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Summer

SUMMER READING CHALLENGE!

How many different reading bingo activities can you do this summer? 
See if you can get a line or complete the full house to win different prizes in September!
Get all the family involved.
We can't wait to see how many you have done!
Happy readingsmiley

A HUGE thank you for a wonderful yet eventful year! The Year 3 teachers have loved having your year group and wish you all the best in Year 4!

 

We are looking forward to seeing you collect your books and things on Monday and to say goodbye! :-(

Story Time with Miss Hill!

Miss Hill is going to be reading Kid Normal by Greg James and Chris Smith over on the Videos section of the Year Three pages. She will be reading a chapter every day so come and join her and let's share a really good book together. The first parts are already uploaded so don't forget to check back for the next instalment.

See you there!

Week beginning 20th July 2020

Here are this week's home learning activities for you to complete if you get time. If you have any questions or need anything else, please just ask. Our email addresses are on the previous page.

English

Lesson 1: To edit and improve your writing.

Today’s lesson is all about editing your work. You can do this with a coloured pencil or pen.

The trick is to read it out loud and check that you have included…

  • all punctuation
  • capital letters
  • correct spellings

Take it a paragraph at a time.

Then, read through and see if you can improve your work by:

  • adding in exciting vocabulary
  • up levelling words to make them better   i.e. changing big/huge to gargantuan.
  • Using lots of different words for said if you are including speech (which you don’t have to do.

Lesson 2: To improve the quality of my handwriting.

Today you are going to write up your Greek Myth using your best handwriting so that it can be displayed somewhere either in school or around your home.

You can practise using your best handwriting in your book before you write it up. Please remember to join your handwriting up if you can and be careful not to make a mistake as rubbing out can look messy.

You can use the writing template provided or you can create your own or use any special paper you have at home.

 

Once you have written these, please can you take a photo of your pages and send them to your teacher, we would love to see them!

Lesson 3: To read my writing aloud.

Today, you are going to practise reading your writing out lout and then perform it in front of your family.

 

There are lots of things we need to remember when we read things aloud and in front of people.

We need to remember…

  • To speak loud enough so that everyone can hear us because if we speak to quietly, no one will hear what you are saying!
  • To enunciate (speak clearly and not mumble)
  • To not speak too quickly
  • To use expression

 

We suggest you practise reading your work through a few times (at least 5) before reading it to your family so that you are confident in what you are reading and that you don’t stumble over words.  

 

If you would like us to see you reading your story, your parents can video you reading and then they can email it to your teacher, we would love to see this!

 

 Reading Comprehension 

 

Below you will find a reading comprehension about Wimbledon! There are three different levels within the document, so please read the text and answer the questions that are right for you! Have your adults check your answers using the answer sheet.

Maths Challenge.

 

Here are some of our favourite ‘Wild Maths’ games to play:

 

Creating Squares:

https://wild.maths.org/creating-squares

Play this game against the computer.  Change the grid to see if it gets easier or harder.  Can you beat the computer?

 

Factors and Multiples:

https://wild.maths.org/factors-and-multiples-chain

 

Last Bead:

https://wild.maths.org/last-bead

Remember, you don’t have to remove a drip if you don’t want to, you can just wait and then it will be Al’s turn (the computer!).

 

Have fun :)

 

 

 

Topic

It’s our final week in school so we only have a couple of tasks for you.

 

Task 1 - Write a review of the year include the good times and the tricky times. You could split your review of Year 3 into sections with subheadings (months or terms)

- What did you enjoy?

- What did you miss about school when it closed?

- Who are your friends?

- What are you looking forward to in year 4?

- What are you nervous about leaving year 3?

 

Task 2 - Write a letter to your next teacher about whatever you like and post it school, ready for September. You could write about:

- Your favourite subjects

- Ask some questions about Year 4

- Who your friends are

- What you like doing in your spare time.

Week beginning 13th July 2020

Here are this week's home learning activities for you to complete if you get time. If you have any questions or need anything else, please just ask. Our email addresses are on the previous page.

English

Lesson 1: To understand how a suffix is added to a word.

What is a suffix?

A suffix is a letter or group of letters, for example '-ly' or '-ness,' which is added to the end of a word in order to form a different word, often of a different word class. For example, the suffix '-ly' is added to 'quick' to form 'quickly. These strings of letters aren’t words in themselves so can’t be used by themselves.

Watch this video to find out more! Jot down any examples of suffixes you see.

 

What rules have we learnt?

  1. For a word that ends in 2 consonants (fast, walk) you just add the suffix
  2. Any words with a short vowel sound followed by a consonant, such as 'hop', should have the last letter doubled before adding the suffix. Shown by adding the suffix 'ing' to 'hop' and giving us 'hopping'.
  3. Words that end in a consonant followed by an 'e', such as 'hope'. With these words the 'e' must be removed before adding the suffix, making 'hope' into 'hoped, and 'hoping'.
  4. If the word ends in a consonant followed by a 'y', then you change the 'y' into an 'i'. For example, adding the suffix 'er' to 'cry' gives us 'crier'. The exception to this rule is to avoid double 'i', when adding the suffix 'ing', keep using the 'y', so 'cry' becomes 'crying'.

 

TASK: There are 2 tasks to choose from for this lesson, the first is to read Trojan Horse myth and underline the suffixes found in the text. When finished, record 5 words with suffixes and how the suffix is added to the word. Eg. drag + g + ed.

Challenge: The challenge task is to read Theseus and the Minotaur and then underline examples of words with prefixes. Then, sort these words into a table, each with a rule. Children to record the rule below the each column of the table.

Lesson 2: To write the opening of your Greek Myth

For the rest of the lessons this week, we are going to be writing out Greek myth. As we are giving you 3 lessons to write it, we expect it to be at least 2 pages long. Today, we are going to write the opening.

 

Have a look at these story openings, what do they include? What do they do well?

Once upon a time there was a boy who tried to fly.  He flew with his father, soaring over the shining, sun-dappled sea.  His father, who had created the wings which enabled them to fly, was the most brilliant, the most cunning, the most inventive designer who ever lived.  But in his past was a dark secret, and a labyrinth and a monster so terrible it could not be spoken of. 

 

This story starts a long time ago in the country called Thessaly.

 

In the beautiful city of Thessaly live a foolish king and his two beautiful children: Phrixus and Helle. The children's wicked stepmother was jealous of the children. She resented their great beauty and goodness. The stepmother them and plotted against them.  Luckily, the children had a special friends, Hermes, who tried to protect them.


In that part of the world, they had had no rain for a very long time. The children's stepmother made a plan, she asked the King to send to the wise Oracle at Delphi for advice.

Let’s look at what makes an effective opening…

 

Now, we are going to write the opening of our story, here are some ideas from other Greek myths.

  1. Once, when ships sailed the Aegean sea and Greeks ruled the world, there was a young girl named...
  2. At the very beginning of time, the gods ruled over this world and the heavens.
  3. Long ago, when fortune-tellers told the truth, there lived a very frightened man.  
  4. The island of Crete was ruled by King Minos, whose reputation for cruelty had spread to every shore.
  5. There was once a king called Midas who was almost as stupid as he was greedy.

 

TASK:

Today you are going to write the opening of your story. You need to include:

  • when and where the story takes place, giving some back story
  • describe hero(ine) using adjectives, similes and prepositions.
  • introduce problem (monster).

You should use all the literary techniques we have looked at over the past week and use your Writing Organiser

  • adventurous adjectives
  • powerful verbs
  • adverbs
  • similes
  • prepositions

 

Challenge: Can you include metaphors and fronted adverbials?

Also try to leave readers in suspense at the end of your opening by using a cliff hanger.

 

We have included an example of a Greek Myth written by a 9 year old child. You can use this for inspiration if at any point over the next 3 lessons if you are stuck.

Lesson 3: To write a narrative based on a Greek myth

Today, we are going to write the next part of our story which includes how their hero(ine) gets to the setting where the monster is. 

There are 3 main parts that we need to include in today’s writing:

 

  1. Do they meet anyone? Do they receive any special objects? Below is a list of special Greek objects that appear in some Greek Myths. You can choose to use one of these or you could create your own.

2. Describe the setting, based on your mind map from last week.

Challenge: include the mood of the setting and think about dangers. Can they end their paragraph with a rhetorical question?

 

3. Monster description – use the 1 you wrote in last weeks lesson!

 

While you are writing, I want you think about…

  • How is the main character feeling?
  • What is the main character doing?
  • What is driving them into action?
  • What is it they are hoping/ forced to do?

 

Again, if you are struggling, you can always look at the example Myth that is tagged to the previous lessons learning for some ideas.

Lesson 4: To write a narrative based on a Greek myth
 

Today we are going to write the action scene, and the resolution/ending for our myths.

Look at your Writing Organiser – what do we need to include in our action scenes to make them fabulous?

  • powerful verbs
  • adverbs
  • exciting punctuation
  • suspense (not giving away the ending too quickly!)
  • a mixture of long and short sentences.

Have a look at these sentences

1) Talos spiralled down from the top of the highest tower in Athens.

2) She crouched miserably at the mouth of the dark cave. Her heart was thumping out of her chest. She slowly peaked around a rock. She gasped!

3) Then, as he gazed in horror, he saw the ghastly beast. He plummeted towards it, waving his sword and releasing a battle cry.

 

Now have a go at writing your own exciting sentences.

Next, look at this example of an action scene

The Chimaera roared horribly and gigantic flames surrounded Apollo. He held up his shield and ran in every direction trying to confuse the monster. The serpent tail hissed, the lion’s head roared and the flames soared into the air. He kept darting around and soon the Chimaera was dizzy. Apollo ran forward and plunged his sword deep into the monster's foul heart. The Chimaera let out a roar of pain and fury and fell to the floor. The monster was dead at last.

 

Here are lots of conjunctions you can use in your writing, you can use them as conjunctions or as fronted adverbials.

Once you have written your action scene, you need to write your resolution and ending. Don’t forget, this needs to include how the hero(ine) gets back to their home and who greets them, what do they do? Throw a feast?

Reading Comprehension

Below you will find a reading comprehension about Roald Dahl! There are three different levels within the document, so please read the text and answer the questions that are right for you! Have your adults check your answers using the answer sheet.

Spellings

You will have reached the end of your spelling booklet now. This week we would like you to recap any spelling from the booklet that you have found tricky.

Maths

Have a go at this week's maths activities. If you finish these then take a look at the activities set out by your usual maths teacher. 

Miss Robinson's maths group

Miss McGarvie and Miss Henninger's maths groups

These are some good discussion activities that you can do with an adult or sibling. Think about all of the possibilities. Is there more than one answer to a question?

Miss Hill and Mrs Frost's maths groups

History

The Ancient Greeks believed in many different gods and goddesses. They believed they had to make sacrifices to please the gods.  

The Greek Gods

Task – Use the information sheets and the templates to make a set of top trumps about Ancient Greek gods and goddesses.

Fernwood Festival

This week we should have been having our wonderful Fernwood Festival and embracing all things musical… singing, dancing and having a wonderful time.

Task - hold your own music festival! You could:

- Make flyers for it
- Create bunting
- Design flower headbands

- Maybe do some face painting

- Sing some songs (See attached lyrics sheets)

- Do some dancing

Have a wonderful joy-filled festival with your family!

ICT

Task – Carry out some research on different festivals They don’t have to be music festivals either. Here are some ideas:

- Splendour

- Glastonbury

- Car fest

- food festivals

This week’s A-Z is things you would find at a festival! Can you make a list of things you might see if you go to a festival that begin with every letter of the alphabet? Think about the last few years at our Fernwood festival… What did we do during the day?

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