longstone primary school home learning grid - level (p5/6)
TRANSCRIPT
Longstone Primary School Home Learning Grid - Level (P5/6)
Writing Reading Numeracy
This week we will be learning about onomatopoeia which are words that imitate sounds: oink, ssshh, whoosh; bang! Here is a guide to onomatopoeia: https://www.youtube.com/watch?v=f1b5kCvVBo8
A story from when you were little We’re Going on a Bear Hunt is filled with onomatopoeia: https://www.youtube.com/watch?v=0gyI6ykDwds Option 1: fill in the sentences with the correct sound word Option 2: pick out all the sound words from one of the poems below. Write your own sentence using a sound word. Option 3: create a poem or a comic strip using sound words! It could be set anywhere you like: your home, space or under the sea!
learn how to spell onomatopoeia!!
You should all have your class-reading novel at home, either:
• James and Peach
• Kidnapped
• Charlotte's Web
For your reading this week, read
a chapter of your book.
If you were reading Paris Adventure, please read this e-book of Wild Weather (p13 – end): https://www.oxfordowl.co.uk/api/digital_books/1470.html (you will need to register with Oxford Owl)
Then pick 3 questions from the grid below to talk about with a family member or to write your answers to. If you cannot access your class-reading novel, use a book from home or pick a free e-book: https://www.oxfordowl.co.uk/for-home/find-a-book/library-page
This week, we are practising adding fractions, using both fraction and decimal notation (how we write them). There are practice activities attached to this learning grid, alongside examples. Option 1: I am learning to add tenths together within a whole. Option 2: I am learning to add tenths together beyond a whole. Option 3: I can apply my understanding of decimals to addition calculations.
Can you solve the problem-solving question below?
Spelling Talking & Listening Maths
Using this week’s spelling words (the third column), complete one activity from the spelling sheet to practise your spelling words.
Watch this episode of Happy News from Newsround! https://www.bbc.co.uk/newsround/news/watch_newsround Discuss with someone:
• What was your favourite story and why?
• Can you remember all the stories in the right order?
• What do you think the purpose of Happy News is (why does Newsround make it?)?
• If you were going to create your own Happy News episode, what would be in it?
This week we will revise compass directions. There are practice activities attached to this learning grid. Here is a video to help: https://youtu.be/M8VWlext6w0
Option 1: I can use compass directions to follow directions Option 2: I can create a treasure map and give directions to where the treasure is hidden, using compass directions Option 3: I can describe how many degrees I have turned when using compass directions
Something fun! Problem to solve! Project
In this hot weather, design your own
ice cream sundae or ice lolly flavour.
You don’t have to actually make it,
just draw a picture of it.
My ideal sundae would be hazelnut
ice-cream covered in chocolate sauce
hazelnut bits and topped over with a
waver!
Sudoku! To complete sudoku, you have to make sure that every box, row and column has 1 – 9 in it. The same number cannot be in the box, row or column more than once, e.g. 9 in a row twice. I have also included a sudoku where the number range is 1-4 an 1-6 to start you off if you have never tried one before!
For the next few weeks, we are going to be learning about classifying different animals as
• Birds
• Reptiles
• Amphibians
• Mammals
• Fish Last week, we learnt to classify animals as vertebrates or invertebrates. This week, I have created a quiz in Microsoft Teams about vertebrates and invertebrates. You can find it by going to the Assignments section (screen shot below)
Religious & Moral Education Modern Languages Expressive Arts This week, we will be learning about a
Christian story called David and Goliath.
Watch this video and discuss or write
down your answers to the questions
below:
https://www.youtube.com/watch?v=7zL
AcUZkxHA
Questions:
1. What is the name of the two
main characters in the story?
2. What was David’s job?
3. How did David defeat Goliath?
4. Why was David confident he
could be Goliath?
5. What do you think the message
of the story is for Christians?
Les écoles en France! Can you use draw a map of Longstone Primary School? Label them using the French words below.
Can you complete the sentence below
to describe how many class rooms there are? Can you write the number in French? Il y a ____ salles de classe. (There are ___ classrooms)
The National Art Galleries of Scotland are running a competition for schools. Our theme is Magical Creatures and Fierce Monsters. I would like you to now start on creating something in this theme to submit to the galleries. You will have a couple of weeks to do this and you can share it with me when it is finished by sending me a photo. Be as creative as you can! You don’t need fancy art supplies to be an artist. I have included some ideas below as well as some examples of last year’s winners!
Health & Wellbeing Sciences Questions
Physical Health This week, you can take part in a sports competition with other schools, called Virtual Games at The Hub on Wednesday 3rd June. More details can be found here: https://www.joininedinburgh.org/sports/active-schools/virtual-games/
If you are taking part, let me know which challenges you are going to do. Emotional Health Having things to look forward to can make you feel happier and improve your wellbeing. A few weeks ago, Mrs Pearston suggested making a ‘wish jar’. Get an empty, clean jar or a plastic cup. Decorate it as you wish! Each time you think of something you would like to do in the future, write it on a piece of paper and place it inside your decorated jar.
When you are able to do one of the things, you could take it out the jar!
Learn how to code! Option 1 Use one (or both) of the apps below and have a go at programming a code to move a virtual figure: Lightbot: https://lightbot.com/ Scratch: https://scratch.mit.edu/projects/editor/?tutorial=getStarted There are online tutorials to help you. Thank you to Logan for recommending Lightbot! Option 2 Coding is about creating a series of instructions that a computer follows. However, you can practice without a computer. Play the game below and make your own!
Email me at: [email protected]
Are you a budding film-maker? Sky are running a competition for you to win a film-making kit for the school. You can create and submit 30 secs – 2 mins long film about your lockdown stories. Here is more information: https://www.skyacademystudios.com/keepconnected Here is the information pack for our school: https://www.skyacademystudios.com/documents/-keepconnected-student-handout-age-8-11-1-.pdf
Learning Intention: I am learning about onomatopoeia.
Success Criteria:
• I can explain that onomatopoeia is words that are like sounds
• I can choose the right sound word to complete the sentences
• I can give some examples of other sound words
Pick one of the words above and complete the sentences.
1. The water in the paddling pool went _________________ as the children jumped in it.
2. The leaves went ___________________ under foot as I walked through the woods.
3. The kitten went, “_______________” as their owner petted them.
4. The fire made a ________________ and hissed in the BBQ.
5. As the balloon floated away, it caught on a tree and burst with a _____________!
6. The fireworks went ______________ as they exploded into a thousand colours in the
sky.
Can you think of some sound words of your own? Here is an example:
Writing Task: Option 1
Learning Intention: I am learning about onomatopoeia.
Success Criteria:
• I can explain that onomatopoeia is words that are like sounds
• I can choose a poem and pick out the sound words
• I can create a sentence using onomatopoeia
Now, create a sentence using onomatopoeia to describe a day at the beach!
Writing Task: Option 2
Now, create a sentence using onomatopoeia to describe fireworks!
Fireworks aff the Castle
By Matthew Fitt
Fireworks aff the Castle
Goin WHEECH, WHEECH, WHEECH
Bairns in the library
Gettin WHEESHT, WHEESHT, WHEESHT
Cans o Irn Bru
Goin SKOOSHITAY, SKOOSHITAY, SKOOSH
Fitbaw in the playgroond
Gettin DOOSHITAY, DOOSHITAY, DOOSH
The snaw blaws in fae Norroway
And nips your TAES, TAES, TAES
We go skitin on wir sledges
Doon the BRAES, BRAES, BRAES
The rain comes doon in buckets
And it’s WEET, WEET, WEET
Your teeth is sair fae sweeties
And it’s GREET, GREET, GREET
You’re oot wi pals and aw the time
It’s BLETHER, BLETHER, BLETHER
But when awthin’s wrang and no goin right
Jist go and tell your MITHER
When awthin’s wrang and no goin right
Jist you coorie in wi MITHER
Learning Intention: I am learning about onomatopoeia.
Success Criteria:
• I can explain that onomatopoeia is words that are like sounds
• I can give some examples of onomatopoeia
• I can create a story, poem or comic strip using onomatopoeia
• I can create a poem or a comic strip using sound words
Writing Task: Option 3
Reading Homework Questions
Pick 3 questions from the grid below to discuss your reading with. Talk to a family member about them or to write
your answers.
Numeracy: Option 1
Learning Intention: I am learning to add tenths together within a whole.
Success Criteria:
• I can split a shape into ten equal pieces called tenths • I can explain that 10 tenths make a whole
• I can add together tenths to make a whole
This bar of chocolate has been split into 10 equal pieces.
Each piece is called a tenth, written as 1/10.
Here is a video to help you: https://youtu.be/bVeAx3zspDY
Questions
1. Draw out the chocolate bar above. How many tenths would you need to colour in to make a
whole?
2. Draw out the chocolate bar. Colour in 3 tenths, Now colour 4 tenths. How many tenths do you
have altogether?
3. Draw out the chocolate bar. Colour in 5 tenths, Now colour 1 tenths. How many tenths do you
have altogether?
4. Draw out the chocolate bar. Colour in 6 tenths, Now colour 3 tenths. How many tenths do you
have altogether?
5. 2/10 + 3/10 =
6. 5/10 + 4/10 =
7. 1 tenth + 7 tenths =
8. How many different tenths addition calculations can you think of to make a whole? Here is
one to start you off: 1/10 + 9/10 = 10/10 (1 whole)
Numeracy: Option 2
Learning Intention: I am learning to add tenths together beyond a whole.
Success Criteria:
• I can explain that a tenth is written as 1/10 as fraction and 0.1 as a decimal
• I can apply my knowledge of number bonds to 20 to solve decimal calculations
• I can use my knowledge that 10 tenths is 1 whole to solve missing number addition calculations
Get a counter or something like a ball and a ruler or measuring tape. Throw your object 3 times,
keeping note of how far your objects has travelled each time.
Add the 3 distances together. How far did it travel?
• Remember, a mm is a 1/10 of a cm so 1cm 2mm is 1.2cm
• A cm is 1/100 of a m so 1m 5cm = 1.05m; 3m 20cm = 3.2m
Numeracy: Option 3
Learning Intention: I can apply my understanding of decimals to complete number sequences
Success Criteria:
• I can write tenths as decimals, remembering that 1/10 is written as 0.1
• I can complete addition calculations using decimals
• I can apply my understanding of decimals to real-life challenges
Can you fill in the missing number of function (add, subtract, multiply or divide) to complete the
calculations below?
Maths: Challenge
Spelling: Yellow Group
These are your spelling words for the next 5 weeks. Pick a column that you would like to practice
and pick one of the spelling activities.
‘ght’ makes
a ‘t’
ear
‘tion’ makes
‘shin’
i before e,
except after
soft c
i before e
fought
research
action
ceiling
lie
brought
early
addition
receive
niece
bought
pearl
education
deceive
belief
caught
heard
fraction
receipt
thief
daughter
earthquake
fiction
conceit
fiery
interesting
decided
February
wonder
information
because
scientists
wonder
multiplication
French
Spelling: Green Group
These are your spelling words for the next 5 weeks. Pick a column that you would like to practice
and pick one of the spelling activities.
‘ou’ makes
an ‘ow’
sound
‘au’ makes
an ‘aw’
sound
ee
ea
ai (middle of
words)
mouth
August
seek
sea
(ocean)
main
loud
Paul
week
read
brain
south
Author
meet
(a person)
meat
(e.g. chicken)
sail
proud
fault
see
(to look)
seat
bride
drive
prize
country
school
thought
earth
while
something
together
Spelling: Red Group
These are your spelling words for the next 5 weeks. Pick a column that you would like to practice
and pick one of the spelling activities.
fl
cl
br
pl
oi
(in the
middle )
flash
clap
broth
plan
join
flag
clog
bring
plum
boil
flick
cliff
bright
play
oink
flow
cloth
brag
plug
soil
hay
get
way
made
part
over
may
over
new
sound
Spelling: Activity Grid
Rainbow Letters
Write out each of your
spelling words using as many
colours as you can.
Comic Strips Write a comic book using your
spelling words.
Play detective! Can you find any of your words in
a reading book or on things
around the house? Write out the
sentence and what book you
found it in.
Be the teacher Ask someone to write out
your spelling words but with
some hidden mistakes in
them. Can you find the
mistakes and correct them?
Spelling Tennis
Choose one of your spelling
words and take it in turns to
each say a letter of that word.
If you and your partner get all
letters correct you get 1 point.
Look, Cover, Write and
Check
Write out each spelling word and
cover, write and check three
times.
Guess the word
Write a definition for each
of your spelling words. Can
someone at home match your
spelling words to the
definitions?
Let’s Chat!
Discuss with someone the
tricky bits of each word.
Which is the easiest word to
spell? Which is the hardest?
Pyramid Letters
Write out each of your spelling
words as a pyramid.
Have a race!
With a partner, pick a
spelling word. On the count
of 3, who can write the word
correctly the fastest? The
winner gets a point.
Do this for all your words.
Who wins?
Act it out
Ask someone to act out your
spelling word.
Can you guess the word and
spell it correctly?
Get organised!
Can you arrange your words in
alphabetical order?
Can you arrange your words from
longest to shortest?
Maths: Option 1
Learning Intention: I can use compass directions to follow directions
Success Criteria:
• I can name the 8 compass points
• I can show which way is left and which way is right
• I can use my knowledge of compass points to follow directions
Maths: Option 2
Learning Intention: I can create a treasure map and give directions to where the treasure is hidden, using compass
directions
Success Criteria:
• I can name the 8 compass points
• I can use left and right to give directions
• I can use compass points to create a journey on my map
Here is a video to help: https://youtu.be/M8VWlext6w0
Maths: Option 3
Learning Intention: I can describe how many degrees I have turned when using compass directions
Success Criteria:
• I can name the 8 compass points
• I can use left and right and compass points to give directions
• I can use degrees to give more accurate directions (e.g. from north, turn 45° to the left to face north-west)
Here is a video to help: https://youtu.be/M8VWlext6w0
Number range: 1 - 4
<< Number range: 1 -6
Number range: 1 – 9 >>
A problem to solve!
To complete sudoku, you have to make sure that every box, row and column has 1 – 9 in it. The same number
cannot be in the box, row or column more than once, e.g. 9 in a row twice.
I have also included a sudoku where the number range is 1-4 an 1-6 to start you off if you have never tried one
before!
Project
For the next few weeks, we are going to be learning about classifying different animals as
• Birds
• Reptiles
• Amphibians
• Mammals
• Fish
Last week, we learnt to classify animals as vertebrates or invertebrates.
This week, I have created a quiz in Microsoft Teams about vertebrates and invertebrates.
You can find it by going to the Assignments section in Teams (screen shot below).
Watch this video before the quiz: https://www.youtube.com/watch?v=KjpGfqqvQ3E&feature=youtu.be
Find out more about invertebrates: https://www.nationalgeographic.com/animals/invertebrates/
Vertebrates
Animals can be classified as either vertebrates or invertebrates.
Vertebrates are animals that have a backbone inside their body. The major groups include fish, amphibians,
reptiles, birds and mammals.
Invertebrates don't have a backbone. They either have a soft body, like worms and jellyfish, or a hard outer
casing covering their body, like spiders and crabs.
RME
The Story of David and Goliath from Christianity
The classroom (e.g. la salle de classe
de Madame Campbell = Miss
Campbell’s classroom)
The dining hall
The gym
The boys’ toilets
The hall
The girls’ toilets
The staff room
The playground
The office
The ICT suite
French: Les écoles en France!
Voici la traduction (here is the translation):
Hello, my name is Tintin. Here is my dog called Snowy. At school, I like history,
geography and P.E. I like French too. I don’t like English or Maths.
Challenge: I like German. I don’t like drama.
French: Les écoles en France!
Last week, Tintin wrote you a message and I asked you to translate it into English.
Art
The National Art Galleries of Scotland are running a competition for schools:
https://www.nationalgalleries.org/art-and-artists/features/national-galleries-scotland-art-competition-
schools/primary-4-7-2020
Here are last year’s winners: https://www.nationalgalleries.org/exhibition/art-competition-schools-2019
Our theme is Magical Creatures and Fierce Monsters.
I would like you to now start on creating something in this theme to submit to the galleries.
You will have a couple of weeks to do this and you can share it with me when it is finished by sending me a photo.
Be as creative as you can! You don’t need fancy art supplies to be an artist. Here are some ideas:
Science: Option 2
Coding is about creating a series of instructions that a computer follows. However, you can practice without a
computer.
Play the game below and make your own! You will need to draw out the grid and have a counter and dice to play.