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Seal Church Of England Primary School

Seal Church Of England Primary School

Wednesday 3rd March 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:

mcook@inspirefederation.co.uk

Today's Activities:

8:30-8:45 Teams meeting with class teacher

 

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 

 

 

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 how inference is used to engage the reader.

SC1. I can explain what inference means.

SC2. I can find examples of inference.

SC3. I can explain why an author might wish the reader to use the skill of inference.

 

Story catch-up:

Flick and Jonathan discover that Jonathan’s dad had been to the shop a few months before and had not been seen since. They both return to our world and agree to visit another world a few days later. When Flick returns, she and Jonathan open a new suitcase and step into a forest.

 

Group One – page 155-160

Use a dictionary to find a definition for the following words:

Valiantly

Brandishing

Degenerates

Gargoyle

Acquaintances

Eccentric

Penchant

 

In this part of the text, we find Flick and Jonathan in another jungle world. Unlike the previous one, this jungle world is tiny. Use the text to help you answer the following questions:

 

1) What can you infer from the statement that “her ears were hit with silence.”?

2) Why does the Flick describe this world as making her feel “like a bug trapped in glass.”?

3) The children and Jonathan discuss being a “grown-up” a lot. Can you think of another story where the children never grow up? What information does this give you about the character of these “children”?

4) What can you infer from Flick’s reaction to being called a “friend” by Jonathan?

 

Group two – page 155-157

Use a dictionary to find a definition for the following words:

Valiantly

Horizon

Indignantly

 

In this part of the text, we find Flick and Jonathan in another jungle world. Unlike the previous one, this jungle world is tiny. Use the text to help you answer the following questions:

 

1) What can you infer from the statement that “her ears were hit with silence.”?

2) Why does the Flick describe this world as making her feel “like a bug trapped in glass.”?

 

Group three – audio

If you feel you need additional support with your reading please listed to the audio for today’s lesson.

 

 

 

 

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 45

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 45 - Words with the /i:/ sound spelt ei after c

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

Know (remembering)
L.O. To know how to convert different units of time
SC1: I can identify the correct unit of time
SC2: I can use the correct operation
SC3: I can use reasoning to explain my answers

1. Watch the tutorial. Watch the second video if you would like additional support.

 

 

 

 

 

2. Choose the appropriate PowerPoint: Mild, Spicy or Hot.

3. Mark your work using the Answers PowerPoint.

 

11:00-11:15 Break

 

11:15-12:30 English

 

Show (applying)

LO: To show my understanding of fronted adverbials.

SC1. I can consider how fronted adverbials modify a sentence.

SC2. I can identify where a fronted adverbial has been used.

SC3. I can add fronted adverbials to modify a sentence.

 

Yesterday, we learnt that 'Fronted' adverbials are 'fronted' because they have been moved to the front of the sentence, before the verb. In other words, fronted adverbials are words or phrases at the beginning of a sentence, used to describe the action that follows.

Today, I have a piece of text, based on a jungle setting,  which uses lots of simple sentences. I want you to modify these sentences, using fronted adverbials, so that you can describe the action taking place. To support you with your lesson, I have created videos, a PowerPoint and I have attached a word mat to the class page.

 

Task One

Watch today’s video on fronted adverbials and how to use them when editing a text:

 

 

 

 

If you need additional support, please watch this video:

 

 

 

Task Two

 

Today’s PowerPoint recaps fronted adverbials and it will provide you with an opportunity to show your understanding.

 

Task Three

I  would like you to edit and revise today’s text. You will need to consider how you can use fronted adverbials to develop the story. The text is on the PowerPoint and attached below.

 

Remember, a fronted adverbial comes at the front of a sentence (it comes before the verb or action it is describing ). It is always separated from the main clause with a comma. For example:

Inside the sunken ship , a shoal of fish swam.

Later in the evening, they sat down to watch television.

Nervously, she walked onto the stage.

 

Task Four – Challenge

An additional challenge is for you to continue the text in your own words. You will need to consider where you can take this setting description next. In your description you will need to use your fronted adverbials.

 

12:30-1:30 Lunch

 

1:30-3:00 Afternoon Challenge

 

 

 

3:00-3:15 TTRockstars and/or Mathletics

Test your timetable skills each day:

Times Tables Rock Stars (ttrockstars.com)

Test your maths skills each day:

Mathletics Sign In

 

3:15-3:30 Story Time

Enjoy the start of Black Beauty, read to you by your class teacher.

 

 

 

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