count on in 10 for the next 3 numbers

https://www.youtube.com/watch?v=wOEdfVs8Z8k

Draw your own towers of 3 empty boxes and use the 100 square to help you fill in the missing numbers. 

Session 5

 

The Hungry alligator eats the number that’s greater

https://www.youtube.com/watch?v=YhOf0H_gLP8

 

Greater than, less than equal to song

https://www.youtube.com/watch?v=ka9zbPcqXBI

 

Using numbers from 1-20, fill in the empty boxes so that your number statement is true.

Science

Last week we looked at what happens when a material is wet and when the same material is dry.

 

We found out about how some materials can absorb water

2shttps://www.youtube.com/watch?v=VsqUl_52PL8

 

This week we will be exploring materials and their properties to find out which materials will stay dry when water is poured on them and which materials will get wet.

 

You wouldn't wear paper clothes in the rain.

https://www.youtube.com/watch?time_continue=7&v=xOKr462HLc0&feature=emb_logo

If the material stays dry and repels the water so it sits on top of the material we say that it is waterproof.

If the material absorbs water by sucking it up we say that it is not waterproof.

 

Explore and experiment with what you can find at home, you could use fabric (socks), foil (tray), plastic, paper etc.

Let’s collect some items made out of different materials.

Put them into 2 sets, one of the things that will get wet and the other of the things that will not get wet.

 

Try this experiment and see if you were great at predicting what would happen

 

https://www.youtube.com/watch?v=CSs0ogUUqdM&t=47s 

Spray some water on to different materials, if the water goes through the material then you will know it is not waterproof.

If the water sits on top of the material then you will know that it is waterproof.

 

It is pouring with rain when Mr. Grinling has to row in his boat over to the lighthouse. Unfortunately he can not find his rain coat.

Mrs Grinling says she will make him a waterproof jacket.

Can you tell her some of the material she could use to make Mr Grinling's new raincoat 

History

During this session we are going to find out about Grace Darling, the Lighthouse keeper’s daughter.

What was inside the locket that Grace always wore around her neck?

 

https://www.youtube.com/watch?v=Yv3eS40j0N0

https://www.youtube.com/watch?v=xCL1x7wHQLY

Everyone wanted to remember the courage and bravery of Grace Darling so they made a special memorial window of her which

you can still see if you go to St Aidan's Church in Bamburgh.

How do you know that this is Grace Darling? Can you see what she is holding?

Geography

 

(If you haven't had the chance to visit the session on Edinburgh or if there is anything you would like to review then please scroll down to the Geography session in the section in Term 6 Week 3 - Beginning Monday 15th June)

 

Last week we visited Edinburgh but Scotland is also well known for its highlands and islands.

We're now going to travel with Barnaby Bear to Orkney where life on a Scottish island is really different from life in the city of Edinburgh.

https://www.youtube.com/watch?v=MDEiA1k8XOQ

Both the city of Edinburgh and the Isle of Orkney are in Scotland.

Which place would you prefer to live?

Give reasons for your choice.

You could introduce your opinion with: I would like to live in ......... because .........  or  I wouldn't like to live in ........  because ........

Computers

 

Let's remind ourselves how computers help us to learn.

https://www.bbc.co.uk/bitesize/topics/zymykqt/articles/zxbwjxs 

Art and Design

 

Make a paper plate seagull.

If you don't have any paper plates just cut a circle out of cardboard.

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 4 (22nd-26th 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 3 - Beginning Monday 15th June

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

 

English

Every day, Mr Grinling the lighthouse keeper cleans and polishes his light to make sure it shines brightly at night.

At lunchtime he tucks into a delicious and well-deserved lunch, prepared by his wife.

But Mr Grinling isn't the only one who enjoys the tasty food.

Will Mrs Grinling think of a way to stop the greedy seagulls from stealing the lighthouse keeper's lunch?

 

Session 1

 

There are 5 elements of a story. The 5 elements are different parts that make up a story.

In this session we will be introducing the characters and the settings in a story.

By using our five fingers we can remember the 5 different elements of a story.

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

Parts of a story

https://www.youtube.com/watch?v=HTpTB4fxigQ

Lets use the story of 'The Hare and The Tortoise' to see all of the different parts of a story 

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

 

Read the ‘beginning’ of ‘The Lighthouse Keeper’s Lunch’ up until when the seagulls steal Mr. Grinling’s lunch.

“Clear off you varmint shouted Mr. Grinling, but the seagulls took not the slightest notice”

Read the pages below by clicking on them to see a larger text...

..... or select the slide show. 

Remember to stop once you have read slide 9 

https://player.slideplayer.com/15/4538156/#  

(If a slide moves on before you have finished reading it, just hit the back button.)

.... or watch the clip ...

... remembering to stop at the section where Mr Grinling is shaking his fist at the seagulls who are taking no notice.

https://www.youtube.com/watch?v=46wCRq50Wwg&feature=youtu.be

 At the beginning of a story you meet the main characters and find out about the setting.

https://www.youtube.com/watch?v=A2B9FzmFzak  

Write 2 lists

List 1. identify the 3 main characters.

List 2. identify the different settings where the story takes place.

How many settings were used in the story so far?

The word banks will help you find most of your answers and spell the words correctly.

Make a stick or finger puppet of your favourite character Mr. Grinling, Mrs. Grinling, or the seagulls.

Use your character puppet tell someone else about your character.

Can you think of something your character might say. Can you say it just like they would say it, using their voice.

Session 2

 

Let's think about how we can create a 'character description' by using descriptive vocabulary.

To do this we need to use some exciting ‘wow’ words.

These words are called adjectives.

 

An adjective is the word that tells you more about the noun.

https://www.youtube.com/watch?v=ju2q6SnZsJo

‘If you were an adjective’

https://www.youtube.com/watch?v=8dj2VvyhA-8

 

Describe the main characters

https://www.youtube.com/watch?v=Aq4jnZfnKS4

What have we learnt about the 3 characters so far?

What are they like? 

Scroll down and match the description in each sentence to the correct character.

Session 3

 

We are going to think about what ‘wow’ words mean?

‘Wow’ words are adjectives.

An adjective is the word that tells you more about the noun.

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

There are lots of interesting words in the story of The Lighthouse Keeper’s Lunch such as:

industrious, concocting, appetising, brazen, ingenious.

 

You may not have heard some of them before so it is important that we stop and find out what each word means.

An explanation of what a word means is called a definition.

Mr Grinling is an 'industrious' lighthouse keeper.

What does 'industrious' mean?

Write a definition for industrious.

Can you think of any words that mean the same thing as industrious? (Ask a thesaurus to help you with this)

Share with a partner a time when you have been industrious

 

The seagulls are 'scavenging'.

What does this mean?

 

The lunch was 'devoured' by the seagulls.

Can you make a list of words which show different ways that people can eat their food?

 

Session 4

 

In this session we're going to describe a character by making a poster of your favourite character.

Remember to use labels, speech bubbles, captions, sentences and any ‘wow’ words you have learnt.

Include what your character looks like but more importantly think about their thoughts, feelings and what they say and do.

e.g. Mr. Grinling is industrious. He works very hard. 

Mrs Grinling likes cooking and concocting delicious lunches.

The seagulls are greedy and scavenge for food.

 

Session 5

 

Watch the next part of the story up to where Mrs. Grinling has just thought of an ingenious plan.

Stop having seen slide 14 or when you hear ...

“Indeed my dear said Mr. Grinling What have you in mind?

Wait and see said Mrs. Grinling just wait and see.”

https://player.slideplayer.com/15/4538156/#  

(If a slide moves on before you have finished reading it, just hit the back button).

https://www.youtube.com/watch?v=46wCRq50Wwg&feature=youtu.be

A new character has been introduced into the story.

How was Hamish the cat meant to stop the seagulls eating Mr. Grinling's lunch?

Explain what went wrong and why that plan just didn't work.

 

Have a look at the Talk 4 Write picture plan of the story so far. 

The same story is written as 'text'.

Altogether there are 5 sentences.

Using the picture plan, find the 5 capital letters at the beginning and the 5 full stops at the end of the 5 sentences.

Listen to the text and by following the arrows which zig zag, match the words to the picture plan.

Create your own actions to help you as you use the picture plan to help you retell the story.

Compound words

https://www.youtube.com/watch?v=k1GIivjQazA

https://www.youtube.com/watch?v=2U0OBDRvkKo

https://www.youtube.com/watch?v=a6Fyu2w2Pi8

Find and write the 2 smaller words that can be found in Mr Grinling's compound words

Phonics

Session 1

 

What is a noun?

If you know this already, explain what type of a word is a noun?

https://www.youtube.com/watch?v=JkE8vV5DNhk

https://www.youtube.com/watch?v=PDMk0XrQvV4&list=PLOVb4IaFtptDnzANYaQ2uMaas18zVg03V start to 1.35

https://www.youtube.com/watch?v=1_K6HXtaP7E

 So we've found out that nouns are naming words.

Can you decide if the picture is a person, place and thing 'noun.'

Remember that animals usually belong to the 'person' noun. 

 

Can you find the person, place and thing 'nouns' that appear in the stories?

Think of one noun that is a person, one noun that names a place and one noun that is the name of an object in each of the 4 stories.

Pause the clip before the little girl gives you some of the answers. You may have seen some that she didn't!

https://www.youtube.com/watch?v=WWZpLS1I6uM&index=2&list=PLOVb4IaFtptDnzANYaQ2uMaas18zVg03V

 

Can you find the noun words for people, places and things in the sentences.

Pause the clip so you can think about and find the nouns that are in each sentence.

https://www.youtube.com/watch?v=CfOnqkml_1c

 

Let's learn a song to help us remember what nouns are.  

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

Session 2

 

Explain to someone what a noun is.

https://www.youtube.com/watch?v=9cu7C07pNbA  

When a noun is singular, it means there is one of them.

When a noun is plural, it means there is more than one.

 

'Dog', 'balloon' and 'table' are singular nouns because there is only one of them. 

If these nouns were plural, it would mean there were more than one of them.

An 's' would be added to the end of each word to make the words 'dogs', 'balloons' and 'tables'.

 

To make most nouns plural we simply add 's'.

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

Split a piece of paper in half to make two columns. Add the headings 'singular' and 'plural.'

 Write the singular and plural nouns under their correct heading.

Session 3

 

Not all plural nouns are made by adding the letter 's' at the end of a word.

There are exceptions.

 

Investigate what happens to words ending with the hissing sounds:

s or ss / ch or tch / sh / x / z or zz

bus, glass, lunch, match, brush, fox, quiz

 

If a single noun ends with the letters s / ss / ch / tch / sh / x / z / zz as we add 'es' to make it plural.

https://www.youtube.com/watch?v=0qMz29ZxYpA

bus - buses,       kiss - kisses,       church - churches,      brush - brushes,      fox – foxes       quiz - quizzes

 

Read the nouns as they change for single noun into a plural noun.

When we write we add ‘es’ but how do we say 'es'? Yes we pronounce it as 'iz'.

Can you spot any other letter endings that need an ‘es’ to make them plural?

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

https://www.youtube.com/watch?v=2jrqNBc3U10

Yes, nouns that end with an ‘o’ often need an ‘es’.

 

Decide which nouns need an ‘s’ and which nouns need an ‘es’?

Start at 1.12 and pause the clip to give yourself time to write the answers.

https://www.youtube.com/watch?v=RhPubTi8GHQ 

A useful way to remember our learning today is that if the word ending "hisses" or "buzzes", then a plural has an ‘es’ on the end.

 

 Check that the ch at the end of the word does not make the sound 'k'.

https://www.youtube.com/watch?v=H2HzeOHBOqo 

 

When a word ends with the ‘s’ sound but the noun is spelt with a silent ‘e’ e.g. horse what should you do?

Which looks correct? 2 horses or  2 horsees.

Can you explain why you chose the one you did?

 

Session 4

If a single noun ends in a 'y' and there is a consonant in front of it,

to make the noun plural, you just remove the 'y' and add 'ies' to the end:

'baby' becomes 'babies' and 'party' becomes 'parties'.

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

https://www.youtube.com/watch?v=_3hauKIfi7g

https://www.youtube.com/watch?v=6i721C0p6Zg

If a word ends consonant ‘y’ don’t stress 

https://www.youtube.com/watch?v=RMhMLSa5XGg y to ies.

 

This does not work if the noun ends in a ‘y’ and there is a vowel in front of it.

https://www.youtube.com/watch?v=3hyqxj1Dwr4

Using the 'vowel y' rule (add s) and the 'consonant y' rule (add ies), write the plurals for each word'

Session 5

 

If a noun ends in 'f' or 'fe', to make the noun plural the 'f' or 'fe' becomes 'ves':
'shelf' becomes 'shelves' and 'life' becomes 'lives'

  https://www.youtube.com/watch?v=ct3jGkdV1Go

https://www.youtube.com/watch?v=6q2zu6fQjcw

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

 

Change the plural 'ves' noun words back into the singular, 'f' or 'fe', so that there is only one.

There is a split digraph 'magic e' noun amongst them so remember to use 'fe' to spell that word.

(Check your answer below).

There are exception – words that do not follow the rule.

Don’t drop the 'f' if it is double 'ff' or if your hear an 'f' sound instead of a 'v' sound when you say the plural.

singular wolf = you hear an 'f' sound        plural wolves = you hear a 'v' sound in wolves

singular chef = you hear an 'f' sound       plural chefs = you can STILL hear an 'f' sound in chefs

https://www.youtube.com/watch?v=ct3jGkdV1Go

Lets review our plural rules that we have learned and there are a few more thrown it that you will learn about later.

 

6 rules for the 6scoops of ice-cream

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

Maths

.Having now covered all of the learning in the Maths curriculum for Year 1, we’ve reached the part of the year that focuses on reminding ourselves what we have learnt so far.

By having a 'daily dollop' of maths, packed with games to join in with, visual resources and teaching tips, we will be revisiting what we've learnt. This will give us the opportunity to become more confident with our Year 1 learning.

 

The daily sessions are designed for both Year 1 and Year 2 to enjoy.

You will be told if a game or section of learning is for Year 2. You may want to challenge yourself and have a go at it or just have the chance of seeing some of the learning that you'll be covering in Year 2

 

Session 1

 

 My Dog Counts by tens

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

A quick reminder of 'tens and ones' place value

https://www.bbc.co.uk/bitesize/articles/z69fy9q

 

This would be a good time to stop and make your own rubber band reckoner resource as you will be using it in one of today's games.

If you can't get hold of a strip of cardboard or an elastic band you will be asked to draw a long rectangle instead.

Session 3

 

Take a 10 and add some ones

https://www.youtube.com/watch?v=RnsKoxbMbD4

Finding 10 more or 10 less from any number on a 100 square

https://www.youtube.com/watch?v=9NRdxc0XjOg

Daily Dollop

https://www.youtube.com/watch?v=4tTJDAqilsI&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=3 

Session 4

 

Let’s get moving with Supermovers 'Telling the Time'

https://www.bbc.co.uk/sport/av/supermovers/43147557

Alligator eats the greater number

https://www.youtube.com/watch?v=SlIR3UjG-zI

If you have some lollipop sticks you could make yourself a 'greater than' alligator and a 'less than' alligator to use in session 5. Don't worry if you don't have any googly eyes as you can draw the eyes onto the lollipop stick. 

Daily Dollop

https://www.youtube.com/watch?v=urxNI40beds&list=PLMiFIiMUQFXNkBxDbB-cLyYjCbm5o-x8q&index=4

Session 5

 

Let's count back from 20 with 'Count Back Cat'

https://www.youtube.com/watch?v=F6a2W8UQP5w

Alligator gobbles the greater number

https://www.youtube.com/watch?v=M6Efzu2slaI

Greater than, less than equal to song

https://www.youtube.com/watch?v=ka9zbPcqXBI 

Leaving an empty box between them write the numbers 12 and 8.

Decide which way the 'is greater than' , 'is less than' or 'is equal to' alligator symbol would be facing.

Write it in the empty box and read your number sentence out loud to check your learning is correct.   

Science

Let's find out about wet and dry

https://www.bbc.co.uk/iplayer/episode/b0bcv434/kit-pup-series-1-13-wet-and-dry

wet and dry song

https://www.youtube.com/watch?v=r2-qR7kFZJM

Now it's your turn to compare something that is wet with the same thing that is dry. (kitchen cloths are perfect)

Use all of your senses to compare what stays the same and what is different.

Here are some useful questions you will want to find the answers to. 

How do the wet and dry cloth feel?  Is one heavier than the other? What happens when you squeeze them both?

Are the cloths the same shade? (lighter or darker) Do they smell the same? If you crumple them up what do you hear?  

Can something that is wet dry out then get wet again? If it can then we call this process 'reversible'.

Have you ever wondered what we call it when something sucks up the water?

Let's find out about the word 'absorb' 

https://www.youtube.com/watch?v=2nYm92sLtaI

 

Have fun watching how twins play a trick with 'wet and dry'.

https://www.youtube.com/watch?v=rh_2_HPeot8

Geography

Let's quickly remind ourselves about the countries and capital cities of the United Kingdom.

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1--ks2-the-united-kingdom/zhtgrj6

 

This week we will be visiting the capital of Scotland.

Can you remember what Scotland's capital is called?

https://www.youtube.com/watch?v=729mGb8sAqM

Find some of the places on the map that Barnaby Bear visited while he was in Edinburgh.

If you look carefully you will also be able to find the palace that the Queen lives in when she is in Edinburgh.

Can you think about why the road that Barnaby Bear rode down in a carriage is called the Royal Mile.

What buildings at the top and bottom of that road do you think gave it its name?

Is there anywhere else on the map that you would have liked Barnaby Bear to have visited in Edinburgh?

Miss Cruickshank was born and lived in Edinburgh until she was your age.

"Every summer I would go back to Edinburgh to visit my Granny and Grandad, aunts, uncles and cousins.

There was one place on the map that I would love going to, Greyfriars Kirk".

Can you could find it on the map.

 

"'Kirk' is the Scottish word for church but it was the statue that sat just outside the kirk that I always went to see."

Find the statue next to the church on the map. What is it of?

"The statue is known as 'Greyfriars Bobby', so lets find out more about my favourite place to visit in Edinburgh".

https://www.youtube.com/watch?v=hn9Ck5iHosc

https://www.youtube.com/watch?v=lS5VA5sKtAY

What did the city of Edinburgh give Bobby to keep him safe from being mistaken as a stray dog?

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

So what is the 'freedom of a city'?


The 'Freedom of the city' is the highest honour that the city of Edinburgh can bestow on any one.

It is a symbol of the admiration that the city has for a person, or in this case a dog.
Other people who have been given the freedom of the Scottish capital include The Queen, the Duke of Edinburgh and Nelson Mandela.

Computers are every where but let's find out about some of the ones we use without knowing it.

https://www.bbc.co.uk/bitesize/topics/zymykqt/articles/zc4x6sg

Build or make a lighthouse

Use your imagination to choose what you would like to make your lighthouse from.

 

Here is one using plastic cups and a flickering tea light

https://www.youtube.com/watch?v=R3vLHfwxW4M

 

This lighthouse uses a recycled cardboard cylinder

https://littleheartsbiglove.co.uk/crafting-with-kids-a-simple-lighthouse-craft/

or maybe you would prefer to use lego or playdoh.

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 3 (15th-19th 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 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'!

Phonics

Some letters that appear in words don't say their sound.

These letters are called 'silent letters' because you can not hear them.

We have already met the split digraph 'magic e'. The final 'e' is always silent. 

https://www.bbc.co.uk/bitesize/topics/zcgv39q/articles/zy4fdxs

Lots of the silent letters can be spotted easily because they appear with the same letter friend every time. 

During the next 5 sessions we will be exploring 'silent letters' and their letter friends.

 

Session 1

 

We know that 'magic e' is silent and appears at the end of a word

but not all words that end with an 'e’ are 'magic e' words.

All of the word end in the clip end with a 'silent e'.

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

Can you spot one word that is a 'magic e' word and one that is just a 'silent e' word.

(Remember that 'magic e' is a split digraph and can only jump over 1 consonant.)

 

When a word ends with a 'v' sound it is written 've'

https://www.youtube.com/watch?v=CYYI0NSe9ls 

 

Write the letters 've'

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

Click the cursive box. Select 'v' and write it then 'e' and write it. '

Now can you join them together to write 've' using the cursive script.

 

Blending for reading: There are 7 split digraph, ‘magic e’ words and 7'silent e' words all mixed up together.  

have, behave, live, gave, give, five, love, believe, curve, above, save, captive, drive, brave 

Can you sort them into 2 groups.

Group 1 is the split digraph ‘ve’ words, where the single vowel is changed by ‘magic e’ to make its long vowel sound.

Group 2 is the ‘silent e’ ‘ve’ words, where the single vowel keeps it short vowel sound.

Session 2

The letter g is silent when ‘gn’ appear together at the beginning and end of a word. We only hear  the sound 'n'.  

https://www.youtube.com/watch?v=dtVNDx18Jss&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=9 

https://www.youtube.com/watch?v=e3PY4n5O0jA

 

Write the letters 'gn'

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

Click the cursive box. Select 'g' and write it then 'n' and write it.

Now can you join them together to write 'gn' using the cursive script

 

Blending for reading: gnat, sign, gnaw, design, campaign, gnome.

Using the 'gn' word bank can you write the sentence: The gnome designed a sign for his camp.

 

Session 3

The letter k is silent when ‘kn’ appear together at the beginning of a word. We only hear the sound 'n'.  

'Silent k'

https://www.youtube.com/watch?v=ecIkT6Eq_OY&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=5

https://www.youtube.com/watch?v=TXjiuS-VARE&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=3   

https://www.youtube.com/watch?v=eP3-PCK8bk0&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=2 

 

Write the letters 'kn'

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

Click the cursive box. Select 'k' and write it then 'n' and write it.

Now can you join them together to write 'kn' using the cursive scrip.

Read the 'kn' words and find the picture that matches each word.

Which is the correct way to spell the 'kn' words below?

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

 

Session 4

Silent letter words

https://www.youtube.com/watch?v=ss9r236LRcw

 

The letter 'w' is silent when ‘wr’ appear together at the beginning of a word. We only hear the sound 'r'.  

 https://www.youtube.com/watch?v=TYjrHz7WrVo&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=6

https://www.youtube.com/watch?v=LiBVM1dBadg&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=8

 

Write the letters 'wr'

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

Click the cursive box. Select 'w' and write it then 'r' and write it.

Now can you join them together to write 'wr' using the cursive scrip.

 

Can you guess what 'wr' is doing at the table.

https://www.youtube.com/watch?v=l0pHsGqmyQs

Write down your 'wr' answers using these clues.

What was 'wr' doing? 

'wr' rubbed his work out because he thought that it was wr.....

'wr' held the pencil in his hand and moved his wr.... around to form his letters correctly.

Session 5

Let's get up and move with 'silent letter' supermovers

https://www.bbc.co.uk/sport/av/supermovers/43740888 

 

The letter 'b' is silent when ‘mb’ appear together at the end of a word. We only hear the sound 'm'.  

The 'b' is silent

https://www.youtube.com/watch?v=gxApE1fEQw4

https://www.youtube.com/watch?v=9_BFwKXYDps  stop at 3.52

https://www.youtube.com/watch?v=JxCmo8KHmd4 

 

Blending for reading: lamb, bomb, thumb, comb, climb, numb.

 

Write the letters 'mb'

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

Click the cursive box. Select 'm' and write it then 'b' and write it.

Now can you join them together to write 'mb' using the cursive scrip.

 

Create and write your own sentence using the 'mb' word bank.

Let's review the silent letters and their letter friends.

https://www.youtube.com/watch?v=6p4hRbPQC2w&list=PLasOuxG4uIvamBTE4Rz5QH5huGOyDAesJ&index=2&t=0s

'kn', and 'gn' stay silent while 'n' says its sound.

What sound do you hear in words with 'wr' and 'mb'?

Read all of the silent letter words or take turns with a partner.

Challenge yourself and unscramble the silent letter words.

If you need a clue you can find all of the possible unscrambled words in the right hand column.

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

Look out for those silent letters

https://m.youtube.com/watch?v=A-xTEx6rY68  

 

Answers to session 3 

The correct way to spell the 'kn' words. 

 1. knife  2. knight  3. knit,

4. knob  5. knot  6. knock,

7. knee  8. kneel  9. knead

Session 5.

Unscrambled silent letter words

1. wrong  2. gnat  3. know  4. knot  5. numb  6. wreath  7. gnaw  8. knife  9. comb  10. lamb

Maths

 We will be learning about othernumber 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

 

Number bonds of 100

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 

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

Science

Session 1

Oh dear Sid's dad has caught a cold so everyone has to remember to wash their hands. 

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

How do germs spread and what can you do to stop them spreading?

https://www.youtube.com/watch?v=JD85FDlxqCs

Session 2

Can you think of some of the object around your house that you touch a lot? 

https://www.youtube.com/watch?v=NoxdS4eXy18

 

 Session 3

Can you remember when you should wash your hands?

https://www.youtube.com/watch?v=uMbCZfb5k3M

 

Session 4

Let's try the experiment to see how germs work and how soap works to get rid of them.

You will need 2 white saucers, plates or dishes, some black pepper and washing up liquid

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

 

Session 5

Wash your hands song

https://www.youtube.com/watch?v=LaePayB_pC4 

Geography

This week we will be visiting the capital of England.

Can you remember what England's capital is called?

https://www.youtube.com/watch?v=MuDAUa0XSHI

https://www.youtube.com/watch?v=MHxSq4c_E6g

A train leaving Bristol Parkway station takes an hour and a half to reach Paddington station in London.

Find out what the children who live in London would recommend for you to do in London.

https://www.youtube.com/watch?v=HrJNIUp2izQ

Make a list of the things you would really like to do if you were to visit London.

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. 

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)