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Seal Church Of England Primary School

Seal Church Of England Primary School

Wednesday 3rd February 2021

Good morning everyone.

Please find today's learning attached below. Once you have completed your daily activities you will need to photograph your work and email it to me. My email address is:

hknipe@seal.kent.sch.uk

Today's Activities:

9:00-9:30 Exercise and Wellbeing

Please choose one or more of the following links:

Joe Wicks workout – on this page there are a series of short workouts for children. Choose one or more workouts.

Cosmic yoga 

Mrs Brocker's Wellbeing

 

 

 

 

 

 

 

 

 

 

 

 

Fun Exercise

 

 

9:30-10:00 Guided Reading

Each day, as well as including the text for you to read, I am also including the audio recording of the chapter. You should only use this is you feel you need support to develop your understanding of the text and/or to support you with your reading.

 

Know (understanding)

LO: To understand strategies for retrieving information from a text.

SC1. I can explain what retrieval means in guided reading.

SC2. I can consider strategies for retrieving information.

SC3. I can retrieve information.

 

Story catch-up:

Klaus has confronted Count Olaf but he didn’t seem concerned about what Klaus had discovered. Klaus tells Violet about the plan and they then discover that Sunny is missing.

 

Group one – page 103-107

Use a dictionary to find the definition of:

Scraggly

Gesture

Utterly

Dangling

Comrade

Consider

In today’s text. Count Olaf reveals that he has kidnapped Sunny and put her into a birdcage. He is now threatening to drop Sunny from the top of the tower. Use the text to help you answer the following questions:

1) What was Violet wearing when she went into the backyard?

2) How does Olaf describe the children when they cannot see what he has done with Sunny?

3) Which items did Olaf use to imprison Sunny?

4) What does Count Olaf want in return for not hurting Sunny?

 

Group two – page-105-107

Use a dictionary to find the definition

Dangling

Comrade

Consider

In today’s text. Count Olaf reveals that he has kidnapped Sunny and put her into a birdcage. He is now threatening to drop Sunny from the top of the tower. Use the text to help you answer the following questions:

1) Which items did Olaf use to imprison Sunny?

2) What does Count Olaf want in return for not hurting Sunny?

To help you with your reading I have attached the audio for today’s lesson. For today’s lesson, you only need listen from the start of the recording up to 4 minutes and 17 seconds.

 

 

10:00-10:15 Weekly Spelling Rule

Each week we are going to focus on a new spelling rule. To help you learn this new rule I would like oyu to login to SpellingFrame daily and try some of the free activities, which are linked the spelling rule you are learning. To access the spelling rule you will simply need to:

1) Click on this link to take you straight to the web page - SpellingFrame

2) Click on Year 5 and 6

3) Choose the rule you are focussing on e.g. Spelling Rule 39

4) Click Play to access some activities - Pease note that not all the activities are free. Some require a subscription.

5) You can also click on view words and print words to see the words you will be focussing on for that week.

6) Click on "segment cards" to allow you to practice the words and spelling rule.

7) There is also one free game you can play to help you learn the spellings.

8) On a Friday, click on test and record your results.

 

This week I would like you to practice:

Spelling Rule 39 – Words ending in – ant, ance/-ancy, ent, ence/-ency

 

Please note that if you find these spellings difficult then you may look at a different year groups spelling rules and try one of those as part of your weekly spelling task. 

 

10:15-11:00 Maths

LO: To understand the steps required to divide when there is one or more exchange (with a remainder)
SC1: I can use the bus-stop method
SC2: I can identify when to exchange
SC3: I can recognise a remainder is left
SC4: I can answer the questions

Watch the tutorial video below.

 

 

Answer the questions in Maths Ppt - Wednesday 3rd Feb.

Mark your work using Maths Answers - Wednesday 3rd Feb

 

11:00-11:15 Break

 

11:15-12:30 English

 

Know (understanding)

LO: To understand the purpose of colons and semi-colons in a text.

SC1. I can explain what colons and semi-colons are.

SC2. I can consider how colons and semi-colons differ.

SC3. I can use colons and semi-colons in a sentence.

 

Today, we are looking at how to use colons and semi-colons in a sentence. To help you with today’s lesson I have included a PowerPoint, videos and there are a set of differentiated questions and answers attached to the bottom of the class page.

 

 

 

 

BBC Bitesize link:

https://www.bbc.co.uk/bitesize/articles/zvjgf82

 

Semi-colons:

A semi-colon is a punctuation mark that is used to separate two independent (main) clauses that are closely related.

 

It looks like a dot and a comma, one on top of the other:

Semi-colons are mainly used within a sentence to separate clauses. The clauses must be on the same theme and not be joined together with a conjunction; the semi-colon takes the place of the conjunction within the sentence.

 

For example:

“It was cold and the sun was shining.”

“It was cold; the sun was shining.”

 

As with commas and full stops, semi-colons make the reader ‘pause’ when they come across them. A reader should pause for a short time with a comma, for longer and more deliberately with a semi-colon and longest for a full stop. 

 

For example:

 

“I love to sing; my brother loves to dance.”

 

“The town was deserted; everyone was on holiday.”

 

Colons:

A colon is a punctuation mark that can be used to introduce a list or to separate two independent but linked clauses (colons are used to stress that both clauses in the sentence are closely linked and the second clause emphasises, adds clarification, or adds further detail to the first clause).

 

It looks like two dots, one on top of the other:

1) A colon can be used to separate clauses within a sentence. The clause after the colon is used to

 

  • conclude the clause before it
  • explain the clause before it and enhance its meaning.

 

For example:

“All the children agreed: chocolate was the best ice-cream flavour.”

“A whale is not a fish: it is a warm-blooded mammal.”

 

2) Colons are also used to introduce an item or series of items, the first word written after the colon does not need to be capitalised.

For example:

“Your child will need many items for their residential trip: a sun hat, trainers, pyjamas and a towel.”

 

TASK

Complete one or more of the question sheets attached below.

Mild – the easiest task

Spicy – slightly challenging tasks

Hot – the most difficult tasks

 

12:30-1:30 Lunch

 

1:30-3:00 Geography

L.O. To understand how climate change could affect the water cycle
SC1: I can explain the term 'climate change'
SC2: I can consider the impacts climate change is having
SC3: I can make connections to the water cycle

Task 1: Watch the videos below. Make notes that will help you link climate change and the water cycle.

 

 

In this second video, focus on the first 2 main areas affected - Oceans and Weather. 

 

 

Task 2: Using your knowledge of the water cycle and climate change, write a short report/newspaper article that outlines what might happen to our water cycle if climate change continues. Conduct your own research or use resources from the last couple of days for additional information.

3:00-3:15 TTRockstars

Test your timetable skills each day.

3:15-3:30 Story Time

Enjoy the story “The haunting of Aveline Jones”, read to you by your class teacher.

 

 

 

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