Good morning,
We hope you have great fun completing your holiday challenge and look forward to hearing all about your adventures.
Stay safe over the summer and enjoy a well-deserved rest. We look forward to welcoming you into your new class in September.
Warm wishes,
Mrs O’Reilly and Mrs Lane
This is a nice resource we found on Cbeebies…using Love Monster
Managing your feelings is tough work for adults let alone young children. Love Monster is a delightful character who provides a great role model when it comes to learning about emotional and social development. Children’s social and emotional skills begin to develop from a very young age. Building a good understanding of emotions when you’re young helps you relate to others and manage your own mental health later on. Talking openly with children about how they feel and why, enables them to start recognising and understanding different emotions.
Love Monster provides an opportunity for children to learn these skills by watching the character Love Monster make connections between his feelings, bodily sensations and thoughts. The content of the programme can provide good conversation starters for parents who want to foster more emotional regulation and social problem-solving skills at home.
Have a look at these simple steps to help start a conversation with your little one and help them understand their emotions.
Try asking your child to describe how they are feeling, and follow up with open questions about what’s happened to make them feel this way. For example; ‘Tell me about how you are feeling?’ or ‘What has happened to make you feel like this?’.
Being curious about a feeling rather trying to make it go away helps children learn that they can tolerate difficult emotions. Don’t be too quick to try and cheer your child up or solve their problem, sitting with them and their feelings teaches them that feelings are not scary and that you can cope with them together.
Once your child has described how they are feeling help them name what the emotion is called. Are they feeling angry? Worried? Scared? Frustrated? Happy? Doing this will help increase their vocabulary, and make it easier to recognise the emotion the next time they experience it.
You can also help children recognise feelings in characters in the books they are reading or programs they are watching and asking them how they know what the character is feeling, this will develop links to non-verbal cues.
It’s important that your child knows that it’s okay to feel different emotions, even if it’s not a nice feeling. Experiencing emotions like jealousy, envy or even feeling selfish can help us learn about ourselves and other people. Explain that we all experience challenging feelings and that it is normal to feel different things and it is good to talk about how we are feeling. Make it fun and not a big deal otherwise their emotions could be heightened, especially if they are feeling sad or anxious.
Encouraging your child to recognise different facial expressions helps them to make connections between what they’re feeling and what that might look like. A downturned mouth can be sad, an upturned one can be happy! Play a game together where you can make different faces to go with different feelings, this will help your little one understand how different emotions can look.
There are lots of complex emotions that might seem hard to describe to your child. Help them understand by giving examples of a time you felt this way. You could describe what happened to make you feel this way and share what you did to make yourself feel better. It can also be difficult for them to explain exactly what they are feeling, so talking about your own experiences, asking open ended questions, can really help your little one.
If you find that your little one seems really anxious, upset or angry a lot of the time, and you just don’t know why, it is ok to ask for help. Young children can feel scared with new emotions and they can have a lot of emotions bubbling around inside of them, they just don’t know what to do with them. You can help them by talking, being completely open and honest, but if you find that you are worried or struggling yourself, it is ok to go and talk to your GP
https://www.bbc.co.uk/iplayer/episode/b041mc85/cbeebies-presents-three-little-pigs-a-cbeebies-ballet
You will know the story really well by now!
Think about the key characters and what they might look like –
Use whatever you have in your house to design and make your puppets. What type of puppet will you make? A stick, glove, toilet roll etc…or maybe story stones (glue pictures or draw with felt tips)
Here’s some that might inspire you . . .
Now for the best part! Use your puppets to perform a puppet show to your family! Or at the window for passers by!
Measuring capacity using standard measures.
Cupboard search!
Look through your cupboards; which containers hold liquids?
Look at milk, juice, washing up liquid, liquid soap, orange juice etc. Look for the standard measurements on the side. 4 pints, 350 ml etc.
Using the three containers from yesterday, use a measuring jug to find out how much water each cup holds.
Play this online game and read the capacity of the rocket container.
You could draw the characters and write words around them.
Use the words to write a character description.
Repeated sentences can be helpful in order to give your child a structure.
It could be –
The wolf is _________ because . . .
The wolf is sneaky and deceitful because he dresses up in Grandma’s long frilly nightie and hides cunningly in the comfy bed.
Using words like ‘because/ and’ means that your child is joining two ideas which is great!
Drink me . . .
Watch this short Alice in Wonderland clip!
Get three different cups from your kitchen.
Your challenge is to find out which cup holds the most juice/ hot chocolate/ drink of your or Alice’s choice! You are going to use a small cup/ yoghurt pot to count how many can fill each cup.
You can make a guess first by looking at the cups. Fill out the grid below.
Then test it out. The cup with the most yogurt pot fillings has the biggest capacity. It holds the most juice.
Good morning, Please find below the link for this weeks Home learning activities.
Home learning activities WB 29.6.20
Please continue to share your achievements, we love to see them.
Mrs Vickers and Miss Kibblewhite
Tasks 1
Keep going with your spellings.
Here’s a different game you can play with them.
Print out or copy this board. Write the words on pieces of paper and place them on the area of the board.
RULES:
On your turn, the other player will read you a spelling on a word card. You can spell the word out loud or write it down. If you’re correct, roll a dice and move ahead! (If you haven’t got a dice then just move one space ahead.) If you get it wrong, you will need to stay where you are! The first to the finish wins the game.
English
Now where were we with the Wolf… oh yes he’s just arriving at Granma’s house!
Watch Episode 5 and 6
https://www.bbc.co.uk/teach/school-radio/english-ks1-ks2-english-red-riding-hood-5/z48fpg8
https://www.bbc.co.uk/teach/school-radio/english-ks1-ks2-english-little-red-riding-hood-6/zbjynrd
The big question(s)
Grandma’s plan
We know from the events of this episode that Grandma is in the attic and
that Wolf has locked the door so that she cannot get out.
Grandma’s Great Escape Plan
Maths
This week we are continuing our learning about measurement, but moving on to capacity.
Capacity is the total amount that something can hold.
Watch this video and discuss. Sing and dance along! It asks you to shout out some answers to comparisons too!
https://www.bbc.co.uk/teach/supermovers/ks1-maths-capacity-volume/zj8njhv
Get three cups that are the same.
Adult to fill the cups – one is full of water/ juice, one is half full and one is empty.
Ask your child to talk about the capacity; reminding them of what they know about capacity. Can they use the language of full, empty, half-full? If not you will need to model it.
We anticipate that some children will say, “to the middle” with half-full. It’s worth exploring what half means – when something is in two equal parts; half the cup is empty, half has water in it.
If your child needs a challenge then get a fourth cup and fill it a quarter full! (A quarter is four equal parts.) Or even three quarters full!
Ask your child to put the cups in order from the least capacity to the most.
Use pieces of paper to label the cups empty, half full, full etc.
Tasks 2
English
Watch the final episode…
https://www.bbc.co.uk/teach/school-radio/english-ks1-ks2-english-little-red-riding-hood-7/zhc62sg
The big question(s)
Vocabulary to discuss
clambered, a clearing, embarrassment
Write a sorry letter from the Wolf
There are songs to accompany each of the episodes on . .
https://www.bbc.co.uk/teach/school-radio/music-ks1-little-red-riding-hood-index/zryw8xs
Can you try and learn some of them? Discuss the different types of music and instruments you can hear?
Do you enjoy the songs? Why? Which part? How did the song make you feel?
Can you compare two of the songs? Is ‘The Wolfie Blues’ a fast or slow song? This is called the tempo.
Could you add movements or actions to the song? Make up a dance and perform it.
There are also Little Red Riding Hood ballets that you can watch . . .
https://www.bbc.co.uk/iplayer/episode/m000h479/cbeebies-little-red-riding-hood-the-easter-ballet-2020
Comment on the movements of each character. How does the wolf move compared to the woodcutter? What does this represent.
Use lots of verbs; creeping, gliding.
Maths
Allow your child to play with a variety of water containers from your kitchen or bathroom.
You could do this in the garden in a paddling pool or a washing up bowl or in the bath or sink.
Please remember to supervise your child when they are playing with water.
Listen to them and encourage them to use the language of capacity.
Then ask your child to think about the capacity of the cups yesterday.
Get the three cups again. Yesterday you filled the cups. Today ask your child to.
Can you fill this so that it is full, half full, empty! Challenge with a quarter full or three quarters full.
Ask your child to record this pictorially today. For example by drawing a line to show the water level on the cup.
Look out for more challenges coming later this week . . .
https://www.bbc.co.uk/teach/school-radio/english-ks1-ks2-english-little-red-riding-hood/zn9tmfr
Think about what has happened in the three episode so far.
For example: ‘I am choosing the happy emoji. Red Riding
Hood felt like this when she baked a cake for Grandma.’
The big question(s)
goes to school?
Vocabulary to discuss
dozy, nervous
Create a new dessert for Red Riding Hood to make. You will need to
think of a name for it, list the ingredients and write a description of it
Maths
Watch this video and discuss with your child.
https://www.youtube.com/watch?v=X_97AO2SkGU
Longer or shorter than 2metres! Outdoor scavenger hunt!
Begin by making small world queues on the carpet area.
Ask the children to compare the length of the queues to see if
they can use any of their knowledge from yesterday.
Discuss which queue is the longest/ shortest? Convince me?
Then model seeing which queue is longer or shorter than 2metres.
Use metre sticks and tape measures to see if these things are longer or shorter than 2 metres and record it on the sheet!
Make an estimate first – I think the fence panel is longer than 2 metres etc.
https://www.bbc.co.uk/teach/school-radio/english-ks1-ks2-english-little-red-riding-hood-4/zbwfpg8
The big question(s)
Vocabulary to discuss
dawdle, peering through, fascinated, darted away, raided his wardrobe,
Let’s Act
This is a great scene for children to act out in pairs
Which character said this?
I do hope my little girl does not dawdle on the path. She is such a a kind daughter. I wish I could go with her.
Is that a fairy I can see over there? If I could just get a little closer then I would be able to see her. I know I shouldn’t go off the path but one minute won’t, will it?
OK, so dear little Grandma lives at the end of the path, does she? Well, I am sure there is a shortcut I can find. Oh, and I need to get rid of this silly straw hat!
I am so tired today. I hope I don’t get woken up by that wolf howling again. I have never heard a noise like it. How will I stay awake all day now?
Listen to this song about length. Sing and dance along!
https://www.bbc.co.uk/teach/supermovers/ks1-maths-length-height/zdrx92p
Use your measuring skills to make lines of household objects 2 metres long. (Discuss that each item needs to be the same size for it to be a fair/ true comparison.)
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Make a 2 metre line of wooden blocks. How many blocks are in the line? (Record it on paper.)
Make a 2 metre daisy chain, using daisies from outside. How many daisies are in the chain?
Make a line of pencil crayons 2 metres long. How many pencil crayons have you used?
You can get as creative as you want with the objects you use – teddies, dolls, stones, pinecones, tins from the cupboard, old toilet roll tubes, spaghetti!
2 metres is . . . 37 pinecones long, 18 pencils long, 12 teddies etc.
Good afternoon,
I hope you are all keeping well and have had a restful weekend. It was lovely to see so many of the children engaged in last week’s activities, thank you for sharing your work.
Please do not feel that you must complete all the activities, work at your own pace and try to choose activities that engage your child.
Year 4 – Home Learning Activities – WB 08.06.20
Any queries please do not hesitate to contact me through Seesaw or email me at julie.lane1@taw.org.uk.
Warm wishes,
Mrs Lane
Welcome to the next set of tasks…
…and Emily Arrow’s song…
A fun game to help with blending for reading
These are called Chatterboxes or Cootie Catchers as they say here…
Children love to make a use these – with your help of course because they are a little tricky!
When you have followed them you can draw and write what you can see HERE…
Using the dominoes you made yesterday, cut them in half. (Chat about this as we will be looking at halving next week – two equal parts.) If you didn’t make your dominoes with paper then make them now. Lots of practise is the key!
Place the cards face down at random and mix them up! Take it in turns with your child to take two cards and turn them over. If they are the same amount you can keep them but you must work out the double first! If they are different quantities then turn them back around.
The winner is the person with the most doubles by the end.
If you want another challenge and have a pack of cards use them!
This is a catchy doubling song! Your child will really need to know their doubles to sing it because there are no visual prompts.
Emily Arrow puts the book into a song….
Phase 5 – Yes / No Questions
Tell your child that each strip contains a question.
Do they know what a question is?
Do they know what a question mark looks like?
Tell them that each question can be answered correctly with ‘yes’ or ‘no’.
After they have read each question ( with your help) ask them to decide whether the correct answer is
If they are incorrect, talk about the question. Are they clear about what it is asking?
Cut the sentences into strips and practise each session in a random order. You could play it as a ‘turn taking’, ‘point scoring’ game.
You could cut out the prompts above and ask your child to point to the answer to add a different dimension to the game.
Draw a silly picture to go with it if you want.
Make your own doubles grid like this one or print one out.
Roll a dice and double the number.
If you haven’t got a dice then you can make one like this . . .
A standard dice only goes to six but add higher numbers to make it much more challenging! Add 15 in there! Double 15 is 30 etc.
When you have doubled the number on the dice (you can do this by counting the dots twice/ getting objects/ remembering) then find the total on the board and place a counter on it. (You will need two sets of colour counters if you are playing against each other.)
The first person to get four counters in a row is the winner!
Your child will know this song by Emily Arrow…
Some doubling word challenges to end the week and consolidate your knowledge!
Ask your child to read these first. Talk about how they could find out the answer. What clues are in the problems? What numbers do they give us? What is it that we need to find out?
A lady bird has 4 spots on one side and 4 on the other. How many spots are on the ladybird?
(We need to find out double 4. Shall we draw the ladybird to help us?)
Collect 9 sticks/ toys. If you had double amount, how many would you have?
(Double 9. We need to find out 9+9.)
Miss Hullin has 6 cakes. Miss Reese has double the amount Miss Hullin has! How many has Miss Reese got?
Draw 8 caterpillars on a leaf. Now 8 more slither on! How many caterpillars should you draw in total?
For another challenge play this online doubling game. Doubling Archery . . .
https://www.ictgames.com/mobilePage/archeryDoubles/index.html
Sir Alexander Fleming Primary School
109 Southgate,
Sutton Hill,
Telford
TF7 4HG
Tel: 01952 388010
Head Teacher: Mrs Katy Tomlinson
Administrator: Mrs Lorraine Pilgrim
SEND Lead: Mrs Lisa Pigg
