Week Commencing 1st June

31/5/2020

Hi all,

I hope you have had a good half term! Some of you will be returning to school this week so you will be working in the classroom which will be lovely, we are slowly starting to get back to a different normality.
I have included spellings this week! Please test children every Monday.
Just want to say a big thank you to you all for all your hard work, I know this isn’t easy and yet you have produced some excellent work, well done. Please let me know if you have any issues or if you struggle to understand something, I am always here to help.

Maths – Keep practising your times tables!
The worksheets for White Rose Maths are no longer on the website, so you can find them attached below. You may still wish to watch the videos so please still follow the link.
Year 1 - https://whiterosemaths.com/homelearning/year-1/
Year 2 - https://whiterosemaths.com/homelearning/year-2/
Please start with summer term, week 6, lessons 1-4. Record the answers in your maths book. You don’t necessarily need to write the questions out, unless the adult teaching you wants you to, as it may be easier to mark.
The worksheets are fairly simple so I would suggest doing some work practically. This will help with understanding.
EXTRA (optional) – I have added mastery sheets for both year 1 and year 2, for those of you who find the work easy and want to push themselves, feel free to have a go.

Phonics - please follow the link:
https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw/featured?disable_polymer=1

Literacy - This week we are going to be looking at the story ‘A Squash and a Squeeze’. (All work to be completed in your books, don’t forget capital letters, full stops and finger spaces!)

Day 1 – WALT order and sequence the events of a story Follow the link: https://www.youtube.com/watch?v=Ir_B5AfYrrg
Spend some time exploring the front cover of the book. Who is the author? What type of book do you think this will be? Can you describe the front cover?
Watch or read the story ‘A Squash and a Squeeze’.

Yr1 – With adult support children order pictures from resource 1A. Can they use them orally to re-tell the story to an adult or partner? Can they use words such as ‘First’, ‘Next’, ‘Then’, and ‘Finally’. (If you find this easy have a go at doing the yr2 work)
Yr2 – Using resource 1a and 1c, can they match the sentences to the pictures and order the events in the story? (if this is easy children write one or two sentences for each picture instead of matching them up)

Day2 – WALT understand what a character may be thinking and feeling.

Yr1 - With adult support, children work with a sibling or adult and complete an emotion graph (resource 2a), detailing the little old lady’s thoughts and challenging emotions over the course of the story. Encourage children to use evidence from the text.
Yr2 – With adult support, introduce the ‘show, don’t tell’ technique. Rather than saying the little old lady was angry, how can we show our readers she is angry? We could write: The little old lady folded her arms, pursed her lips and huffed. Complete the table using resource 2c.

Day 3 – WALT use some speech punctuation accurately.

Yr1 – Children use resource 3a sort the exclamation and questions sentences. Alternatively, they could use resource 3b and punctuate these first.
Yr2 – Children imagine they are the little old lady and write some exclamation and statements in speech bubbles (use resource 3B). Alternatively, children could use resource 3d and punctuate the sentences with speech marks correctly first.

Day 4 – WALT write a recount in the past tense.
Ask the children, what questions would you like to ask the little old lady? Questions might be What were you doing before the old man arrived? How did you feel when you were told to bring in your hen?
Today the children are going to write a diary. Use resource 4a and record ideas in note form. Read through the model resource 4b.

Yr1 – Children rehearse their sentences orally, and then record them to begin to retell the story from the little old lady’s point of view. Use resource 4c to help you. Pick a particular part of the story to retell, you do not need to retell the whole story.
Yr2 – Children to rehearse orally, compose on scrap paper and then write sentences retelling the story from the little old lady’s point of view. Can the children use adjectives or a simile and refer to her thoughts and feelings?

Day 5 – WALT use past tense accurately and to use conjunctions in my writing.
Look at the following sentences:
The little old lady was fed up.
The hen laid an egg.
The goat chewed the curtains.
The woman took in her pig.
Can they extend these sentences using the following conjunctions? and, but, for, so, because, even though, until.
Example: The little old lady was fed up because her house was small.
The woman took in her pig, but it raided the larder.
Today the children are going to plan and write some new scenes for the story. What other animals might the old lady bring into her house? What might these animals do? (parents, you could model how to use a range of conjunctions if they are struggling)

Yr1 – Use resource 5a and give the children a range of sentence starters to help them structure their work.
Yr2 – Children to write new sentences and scenes, using a range of conjunctions. Can the children also use adjectives to describe the animals?

Science – How clean are your hands? Click on the link: https://explorify.wellcome.ac.uk/en/activities/the-big-question/how-clean-are-your-hands
Send pictures of how they got on please.

RE – Judaism, have a look at the powerpoint and go through the different pictures. Draw one of the pictures and write a sentence below explaining what it is and what it means.

History – The Great Fire of London. Go through the powerpoint and learn about present and past. Have a go at the activity sheet and let me know how you get on. Any problem’s, please let me know.

Spellings – Start with week 1 and test every Monday.

ICT – Study ladder activities

yr1_-_lesson_1_-_measure_mass_2019.pdf
File Size:	948 kb
File Type:	pdf

Week Commencing 1st June

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