Hope you have had a good week.
Please let me know if you have any issues or if you struggle to understand something, I am always here to help.
The office is very busy at the moment so if you are due to collect work, please could you make sure you contact the office before hand to make sure they have everything available for you. Please do not arrive first thing on a Monday, thank you.
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/
For this week please start with summer term, week 9, 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:
This week we are going to be looking at the poem ‘Where the Forrest Meets the Sea. (All work to be completed in your books, don’t forget capital letters, full stops and finger spaces!)
If you would like to see the poem being read then please follow the link:
WALT – re-reading a known story
Read Where the Forest Meets the Sea by Jeannie Baker to the children. Emphasise the words I, my and we. Ask them to comment on how they felt when you read the story. Discuss why the story is sad. Who is in the story and who is it that is speaking? The story is written as if the boy is talking.
Task – With an adult children to read the story (use resource) taking turns to read pages and supporting children’s reading. Discuss the story as they read. Provide children with question prompts (plan resources) to support their conversations
Yr1 – Pick three questions to answer in your books, focusing on handwriting and punctuation
Yr2 – Use resource and answer all question with detailed reasons. Practise answer questions with a full written answer e.g. The Cockatoos fly, squawking into the air because…
Focus on handwriting, punctuation and using conjunctions (and, because, so, etc)
WALT locate rhyming words and writing rhyming strings.
Read Driftwood by Celia Warren (plan resource). Explain that this poem was written after the poet had read Where the Forest Meets the Sea. Ask children to listen to the sounds of the poem as you read and think about how the poem makes them feel? (The way it connects forests being chopped down and the sea.)
Show pictures of lumberjacks cutting down forests, of logs floating along a river to the sea (plan resources).
Yr1/2 - Provide last two verses of poem (plan resource). Ask children to read with an adult and share their views and understanding of the poem. Identify the rhyming words and make a list of alternatives. Children can use a dictionary to check unfamiliar spelling and also the meaning of unfamiliar words.
Play rhyming ping-pong with the children. The children are one team and you (the adult) the other. You or child says a word and the teams take it in turn to think of a rhyming word. The team who can’t generate a rhyming word loses!
WALT use capital letters to start sentences of a poem
Read two poems: How Deep is the Ocean, and The Nature of the Ocean by Celia Warren (plan resource). (Optional) - Have some pebbles/shells/driftwood and even seaweed for children to feel. Let children feel them and play these sounds: http://en.ecosounds.net/sea/sounds-of-the-sea-and-ocean-splashing-waves-light-breeze-and-sea-gulls/.
Set up a simple three column table to sort the emotions we have about the sea when we are on it, in it, listening to it. Model writing a list of emotions, each beginning with a capital letter. Place each word underneath each other in a list in each column of the table
e.g. Happy, gliding on a body board. Frightened, when the waves tumble me over!
Yr1 – With an adult, children discuss how they feel about the sea. Children write the emotion (ensuring it begins with a capital letter) and a phrase to describe why they feel it, e.g. Calm when I am on the beach (plan resource).
Yr2 - Write an emotion word and then complete the sentence with descriptive writing, e.g. Excited when the big blue waves splash over my tiny body! Encourage the children to use adjectives and to use an exclamation mark if appropriate.
WALT write questions and answers
Read Why Are My Tears So Salty? Notice the use of question marks. Discuss the words/phrases children thought of in previous session about how the sea made them feel. Discuss the range of different emotions – scared, frightened (watching the storm, out of depth, knocked over by a wave), awed, happy, calm (listening to the sounds of the waves), joyous, excited (going to the seaside, splashing & jumping in the waves), sad, sorry (thinking about how the sea is being polluted). Model turning one of the children’s ideas into a question and response, e.g. Why do I feel so happy? The noise of the waves is peaceful.
Yr 1 - Give children questions to get their ideas flowing (plan resource). Children work with adult to think of possible answers. Children then generate a question of their own about the sea and add this to the poem (plan resource), e.g. Why has my footprint gone? The sea has washed it away
Yr 2 - Children think of three of their own questions, recording these as full sentences with capital letters and question marks. They leave a space under each question to record the answer, which is written with a capital letter and full stop/exclamation mark.
Year 1 WALT perform their own composition, using appropriate intonation volume, and movement so that meaning is clear.
Look at BBC video clip about rock pools and creatures: http://www.bbc.co.uk/learningzone/clips/rockpools/49.html. Discuss any sea creatures that the children have seen either in books or in real rock pools. Draw on their experiences. Look at some pictures in non-fiction books of creatures for the children to talk about. Encourage the children to describe each of the animals they suggest: What does it look like (size, shape, colour, texture)? How does it move? Read the poem Sea Urchin by Andrea Shavick (plan resource). Discuss the poem. What do children think the poem is about?
Use poems from the planned resource and read them out. Can you identify similarities or differences between them? Write these in your books.
Science – Working together, staying alive
Look through the slide and identify how an animal is suited to it’s habitat and explain how living things in a habitat depend on each other. Have a go at the World Habitat Game.
When you have finished look at the habitat activity sheets and fill it in. Yr1 complete the 2 star sheet and Yr2 complete the 3 start sheet.
RE – The Hanukkah Menorah
Look through the slide and learn two facts about menorah and explain what light at Hanukkah represents for Jews. Then decorate a beautiful menorah and explain why light is important.
History – The Great Fire of London, lesson 6 – What have we learnt about the Great Fire of London?
Look through the powerpoint and recap on what you have learnt. Attempt to write your own London Gazette Article. Please send me pictures of your finished article.
Spellings – Please test week 6 spellings on 6th June. Be ready to practise for a mixture of all spellings for Monday next week.
ICT – Study ladder activities
If you haven't done so already please could you choose a butterfly template, colour it in and send it to me please. (please do not use felt tip pens) They will be goin up on display at school.