{"id":1744,"date":"2020-07-10T11:08:56","date_gmt":"2020-07-10T11:08:56","guid":{"rendered":"http:\/\/blog.stpeterswaterlooville.co.uk\/year4\/?p=1744"},"modified":"2020-07-10T11:08:56","modified_gmt":"2020-07-10T11:08:56","slug":"home-learning-friday-10th-july-2020","status":"publish","type":"post","link":"https:\/\/blog.stpeterswaterlooville.co.uk\/year4\/2020\/07\/10\/home-learning-friday-10th-july-2020\/","title":{"rendered":"Home learning Friday 10th July 2020"},"content":{"rendered":"

Hello everyone!<\/u><\/strong><\/p>\n

We hope that you have all been having a good week so far and that you enjoyed the sunshine this weekend. Please keep up all of the great work you have completed so far as part of your home learning. As we now approach week 15 of our remote learning tasks, stay motivated and don\u2019t give up as you are all doing so well with the homework and we are very proud of you all for your fantastic efforts! Feel free to send any more examples of learning that you are proud of, to our classroom email accounts. This is our last week of term and therefore our last set of home learning tasks for you! All blog posts will be staying on our website so please feel free to complete any tasks that you may have missed along the way during the summer holidays!\u00a0Please remember as you go about completing this home learning that our priority is reading, writing and maths so use your time to complete the tasks set for those. Pick and choose from the other subjects e.g. science, music and art; there is no expectation to complete them all. We are very excited to see you all this week for our Keeping in Touch meetings. It will be lovely to have a catch up with you all, and for you to be able to tell your teachers and classmates what your lock down experience has been like so far. See you soon!<\/p>\n

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Reading comprehension<\/u><\/strong><\/p>\n

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This week, we would like you to focus upon diary entries as part of your Guided Reading and writing tasks. In particular, we would like you to have a go at comparing the differences between fact and opinion, then try to infer the feelings of a character by what he\/she has written and described.<\/p>\n

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Lesson 1:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/reading-comprehension-fact-retrieval-d9fe16<\/a><\/p>\n

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Lesson 2:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/reading-comprehension-inference<\/a><\/p>\n

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Challenge<\/u><\/strong><\/p>\n

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* Fancy a challenge? Give the following task a try\u2026<\/p>\n

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Take a look at the diary entry below (word document), by clicking on the link:<\/p>\n

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Wilbur\u2019s<\/u> Diary:\u00a0<\/u><\/strong><\/p>\n

10.07.20 Guided Reading challenge<\/a><\/p>\n

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Can you read through the diary entry from Charlotte\u2019s Webb and locate the following key features?<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

Key Feature<\/strong><\/p>\n<\/td>\n

Yes\u00a0 \/\u00a0 No<\/td>\n\n

Example (from the text, or your own)<\/strong><\/p>\n<\/td>\n<\/tr>\n

Past tense<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
First person<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Emotion words<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Fronted adverbials<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Dialogue<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Expanded noun phrases<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Time and date headings<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Extension<\/u><\/strong>: <\/strong><\/p>\n

If you cannot find a particular feature, can you use an editing pen to improve Wilbur\u2019s diary entry so that it includes some of the missing features<\/strong>?<\/p>\n

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Support:<\/u><\/strong><\/p>\n

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* For those who complete separate guided reading activities, have a go at the following task\u2026<\/p>\n

Watch the following video, from Literacy Shed: https:\/\/www.literacyshed.com\/beans.html<\/a> Can you have a go at filling in the emotion graph for the main character, for the different stages of his life?<\/p>\n

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\"\"<\/a><\/p>\n

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In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too. <\/strong><\/p>\n

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Writing activity <\/u><\/strong><\/p>\n

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To continue your learning on diary entries that you completed as part of this week\u2019s reading comprehension task, we would like you to have a go at the following tasks in order to help you apply the skills that you have already started to identify from WAGOLL diary extracts (What A Good One Looks Like). Once you have made your own diary entries, why not email them to the classroom email account so we can celebrate your great effort?<\/p>\n

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Lesson 3:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/to-identify-the-key-features-of-a-diary<\/a><\/p>\n

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Lesson 4:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/spag-focus-07a5ff<\/a><\/p>\n

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Lesson 5:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/to-write-our-own-composition-using-the-key-features-of-a-diary<\/a><\/p>\n

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Challenge<\/u><\/strong><\/p>\n

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* Fancy a challenge? Give the following task a try\u2026<\/p>\n

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Extension<\/u><\/strong>: <\/strong><\/p>\n

This task follows on from the reading challenge task this week\u2026<\/p>\n

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Wilbur\u2019s Diary:<\/u><\/strong><\/p>\n

10.07.20 Guided Reading challenge<\/a><\/p>\n

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Now have a go at writing the diary entry for the next morning, from Wilbur\u2019s point of view<\/strong>. Don\u2019t forget to use your Diary Entry checklist from the writing challenge task on this week\u2019s blog post!<\/p>\n

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Support<\/u><\/strong><\/p>\n

* Too tricky? Why not take a look at the activity below. This task follows on from the reading challenge task this week\u2026<\/p>\n

– Re-watch the following video, from Literacy Shed: https:\/\/www.literacyshed.com\/beans.html<\/a><\/p>\n

– Now that you have identified how the main character felt at different stages of his baked bean journey, can you choose one of the following tins of baked beans to write your own diary extract?<\/p>\n

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\"\"<\/a><\/p>\n

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Take a look at the examples below to help you with your ideas\u2026<\/p>\n

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Support examples:<\/u><\/strong><\/p>\n

The one for one<\/u><\/strong><\/p>\n

Dear diary,<\/strong><\/p>\n

My favourite food in the whole entire world is a tin of baked beans! I know that sounds silly but it is my true passion. Beans are so good for you and I want to invent a tin that is just the right size for one person to snack on\u2026<\/strong><\/p>\n

To begin my work, I had a go at using my baked-bean-o-meter to crush my aluminium cans into just the right size. It was tiring work and things didn\u2019t go too well. Just before lunch time, my beans had exploded everywhere and splattered all up the windows of my workshop! It made such a mess and I felt so cross and humiliated. Perhaps I shall try again tomorrow instead\u2026<\/strong><\/p>\n

Your exhausted friend,<\/strong><\/p>\n

Geoff<\/strong><\/p>\n

 <\/p>\n

The one for two<\/u><\/strong><\/p>\n

Dear diary, <\/strong><\/p>\n

You\u2019ll never guess what! Just as I was about to enter my workshop to have another try at making the perfect sized can of beans at the Heinz factory, I had the most wonderful surprise. <\/strong><\/p>\n

As I looked out of the window of my workshop, I saw the most beautiful girl of my dreams. Her smile dazzled in the lamplight and her glossy, golden hair swished from side to side. I showed her the can of beans I had been working on so far and she kindly giggled and told me not to give up.<\/strong><\/p>\n

And then the idea hit me\u2026 I must make a lovely can of beans to share with her! I cannot wait to get to work and impress her, my heart is leaping with joy.<\/strong><\/p>\n

Your excited friend,<\/strong><\/p>\n

Geoff<\/strong><\/p>\n

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Spelling <\/u><\/strong><\/p>\n

This week, we would like you to revise the following Y3\/4 spelling words from our list. These words contain double consonants\u2026<\/p>\n

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Accident\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Address\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0Grammar \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Pressure\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0Possess\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0Different\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Disappear<\/strong><\/p>\n

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Challenge:<\/u><\/strong><\/p>\n

* Fancy a challenge? Give the following task a try\u2026<\/p>\n

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Can you practise your spelling words for the week by using silly sentences and word pyramids?<\/p>\n

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Why not try a spelling graffiti wall in order to practise each word in different sections of the drawing you have made?<\/p>\n

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\"\"<\/a><\/p>\n

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Support:<\/u><\/strong><\/p>\n

For those working on tricky common exception words, use the following online \u2018Spelling Times Game\u2019, then select \u2018Word Silhouette\u2019 to recognise the patterns of ascenders and descenders across your practise words.<\/p>\n

https:\/\/spellingframe.co.uk\/spelling-rule\/139\/35-Common-exception-words<\/a><\/p>\n

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Maths <\/u><\/strong><\/p>\n

This week, we shall complete our learning on measurements and calculations involving measure. In particular, we are going to look at different word problems for measure, as well as how to continue to convert between measurements where necessary. Feel free to take a look back at the learning your did last week before having a go at these new sessions from Oaks Academy\u2026<\/p>\n

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Lesson 1:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/measures-weight-two-point-seven<\/a><\/p>\n

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Lesson 2:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/measures-money-buying-fruit<\/a><\/p>\n


\nLesson 3: <\/strong>https:\/\/classroom.thenational.academy\/lessons\/measures-money-souvenirs<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Lesson 4: <\/strong>https:\/\/classroom.thenational.academy\/lessons\/measures-length-flag-pole<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Lesson 5:<\/strong> https:\/\/classroom.thenational.academy\/lessons\/measures-mixed-measure-problems-fe977c<\/a><\/p>\n

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Challenge<\/u><\/strong><\/p>\n

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Too easy? Have a go at the problem solving tasks on measures, below. Don\u2019t forget to draw the problem first and discuss with an adult. Clue: how could you use squared paper, or number lines to help you?<\/p>\n

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Rope Mat<\/strong><\/p>\n

I have a square table-mat made from rope that spirals from the centre. It is rather like this one:<\/p>\n

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\"\"<\/a><\/p>\n

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The mat is a<\/strong>\u00a014<\/strong>\u00a0centimetre square<\/strong>. The rope is\u00a02\u00a0cm wide<\/strong>.<\/p>\n

How many centimetres of rope will I need to make another mat just like it?<\/p>\n

How much rope would I need to make a\u00a012\u00a0cm square, or a\u00a016\u00a0cm square?<\/p>\n

Is there a quick way to work this out?<\/p>\n

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Walk and Ride<\/strong><\/p>\n

A group of\u00a010\u00a0students are on a field trip when their bus breaks down\u00a040\u00a0miles away from the school.<\/strong><\/p>\n

A teacher takes\u00a05\u00a0of them back to school in her car, travelling at an average speed of\u00a040\u00a0miles per hour.<\/p>\n

The other\u00a05\u00a0students start walking towards school at a steady\u00a04\u00a0miles per hour.<\/p>\n

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\"\"<\/a><\/p>\n

The teacher drops the\u00a05\u00a0at school, then immediately turns around and comes back for the others, again travelling at a steady speed of\u00a040\u00a0miles per hour.<\/p>\n

How far have the students walked by the time the car reaches them?<\/strong><\/p>\n

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Support<\/u><\/strong><\/p>\n

For those who have additional support during maths activities in school, please take a look at the following discussion tasks to support your learning. How can you use your learning on measures label these Talk Tasks with your ideas?<\/p>\n

\"\"<\/a><\/p>\n

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Hand Span<\/strong><\/p>\n

Spread your fingers as wide as you can,<\/p>\n

What you have now is called a\u00a0hand span<\/strong>\u00a0.<\/p>\n

A hand span can help you to find out how big<\/p>\n

Is the height of a cow, a horse or a pig.<\/p>\n

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Use your hand span very carefully and see<\/p>\n

How many it takes to go right round a tree.<\/p>\n

Now get a good friend and make this a game,<\/p>\n

Compare if the number of spans round the tree is the same.<\/p>\n

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Next find an adult and compare their hand span too<\/p>\n

To see if they use more or less spans than you.<\/p>\n

Now write down the answers and think as hard as can be,<\/p>\n

Why is it better to use a tape measure like me?<\/p>\n

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\"\"<\/a><\/p>\n

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Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities. <\/strong><\/p>\n

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Computing <\/u><\/strong><\/p>\n

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Visit the \u2018hour of code\u2019 website below and have a go at the following activities\u2026<\/p>\n

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