Where you can select the 3, 4 and 8 times tables. You will need to select the number of questions and the time in which you want to complete them in. As you grow in confidence please challenge yourself by increasing the number of questions or decreasing the time.
Challenge
If you are confident with your 3, 4 and 8 times tables please try this time table grid activity.
Music
WALT understand and use pulse and rhythm
Pulseis a steady beat like a ticking clock or your heartbeat.
Rhythm is the pattern of long and short sounds that fit with the pulse as you move through the song.
I hope you had a lovely day yesterday. It has been wonderful hearing about how you celebrated VE Day. Thank you for sharing your photographs.
In the table below you will find today’s learning activities. Remember that you can keep in contact with me by posting comments to the Year 2 Blog or by sending me an email at year2@popepaul.herts.sch.uk
Have a great day!
Miss Davey
Subject
Activity
Prayer
Prayer for Tuesday 12th May 2020
God, whom we meet in bread and wine,
in body broken and blood outpoured,
fill us with your compassion,
that we may hear the cries of the hungry
and reach out to those in need.
Engender in us a thirst for justice,
that the hungry will be satisfied
and the rich sent empty away.
Roll away our apathy
that, with arms outstretched,
we may offer life in place of death
and hope in the face of despair.
Amen.
Handwriting
Copy the following sentences into your handwriting book:
The monkey threw his banana at the child.
She stroked the friendly donkey.
There were lots of noisy monkeys at the zoo.
He put the milk and bread in the supermarket trolley.
12-05-2020 Morning Challenge WALT: Make 2D shapes.
English
Tuesday 12th May 2020
WALT: Write lists in a sentence.Listen to the story, Voices in the Park by Anthony Browne.
Record lists of things you can do in your free time and use commas to separate items in the list.
For example:
At the park we can go on the swings, slide, roundabout and zip wire.
At home I like to _, _, _ and _.
At the weekend I like to _, _, _ and _.
At the park I like to _, _, _ and _.
Computing
Tuesday 12th May 2020 WALT: Understand that information online is not always reliable. Watch the Horrible Histories video below which explores what we can trust online.
Play the Trust it Traffic Lights’ game.
Read the following statements and sort them into red, amber or green depending on their reliability.
http://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.png00Margaret Joycehttp://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.pngMargaret Joyce2020-05-12 08:30:162020-05-11 21:55:09Tuesday 12th May 2020
Letters and Sounds lesson at 10.30am for Year 1– Today’s sound is e
If your child would like to revise the Phase 3 sounds – 10.00am
Reading
Read for 10 minutes. Write two sentences in your reading record about the book.
Science
If you can get some cress seeds and four cups. Wet some kitchen roll or cotton wool and put it in the cup. Sprinkle some cress seeds in each cup. Label cups. A B C D
Put A in a dark place (cupboard) and water it once a day.
Put B in a dark place (cupboard) but do not water it.
Put C near a window that gets light and water it once a day.
Put D near a window that gets light but do not water it.
Predict what one will grow the best. Can you explain why?
In your writing record what happens each day.
After a week 5 days record what you have found and explain why you think that happened.
If you cannot get cress try this.
Floating and Sinking Investigation – Click the link below.
Apologies- error on question 2 answer. Two and a half is 5 halves and therefore ten quarters. This would leave 5 quarters as your answer. This is one and a quarter. I am sure many of you have spotted it and written the correct calculation already.
Have a wonderful day
Mrs Lines
http://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.png00Margaret Joycehttp://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.pngMargaret Joyce2020-05-12 08:00:002020-05-12 12:58:32Tuesday 12th May 2020 Learning
Welcome back after a long weekend. We hope that you had time to celebrate VE Day with your family. Did many of you have your own garden parties? I made bunting which I put up outside my house and we had scones and tea in the garden. Did you hear the Queen’s Speech?
Ms Dunning and I hope that you are finding the work we are setting on the class page manageable. Whilst it is important that you try your best to keep up, we understand that every family’s situation is different, with sharing of laptops, slow wi-fi, younger children to cater for, home working for adults and so on.
We have seen some amazing work from all of you in the class and it is lovely to have emails from you too. Keep on posting your work!
Have a lovely week of learning!
Mrs McNamara and Ms Dunning
Here’s what you got up to on Thursday:
Darcie-Louise designed her poster and solved the VE Day wordsearch. Nabira had fun in the park enjoying the sunshine!
There are a lot of great activities for you to do today, including History.
Before you start, click here for the answers from last Thursday’s work.
A reminder: you can keep in contact with us by sending an email to: year4@popepaul.herts.sch.uk.
Continue to try your best in doing your learning each day. Remember, read through each activity for today’s learning and keep your handwriting neatly presented as you complete each task.
Good morning, Year 6. I hope you had a lovely long weekend. Here’s a patriotic tractor that I spotted on VE Day!
Here are Giovanna’s and Samuel’s brilliant Spitfire drawings:
Sofia has sent me a photo of her fantastic up-cycled yoghurt pot from D&T a couple of weeks ago:
Elysia has sent me some beautiful artwork that she has painted recently:
Elysia has also completed her Potters Bar geography project, and has sent me a powerpoint full of informative and interesting facts about our town. It also has a quiz at the end, so have a look here and see what score you get!
A polygon is a flat, two-dimensional (2D) shape with straight sides that is fully closed (all the sides are joined up). The sides must be straight. Polygons may have any number of sides.A regular polygon is a polygon in which all sides are of all the same length and at the same angles.These include a pentagon which has 5 sides, a hexagon has 6, a heptagon has 7, and an octagon has 8 sides.
Extension Challenge:
Go on a shape hunt. Create a tally of the shapes you see.
Can you see any pentagons?
Can you see any octagons?
Can you see any hexagons?
What was the most common shape?
English
Monday 11th May 2020
WALT: Interpret an illustration
From Voices in the Park by Anthony Browne
Look at the illustration and answer the following questions. What did you notice first in this picture?
What is happening here?
What might be about to happen?
Does this picture remind you of anything?
Can you see unusual shapes or objects?
How are the characters feeling? (How do you know? What makes you think that?)
If you were in this picture, what could you see?
If you were in this picture, what could you smell?
If you were in this picture, what might you hear?
If you were in this picture, how would you be feeling?
Science
Monday 11th May 2020
The Big Question ……. What if plants could move?
Remember there is no right or wrong answer.
You could think about the following:
How could plants move?
What would moving allow the plants to do?
How would different kinds of plants move?
http://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.png00Margaret Joycehttp://popepaul.herts.sch.uk/wp-content/uploads/2015/08/ppnewlogo.pngMargaret Joyce2020-05-11 08:30:142020-05-11 08:28:45Monday 11th May 2020
I hope you had a lovely weekend. I celebrated VE day by having a BBQ in my garden and listening to 1940s music, which was fun. Did you do anything to celebrate? I hope you are enjoying the online learning. Thank you for the messages and photos you have shared with me. Remember that you can contact me at year3@popepaul.herts.sch.uk
Here are Nathalie and Violet’s excellent evacuee diary entries.
PE
Pope Paul Olympics.
Pope Paul Home Olympics – please open here and complete today’s challenge 11.5.20.
Remember to record your scores and have fun.
Spelling/ handwriting
Copy the 10 spelling into your handwriting books four times.
Remember to use the guidelines and use my example to check the correct letter formation.
Words families based on root words ‘struct’ and ‘uni’
instruct
structure
construction
instruction
instructor
unit
union
united
universe
university
English and digial photography.
Each day this week I would like you to take the best photograph you can of an animal or of something in nature. This could be of your pet, a flower, tree, insect, cloud or a rainbow for example. Remember you can enhance the colours with filters but for this task do not use text or emojis on your photograph. Once you have taken your daily photo you need to write a descriptive paragraph about it.
If you are unable to take photographs please just write about something you see in your garden, out of your window or during your daily exercise.
Remember to apply the skills we have been using in our writing over the past few weeks; noun phrases, compound nouns and past or present tense.
Here is a photo I took on one of my daily walks and an example of a descriptive paragraph.
As I crept through the ancient woodland, I was surrounded by perfumed bluebells. These wild flowers seemed to have burst through the mossy ground and were dancing is the gentle breeze. Treading carefully, I stepped closer to the swaying blue carpet and listened to the birdsong that echoed through the wood. Bees hopped from their sapphire trumpets, collecting pollen for their hives.
I look forward to seeing your different photographs and reading your descriptive paragraphs each day.
Reading
Read to a member of your family and log your reading in your reading record.
Maths
Please complete this tasks online.
I have set a Mathletics shape activity about different types of lines and a shape test, revising the learning from last week.
Thank you for sending in your photographs for the May Procession last Monday; I hope you enjoyed watching it. It was lovely to see all of our school community coming together in such a special way.
Thank you for your continued support and have a great week!
Discuss the character of the Gingerbread Man. Why do you think he was running away? How was he feeling? What would you have done if you had seen the Gingerbread Man running away from all of the other characters?
Discuss the characters of the old man/baker and his wife. How do you think they felt when the Gingerbread Man ran away from them?
Ask your child what object they would like to come to life, in the same way that the Gingerbread Man did.
Discuss the way in which the characters tried to catch the Gingerbread Man. Was this the right thing to do?
Remind your child about stranger danger. Explain that the fox was pretending to the Gingerbread Man that he was going to help, when in fact he was not planning to help him at all. Talk about the importance of staying away from strangers. Encourage your child to think about what the Gingerbread Man should have done in that situation.
Communication and Language
Focus on asking and answering: who? where? why? what? when? questions.
Whilst reading the story, encourage your child to join in with the repeated refrains.
Use the Gingerbread Man’s journey from the story to look at prepositions such as ‘under’, ‘on top’, ‘behind’.
Play a listening and attention game with your child. Place a number of items from the Gingerbread Man story on a tray and cover with a blanket. Ask your child to guess how many there are, double-check by counting. Remove one of the objects. Can they say which one has been removed?
Once your child has become familiar with the story, introduce new elements to it. Instead of the baker making a gingerbread man, what else could he create? A dinosaur or a unicorn perhaps? Could the character have to jump over something different, such as a volcano instead of a river? Have fun changing the story.
Physical Development
Encourage your child to physically act out the story of The Gingerbread Man- take a photograph of each scene. (To be used in Literacy)
Re-enact the story with your child and encourage them to experiment with different ways of moving. Ask them to think about the ways the different characters in the story would move.
Support your child in making gingerbread man paper chains to help develop cutting skills. (Like we did during the recent Celebration Morning)
Make a gingerbread assault course, thinking about the different tricky situations in the story (The story starts in the kitchen, then through the door (hoop?) over the gate (skipping rope?) away from the animals (under the bed sheet?) and across the stream (balanced on something). Develops the skills of moving around and avoiding obstacles.
Take your child outside to run fast and slow. Can they jump like the Gingerbread Man?
Play gingerbread man tag. Use the fox as the chaser and your child as gingerbread men being chased. Swap over.
How many gingerbread men can the fox (child) eat in a given time?
Encourage your child to wash their hands and keep surfaces clean as they prepare their gingerbread men.
Use playdough for rolling and cutting into gingerbread men shapes.
Ask your child to draw around someone else in the house and make a big gingerbread man that can be painted and decorated. Display the gingerbread man on the wall.
Understanding the World
Will a gingerbread man float or sink in water? Create a Science experiment to find out.
Why didn’t the gingerbread man want to get wet? Experiment to see.
Gingerbread baking-discuss what happens to ingredients as we bake?
Discuss the different features in the landscape that the gingerbread man went through during his escape.
On your daily walk, look for grass, hillocks, trees, ponds and rivers etc to give you child an idea of where the story may of taken place or where the crafty fox outwitted the Gingerbread Man.
Help your child to make a gingerbread man; this will help them to develop an interest in baking and understand the need for hygiene when making things to eat.
Expressive Arts and Design
Provide lots of cardboard boxes and encourage your child to try to build a gingerbread house for the Gingerbread Man to live in.
Design and make your own gingerbread man from a range of different materials.
Split pin gingerbread man.
Design and make your own waterproof vessel to help the Gingerbread Man cross the river safely.
Maths
Use the story to explore ordinal numbers with your child. Can they say which order the characters are in?
The Gingerbread Man is symmetrical; what other symmetrical objects or paterns can your child find?.
Help your child to weigh the ingredients out for the gingerbread men and compare the amounts of different ingredients used. Do we use more flour or more ginger in the recipe?
Encourage your child to count how many currants will be needed for the eyes, nose and buttons on each gingerbread man.
Draw attention to the many different animals the Gingerbread Man escaped from; make a chart to show the different animals.
Parents, as tempting as it is, please try to limit the number of worksheets you give to your child as eventually, it will take the joy out of learning. The children are used to doing maths activities in a very practical way, both in the inside and outside learning environment. Rather than adding up pictures on a piece of paper, they could be adding up two piles of cars, two groups of daisies, goals scored altogether by two people etc. Thank you!
Literacy
Retell the story of The Gingerbread Man.
Sequence the story using the photographs taken.(See PD) Write down what is happening at each stage, underneath each photo.
Write a story map of The Gingerbread Man showing the Gingerbread Man’s journey.
Speech bubble writing- draw the Gingerbread Man and write a speech bubble to show what he is saying.
Write a happier alternative ending.
Create ‘Lost’ posters describing the Gingerbread Man.
Write simple instructions explaining how to make some gingerbread men.
(From C&L)Once your child has become familiar with the story, introduce new elements to it. Instead of the baker making a gingerbread man, what else could he create? A dinosaur or a unicorn perhaps? Could the character have to jump over something different, such as a volcano instead of a river? Have fun writing a different version of the story.
Phonics- It is highly important that your child practises their letter sounds and tricky words and applies them through a reading and writing activity daily. Reading will help improve their vocabulary and a child’s academic success depends upon the ability to read and write and so this should be a priority.
Please do the daily Department for Education (DFE) ‘Letters and Sounds’ live phonics lesson.
RE
To show that RE is a special learning time, we always light a candle to mark the beginning of lesson and ask ‘Who is with us when we light the candle?’ and ‘Who do we learn about in our RE lesson?’
We then say the school’s Mission Prayer together.
Tell the story ‘The Road to Emmaus’ from a Beginner’s Bible.
Go on a walk and count how many rainbows or teddies you can see in the windows of different houses. Which road has the most?
Counting objects within the house-This could be anything as simple as counting the cutlery in your drawer!
Looking for shapes in the environment- Can you see the rectangle on the table? The square on the oven door? How many edges does the bookcase have? Can you name the 3D shape that your cereal box is?
Using positional and directional language- Where is the teddy? On top, under, behind, in front of, next to, in between etc. Use directions to get from one room to another e.g. walk two steps forward, turn left…
Capacity-Fill the bath and give them your child whichever containers you have at home (jugs, Tupperware). Encourage the language of full, nearly full, half full, nearly empty, empty. Will the water to fill this container fit into another container?
Time- Create an ‘at home’ timetable together. What shall we do first? What shall do next? What shall we do at the end of the day? Begin to recognise o’ clock times on a clock.
Money- Empty your purse or money box. Learn the names of the different coins. Use 1p coins to count and add with.
Patterns- Use every day objects around the home to create patterns e.g. pen, fork, sock, pen, fork, sock. Can they continue and copy your pattern? Can they make their own pattern.
Length and height- Find three objects from around the home. Can they order them from smallest to largest? Use your feet to measure the length of items in your home (e.g the sofa). How many feet long is it? Counting objects within the house. This could be anything as simple as counting the cutlery in your drawer.
Addition using objects found within your home- If we have 5 spoons and 3 forks, how many do we have altogether? Include missing numbers e.g I have 5 buttons. How many more do I need to make 10?
Subtraction using objects found within your home- If we have 7 biscuits and I eat 2 how many biscuits are left?
Subitising (recognising how many without counting) the amount of objects in a set. How many candles are on the fireplace? How many plates are on the table? Etc
Watch a Numberblocks episode each day at: BBC iplayer or CBeebies.
Practise counting up to 20. This can be done through playing hide and seek, singing number songs, chanting, board games etc.
Write out the digits 0 – 9.
Sing Number songs to practice counting, reciting numbers in order, one more, one less using number songs: Five Little Ducks, Five Little Men, Ten Green Bottles
Practise counting backwards from 20.
Look for the numbers on the doors of houses. Do the numbers get bigger or smaller as you go up and down the street?
Listen to a number song from the CBeebies website. After listening to them, watch again and sing along if you can. Talk about the maths you can see in the video clip.
Look out of the window and count how many houses or buildings can be seen
Explore weighing and measuring food on the kitchen scales. Ask, what happens as you place more on the scales?
Look for numerals on packaging you find around the house. Can your child recognise the numerals and count out a matching amount?
White Rose Maths has prepared a series of five maths lessons for each year group from Year R-8. They will be adding five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. Click on the link to find out more.
Parents, please encourage your child to write as often as you can, using their phonics and tricky word knowledge. Please take a close up picture of any writing they do and upload it to Tapestry. If they are forming their letters incorrectly, the wrong way around or hold their pencil the wrong way, please correct your child immediately. Please refer to the inside cover of their original home phonics book for the handwriting phrases, if you find yourself in this position.
Phonics
Please continue to practise all of Phase 2 and Phase 3 sounds and tricky words on a daily basis.
Phase 2 tricky and high frequency words
Read:is, it, in, at, and, the, to, no, go, I, on, a
Phase 3 tricky and high frequency words
Read: he, she, we, me, be, was, my, you, they, her, all, are
Write: the, to, no, go, I
For those children who know all of the above, please begin to teach the following words from Phase 4. (Consolidating phase)
Phase 4 tricky words
Read: said, so, have, like, some, come, were, there, little, one, do, when, out, what
Information about Phase 4 Phonics
During the summer term and only when the children are secure in Phase 2 and 3, Reception usually move over to the Phase 4 stage of Letters and Sounds. When children start, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.
Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.
If your child knows all of the Phase 2 and 3 sounds consistently and the high frequency and tricky words, then please begin to introduce your child to the Phase 4 online games and activities.
Important- Please be aware that if you go onto this phase before they are ready, it may cause your child to have issues with spelling later on in their school life.
The following websites are fantastic for practising phonics phases, word recognition and sentence reading.
Phonics Play in particular is a fantastic resource for the actual teaching of the Letters and Sounds program. It is currently free to parents due to the Coronavirus situation.
Reading
As well as Oxford Owls, Harper Collins Publishers are now giving parents free access to their Big Cat e-books and activities, which are also organised according to book band colour.
Go to Collins Connect and click on the Teacher portal and enter:
Username: parents@harpercollins.co.uk
Password: Parents20!
and then click Login.
To login to Oxford Owl please continue using the school’s login.
You must put the detail into Class Login not the general login otherwise it will not work. Once logged in, you can go into the bookshelf. Select 2 books from your child’s book band colour and practise reading them every day. There are two activities to go with each book and parent tips at the end of the book. If you click on the parents section too, you should find even more books and resources.
