Holkham’s Wednesday catch up (06/05/20)
Good Afternoon Holkham Class,
I hope you are all having a great week so far. I can see lots of children are access and enjoying this week’s ‘Home Learning Grid’ which you can find here if you need it… Year 3 & 4 Home Learning 4th May 2020. Please try and do as many activities as you possibly can!
You will remember from Monday that this week you are working on creating descriptive story settings. I’ve bullet pointed a basic sequence below if you would like to follow that. All of the information is also under ‘English’ on this weeks Home Learning Grid.
Copied from Monday (04/05/20) blog.
- Firstly, in your red English books I would like you to create a list of setting where a story could take place, for example, the desert, the moon, ancient Rome, etc.
- Next, I would like to chose one of those setting to draw a picture of and then label your picture with different adjectives, such as, snowy, scorching, dark, dusty, etc.
- After that, I would like you to use your labelled picture to begin to write an opening paragraph. Remember your reader can’t see what is in you mind so you need to make it as descriptive as possible to help them create their own images in their head.
- Following on from that, I would like you to think about the weather in your setting. Think: if your setting is a desert, would it be raining? The chances are it probably wouldn’t be so you could try to think of other weather types it could be, for example, ‘the golden sun was beating down rays as hot as a volcanic lava‘.
- Lastly, use the Zelda Claw and the Rain Cat text and as you closely follow the text begin to innovate its structure and add your story setting and weather.
Power Maths books 3C and 4C follow the next lesson in sequence as they build on your previous learning each day. You can find the textbook here: https://preview.pearsonactivelearn.com/PowerMathsYear4
How have you been getting on with telling the time? A few people have emailed me to say that they found the video below useful so I wanted to share it again this week. There are lots more videos on Youtube and, if you need them, I could also send more resources if you send me an email.
This week we’re continuing to learn all about skeletons but not necessarily the type of skeleton we would find inside of our bodies. Use the Home Learning Grid to help you define the key scientific words of the week. I set George an additional challenge this week after he sent me his definitions.
Challenge: Now you have found the definitions of vertebrate, invertebrate, endoskeleton and exoskeleton. Can you go outside (or look out of your window) and list examples of the creatures you see and whether they are a vertebrate or invertebrate, and if they have an endoskeleton or exoskeleton?
We have had amazing engagement this week on Education City. Remember, I might put some of the same activities up from last week. If you have competed it before it means I would like you to have a go at the activity independently (without grown-up help)This is just to make sure the learning has really stuck. Don’t forget to give your Tackling Tables and Twinkl’s Times Table check a practice and then test yourself too.
Freya has been busy over the past couple of weeks. She has created a beautiful story map for Zelda Claw and the Rain Cat, with really helpful and clear images, as well as working really hard on her spellings and creating a fantastic labelled diagram of a skeleton with correct scientific vocabulary. Well done Freya!
Rhys has been working very hard too. He is showing amazing progression in his spelling and handwriting, which we can see in his definitions of vertebrate, invertebrate, endoskeleton and exoskeleton. He has also categorised these with the use of images too, which I think was a clever way of using visuals to support his learning and understanding. If you can, have a read of his story in the setting of Egypt, it’s a really good start and I can’t wait to see how hie adapts this to form his ‘Hot Task’. Rhys also buried his time capsule and has sent a picture of him doing so. Amazing!
Likewise, George has been working extremely hard this week. He responded to my additional challenge (which I mentioned earlier in the blog) by drawing and categorising different living creatures, as well, as drawing a labelling a Roman solider and shield for his Topic work and tacking adding, subtracting, and finding equivalents of, fractions. He has also draw his chosen story setting of a water park and listed amazing adjectives to describe it before planning how his opening paragraph might be structured by writing down his ideas on the water parks location and the weather. Great job George!
A note for grown ups
I mentioned this last week but just to keep everyone updated. Over Easter, the Department for Education announced that they were supporting an online collection of lessons from The Oak National Academy and BBC Bitesize which they are adding too daily. Please feel free to use it if you would like too but there is no expectation from school to complete anything from these outlets.
Please continue to support your children with daily reading and asking comprehension questions which can be found on my previous class blogs.
Thank you for all of your support and dedication at this really challenging time. Without meaning to sound patronising, you’re all doing a great job too. Please email me if I can support you in any way.
Good job everyone, I can see you’re all working really hard and it makes me very proud to be your Teacher. I hope you feel proud to be part of Holkham Class too. Hopefully I will be able to speak to you all in the not too distant future.
See you soon,