We are very excited to welcome you back to Magpies.
This term the children will be leaning about the Poetry. We will be exploring rivers and land use and will continue to embed all 4 calculations so please do continue to log into Times Table rock stars and Numbots.
Please find below a range of activities that you can complete at home. These activities are based around the Water cycle, as this would have been our topic next term. I have attached our Pace sheet to give some guidance. Please feel free to google our learning objectives and complete your own work. However I will be adding suggested activities weekly.
I miss you all, very much! I hope you are all well and behaving yourselves. I look forward to seeing you when all this is over!
Lots of love,
Happy Monday my lovely Magpies. I miss you all very much and hope that you continue to stay safe and well. Please do remember that work being set is to be completed as and when you can. We really do not expect you to complete it all! Work at your own pace. But try to stick to the order work is loaded onto the website. You should have all had your home learning packs delivered. If not please do contact the school.
Lots of Love
Welcome to your final term in year 4!
I still cant quite believe that this is the final term of the school year. This week some children have started to come back to school and your school environment has changed to help promote social distancing. Classes are no longer full and children are in groups of no more than 10. Everything is a little different and I miss normality and all your happy faces. Hopefully soon we will be allowed to welcome more children back to school.
But for now, keep doing what you can at home. Remember little and often is better than all at once. Keep checking back on our class page, and remember to continue to be kind.
Lots of love Miss Extence
We will be using the CPG books exactly the same way we do in school. Each comprehension will last you a week and will be broken down into five lessons.
Lesson one: Vocabulary: Look at the text and identify words that are unfamiliar to you. Make a list of these words. What do you think the word means? Have you heard the word before? Re-read the sentence the word is in. Can you make it make sense? What do you predict the word means? Check your prediction in a dictionary. Were you right? Write the definition next to the word. Can you find any synonyms or antonyms? Can you build a sentence using the new word? Now do the same for other unfamiliar words.
(THERE DEFINETLY WILL BE SOME NEW VOCABULARY)
Lesson Two: Do you remember any of the words you learnt from yesterday? fold a piece of paper into eights. Write one of the words in each eight. Fold another piece of paper into eights, write the definitions into each eight. Cut them out and play pairs. Matching the word to the definition correctly to score a point.
Now read the text. Does it make sense? Are there any other words you need to add to your list?
Lesson Three: Read the text with expression, fluency and pace. Pause at the punctuation. What does the punctuation add to the meaning of the text? What have you learnt about the characters in the text? How are they feeling? what's important to them? how do you know? What do you think would happen next if the text was extended?
Timed read: set the timer to one min. How many words can you read? Record your total ready to beat it tomorrow.
Lesson Four: Re-read the text. Remember, fluency, pace, expression. Now read all the questions. Are there any words you are unfamiliar with? How many points is each question worth? What reading skill is the question requiring you to use? Do you already know some of the answers? Answer these questions first. Check the text to make sure.
Timed read: Did you beat your score from yesterday?
Lesson Five: This should be a fluent read. Did you manage it? Look at the questions you didn't answer yesterday and have a go at completing these today. Check your answers make sense. Have you included all the information need to secure the marks?
Timed read: How many words did you achieve on your final read? Did you smash day three's total?
Mark your work. What did you score? Where did you go wrong? What did you do well?
Summer Term work:
I'm going to confuse you now by adding work here instead of making you scroll through all the work that has been see.
Firstly I hope everybody is safe and well. Lots of children have said that they are using the home school learning packs to work from at home and please do feel free to continue however I will continue to add some work to the school website.
look at the place value of each digit. Identify the thousands. Then add 1 more (1000). What's your total now?
d, e, f
These questions are the opposite. I know that 1827 is 1000 more than my original number. So this time I'm going to take away.
Column addition: start with the ones. Remember to record your carry over underneath (if your total is more than 10)
This is exactly the same as page 4, except this time we are using money. Use a place value grid to help you if you need.
Think carefully about which order the numbers need to go in.
Look at the numbers written in the boxes. Your job is to find a number that is bigger than 1990 BUT smaller than 1995 there is more than 1 choice.
1991 is bigger than 1990 BUT less than 1995.
1992 is bigger than 1990 BUT less than 1995.
1993 is bigger than 1990 BUT less than 1995.
1994 is bigger than 1990 BUT less than 1995.
However, 1995 = 1995 so 1995 can not go in the box!
Look carefully at the numbers. Which is smaller?
3 hundreds = 300
31 tens = 310
Convert each number to help you. Remember 3 hundreds is the same as 3 lots of 100. Just like 31 tens is the same as 31 lots of ten.
9 tens = 9x10
89 ones = 89 x 1
PLACE VALUE GRID!
These are tricky look carefully at the place value of each number.
Rearrange the digits to make the smallest and largest number you can.
Which digit is the smallest? Which digit is the largest?
To make the biggest number possible I need the digits to go in descending order.
the largest digit is 6 then 5 then 4 then 1. The largest number I can make is 6541.
To make the smallest number I need the numbers to go in ascending order. 1456.
Ordering numbers. Look carefully at the place value of each number. Remember your place value grids?
Now look at these numbers. Again place them into a place value grid. This will help you to identify the value of each unit. Practice saying these numbers out loud. Which is the biggest? Which is the smallest?
Next to each number record the value of each unit eg 1274 ...70
7 is in the tens. 7 lots of 10 is 70
Again use the place value grid to help you identify the value of each unit. Remember your picture representation?
5693 = 5000 + 600 + 90 + 3
Read and order these numbers see if you can do these without using a place value grid
Activity 1- Nice and easy starter for you. Counting up from 0 in 6's, 9's and 7's
Count aloud in each times table. How quickly can you go? Log onto times table rock stars or click the link below.
Activity 2- Minus numbers.
Look at the number line below. Practice counting up and back in negative numbers. What do you notice?
Use the number line if you are unsure. Start at 6 and jump back 8 spaces. Where do you land? Keep going ..... start at 2 - 9. Where do you land? now try 11-15. Can you use the numberline?
3- Look at the number line.
What do you notice? Can you work out the scale? look carefully at where the marker points.
Page 1- Counting in 5's (this should be a nice warm up)
practice counting up and back in 5's starting at a range of numbers. Then complete the pattern.
2. Look carefully at the scale and try to identify the pattern. What are we counting in? The 5th number in our pattern is 5,000.
What can you multiply 5 by to get 5,000? or if you divide 5,000 by 5 ?
Can you identify the scale now?
3. Roman numerals
Mrs Raftery had the joy of teaching you this.
What can you recall?
Have a look at the table if you have forgotten.
4. Complete the number line.
What do you notice? There are minus numbers. count up and back in minus 5's. What do you notice about the pattern?
This term we are going to move away from the story telling sequence as families are finding it tricky to deliver at home. So we will being by working through a 1 week program. Hope that is more helpful.
Have a look through these grammar questions. What do you know already? what do we need to revise?
Grammar revision guide:
Have a look through the revision guide and see what you have missed. Now have a another go at answering the questions. Where did you go wrong?
Last week packs were sent home with our Geography for the term.
This term we are continuing our water cycle topic and started to look at biodomes.
243 234 654 256 326 873 897 567 876 233
x 2 x 3 x 5 x 4 x 3 x 6 x 2 x 3 x 3 x 2
Have a go at dividing using jottings or mentally.
120 ÷ 6 = 150 ÷ 5 = 70 ÷ 5= 180 ÷ 9 =
240÷3= 320÷8= 270÷9= 360÷6=
I can divide a 2 digit number by a single digit.
watch the video part way. Stop before she moves onto 3 digit numbers ( THIS IS TOMORROW'S WORK)
Now have a go at these:
12 ÷ 3 =
35 ÷ 5 =
66 ÷ 6 =
44 ÷ 4 =
27 ÷ 3 =
84 ÷ 4 =
34 ÷ 2 =
65 ÷ 5 =
48 ÷ 6 =
28 ÷ 2 =
48 ÷ 2 =
98 ÷ 7 =
33 ÷ 3 =
36 ÷ 6 =
87 ÷ 3 =
55 ÷ 5 =
54 ÷ 3 =
96 ÷ 4 =
Please look again at yesterday's video and have a go at using the written method to complete these questions.
932 ÷ 4 = 168÷8= 777÷7= 360÷9=
828 ÷ 6= 363÷3= 243÷9= 782÷2=
I can divide by 10.
Watch the video above (how to divide by ten link) and then have a go at completing these. Remember your place value gid. Remember to keep your decimal point still. When dividing by ten when shift the numbers to right.
12÷10= 32 ÷ 10 = 99÷10 = 236÷10 =
543÷10 = 987÷10= 234÷10= 743÷10=
Dividing by 100.
Have another look at yesterday's lesson. Today we are dividing by 100. What do you think will happen to our numbers now? how many points to the right will our numbers shift? remember that the decimal point stays in the same place.
Create your own place value grid and have ago at dividing these by 100.
243 ÷ 100 = 345÷ 100= 649÷100= 345÷100=
342÷100= 989÷100= 34÷100= 56÷100=
Lesson 1- Create a mind map to show what you already know about statistics.
What are statistics?
What do we use them for?
why are they important?
How can we record statistics?
Have you ever looked at Statistics before?
As our topic this term is the water cycle please use the instruction to create a rain fall gauge. follow the instructions carefully as we will need accurate data.
Check your rain gauge and record todays data.
Record today's date and the measure be careful not spill any. How much rainfall did you have?
Lesson 4: Keep collecting data from your rain Gauge. Which day had the most rain fall? How might you tell? Remember to keep collecting your data.
Now watch the you tube video on Bar charts and the have a go at completing the worksheets.
Click onto the weblink and have a go at completing the bar chart questions. Can you read the data? Look carefully at the scale. What is it increasing by? Which level can you get to?
What do you know about a line graph? Can you picture one in your head?
Have a look at the line graph below. What can you see? what is the scale increasing by?
Meaning: Flotsam means the cargo or shipwreck washed up by the sea.
Create a book review using our writing criteria.
Summarise the text:
What did you like?
what did you dislike?
How would you improve the story?
Were there any surprises?
remember to use because in your sentences.
Can you ….….
Y4 Writing Challenge Card
Use the Power of Three
Use a question mark
Use ambitious ‘WOW’ words
Use a range of openers
Use a sophisticated conjunction
Use an exclamation mark
Use a simile or metaphor
Use a subordinating conjunction
Use at least 3 senses
Use a generalising word
Use apostrophes for omission
Use apostrophes for possession
Use speech marks
Have a go at stepping and speaking our text (This will be tricky as there are NO words). Can you retell the story using just actions?
Look carefully at the little boy in the story of Flotsam. Create a character description.
Use these sentence stems to help:
At the beginning of the story,
Throughout the story the child is................
He appears to be............................
To to use ambitious vocabulary when describing the child's appearance.
gangling; gaunt; haggard; lanky; scrawny; skinny; spindly; withered / agile; athletic; lean; lithe; petite; rangy; reedlike; slender; slight; slim; thin; trim; willowy / barrel-chested; beefy; big-boned; brawny; buxom; chubby; fat; muscular; well-muscled; voluptuous; stocky
Blonde- ash blonde; strawberry blonde; platinum blonde; flaxen; honey-coloured; towheaded; light blonde; yellow-brown; fair-haired; champagne; tawny-gold; golden-haired; yellow-haired;
Please create a setting description of the beach.
Remember to use ambitious vocabulary and write about things you might hear, see, feel, smell and taste.
Remember to use metaphors, similes and power of three.
Choose you favourite part of the story and have ago at adding some Character dialogue. If you haven't already please play the direct speech game first. Remember to use speech marks.
Where does the punctuation go? Think carefully.
Creating your own Plot Matrix.
Look at the plot matrix you created of the original story and have a go at changing it.
Who is going to be in your story?
Where is your story set?
Select 3 things you are going to find and photograph.
What's different about these 3 things?
How is your story going to end?
Draw pictures into your new plot matrix to help you represent your ideas.
Have a look at your plot matrix. What three things did your Character discover on the beach?
Choose one of your ideas to draw in detail. Create a word bank of ambitious vocabulary to use to describe your idea. Using your word bank and power three language feature create an object description.
Create your own story using the ideas you built. Who is your Character? Where did they go? what did they find?
Please use the spelling, punctuation and grammar activities bellow to support your writing.
should, could and would.
have a go at creating spelling diamonds, writing them in your best handwriting, writing them in your left hand, writing in your right.
The next few lessons will be based around a new text type. We will begin to explore information texts and end our unit by creating our very own text based around the water cycle.
Lesson 1: Identifying the features of an information text.
Create a mind map to pull together everything you already know about writing to inform.
What does a information text look like?
How is it different to the story you wrote?
What is the purpose of the text?
what language features might you find?
Look at the examples of information texts. What features can you see?
Make a toolkit. Remember to include grammatical and structural features.
Think about the type of things you would like to include in your information text. Remember your reader will need to understand your Key Vocabulary. What key vocabulary are you going to include? How are you going to explain it? Are you going to include diagrams and pictures? How are you going to present your work?
Research different examples online and create a plan.
planning- this may take two or three sessions- The better you plan, the better you write.
How are you going to introduce the reader to your text? How are you going to hook then in?
Draw a 4 x2 grid into your books and use pictures to help you plan each part of your text. Then practice saying each part. Remember full sentences. We say it so we can write it!
Keep talking your text through. Does each part make sense? What will you text full fill your tool kit criteria? Have you got everything you need in each paragraph?
Add a title to you plan. Make it capture your readers attention. Are you ready to write? Do you know what your writing in each part? Do you need to step and speak your text again?
The next sequence of lesson will be about writing your information text:
Start with your introduction. Use the model text and tool kit to help you structure your intro. What do you want to tell your reader. what is the purpose of your text. The reader must be able to identify the purpose of your text and be hooked in, in order for your introduction to be successful. Remember to use your tool kit to help you.
Read back over your intro, if anything needs editing please change it, but our final session will be a full editing session.
Now think about the next part of your text. What's your heading? Remember it needs to tell the reader what this part of your text is going to be about. Remember not to tell tell your reader too much about anything else.
over the next few days continue to create the different parts of your text. Reading it through and edit PUNCTUATION as you go along.
Animals and their teeth:
Have a look at the BBC video and see if you can answer the questions in the power point:
Lesson 3: Food chains.
Create a mind map to show what you already know about food chains. How do they start?
Watch the video above. Can you add any new knowledge to your mind map?
Lesson 2: An introduction to Rivers.
Create a mind map about what you already know about rivers.
Do you already know how they are made?
Where do they go?
What are they for?
Does a river grow old?
Lesson 3: Evaporation
- Discuss what evaporation means. Review the stages of the water cycle to discuss evaporation.
- Evaporation experiment (water cycle experiments link)
- Read the "Water Cycle Stages" book and complete the evaporation Kidzone page.
Lesson 4: Condensation
- Discuss condensation. Go to the experiment from Lesson 1 and observe condensation taking place.
- Complete the Water Cycle observation form together as a class.
- Complete the condensation Kidzone page.
Lesson 5: Precipitation
- Discuss different forms of precipitation and make a list of all the types you can think of.
- Use the site kidsgeo.com to teach about types of precipitation.
- Read the online story Drippy The Raindrop: (drippytheraindrop.com)
- Complete the precipitation Kidzone page.
Lesson 6: Water storage/collection
- Discuss water storage/water recycling.
- Complete the Collection page from the "Water Cycle Stages" book.
- Create a water cycle wheel (www.epa.com)
- Complete the collection Kidzone page.
Lesson 7: How clouds are formed
- Take your child outside to observe the clouds.
- Play the little cloud song and use the kidsgeo.com.
- Use kidsgeo.com and weatherwizkids.com to discuss of clouds and how they are formed.
- Cloud In A Jar Experiment: Use atozkidsstuff.com to do the cloud in a jar experiment and view other optional activities (water cycle experiments link).
Lesson 8: Review water cycle and cloud art
- Work on Cloud Art (cotton balls on blue paper to demonstrate the different clouds - label).
- Read and discuss some of the poems from tooter4kids.com.
- Read Droplet the Watercycle.
- Watch some of the water cycle videos at Neok12.com.
Lesson 9: Measuring water & weather
- Discuss how we can measure weather (thermometer, barometer, rain gauge, weather vane...).
- Start a weather chart, calendar, or journal.
- Create a weather/water cycle model or collage.
Lesson 10: Severe weather and weather safety
- Discuss and list types of severe weather. Talk about severe weather in your area and safety.
- Use the website weatherwizkids to lead the discussion and see pictures.
Computing at home
Children will be musicians; they will record different sounds to create a piece of music.
Sound apps for this project: (type these into google/app store etc)
You can choose any of these apps/softwares: Audacity / isleoftune / GarageBand / musescore.org
Activity 1: I can find and download a sound app.
Children need to search the above sound apps on their device and select one to download. Children will need to play around with the app and understand how it works. Can you record some different sounds?
Activity 2: I can record sounds and sequence them.
Children to record different sounds to sequence and repetition within in programs to edit sound. Sounds can include using your body, objects or the sounds around you.
Activity 3: I can create music using my recorded sounds.
Children can create and develop a musical composition using a variety of sounds by recording, sequencing and repeating.
Challenge: Can you play two sounds at once? How does this sound?
Can you save your music? What is the importance of this? Share this music with someone, can they improve it with you?
Water Cycle model:
Can you create and label a model of the water Cycle?
listen online to David Williams sharing his stories. Every day at 11. It’s brilliant!
Please remember you also still have access to your timetable rock stars accounts and Mr Brooks has allowed AR to be completed at home. Usual log ins.
Welcome to Magpie Class
Class Teacher: Miss Extence
Class Teaching Assistants: Mrs Beech and Mrs Fox
Your child was sent home with a home learning pack this evening. In addition to the work set please remember to complete your timetable rock stars, share stories together, cook together and look after one and other.
PE: All Magpie class need clean PE kits for our weekly mile run on a Monday and PE on a Thursday
Times tables: Learning times tables is extremely important and fundamental to all areas of mathematics, especially in Year 4. Your child/children will be sitting a times table interactive assessment this school year for all of the times tables up to 12x12.
Homework: Homework is set on Friday and needs to be returned by the following Friday. Please ensure that your child is learning their times tables regularly at home in addition to in school, in order to progress with the times table assessments this year.
Spellings: Three new spellings are given out weekly please can you help your child/children to practice these at home.
Our topic for the Spring Term is
Our topic for the Autumn Term is
We have been inventing machines and contraptions, here is a link you might like: