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- Week Commencing 8th February»
- 2.) Tuesday 9th February»
Butterflies and Dragonflies
9:00 – 9:30
Please take part in the relevant speed sound lesson:
Set 2 lessons (purple, pink and orange groups)
Set 3 lessons (yellow, blue and grey groups)
Please email your teacher to find out which group your child is in
if you are not sure.
If you are in Read, Write Inc, Oxford Owl have made available the
relevant to your RWI level. You will need to create a login first so
Once you have confirmed your login on your email it will direct you
to a page that says “Find a book” Please click on that and
then follow the instructions below.
Click on e-books and find your relevant book colour to read.
Please read the same book 3 times across 3 days.
1st day – read to decode the words and make sure you can read
every word in the book.
2nd day – read the book again and try to read with fluency and
3rd day – read the book again and answer the comprehension
questions at the end.
If you are in guided reading, please read chapter 2 of
Flat Stanley by Jeff Brown and answer the questions in full
We look forward to reading your answers.
9:30 – 10:00
Watch today’s wellbeing session:
Class Zoom Meeting
Breaktime - have a healthy snack and play.
Watch the video tutorial:
RESOURCE: Safer internet day activities - can be found on the
11:30 – 11:45
*PLEASE ONLY SPEND 10/15 MINUTES ON YOUR SPELLINGS*
Using the sheet attached to our class page,
please investigate –dge and –ge words.
You will need green, orange and brown pencils or pens –
what picture did you make?
Lunchtime and playtime
This lesson is a grow lesson designed for pupils who have fully
grasped subtraction and are ready for an additional challenge.
If you feel you need more practise with subtraction,
select the subtraction PowerPoint on the class page and work
through it instead of attempting the lesson below.
L.O. To evaluate subtraction methods (evaluating)
SC1: I can determine the method that has been used.
SC2: I can explain whether there would have been a better way.
SC3: I can justify my thinking.
Watch the tutorial:
Task 1 at 5:05 – Think of another way that the boy could do this
question which would be quicker and easier.
97 - 95
Task 2 at 8:56 – Think about why the boy has replaced the 100
for 9 tens and ten ones. Can you explain why?
Task 3 at 10:38 – think of a better way that the boy could do
100 – 54.
Think of a different method rather than a pictorial jotting.
Task 4 at the end of the video – go through the children’s
and evaluate whether this is the best way to carry out the
Resource: evaluating task.
LO: To understand the key physical features of Sydney (remembering/understanding)
SC1: I can define the term “Physical Geography”
SC2: I can define the term “Human Geography”
SC3: I can describe the key features of Australia
SC4: I can describe the key physical features of Sydney
Watch the video tutorial and then complete the tasks within:
Please see below the tasks detailed in the video
Task 1 – Recap prior learning of continents and oceans.
Pause the video at: 0:23
Task 2 – Record in your journal what physical and human geography is.
Pause the video at: 5:51
Task 3 – Record on a bubble map the physical features of Australia.
Pause the video at 7:07
Task 4 – Record on a bubble map the physical features of Sydney.
Pause the video at: 12:44
RESOURCE: Websites to research:
Task 5 – Create a collage of all the physical features of Sydney.
You could do this in 3 different ways.
RESOURCE: Example collage – on class page
Story time with Mrs Clarke: