Week 6

ENGLISH –SPEAKING AND LISTENING

We are learning to ask an answer questions

https://www.youtube.com/watch?v=r2M8Ebg0mlQ

Watch the above video of a girl called Maya reading the story ‘Superhero Instruction Manuel’ by Kirsty Dempsey. Maya is only a kid, but wow, how good is she at reading stories? We love the way she changes her voice to make the book more interesting to listen to. There are lots of interesting questions at the beginning of the book, can you remember some of them to ask your family?

Easy:

Use simple questions such as: Are you … (child’s name)? Am I Mummy/Daddy? Is this red (while holding up an item of one colour)? Encourage your child to answer or sign yes or no, or nod and shake their head. The U-huh song is a good way to practice the yes and no gestures with your head: https://www.youtube.com/watch?v=dVkPWDixDhs Do be careful not to get a sore neck when practicing.

Medium-Hard:

Practice asking and answering basic questions starting with ‘Do you like….?’

Food is always a good topic for talking about likes and dislikes, but extend your child to activities as well if they are ready, such as going to the park, playing football, having a bath… At first just answer with yes or no, but when you’re ready try replying with a full sentence, ‘No, I don’t like….’.

Challenge:

Listen really carefully to the Superhero Instruction Manual story and remember or write down some of the questions from the book. Answer them yourself with a full sentence; for example, are your bones made of elastic? ‘No! they are strong and hard.’ Once you have answered them, go and ask your family to see how they will reply.

ENGLISH – READING AND WRITING

We are learning to understand and use punctuation

Punctuation is can be very tricky and it’s important that we learn to use it in the right order according to our level:

First come full stops – used to show the end of a sentence, and a sentence will always start with a capital letter.

The next punctuation mark we learn is the question mark which gets used instead of a full stop. Use the question words poster to help you know when you’ll need to use a question mark in your writing and remember it goes at the end, instead of a full stop.

After question marks come commas (used within a sentence, between things in a list or before speech) and exclamation marks (used to show something is being said loudly, or you must do it because it is a command.)

Activities:

Beginner:

Don’t worry about punctuation yet but do think about writing names with a capital letter. Practice writing or tracing your name with a capital letter at the beginning, then move on to the names of other people in your family or your friends from school. Watch a capital letter song with Jack Hartman to learn about other times we need to use a capital letter other than for people’s names.

https://www.youtube.com/watch?v=vo2xZskgdP4

Easy:

Go through the full stop presentation then ask mum or dad to write some simple sentences for you or a short story. At the end of every sentence you add the full stop. Remember a full stop is very little so just touch your pen or pencil down on the paper, you don’t need to draw a circle.

Medium:

Go through the presentations for using full stops, capitals and question marks then complete the ‘question mark or full stop’ activity sheet. Once you have finished copy out some of the questions or sentences and be sure to include punctuation. Also check out The Sentence Song:

https://www.youtube.com/watch?v=gghvLTSS-eQ

Hard:

Go through the presentations for using full stops, capitals and question marks then complete the ‘write a sentence activity cards’. Now write some of your own sentences and questions based on the examples you’ve practiced. For example, instead of ‘The grass is green.’ You may write ‘The soil is brown.’ Also check out The Sentence Song:

https://www.youtube.com/watch?v=gghvLTSS-eQ

Challenge:

Go the whole punctuation shebang and practice using capitals, full stops, exclamation marks, commas and speech marks!

Study up using ‘the rules of speech marks’ and ‘question mark, full stop and exclamation mark’ presentations. Next complete a short piece of writing on the topic of your choice – but we are all still obsessed with superheroes currently at school. After you’ve written it, go back and edit your work for correct use of capital letters and punctuation marks. Try to include at least one question and one exclamation mark to add some oomph to your writing. You might also want to watch a funny video based on the song What Does the Fox Say to help you learn how to use speech marks (otherwise known as punctuation marks.) https://www.youtube.com/watch?v=6-5lkBCoQDg

PHONICS

We are learning how to hear sounds in words

Please continue working on letter sounds at home and revisit the links below. Give the next level a try if you feel your child is ready.

Phase 1 – listening to sounds in the environment. 

https://www.youtube.com/watch?v=Z2A6Ca_HZUQ 

Phase 2 phonics – Letters and sounds games

http://www.letters-and-sounds.com/phase-2-games.html

Phase 3 Phonics – Letters and sounds games

http://www.letters-and-sounds.com/phase-3-games.html

Phase 4 Phonics – Letters and sounds games

http://www.letters-and-sounds.com/phase-4-games.html

Activity Sheets

Practice your reading skills by segmenting and blending words for reading. Play I-Spy and match the correct word to the picture. Phase 2 is the easiest and Phase 5 is the hardest. Choose the phase that is right for you.

HANDWRITING

We are learning to form letters correctly

Keep encouraging your child to hold the pencil in a pincer grip, using a short ‘chubby’ pencil or marker is a good way to encourage this. Don’t forget that it’s much easier to use a marker than a pencil and easiest of all is a whiteboard and marker as not much pressure is required.

Don’t forget that mark-making can be encouraged in all sorts of exciting ways – fingers in shaving foam, brushes in trays of sand, chunky chalk on the driveway, large paintbrush and bucket of water outside on the concrete on a sunny day, paint pens on the window… get creative!

See the handwriting activities have in Home Learning. Please encourage your child to complete the sheets or set your own practice tasks for them to complete in a lined book. It’s fine to use two lines if they are to little!

Activities

Beginner – mark making horizontal and vertical lines, start big and decrease size once ready.

Easier- practice writing all letters a-z. Remember to make sure your hand is resting on the table when writing the letters.

Harder – practice writing all letters a-z and numbers 1-20, make sure you are starting in the right place. Remember to make sure your hand is resting on the table when writing the letters too.

Challenge- begin to introduce cursive writing- add those elegant flicks but keep them small and tidy.

Additional Challenge

Learn to read and write the tricky words. Start at the beginning and see how far your get!

MATHS

We are beginning to estimate and measure capacity and volume

What is the difference between capacity and volume you say? That is a very good question as they are very similar. Capacity means how much of something a container can hold (e.g. 1L of water, 50 jellybeans) and volume means the amount of space inside a container.

Practical exploration is the best way to start learning about volume and capacity and it really can be loads of fun. Capacity challenge cards have been saved in the maths section of this week’s home learning to help give you some ideas. The capacity flashcards are also there to help you understand some of the language to do with capacity.

Activity:

Beginner:

Experiment with different size containers, using a variety of materials to fill and empty them, and transfer items or liquids from one container to the next. You could use almost anything, sand and bubbly water are great but you could also use beads or buttons, dried beans, lentils or rice, even balled socks!

For smaller containers or larger objects to fill, try counting how many of something a container will hold.

Just for fun have a look at the ‘Monster Milkshake’ presentation and mum or dad can help you point to the

full and empty milkshake cups.

Easy - Medium:

As above but try adding a little estimation by asking which container is the biggest/which will hold more from a choice of two. Use the language ‘holds more’, ‘holds less’, ‘full’, ‘half full’ and ‘empty’ to help learn the basics of capacity. You may also want to try the magically themed ‘potions capacity presentation’ and follow it up with the matching potions activity sheet.

Medium - Hard:

Practice demonstrating your knowledge of capacity by ordering a variety of containers you have found. Order them from ‘holds the least’ to ‘holds the most’. Make predictions about how many cups of water containers such as a jug, the washing up bowl or a bucket will hold. Test your estimation by counting as you fill them up with water cup by cup. Did you over or underestimate? Also practice showing an empty, quarter full, half full, three quarters full and full cup. Next complete the capacity sorting activity now that you are an expert.

Challenge:

Are you ready to get technical and explore some of the units in which me measure capacity?

Learn how to measure using ml, which is short for millilitres. There are 1000 ml in every litre, which really does sound like a lot but it is actually only a carton of juice! Can you find some packaging in your kitchen which shows how many millilitres are contained? Try and find something as close to the following measurements as you can: 150ml, 250ml, 500ml, 1L (or 1000ml) and 1.5L (1500ml.) You might also want to check out the ‘measuring in ml’ presentation and follow it up with the measuring jug colouring activity.

HISTORY

We are learning about a historically important person

Rosa Parks was a brave lady who started a peaceful protest against racism in the 1950s. This was a time when people with dark skin were treated very differently to people with light skin. Rosa believed that people should have the same rights regardless of their skin colour. She helped make the world become more fair by staying seated on the bus.

Activity:

Watch the BBC bitesize video about Rosa Parks. https://www.bbc.co.uk/bitesize/topics/zf49q6f

Watch it again with your parent or carer, pausing it to ask them to explain it to you to make sure you understand. Afterwards, complete the sequencing activity on the Bitesize website to see how much you can remember.

Beginner:

Colour in the picture of Rosa Parks and ask Mum or Dad to read you the quote.

Harder:

Read the fact sheet then complete the accompanying activity sheet.

Challenge:

Rosa Parks reading comprehension activity for high level learning.

SCIENCE

We are learning about temperature

Temperature is how we measure how hot, cold or warm something is. If it is not hot, cold or warm it might be freezing, boiling, steaming, room temperature or tepid if you want to get more technical!

Activity:

This week we could like you to do an experiment relating to temperature. Use the ‘Melt the Ice’ prediction and observation sheet to guide you, but we challenge you to using big blocks of ice! You will need at least three, one to cover in salt, one to cover in sugar, and one to leave alone as your ‘control’. If you have a big enough freezer make a fourth block and put this one in a warm place like on the windowsill in the sun. Don’t forget that your ice will become water again and make a wet mess, so be sure to ask mum or dad for help to make sure you put it into big enough containers and keep checking on it to see if you need to pour some water away.  After your experiment, go back to the activity sheet to record your results.

For further learning about the science behind the effect salt has on ice, use the following link:

https://www.youtube.com/watch?v=lpY-jNQml4s   OK, so the video does get a little bit weird when the narrator, Mike, and his friends pretend to be water in different states… but his simple scientific explanation is really good for any families who may be interested.

Easy:

Read the nonfiction book ‘Hot and Cold’ by Lesley Penther together, a copy with symbols is saved in the science section. Afterwards find three containers with airtight lids, ideally all three will look the same so takeaway containers or matching tupperware would be good.

Fill one with cold water (add ice cubes to make sure it is really cold) one with warm water, and one with hot water. Place your hand on top to feel the temperature. Add the labels with symbols and place them in order getting hotter- cold, warm, hot.

Medium:

Read the book ‘Hot and Cold’ then complete the ice activity as above but afterwards use a thermometer to place on the containers. Watch the liquid go up and down according to the temperature. Complete the sorting hot and cold activity sheet after going through the hot and cold PowerPoint.

Hard:

Record your predictions about what will happen in the ice melting experiment, observe and record the changes over time. Afterwards write a theory about why you think the ice with the salt melted the fastest.

Challenge:

Extend your learning about temperature with some cross curricular learning in the field of geography. Study up with the ‘understanding climates around the world’ presentation then colour in the world map. Use a red marker for the hottest places, orange for hot, green for mild, blue for the cold and leave the places that are the most freezing of all white. For a bit of fun complete the activity to guess where the packed suitcases will be headed with their owners for a holiday.

PSHE

We are learning to accept ourselves and celebrate differences

Recently there has been a lot of news about a movement called Black Lives Matter and people have been protesting around the world to get their message across. Both negative and positive things have been done, but as nice people we should all agree on one thing - that people are unique and equally important.  All people deserve the same things; to be healthy and happy, to be treated fairly by others and to learn and progress to be the very best they can be.

In history this week we will be learning about a famous lady from America who was brave enough to protest for her equal rights regardless of her skin colour. In PSHE we will be thinking about how people are the same and different from each other. We are ALL different and special. Don’t you think the world would be a bit boring if looked the same as you and did all the same things, how would you ever learn anything new?

Activity

Begin by going through the ‘Embrace Our Differences’ presentation. Have a look at the pictures of the children, how many different skin colours can you see? Can you think of friends at school with the same or similar skin colours as the children in the pictures? Maybe you know somebody in another class?

Beginner:

Share the story ‘Children Around the World’ by Donata Montanari. There is a shortened version with symbols available in the PSHE section of Home Learning. Encourage your child to point to different examples of eye, hair and skin colour in the pictures together with you.  

Medium- Hard:

Go through the PowerPoint then watch the story ‘Children Around the World’ being read on YouTube.

https://www.youtube.com/watch?v=xpZkyjq4FTA Pause the video and encourage your child to find and point to different examples of eye, hair and skin colour in the pictures. Now paint two pictures, one of yourself and one of a person you know who has different coloured eyes, hair or skin to yourself. Be careful when mixing your skin tone. For light skin you’ll need lots of white paint with a little yellow and a tiny bit of orange. For brown skin use brown and add a little black or white to change the tone. To make a brown skin tone richer try adding a little orange.

Challenge:

Use the ‘me and my friend’ activity sheet, choosing a friend with a different skin tone to yourself. Find out some things about your friend to write on the sheet. See above for tips for how to mix colours for different skin tones.

DESIGN TECHNOLOGY

We are learning to plan a design for a purpose

Continuing with our superheroes theme, this week your challenge is to design yourself a superhero vehicle. Its purpose will be to transport a superhero and it will also need to include some super abilities and special features of your choice.

Begin by brainstorming all the different kinds of vehicles that superheroes use. To get you started Captain America loves his motorcycle, Wonder Woman has an invisible plane, Batman has a very technologically advanced car and then there is the Silver Surfer – an alien who rides a flying surfboard.

Some examples of superhero vehicles with symbols are saved on the website in the DT section this week, along with an activity sheet to help you plan your design.

Next start to plan your design thinking about what type of vehicle it will be, how it will be coloured, what special features it will have and what super things it will be able to do. If this is a tricky task use the colour coded options on the activity sheet to help you select your choices from four options. Lastly give your super-vehicle a catchy name.

Challenge

Once you are done planning your amazing super vehicle to help you get around and fight crime, it is time to make a visual model to show others what your design looks like. You might draw it (get help from the best artist in your family if you need to!) or make it out of plasticine or airdrying clay. You could also make it from boxes, tubes, cartons and cans found in the recycling.

ART

We are learning to experiment with texture

Texture is a word that you might hear your teachers use when talking about artwork or the properties of materials in science. Texture is all about how things feel – are they bumpy, smooth, rough, soft, hard, prickly, grainy, fluffy, furry, sticky… the list words to describe textures is really very long!

Activity

Go on a texture hunt to gather materials of different textures that you could make a collage from. You might be able to find some things in the kitchen (pasta, rice, oats, foil, cling film), in the garden (soil, sand, gravel, grass) or if your very lucky in your family’s craft box (wool, paper, tissue, feathers, fabric, sequins, glitter, cotton wool).

Choose your favourite superhero image from the art section, or draw your own. Fill in the areas within the black lines one at a time with a strong child friendly glue such as PVA. Add a differently textured material each time you have filled a space with glue before moving on to the next section. When you are finished count the different materials you have used and try to think of a word you could use to describe each of the different textures.

LIFE SKILLS

We are learning how to cross the road safely

Soon people will be going out more often again and the roads and streets will become very busy. Please go over the road safety rules together as a family so that you’ll be prepared for safely returning to the hustle and bustle of town.

When I Walk Along the Street song https://www.youtube.com/watch?v=Oj9E3YUeh8Y

Traffic Safety song https://www.youtube.com/watch?v=yOyWjRr2uvs

How to Cross the Street cartoon https://www.youtube.com/watch?v=Htr-SMmP5uM

The Moe Show road safety video with Moe the puppet https://www.youtube.com/watch?v=T3f7N109ZN0

Begin your home learning with some fun videos and songs about road safety (some examples are linked above), then move on to the ‘crossing the road safely’ presentation and the Super Cat story. Follow them up with an activity sheet or two. There are loads of fun activities at various levels saved in the Life Skills section of this week’s Home Learning so have a hunt through and find something your child will be able to do.

 Some of the words used in the resources might sound a bit funny; for example, ‘crossing guard’ means lollipop man or lady, ‘cross walk’ means crossing (pelican or zebra crossing) and ‘sidewalk’ means footpath.

Please also remember to follow up the theory-based learning with some practical practice of crossing roads. Don’t forget to hold hands with your adult if you need to and remember the road rules to stay safe!

COMPUTING

We are learning to use on-screen buttons to select, fill, scroll and print

Investigate the awesome Marvel website: https://www.marvelhq.com/create-your-own-super-hero and after you’ve had a bit of an explore select either the ‘web warrior’ or ‘iron man suit’ applications to create your own superhero, pose, outfit, logo and all!

You’ll need to select a variety of on-screen buttons and click them with control. Print off your work when you’ve finished and then do a couple more. Once you have three, show them to a family member and ask them to judge which one they like the best and tell you why it is their favourite.

PE

We are keeping physically active and exercising once a day

This week we’d like your whole family to take on a ten-minute workout every day of the week. Let Anna and her starry leggings guide you through a fun beginner boot camp style workout using the link below.

Anna and her friends the Feng family love their fitbits but if you don’t have one in the house don’t worry, not all of us do either. If you want to know if your heart rate is up (meaning you are giving yourself a good workout), place your fingers on your inner wrist below your thumb or against your throat under your chin between your ear and the side of your mouth. You should be able to feel the pumping of veins and the speed of the pumping will change depending on whether you are relaxing or exercising. Do this before and after you exercise to feel the change in the speed of your heart.

https://www.youtube.com/watch?v=5if4cjO5nxo

We hope you enjoy this family fitness challenge and please do try and do it all week.

RE

We are learning about Sikhism

This term we have learnt a lot about the Hindu religion and met some young Hindu children also living in the United Kingdom. This week we would like to introduce you to a more modern religion, Sikhism.

Did you know that the Hindu religion has existed for around 3,000 years and the Sikh for about 500 years? Have you ever seen the beautiful Sikh place of worship (gurdwara) in Gravesend? It is called Guru Nanak Darbar.

Activity

Explore the ‘What Sikhs Believe’ presentation saved in the RE section of Home Learning and then have a go at the activity sheet.

If the above activity is a bit too hard or if you want to further your learning, please go for a family walk to see the local gurdwara. It can be found on Khalsa Avenue, DA12 1AG. If you see anybody going in say hello and let them know you have been home-learning about the Sikh religion.

SENSORY

We are learning to process information using only one sense – touch

Before you begin, revisit the five senses- can you name them all? Which part of your body do you use for each of the senses? Use a song on YouTube if you like such as https://www.youtube.com/watch?v=4-jMyDR6kSQ there are lots more good ones on there if you do some searching for ‘five senses songs for children’.

Activity:

Gather a range of items of different textures from around your home e.g. soft cotton wool, prickly pipe cleaner, hard block, spiky ball, smooth spoon, furry teddy – whatever you can find that is safe to touch!

Lay the items out in front of you and pick them up one at a time with your parent or carer. Try and say a sentence to name the item and describe its texture for example, ‘The ball feels smooth.’

Close your eyes while Mum or Dad puts the item into a fabric bag or pillow case and hides the rest under a cloth. Without peeking, put your hand in to feel the hidden item. Can you guess what it is? How does it feel?

Beginner:

Feel a variety of different textured items together, gently rubbing with your fingers, bare feet and also on your cheeks. Practice saying some beginner touch vocab while you do this (see beginner vocab sheet.)

Medium:

Go through the touch vocabulary sheet together and try and find an item for each of the words shown before you play the game. Leave the items on display while hiding one to make it a little easier as you might be able to notice which one is missing.

Harder:

As above but make sure the other items are hidden while you play the game.  Also complete with sorting rough and smooth activity using your knowledge about the sense of touch.