Monday

Mindfulness

Toolkit

Letters and Sounds

9:30

j

ar

Iaith

Comprehension

Break

Read a book with an adult and discuss it.

Maths

Lunch

Tric a Chlic

Welsh

1pm

ICT

Cyber Bullying

Safer Internet

Reasoning

Listen to an audio book

David Walliams Website

Tuesday

Mindfulness

Toolkit

Letters and Sounds

9:30

a

Iaith

PC Ainsworth

10:45

Maths

Tric a Chlic

Welsh

1pm

RE

PE

Be active:

-ride your bike

-play a game of something

-go for a walk

-do a Joe Wicks workout

-Cosmic yoga

-You choose!

Wednesday

Work on the website from Mrs Clarke

clarkea89@hwbcymru.net

Iaith

Maths

Science

Thursday

Mindfulness

Corpse Pose

Letters and Sounds

9:30

Iaith

Maths

Division

Tric a Chlic

Welsh

1pm

Thema

Page | 2

MONDAY 8th FEBRUARY

Letters and Sounds (ar as ar)

Sid is going on a picnic today and his mum has asked him what he wants to eat. He wants to write a note saying ‘Jam and jelly for tea’ – can we help him?

Say ‘jam’, segment the sounds /j/ /a/ /m/ and count them. Draw three cradles. Ask chn to identify the first sound /j/ as say that this is a new sound we are going to learn to write. Say the sound together (take care not to say ‘juh’) and show chn how to write j. Identify and encode the next two sounds /a/ and /m/ as a and m on the next two cradles. Blend to read ‘jam’.

Say ‘and’ and ask chn to write it.

Say ‘jelly’, segment the sounds /j/ /e/ /l/ /ee/ and count them. Draw four cradles. Ask chn to identify the first sound in ‘jelly’. Ask chn to show you how to write this new sound. Encode rest of the sounds /e/ /l/ and /ee/ as e ll y discussing alternatives and position in the word.

Say ‘for’ and ask chn to write this on their w/bs.

Say ‘tea’ and segment it /t/ /ee/. Draw two cradles. Ask chn to identify the first sound /t/ and show you how to write it. Help them if necessary. Say ‘tea’ and identify the last sound /ee/. Discuss alternatives and tell chn that here it is spelt with ea. Blend sounds to read ‘tea’.

Read the whole note together, ‘Jam and jelly for tea’. Sid says great! He loves jam and jelly – do you?

Sid says they drove to a really big park for their picnic. He has written about it – can you read it? ‘We went in the car to the park’.

Look at the first word ‘We’ and ask chn to recall it. If necessary, decode it in the usual way. Point to ‘went’ and see if chn recall it, otherwise decode it as /w/ /e/ /n/ /t/.

Look at ‘in’ and ask chn if they recall it, otherwise decode it in the usual way.

Point to ‘the’ and help chn read it. Read the words so far, ‘We went in the’.

Look at ‘car’ and help chn to see that there are two sounds in this word by marking with cradles c ar. Decode c as /c/ in the usual way. Point to ar and tell chn that this is a new sound /ar/. Ask chn to repeat the sound, noting your mouth shape. Stress that these two letters represent one sound. Blend the sounds /c/ /ar/ to read the word ‘car’.

Ask chn to read ‘to’ and ‘the’, reminding them if necessary. Look at the word ‘park’ and mark the graphemes p ar k. Decode p as /p/ in the usual way. Look at ar and ask chn to recall your new sound /ar/. Decode k as /c/ in the usual fashion. Blend the sounds /p/ /ar/ /c/ to read the word ‘park’ together.

Read the whole sentence together. Sid says well done! He’ll tell you more about his picnic tomorrow.

Iaith – Comprehension

Green

Blue

Red

Maths

Write 54 ÷ 3. How many 3s are in 54? More than 10 or fewer than 10? Where would 10 lots of 3 get us to on the line? And how much is left? How many 3s can we get in that space? Draw an empty number line jotting to show this but write 10 × 3, then 8 × 3 instead of ‘lots of’.

This method of division that we started to look at last time is called ‘chunking’ as we don’t draw every hop, but use ‘chunks' of the number we are dividing; ten lots is a useful chunk to use. It makes division a lot quicker! Just think, we could have drawn 18 hops of 3 to work out 54 ÷ 3.

Repeat for 112 ÷ 8, drawing a jump to 80 labelling it 10 × 8, and then a jump from 80 to 112 labelling it 4 × 8. Children work in pairs to draw an ENL jotting to help them to work out 51 ÷ 3.

Green

Mini Bingo

Use set of division cards. Pupils to pick a teen number from 13, 14, 15 or 16 and write it down. Put the cards in a pile and turn over one at a time. Pupils to work out the answer by creating jottings. Every time the answer to one of the divisions, they score a point and collect a counter.

Blue

Pupils to investigate which numbers will divide by 3 or 4 or both without leaving a remainder.

Pupils to create their own empty line jottings. Use the following numbers and then choose 5 of your own.

42, 45, 48, 50, 52, 54, 56 and 60

Red

Same as blue but working with numbers 100-120 that will be divided without leaving a remainder. Write jottings to show answers.

Welsh

Spelling Challenge (PowerPoint on the website)

ICT

What is cyber bullying? Refer to PowerPoint to explain what it is.

Discuss friendships and positive relationships.

Pupils to work in small groups to think of words that they associate with good relationship, which may include what a good friend wouldn’t do. Compile a class list of the words.

Give each group the following examples of cyber bullying

· You’ve started getting nasty messages (text/social media)

· You’ve started receiving inappropriate emails.

· Prank calling or cold calling

· Passing on messages that may upset others

· Seem photos or videos of you, that you haven’t given consent for

In their books pupils to write one of the dangers and list the consequences of that form of cyber bullying.

As a class come up with ideas on keeping yourself and your friends safe online. What should you do if you are being cyber bullied? Pupils to record this in their books.

Reasoning

TUESDAY 9th FEBRUARY

Letters and Sounds (ar as a)

Sid says that for his picnic it was lovely weather and they all sat on the grass to eat. He wants to write ‘We sat on the grass in the park.’

Say ‘we’ and ask chn if they remember how we write it. Encode it if necessary.

Say ‘sat’, segment it /s/ /a/ /t/ and count the sounds. Draw three cradles. Encode each sound in turn /s/ as s, /a/ as a and /t/ as t. Blend them to read the word ‘sat’.

Segment ‘on’ and encode it in the usual way. Ask chn to show you how we write ‘the’.

Say ‘grass’, segment the sounds /g/ /r/ /ar/ /s/ and count them. Draw four cradles. Encode the first two sounds /g/ and /r/ as g and r. Identify the next sound /ar/* and say that here we spell this sound in a different way with just a. Write a on the next cradle. Identify the last sound /s/ and discuss alternatives s and ss. Stress that at the end of words we often use ss. Blend the sounds to read the word ‘grass’.

Ask chn if they recall how to write ‘in’, if not encode it.

Ask chn to write ‘the’.

Say ‘park’ and ask chn if they can recall how we wrote this word yesterday. If not, segment and encode it in the usual way. Read back the word ‘park’.

Read the whole sentence together. Sid says he had a great time - do you like picnics?

Sid says that after his picnic they had a problem with the car. They had to call the breakdown van and were very late getting home. Can you read what he has written about it? ‘We got back at last in the dark.’

Look at ‘We’ and ask chn to recall this word. Decode it only if necessary.

Look at ‘got’ and see if chn recognise it. If not decode g as /g/ o as /o/ and t as /t/ in the usual way. Blend the sounds to read ‘got’.

Look at ‘back’ and together mark the graphemes with cradles b a ck. Decode each grapheme in turn and blend to read ‘back’.

Look at ‘at’ and see if chn recognise it. If not decode it.

Look at ‘last’ and mark the graphemes l a s t. Decode l as /l/ in the usual way. Look at a and ask chn to tell you what sound this could stand for (/a/ or /ar/). Say that here it stands for /ar/. Remind them of ‘grass’ if necessary. Decode the last two graphemes s and t as /s/ and /t/. Blend the sounds to read the word ‘last’.

Ask chn to recall ‘in’ without decoding if possible.

Ask chn to recognise and read ‘the’.

Look at ‘dark’ and identify the graphemes d ar k. Decode the sounds d as /d/ ar as /ar/ and k as /c/. Blend them to read ‘dark’.

Read the whole sentence together. Sid says he was very glad to get home!

Maths

Display Screen 3.23.3a and say that Chunky Chimp loves bananas. Bananas come in groups of five, called a hand. He eats five bananas, or one hand a day. We’re going to work out how many days sixty two bananas will last. What do we need to do? Press the bunch button to put them into 5s on the number line. Remind pupils that chunky chimp is lazy. He does not like to do lots of hops! Ask pupils has we can work it out in Chunky Chimps better way. Model.

Green

Blue

Red

Welsh

Start writing a letter to the teacher. Use your memory map to help. Write your address in the top right corner. Place the date underneath the address. To start the letter you need to put Anwwyl Mrs Drakeford (Dear). Can you write the following in your letter:

· Name

· Home

· Age

· Birthday

· What school you go to?

· What are your favourite subjects? Why?

· What subjects don’t you like? Why?

· Hair colour and type

· Eye colour

· Family

· Pets

· What you like?

· What you do not like?

RE

Steps to success

Create a presentation about the Muslim holy book

-Name the Muslim holy books

-Explain what the Muslim holy books is

-Explain how it is used

-Explain how the words in the holy book were revealed to Muhammad

Use some of these sub-titles to help you organise the information

Green

Blue

Red

WEDNESDAY 10th FEBRUARY

Iaith and Science (Mrs Clarke)

Maths

Write 46÷3 on the board and ask pupils to help you to draw the empty number line jotting to work it out. Draw a jump of 10x3 and then a jump of 5x3 to 45. Point to the gap between 45 and 46 and label it r1 to stand for remainder 1. We cannot fit any threes here, so we have a remainder of 1, there is 1 left over.

Repeat for 78÷5 and 115÷8. Model on the board.

Pupils to have a go on their whiteboards, showing 51÷4.

Green

Blue

Red

THURSDAY 11th FEBRUARY

Letters and Sounds

Sid has noticed that some of the words we wrote this week are a bit similar. He wants to show you these.

Write d ar k ask chn to recall the word from yesterday. Otherwise decode the sounds and blend them to read ‘dark’.

Ask chn how we could change this word to make ‘park’. Choose a child to remove the d and replace with p. Read the new word together.

Now change the word removing k and adding t instead. Ask chn to tell you which sounds are still the same? (/p/ /ar/) Which sound is new? (/t/) Blend the sounds to read the new word ‘part’.

Now ask chn how we could change this word to make the word ‘start’.

Now remove the final t and ask chn what the new word is. Read it together ‘star’.

Change this word again to make ‘car’ and ‘jar’.

Sid says he thinks he knows some words a bit like ‘grass’. Make the word together on the f/c g r a ss. Now change the g and r to c and l and ask chn to tell you the new word ‘class’.

Now change c to g to make ‘glass’ and use analogy to read the word.

Ask the chn to tell you how you could change the word to make ‘pass’.

Choose a child to change g and l to p. Read the word ‘pass’ together.

Sid says we know a lot of words now. We could add these to our class list of word families.

Iaith

Look at the PowerPoint on Kennings.

Once you have filled this table with words you now need to think of verbs and nouns to go with the words.

Verbs are doing words such as drinking, eating and jumping. It would help if your verb end in -ing

Nouns are names of people, places or objects. It would help if these ended in -er.

Now write a list of phrases using a word from the table and a verb/noun. For example,

Horse-grooming

Cabbage-hater

Cycle-racing

Maths Write 3x5, 3x50 and 3x500 on the board. In pairs pupils think of the answers of each. Show how 3x50 is the same as 3x5x10. Write this beside 3x50.

Discuss how 3x500 can be worked out by doing 3x5x100. We could check here by counting in steps of 500.

Repeat with 2x9, 2x90 and 2x900

Green

Blue

EXTEND: what if it was x100 in the middle. Write the answer around the outside of each target.

Red

Roll 2 dice to create a 2-digit number. Multiply that number by 10 and 100. Pupils to write the number sentences out.

Black

From the target numbers below can you work out and write the multiplication sentence with the target number as the answer.

For example, I pick the number 300. My number sentences could be 30x10=300 or 3x100=300

Target Numbers

300, 700, 100, 150, 230, 4000, 560, 9000.

Choose 3 of your own target numbers.

Thema

Today we are going to plan our Kenning poem on an organ. Remember they work as a riddle and you have to find out what it is about.

· Write the organ in the middle of the page

· Add lots of words about the organ (words only)

· Underline the nouns in blue

· Underline the verbs in orange

· Join words that go well together with a hyphen e.g, muscle-pumping

· Write your Kenning using the rules below.

· Read your poem to a family member. Can they guess what your poem is about?

Welsh

Use the following sheet to mark your letter from the previous lesson.

Thema

It is the last week before half term, I thought we could do something fun. The following website will help you draw objects. Take a look and find one you would like to try.

http://www.robbiddulph.com/draw-with-rob