Week 8 (11.05.20)

Hello Maple Class!
 
It has been wonderful to hear from you this week and there has been some fantastic examples of home learning. It was fascinating to read your fact files about WW2 as part of your learning for VE Day, especially the pieces of research some of you have done about members of your family! Emma, Georgie and Maisey did brilliant jobs researching their great grandfathers who saw action in different parts of the world during the war. I did a bit of research myself about my grandfather and discovered that he was evacuated from Dunkirk but before that had gotten lost (sounds like me alright!) and missed his boat. Although it turns out that this was a stroke of luck because the boat he was supposed to have been on was sunk on the way back!
I hope you all enjoyed your bank holiday weekend and I would love to hear about whether you did anything to commemorate the 75th Anniversary of VE Day. There was talk on our street of people having separate parties in their own individual gardens (following social distancing rules) at the same time and singing Dame Vera Lynn’s ‘We’ll Meet Again’. I figured that people are probably suffering enough during lockdown, so I didn’t join in with the singing!
 
Some of the scores this week on Times Table Rockstars have been insane! Hector has topped the leaderboard for the second week running with 147 games played but hot on his heels is Alfie with 110 games and an average speed of just over 1 second per question! In third place is Lacee with 61 games and just behind with 60 games is Frankie! Well done also to Emma, Evie-Mae, Callum, Isla-Megan, Alfie, Addy, Felicity, Archie, Ethan, Catherine, Courtney, Georgie, Annabel, Ava, Sam, Rupert, Tom, Dylan and Jack who all played more games than the 10 set! Awesome!
 
This week’s Star of the Week was such a hard decision because there has been so much incredible home learning sent through. I love seeing all of these examples, not just because it is fun to see – which it is – but it helps me know which areas of your learning you are continuing to do well in for future lessons when we are allowed to reopen (and also so that I can tell next year’s teachers what you are super at). In the end though, Maple’s Star of the Week is Georgie! Georgie has been working incredibly hard in all of her subjects and as well as doing research about her great grandfather, she also made a fantastic fact file about Captain Tom! You can see both – as well as other examples of work – in Week 7’s Home Learning Gallery, which I will be updating this Monday once I get in from the school.
 
As a team, LKS2 will be putting together some extra home learning packs as the supplies are probably running low in the ones we sent home at the beginning of the closure. I know that lots of you have asked for more Big Maths sheets, which I have emailed, but if there is anything else specifically that you would like, please let me know and we can try and add it into the packs. For example, we have a school membership for a number of websites such as Twinkl, URBrainy and White Rose Hub that you as a parent or carer may need to pay for. If you see anything on there that you would like access to in these packs, let me know. We have lots more of the grammar sheets that we will print off and will include the story sheets in addition to the activities so that you can follow along with what is happening with Pip, Sir Ansell and Lord and Lady Balderdash.
 
Some people have asked for video lessons, which is something that is probably easier said than done! I will have a think about how it could be done given the technology we have access to but an actual ‘lesson’ over a pre-recorded video may not be possible.
 
Mrs Smith from Willow has planned an exciting art competition over the half-term (25.05.20 – 29.05.20) and full details will be sent out closer to the start date, so watch this space! In the meantime, we are still promoting the NHS competition (well done to Imogen who has already sent her entry in!) and as the entries are submitted, I will save them on my laptop before I submit them on the 16th June. Interested? Then head on over to this page http://www.swansfield.northumberland.sch.uk/website/nhs_competition_win_50_and_say_thank_you_to_the_nhs/476569 and you can also check out the entries as the come in for some inspiration!
 
Before you begin you may see that there are quite a lot of sheets attached to each activity. Please don't think that they all need to be completed! In most cases these have been attached as alternatives to one another. With the exception of the first maths activity (I have reduced the number of maths activities from 5 to 4 because of this), only ONE sheet needs to be completed per activity regardless of how many worksheets I have posted for them. Similarly, in some cases I have posted simpler tasks if your child is finding the originals too tricky and extension activities if they wish to do more. Do not feel that these extensions have to be completed, they are there for your child to access if they want to.
 
English
Activity 1 (Spellings)
Have a go at the 'look, say, cover, write' approach but why not try other ways of learning your spellings. Write them in different colours, in different letter styles (wobbly, bubble...), small letters or big letters, or why not time yourself to see how quickly you can write them all or how many times you can write one word in 30 seconds? Get someone at home to test you on your words to see how many you have learned. Remember, if there are any of your spellings that you are unfamiliar with look them up in the dictionary to check their meaning.
 
Sports
There is no particular spelling pattern to these, but they are all common words and grouped into two ‘word families’ to show how they are similar in form and meaning.
FAMILY 1
instruct
structure
construction
instruction
instructor
FAMILY 2
unit
union
united
universe
university
 
Cars & Ships
These all have the prefix ­ex- meaning that these words all have a meaning to do with ‘out’ in some form or another.
exit
extend
explode
excursion
exchange
export
exclaim
expel
external
exterior
 
Animals
These words have letters missing (omitted) and are made up of two words each. We call these contractions and when a word is contracted in this manner we show where the letters are missing by using an apostrophe. This is actually one of only two ways that an apostrophe should be used and we will cover the second way next week. Please note that in words such as Mr and Mrs, although these are contractions because they aren’t made up of two words they don’t use apostrophes. Here is a video from the BBC which explains further: https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zcyv4qt
can’t (cannot*)
didn’t (did not)
hasn’t (has not)
couldn’t (could not)
it’s (it is)**
wouldn’t (would not)
shouldn’t (should not)
wasn’t (was not)
won’t (will not)
let’s (let us)
*This is a bit of an exception because ‘cannot’ is only one word. It uses the apostrophe though because it contains ‘not’ as a suffix so it follows the same rule.
**This word is often a source of confusion when we think about the possessive apostrophe (an apostrophe used to show that something belongs to a noun, such as the dog’s bone). The possessive form of ‘its’ doesn’t have an apostrophe (the same as his and her don’t) and if you use an apostrophe you are saying ‘it is’. For example, in ‘the giraffe stretched it’s neck’ you are actually saying ‘the giraffe stretched it is neck’, which would be incorrect.
 
Activity 2 (Independent Reading)
I would like you to read for 30 minutes. You could read a fiction story book, a magazine, a recipe book, a non-fiction book, a comic, cheats for Fortnite… the list is endless. Once you have done this, pick one of the following:
  • Create a new front cover for what you have read
  • Create a wordsearch which includes key vocabulary from your reading
  • Write a book review
  • Write a blurb
  • Create a poster advertising what you have read
  • Draw an illustration of one of the characters or things from your text
  • Write a character description
  • Create a model which relates to what you have read
  • Write the next chapter of your text
 
Activity 3 (SPaG)
We have done a lot of work on conjunctions to extend sentences and last week we improved descriptions by adding in expanded noun phrases to our sentences. This week, you will think about another way of extending and varying sentences: fronted adverbials. If you are confident with what a fronted adverbial is, you can skip everything written in purple below.
 
All a fronted adverbial is, is an adverbial phrase that has been put at the start of a sentence. An adverbial phrase is a similar to the noun phrases from last week: it is just a small part of a sentence but this time it helps tell us more about the verb, which is a doing word. There are five main types of adverbial and in these sentences about a pirate, they tell you more about the verb “set sail”:
  1. When the verb happened (time): The pirate set sail at midnight.
  2. How often the verb happens (frequency): The pirate set sail every night.
  3. Where the verb happened (place): The pirate set sail from the harbour.
  4. How the verb happened (manner): The pirate set sail with only half a crew.
  5. How likely the verb is to happen (possibility): The pirate set sail unexpectedly.
If you want to turn it into a fronted adverbial, simply swap the sentences around with the adverbial at the ‘front’. They then become:
  1. At midnight, the pirate set sail.
  2. Every night, the pirate set sail.
  3. From the harbour, the pirate set sail.
  4. With only half a crew, the pirate set sail.
  5. Unexpectedly, the pirate set sail.
One other thing to note is that when you do so, the fronted adverbial ends with a comma. This is the same as the rule from the other week when you start a sentence with a subordinate clause.
 
There are some sheets about fronted adverbials attached. Your child can feel free to choose whichever ONE best reflects their confidence identifying, using and punctuating fronted adverbials!
Also, should you wish to use them, I have attached a PowerPoint - saved as a PDF so that it opens on whichever device you may have - about fronted adverbials, if your child would like some further explanation and starter activities. There are also two other sheets relating to the PowerPoint that can be used as OPTIONAL extensions, or can be done instead of the earlier ones if you wish. I have also attached a fronted adverbial word mat that your child may find useful when they need to write their own.
It may seem dry, but fronted adverbials are a useful way to change your sentence structure. They are not the be-all and end-all of writing and it would be boring if we started every single sentence with one, but adding a few in here and there adds variety to keep the reader’s attention!
 
Activity 4 (Reading Comprehension) @EMAIL (it's your choice which one of these you do)
Last week you looked at a fact file about VE Day. This week, however, you have a piece of reading comprehension about a place, which ties into your learning in Activity 5 below. Please remember to answer the questions in full sentences when necessary (so not for questions like “find and copy a word or phrase…”) and try and use words from the question in your answer. This will help you make sure that you answer the question that has actually been asked! A vital exam skill! Try and challenge yourself to complete all the questions in a given time limit, although this is not essential. If you do, try and give yourself only half an hour to read the text, then read the questions… but don’t answer them yet. First, using a highlighter, highlight key words in the questions and then look for them in the text. Once you have found them, highlight them there too. Now you are ready to start writing! Answer the questions one at a time but if you are stuck, go onto another because a mark is a mark regardless of where you get it! If a question asks for an opinion or a prediction, remember the question doesn’t really care what it is, it is looking for your justification (“I think they felt happy” would not get a mark, but “I think they felt happy because it says in the fifth paragraph that they were laughing” would). Use the word ‘because’ to explain and give your reasons. If it asks for you to refer to the text, then you must do so otherwise you won’t get that all important mark!
 
There are three different sets of reading comprehension attached and your child can feel free to choose whichever ONE best fits their interests. The first is about Greece, the second is about rivers and the third is about the planet Mars.
 
Activity 5 (Extended Writing)
Next week you are going to produce an information text about Northumberland. The tricky thing about this is that you will be combining your learning from the previous weeks into one! It will need to be persuasive and informative. The BBC want to make a programme about the top 5 places to live in the country but at the moment their reporters can't get out and about to film it and this is where you come in! They want people to write about their town or county and tell them why it is such a great place to live. You will need to tell them all about either your town or village or Northumberland as a whole. You will need to think about what makes Northumberland special and why it is so great to be a Northumbrian! Of course, if you wish you can just do it about your town or village but there will be much more to write about for Northumberland.
 
For this week though, I would like you to do some research about Northumberland. Consider its history and geography, its towns and villages, its local customs (like the Rennington Scarecrow Festival), whether the people are friendly, whether it has its own unique tartan, the fact that Harry Potter was filmed here... the list is almost endless! There is no need to write anything specific, but make notes and find and save some pictures if you are able. You will then use all of this next week to make your fact file about Northumberland whilst making sure it is persuasive! 
 
Maths
Please note that as there is quite a bit of maths this week in the first two activities, I have removed the usual Activity 4 (Schofield & Sims). Of course, if your child wants to do it, there is no reason why they can't! 
Activity 1 
Last week we looked at representing tenths and hundredths as well as representing tenths as decimals. This week starts with representing hundredths as decimals and on a place value grid. I have attached the answers to go with the sheets so that it is more obvious what the questions want, especially when it asks your child to draw place value counters or given reasoned answers.
 
Activity 2 @EMAIL
The next step is dividing 1- and 2-digit numbers by 10 and 100. This is an area that can often cause confusion and it may be that your child needs additional help, which is why I would like them to email me their work so that I can provide specific feedback to them.
 
The general rule is that for each 0 in the number you are multiplying or dividing by, the digits in the original number move one place value column. If you are dividing then the digits move to the right, if you are multiplying they move to the left. This online place value slider will help your child visualise what is going on https://www.numeracyhelper.com/pvslider/. Please note that this may not work on all mobile devices and you will need to enable Flash. There are also some more games at the bottom of this page http://www.snappymaths.com/year4/y4fractions/y4fractions7.htm.
 
If you would like to try out the new Busy Things resource in School360 then this is a good opportunity! Nothing has been set in the app, but go to KS2, then Year 3/4 and mathematics. After that choose 'Number and Place Value' and the 'Place Value' game. Have a play about... you won't break the website! If everything goes wrong, just refresh. By dividing by 10 and 100 you will see what happens to the numbers.
 
Top Tip: It is very tempting to 'jump' the decimal point. It works, but it is not what actually happens. In reality the numbers move around the decimal point, the decimal point itself does not move.
 
I have attached a worksheet where your child will need to divide by 10 and 100. There are quite a few pages in the attached worksheet and do not feel that you need to complete them all! The first page asks your child to divide by 10 and the second by 100. The third and fourth do the same thing but have place value columns underneath each question to help them visualise what is going on and help them work out the answer. If your child is struggling with the first two, go onto the third and fourth. The answers are also provided.
Below is an OPTIONAL extension if your child wants more practise! This sheet is also split into different levels of difficulty although each sheet itself is the same, the difference comes in that the 'easier' sheets come with place value columns. There are twice as many parachutes as there are planes. The planes all have whole numbers whereas the parachutes are decimals, and the parachutes represent the numbers on the planes when they have been divided by 10 or 100.
If your child is finding the earlier sheets tricky, here is a simpler sheet where there is less need to apply reasoning and use inverse operations, focusing more on the arithmetic side of the learning objective. Working with your child, they will need to measure their height, head circumference, length of their arm etc. to the nearest whole cm. This is then written in the place value columns and below it what you would get if the original number is divided by 10 and then 100.
Finally, I have also attached a place value chart that your child may recognise! We used these when converting between different units of measurement, and they are perfect to use again now. Depending on whether you are able or not, these can be printed out and your child can write on them. The top row is the original number and the bottom row the number after it has been divided by 10 or 100. In school we have laminated these sheets and use board markers so that they can be used over and over again, but I appreciate that this may not be possible at home. If it is not, then the first link in this activity (https://www.numeracyhelper.com/pvslider/) is a useful alternative and doesn't require any printing.
 
Activity 3 (Big Maths)
Please complete one Big Maths sheet from your home learning pack. Again, if you want more, please email me. If your child has finished the fifteen sheets in their ‘stage’ and they want a challenge, let me know and I can forward the next one up. Please be aware though that the next stage will contain areas of the curriculum they will not have been taught because it is from another year group. Alternatively, if you feel that the current ones are too tricky and they are having difficulty accessing them at home, please let me know and I can send the one down from those they have been given.
 
Activity 4 (Times Tables)
Can anyone knock Hector off the number 1 spot? Get online, play your games and find out!
 
Science
States of Matter: Heating and Cooling
This week focuses on changing states of matter as things heat and cool. There is a lesson plan attached as well as a PowerPoint both in the original format and as a compressed PDF to make downloads easier. Your child will be changing the state of matter of a bar of chocolate by melting it!
 
Good luck with your home learning tasks this week. Remember, don't try and do all of your work in one go. Take your time, take lots of breaks and if possible try and get outside where and when it is safe to do so, following social distancing rules and always with your grown up. Don't feel that the work above is the only thing that you can share with me. If you have been up to some creative artwork, learning how to cook, helping out around the house or helping out a neighbour, friend or family member, I would like to know about it!
 
Most of all, stay safe and stay well. If you need any help with your schoolwork, please don't hesitate to get in touch,
 
Mr W