Sky Remote Learning WB 22 February · 2021. 2. 13. · Cosmic Kids yoga Lesson Video LO: To compare and order numbers to 50 Lesson video Phase 3 - ar Lesson Video Phase 5a – i-e

Sky Remote Learning WB 22nd February

PE Maths Phonics

English Wider

Curriculum

Mo

nd

ay

PE – Run bronze

skipping

challenge

Challenge

Video

LO: To compare

and order

numbers to 50

Lesson video

Phase 3 - ar

Lesson Video

Phase 5a – i-e

Lesson Video

• SPaG

• Handwriting

• English

• Whole Class

Reading

IPC

Geography

Features of the

environment.

BBC bitesize

clip

Tue

sda

y

Cosmic Kids

yoga

Lesson Video

LO: To compare

and order

numbers to 50

Lesson video

Phase 3 - ar

Lesson Video

Phase 5a – i-e

Lesson Video

• SPaG

• Handwriting

• English

• Whole Class

Reading

Computing

j2e

www.j2e.com

We

dn

esd

a

y

PE with Joe

Wickes

Lesson Video

LO: To count in

2s and 5s

Lesson video

Phase 3 - or

Lesson Video

Phase 5a – o-e

• SPaG

• Handwriting

• English

• Whole Class

Reading

IPC

Geography

Maps

BBC bitesize

clip

Thu

rsd

ay

Andy’s Wild

Workout

Lesson Video

LO: To count in

2s, 5s and tens

Lesson video

Phase 3 - or

Lesson Video

Phase 5a – o-e

Lesson Video

• SPaG

• Handwriting

• English

• Whole Class

Reading

IPC

Rainforests –

where are

they?

Frid

ay

Kids Zumba

Lesson Video

LO: To

complete

number

sequences

Lesson video

Phase 3 -ur

Lesson Video

Phase 5a -u-e

Lesson Video

• SPaG

• Handwriting

• English

• Whole Class

Reading

PSHE Feelings

BBC bitesize

RE

David and

Goliath

Music

Charanga

Or BBC bitesize

World Book Day 4th March 2021

Next week is World Book Day and we want to

celebrate!

https://drive.google.com/file/d/1gJZ_z7OZefZNFaQepb4RgAjuJ7ptwdgY/view

https://drive.google.com/file/d/1gJZ_z7OZefZNFaQepb4RgAjuJ7ptwdgY/view

https://classroom.thenational.academy/lessons/comparing-and-ordering-numbers-within-50-part-1-60r30t?step=2&activity=video

https://www.youtube.com/watch?v=IUHj1V-KYeg

https://www.youtube.com/watch?v=-p6KWV3eHI8

https://www.youtube.com/watch?v=zLM5Hlj5dC0

https://www.bbc.co.uk/bitesize/topics/zqj3n9q/articles/zr8q7nb


https://www.youtube.com/watch?v=QM8NjfCfOg0

https://classroom.thenational.academy/lessons/comparing-and-ordering-numbers-within-50-part-2-70vkjc?step=1&activity=video



https://www.youtube.com/watch?v=Sw2KZki-eaA

http://www.j2e.com/

https://www.youtube.com/watch?v=YvrtftiOOVw

https://classroom.thenational.academy/lessons/counting-in-twos-and-fives-chhkad?step=2&activity=video

https://www.youtube.com/watch?v=68FTaim0FOQ


https://www.bbc.co.uk/bitesize/topics/zqj3n9q/articles/zjd66v4


https://www.youtube.com/watch?v=TCrFUD98U_Q

https://classroom.thenational.academy/lessons/counting-in-twos-fives-and-tens-65k34d?step=1&activity=video


https://www.youtube.com/watch?v=8ly-lUhLnxw


https://www.chesterzoo.org/app/uploads/sites/5/2016/06/Where-in-the-world-are-Rainforests.mp4

https://www.youtube.com/watch?v=RoYxG0avSfY

https://classroom.thenational.academy/lessons/describing-and-completing-number-patterns-6wuk4r?step=2&activity=video

https://www.youtube.com/watch?v=fbouFmTzBn8

https://www.youtube.com/watch?v=aW-zdYN_z90


https://www.bbc.co.uk/bitesize/topics/zxccwmn/resources/1

https://interactive.servicesforeducation.co.uk/c/1311889-scheme/1311933-year-1/1312259-hey-you/lessons/143761-hey-you-step-3

https://www.bbc.co.uk/bitesize/topics/zk86qfr/articles/z8x796f

How to use your home learning pack:

In this pack, you will find work for a week of learning across the curriculum. Try

to do every lesson for each day to keep up with your learning while you are at

home. You may find it helpful to cross off each lesson on the timetable once

you have completed it. Follow the success criteria for each lesson so you know

what to do; this is how we do it in school.

Parents:

Where possible, please start your child’s home learning at normal school time

in the morning; this will help the children stay in routine. They should also have

plenty of breaks, so they don’t get too tired! For maths, phonics and

handwriting, there are videos that teach you how to complete the work. Simply

click the link on the timetable, and it will take you straight to the video for each

lesson.

Don’t forget to continue using Numbots and Phonics Play at home. Remember

to encourage your child to read for pleasure and to share books together.

Useful websites:

Phonics Play

www.phonicsplay.co.uk

username: jan21 password: home

j2e

https://www.j2e.com/

Five a Day TV

https://player.5-a-day.tv/

Username: clifton-primary-school-b128ly-home

Password: LZYR6bVd

Charanga – Music Lessons

https://charanga.com/site/log-in/

From the Sky Team: @CliftonSky1 @SportAtClifton

http://www.phonicsplay.co.uk/

https://www.j2e.com/

https://player.5-a-day.tv/

https://charanga.com/site/log-in/

Feedback and Improvement!

Here you can see how well your group did in their learning

last week and find ways to improve your work in the week

ahead.

Examples of good learning:

How work can be improved:

Maths: During maths this week, we have been practising adding on one more and one

less. For some children, counting backwards, especially if the number bridges over ten,

can be difficult. It is a good idea to have a blank number line in front of you so you can

jump to the right if counting forwards and to the left if counting backwards. The more

practise with a number line you do, the more fluent you will become.

This week in Maths, we have been counting both

forwards and backwards accurately, identifying the

value of tens and ones in a number, and finding one

more and one less of a number. This is a fantastic

example of accurate counting; the child has grouped

the cookies in groups of ten which has helped them

count the large number correctly. When counting from

20 to 40, the child has worked systematically and ticked

off each number that comes between the numbers.

Looking at the reasoning challenge to the left, the child

has agreed with Lucy because they have recognised

that five tens is equal to 50, without the need to count

the pom poms individually.

The completed phonics sheet on the left is a good example

because the child has dotted and dashed all the words to

support their reading. This helps them identify digraphs in words

when sounding out.

Identifying real and fake words is a skill we focus on during

phonics lessons. This child has correctly identified the real and

fake ‘ey’ words, colouring them in accordingly. This helps the

children increase their vocabulary and recognise different

spelling patterns in the English language.

Monday - PE

Welcome to the KS1 Run Bronze Skipping Challenge.

The aim of this challenge is to complete as many skips as you can

in 20 seconds. Don't forget to check out the 'How to Guide' before

you submit your results for the challenge.

• To begin, the skipping rope starts behind you.

• Put your feet together as though they are stuck together with

glue.

• Make sure your head is looking forward and keep your

elbows in.

• As the rope comes over the head keep your knees up high

and run over the skipping rope on the spot.

• Make sure each foot hits the ground once as the rope

comes through.

• How many turns can be completed in 20 seconds?

• Once you've practised you can submit your scores below.

• Good Luck!

https://drive.google.com/file/d/1gJZ_z7OZefZNFaQepb4RgAjuJ7ptwdgY/view?usp=sharing

Monday - Maths

Learning Objective: To compare and order numbers to 50.

Parent Note: The children will need to watch the video (click the link below)

as they complete their work. The teaching input will explain how to do each

activity. The success criteria below will explain how to complete each

question. Where possible, the children need to work through the questions.

They will get progressively harder.

https://classroom.thenational.academy/lessons/comparing-and-ordering-

numbers-within-50-part-1-60r30t?step=2&activity=video

Children order numbers using the language, ‘largest’, ‘smallest’, ‘more than’,

‘less than’, ‘least’, ‘most’ and ‘equal to’. They continue to use inequality

symbols to order numbers in ascending and descending order. Children

should be able to justify the order of numbers using their place value

knowledge. They need to know that they should compare the highest place

value column first (tens), then move onto the ones if the tens are equal.

Success Criteria:

1. Identify the first number.

2. Identify the second number.

3. Identify which one is greater.

4. Choose the correct inequality sign and draw it in the box.

Questions to ask your child:

Which group has the most?

Which group has the least?

How does knowing this help us order the groups from largest to smallest?

Can you build the groups using equipment and compare?

What is the smallest/largest number that could complete the empty box?

Complete the number line:

Remember to start writing the number at the red dot.




Challenge 1

Challenge 2

Challenge 3- Order these numbers starting with the smallest.

Reasoning challenge

Mastery challenge: Once your child is confident with the tasks completed, you

can then move onto the mastery problem below.

Monday - Phonics

This pack includes two separate phonics lessons based on where your child is

with their phonics learning. There is a Phase 3 sound and a Phase 5a sound.

Phase 3: To read and write words containing the ‘ar’ grapheme.

Phase 5a: To read and write words containing the ‘i-e’ grapheme.

You will need to login onto PhonicsPlay to access some of the required

resources.

PhonicsPlay

Username: jan21

Password: home

1. Complete the Speed Trial and Tricky Word Trucks games to review prior

learning (select either Phase 2, Phase 3 or Phase 5a).

2. Watch the appropriate video with your child to help them to learn the

sound.

Phase 3 grapheme: Lesson Video - ar

Phase 5a grapheme: Lesson Video i-e

3. Complete one of the following games (Buried Treasure, Dragons Den or

Picnic on Pluto). You will need to select either Phase 3 or Phase 5

followed by the appropriate grapheme.

4. Complete the sheet for either the ‘ar’ (Phase 3) or ‘i-e’ (Phase 5a)

grapheme.

Learning Objective: To read and write words and sentences containing the

‘ar’ grapheme.

Read the words below. Dot and dash the words to support your reading. The

first one has been done for you.

https://www.phonicsplay.co.uk/



harp car dart

sharp march part

mark shark bark

Read the sentences below. Dot and dosh the sentences to support reading.

Match the sentences with the correct picture.

The dog can bark.

The shark has sharp

teeth.

I have a red car.

Choose a word containing the ‘ar’ grapheme from above. Write a sentence

with this word. For example: I like to play with my car.


‘i-e’ grapheme.



tile life smile

file kite bite

mine line shine



I like playing with my

kite.

I have a nice smile.

My class make the

best line.

Choose a word containing the ‘i-e’ grapheme from above. Write a sentence

with this word. For example: I can shine my torch at night.

Monday – SPaG

Monday - Spellings Phase 3 WB 22.2.21

Spelling test date: Friday 26th February 2021

Please help your child to learn the spellings below by following

these steps:

1. Look at the first word.

2. Say the sounds together.

3. Blend the sounds and say the word together.

4. Ask your child to say the sounds, blend them and say the word

by themselves.

5. Repeat if necessary.

6. Fold the page to hide the words.

7. Ask your child to write the word from memory (no helping!)

8. Unfold the page to show the words and check the spelling.

Repeat for the next word.

Look and Read Cover then write Check

car

mark

short

for

we

On the next page, practise using the spelling strategy to write the

words in different directions. Try not to look at this sheet when

writing the words.

Spelling Activity:

Practise writing in the triangle Example

car

Monday – SPaG

Monday - Spellings Phase 5 WB 22.2.21

Spelling test date: Friday 26th February 2021

Please help your child to learn the spellings below by following

these steps:

1. Look at the first word.

2. Say the sounds together.

3. Blend the sounds and say the word together.

4. Ask your child to say the sounds, blend them and say the word

by themselves.

5. Repeat if necessary.

6. Fold the page to hide the words.

7. Ask your child to write the word from memory (no helping!)

8. Unfold the page to show the words and check the spelling.

Repeat for the next word.

Look and Read Cover then write Check

time

smile

nose

joke

people

On the next page, practise using the spelling strategy to write the

words in different directions. Try not to look at this sheet when

writing the words.

Spelling activity:

Practise writing in the triangle Example

time

Monday – Handwriting

Learning Objective: To form letters from the zig-zag family

correctly

This week your child will be practising the correct letter formation

for letters from the zig-zag monster family.

It is important to get our finger and hand muscles ready before

beginning handwriting. Click on the video link below to practise

some handwriting exercises.

Finger warm up exercises

Click on this next video link which will show you how to form the

letter below correctly.

Handwriting - Correct letter formation video

https://www.youtube.com/watch?v=r2tBH_XyeJc

https://www.youtube.com/watch?v=zLM5Hlj5dC0

Monday – English

Parent Note:

In English lessons this week, your child will learn about instructions. They will

practise reading and following a set of instructions to help them learn about

their features.

Click on the video link below to watch a short video explaining the features of

instructions.

Lesson Video - Features of Instructions

https://www.youtube.com/watch?v=2189sv8Bvy4

Below are some instructions for planting a sunflower seed. Let’s take a look at

some of the features used in these instructions.

All in

struc

tion

s ha

ve

a title

. This is u

sua

lly

at th

e to

p o

f the

pa

ge

an

d te

lls yo

u

wh

at th

e in

struc

tion

s will b

e fo

r.

Instru

ctio

ns

ha

ve

sub

-

he

ad

ing

s. The

sub

-he

ad

ing

s

tell y

ou

wh

at

info

rma

tion

will

ap

pe

ar b

elo

w

it.

Instru

ctio

ns a

re

writte

n in

the

co

rrec

t ord

er

an

d h

ave

nu

mb

ere

d ste

ps.

Ea

ch

step

is on

a

ne

w lin

e.

Thin

gs y

ou

will n

ee

d a

re w

ritten

in

a list. O

ne

item

on

ea

ch

line

.

Instru

ctio

ns c

an

be

gin

with

time

co

nn

ec

tive

s

suc

h a

s first,

ne

xt, th

en

an

d

fina

lly.

Instru

ctio

ns u

se b

ossy

ve

rbs.

The

se a

re a

ctio

n w

ord

s. Fo

r

exa

mp

le, fill, a

dd

, co

ve

r, po

ur.

Learning Objective: To recognise features of instructional writing

Success criteria:

1. Look at the top of the page to help you find the title.

2. Look for ‘mini-titles’ with writing beneath them to help you find the sub-

headings.

3. Look for words written under each other to help you find a list.

4. Look for sentences that are written in numbered steps to help you find

the instructions.

Below are instructions for making a fruit pizza. Label each part of the

instructions. Use the words below to help you.

list sub-heading title instructions

If your child needs help with labelling the features, you may use this sheet

instead. It has the first letter of each word to help your child with labelling the

features of instructions.

list

sub-heading

title

instructions

t__________ s__ - h________

l__________

i______________

Monday - Whole Class Reading

Our new book ‘Space’ is a non-fiction book that includes information on the

planets, the moon landing, and phases of the moon. During the zoom

sessions, the teachers will discuss the features of a non-fiction text, such as the

contents page, pictures, and captions.

Learning Objective: To answer comprehension questions.

Success Criteria:

1. Read through the text.

2. Read the question carefully.

3. Look at how many boxes need to be ticked.

4. Find the answer in the text and underline it.

5. Tick the correct box.

1. Fill in the missing word. Tick one box.

Astronomers use huge _____________ to see faraway stars and planets.

glasses

telescopes

cups

2. What are astronomers? Tick one box.

people who dig underground

people who study the sea

people who study space

Challenge:

Why do astronomers use telescopes?

…………………………………………………………………………………………………..

Space is the Sun, and the Moon, and the stars, and faraway planets... like

Saturn and Mars.

People who study space are called astronomers. Astronomers use huge

telescopes to see faraway stars and planets. They can see stars that are

millions of kilometres (miles) away.

Become a home astronomer with a pair of binoculars!

Space (2007), Dorling Kindersley

Monday - Wider Curriculum

Learning Objective: To identify human features and physical features in an

environment

Parent Note: This afternoon, we will be completing a geography lesson based

on our topic for this term, “Time Travellers”.

This is a BBC bitesize clip that explains a little more about human and physical

features if you want to explore this further.

A human feature is something that has been made or built by humans.

Can you think of any human features in our school or around your home?

A physical feature is something that is natural.

Can you think of any physical features in our school or around your home?



We’re now going to do a little quiz. Choose which box to tick for each

picture. (Remember to ask yourself, is it man-made? Or is it natural?)

Human

Physical

Human

Physical

Human

Physical

Human

Physical

Human

Physical

Human

Physical

Tuesday - Maths

Learning Objective: To compare and order numbers to 50 (part 2)






https://classroom.thenational.academy/lessons/comparing-and-ordering-

numbers-within-50-part-2-70vkjc?step=1&activity=video

Children order numbers using the language, ‘largest’, ‘smallest’, ‘more than’,

‘less than’, ‘least’, ‘most’ and ‘equal to’. They continue to use inequality

symbols to order numbers in ascending and descending order. Children

should be able to justify the order of numbers using their place value

knowledge. They need to know that they should compare the highest place

value column first (tens), then move onto the ones if the tens are equal.

Success Criteria:

1. Find and colour the first number.

2. Find and colour the second number.

3. Compare both numbers.

4. Choose the correct inequality sign and draw it in the box.


Which group has the most?

Which group has the least?

How does knowing this help us order the groups from largest to smallest?

Can you build the groups using equipment and compare?

What is the smallest/largest number that could complete the empty box?






Challenge 1

Challenge 2

Challenge 3-

Order these numbers from greatest to smallest.

16 12 8 5 15

____________, ______________, __________________, _____________, __________________

24 22 28 21 27

____________, ______________, __________________, _____________, __________________

14 41 23 32 6

____________, ______________, __________________, _____________, __________________

Reasoning challenge



Tuesday - Phonics



Phase 3: To read and write words containing the ‘ar’ grapheme.

Phase 5a: To read and write words containing the ‘i-e’ grapheme.


resources.

PhonicsPlay

Username: jan21

Password: home




sound.

Phase 3 grapheme: Lesson Video - ar

Phase 5a grapheme: Lesson Video i-e


Picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed

by the appropriate grapheme.

4. Complete the sheet for either the ‘ar’ (Phase 3) or ‘i-e’ (Phase 5a)

grapheme.





‘ar’ grapheme.



hark cart dark

star arch art

park charm ark



I can see a bright star.

I can feed the ducks in

the park.

I can push the cart.

Choose a word containing the ‘ar’ grapheme from above. Write a sentence

with this word. For example: My favourite subject is Art.


‘i-e’ grapheme.



mile wife while

pile like ride

dine bike hike



I like to go for a bike

ride.

The daily mile helps me

to keep fit.

All the plates are in a

neat pile.

Choose a word containing the ‘i-e’ grapheme from above. Write a sentence

with this word. For example: For my birthday, I got a new bike!

Tuesday – SPaG

Learning Objective: To form plurals by adding ‘s’

Parent Note:

Children will be learning to change singular words to plurals by

adding the letter ‘s’ to the end of the world.

Please explain the words below to your child.

For most words we can add ‘s’ to the end of the word to change

it into a plural.

What is singular? Singular means one of something. Plural means more than one of something.

Add ‘s’ to edit the words below to change them from singular to

plural. Remember to read each word before and after editing.

Example:

Lamp → Lamps

cup

apple

bee

car

Tuesday – Handwriting

Learning Objective: To form the capital letter A correctly

This week your child will be practising the correct letter formation

for capital letters.










Tuesday – English

Parent Note:



their features.

Today, your child will need to read and follow a set of instructions to make a

jam sandwich. You can click on the video link below to watch a short video

demonstrating how to follow the instructions below to make a jam sandwich.

Please supervise your child when they are making their sandwich.

Lesson Video - Following instructions to make a jam sandwich

Learning Objective: To read and follow instructions

Success Criteria:

1. Use your phonics to help you sound out words.

2. Re-read sentences to make sure you understand them.

3. Read and follow these instructions in the correct order.

4. Ask a grown up to supervise you when you make your sandwich.

https://www.youtube.com/watch?v=j2rQeGN_lNY

When you have finished reading these

instructions, have a go at finding and circling

the title, the sub-headings and the list of

things you will need.

Tuesday - Whole Class Reading


Success Criteria:







On a _________ night we can see lots of tiny dots of light in the sky.

dark

clear

bright

2. On a clear night we can see lots of tiny dots of light in the sky. What are

they? Tick one box.

mountains

stars

torches

Challenge:

Why do the stars look like tiny dots in the sky?

…………………………………………………………………………………………………

Space is everything outside our world- it is a big, big place. Space is

completely black. The light that we can see comes from stars.

On a clear night we can see lots of tiny dots of light in the sky. Most of

these are stars. They are all very far away.

Our world is a planet called Earth. There are seven other planets that are

our neighbours.


Tuesday – Wider Curriculum - J2E

Learning Objective: To use mix to open and edit a file.

Parent Note:

In today’s lesson, your child will be using J2E – JiT5 to open and edit a file

using the paint and write applications.

We have learnt to use this application in school and some processes may be

familiar to your child.

The purpose of this lesson is to allow your child to become more confident

and independent through practise.

When creating a picture, remind your child that they are able to:

• Change the colour

• Change the size of the paint brush

• Add background of their choice

When writing a sentence, remind your child that they are able to:

• Change the font colour

• Change the font style

• Change the font size

Please remember to supervise your child when using the internet.

Step 1: Once you have logged in, select the JiT5 icon.

Step 2: Click on the ‘Mix’ tab in the top right-hand corner. Your background

should turn black and you should see the ‘choose a mix play’ layout option

appear, as seen below.

Step 3: Choose the option with ‘Paint’ and ‘Write’ and then press the tick

button.

Step 4: Click on the green folder as shown below to open a paint file you

have previously created.

Step 5: Select a file by clicking on it.

Your picture

is ready to

edit now

Step 6: Edit your picture by using some of the features below.

Step 7: Once you have edited your picture, write a sentence below about it

by clicking on the ‘write’ section below. Use all the skills you have learnt in the

previous lessons. They are highlighted below to remind you.

To help write your sentence, you may choose words from the word bank. Find

the relevant word back by navigating between the arrows

Use of

stamps

Select

colour Change shade

of colour

Select

textures

Change

font size Select font style Change font colour Use word bank

Step 8: Once you have finished writing about your picture, you will need to

name and save it.

Name your file Press here to save

Wednesday - Maths

Learning Objective: To count in 2s and 5s.






https://classroom.thenational.academy/lessons/counting-in-twos-and-fives-

chhkad?step=2&activity=video

Children build on their previous knowledge of counting in multiples of 2 and

go beyond 20 up to 50 They will apply previous learning of one more and one

less to counting forwards and backwards in twos. For example, two more

than and two less than. The 1-50 grid can be used to spot and discuss

patterns that emerge when counting in 2s.

Success Criteria: (for challenge 2)

1. Decide whether to count in 2s or 5s.

2. Count the coins.

3. Record the answer in the total box.


How can we count the pairs?

What does it mean to count in pairs?

Can we use tens frames to help us count in 2s?

Can you see any patterns when you count in 2s?





Learning Objective: To count in 2s and 5s.

Challenge 1

What do you notice?

__________________________________________________________________________________

Challenge 2

Challenge 3-

Reasoning challenge



Wednesday - Phonics



Phase 3: To read and write words containing the ‘or’ grapheme.

Phase 5a: To read and write words containing the ‘o-e’ grapheme.


resources.

PhonicsPlay

Username: jan21

Password: home




sound.

Phase 3 grapheme: Lesson Video or

Phase 5a grapheme: Lesson Video o-e




4. Complete the sheet for either the ‘or’ (Phase 3) or ‘o-e’ (Phase 5a)

grapheme.





‘or’ grapheme.



sort for fork

torch short port

porch corn cork



I can see a red fork.

I can sit on the porch.

The torch has a bright

light.

Choose a word containing the ‘or’ grapheme from above. Write a sentence

with this word. For example: I like to eat sweetcorn.


‘o-e’ grapheme.



rose nose hose

hole code rope



Oh no! My dog had dug

a hole in the garden.

The witch has a big spot

on her nose.

I can skip with a rope.

Choose a word containing the ‘o-e’ grapheme from above. Write a

sentence with this word. For example: Roses are my favourite flowers.

Wednesday – SPaG

Learning Objective: To be able to form plurals by adding ‘es’

Parent Note:

Children will be learning to change singular words to plurals by

adding the letters ‘es’ to the end of the world.

Please explain the words below to your child.

For most words we can add ‘s’ to the end of the word to change

it into a plural. However, for some words it is necessary to add ‘es’

to the end of the word to change it to a plural.

What is singular? Singular means one of something. Plural means more than one of something.

If a word ends with one of these sound…

…then we need to add ‘es’ to the end of it to change it to a plural

Add ‘es’ to edit the words below to change them from singular to

plural. Remember to read each word before and after editing.

Wednesday – Handwriting

Learning Objective: To form the capital letter B correctly

This week, your child will be practising the correct letter formation











Wednesday – English

Parent Note:



their features.

In yesterday’s lesson, your child read and followed instructions to make a jam

sandwich. Today, your child will be writing a list of ingredients and tools they

used to make their jam sandwich.

Below is list. What do you notice about it?

How to plant a sunflower seed

What you need:

• A small pot

• Soil

• Seeds

• Watering can

• Water

How to plant a sunflower seed

What you need:

• A small pot

• Soil

• Seeds

• Watering can

• Water

Notice how each

item is written on a

new line.

Each word

begins with a

capital letter.

Bullet points

can be used

when writing a

list. These are

bullet points

Notice how there

are not any full

stops. This is

because full stops

are not used when

writing a list.

A list.

Learning objective: To write a list

Success criteria:

1. Write each item on a new line, next to the margin.

2. Begin each word with a capital letter.

Think back to when you made your jam sandwich yesterday. What did you

need to make it? Write the ingredients and tools you used in a list below.

What you need:

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

If your child needs help, use the template and the word bank below to write

the words in a list.

What you need:

.

2 Slices of

bread

Butter

Jam

Knife

Wednesday - Whole Class Reading


Success Criteria:







But we know there are ___________ more than we can see.

tens

hundreds

millions

2. What are stars made from? Tick one box.

dust

gas

stones

Challenge:

Why does no-one know how many stars there are?

…………………………………………………………………………………………………

Stars are balls of fiery gas that are so hot and bright we can see them in

the sky at night. Stars look tiny but that is because they are so far away.

They are actually enormous.

Groups of stars have been given names called constellations.

No-one knows how many stars there are because no-one has travelled far

enough. But we know there are millions more than we can see.


Wednesday - Wider Curriculum

Learning Objective: To create a simple map.

Parent Note: We are going to think about where Clifton Primary School used

to be located compared to where it is now.

This is a link to a BBC bitesize clip that explains a little more about what maps

are.



Look at the map below.

1. Can you see which school is which? Colour in the two schools using red

for the infants and blue for the juniors. Now colour in the boxes at the

side- this is called the key.

2. Now add the road names to the map. Remember to use a capital

letter at the start of each word.

3. Draw a route from where our school is now to where it was over 100

years ago.

4. Now explain this route to somebody in your household. Use the words,

‘near’ or ‘far’, ‘left’ or ‘right’, ‘straight’ on or ‘turn the corner’.

Thursday - Maths

Learning Objective: To count in 2s, 5s and tens.






https://classroom.thenational.academy/lessons/counting-in-twos-fives-and-

tens-65k34d?step=1&activity=video

Children build on previous learning of counting in fives to go beyond 20 and

up to 50 The 1-50 grid can be used to spot and discuss patterns that emerge

when counting in 5s.

Success Criteria: (for challenge 2)

1. Decide whether to count in 2s, 5s or tens.

2. Count the blocks.

3. Write the total in the box.


How can we count the groups of 5?

Can you describe the pattern when you count in 5s?

Will _____ appear on our number line? Why/why not?





Learning Objective: To count in 2s, 5s and tens.

Challenge 1

What do you notice?

___________________________________________________________________________

Challenge 2

Challenge 3-

Reasoning challenge



Thursday - Phonics



Phase 3: To read and write words containing the ‘or’ grapheme.

Phase 5a: To read and write words containing the ‘o-e’ grapheme.


resources.

PhonicsPlay

Username: jan21

Password: home




sound.

Phase 3 grapheme: Lesson Video or

Phase 5a grapheme: Lesson Video o-e




4. Complete the sheet for either the ‘or’ (Phase 3) or ‘o-e’ (Phase 5a)

grapheme.





‘or’ grapheme.



horn corn forth

torn or born



I will plant corn

seeds.

My coat is torn.

Look at the horn!

Choose a word containing the ‘or’ grapheme from above. Write a sentence

with this word. For example: I can have beans or peas with my chips.


‘o-e’ grapheme.



pole pose hope

stone pole role

phone home slope



That slope is very steep.

I have my own bedroom

at home.

My sister has a new

smart phone.

Choose a word containing the ‘o-e’ grapheme from above. Write a

sentence with this word. For example: I can run down a slope.

Thursday – SPaG

Learning Objective: To know when to use ‘s’ or ‘es’ to form plurals

Parent Note:

Remind your child of the two ways for changing singular words to

plurals.

1. Most singular words can be changed to plural by adding ‘s’

to the end of the word.

2. Words that end in the letters ch, sh, x, o, s and ss can be

changed to plural by adding ‘es’ to the end of the word.

Look at pictures and words below. Circle the correct plural for

each one.

car

cloud

box

flower

truck

glass

brush

book

cars

cares

clouds

cloudes

trucks

truckes

glasss

glasses

boxs

boxes

brushs

brushes

flowers

floweres

books

bookes

Now have a go at using ‘s’ or ‘es’ to change these words into

plurals.

Thursday – Handwriting

Learning Objective: To form the capital letter C correctly












Thursday – English

Parent Note:



their features.

An important feature of instructions is that they are written in chronological

order (number order). They must be written and followed step-by-step in the

correct order. Today, your child will be putting a set of instructions in the correct

order. These will be the instructions for making a jam sandwich which they read

and followed earlier this week.

Learning Objective: To order a set of instructions

Success criteria:

1. Use your phonics to help you read the instructions.

2. Re-read the sentences to make sure you understand them.

3. Pay attention to time words such as ‘first, next, then and finally’ when

thinking about the order of the instructions.

Below are instructions for making a jam sandwich, but they are in the wrong

order. Can you put these instructions in the correct order? You can cut them

out and arrange them in the correct order or you can number them. You may

wish to watch the video again to remind you about the order.



Next, use the knife to spread the butter on

both slices.

Finally, eat your sandwich!

After that, use the knife to spread the jam on

top of the butter, on one of the slices of

bread.

Then, put one slice of bread on top of the

other, to make a sandwich.

First, get two slices of bread.

After that, cut the sandwich in half with a

knife.

If your child needs help, use this set of instructions instead. The text has been

simplified and there are picture cues to support your child with reading.

Next, spread the butter on both slices.

Finally, eat your sandwich!

After that, spread the jam on top of the

butter, on one of the slices of bread.

Then, put one slice of bread on top

of the other.

First, get two slices of bread.

After that, cut the sandwich with

a knife.

Thursday - Whole Class Reading


Success Criteria:







If the Sun wasn’t there it would be ____________ all the time because

space is black.

night

day

clear

2. What does the sun give us? Tick two boxes.

light

dark

heat

water

Challenge:

What would happen if there was no sun?

…………………………………………………………………………………………………

The sun is the star that gives us light. Our sun is a huge, spinning star made

of hot gas. It looks bigger than other stars because it is so close to us, but

all stars are enormous. The Sun gives us light and heat. If the Sun wasn’t

there it would be night all the time because space is black.

Our planet, Earth, is one of eight planets that circle around a huge star we

call the Sun. it takes a whole year for the Earth to travel around it.


Thursday -wider curriculum: IPC - Rainforests

Use the link above to watch a short video about where Rainforest are in the

world. Colour the rainforests in Green below Try to remember where in the

world they are.

https://www.chesterzoo.org/app/uploads/sites/5/2016/06/Where-in-the-world-are-Rainforests.mp4

Friday - Maths

Learning Objective: To complete number sequences.






https://classroom.thenational.academy/lessons/describing-and-completing-

number-patterns-6wuk4r?step=2&activity=video

Using their prior knowledge of the 2, 5 and 10 times tables, children need to

identify the next number or numbers in the sequence. If confident, children

might work backwards to check their answers.

Success Criteria:

1. Read the numbers aloud.

2. Identify the pattern.

3. Identify the next number.

4. Write the answer in the box.

5. Repeat for the next two boxes.


What is the pattern in the sequence?

Is it counting forwards or backwards?

How can you identify the next number?

How can you identify the previous number?





Learning Objective: To complete number sequences.

Challenge 1- Identify the missing numbers then write down the sequence

pattern.

Challenge 2-

Challenge 3-

Reasoning challenge

Eva completes a number sequence.

34, 36, 39, 40, 42 Mo thinks it is incorrect.

Who is correct? _________________

Explain how you know:

_________________________________________

_________________________________________



Friday - Phonics



Phase 3: To read and write words containing the ‘ur’ grapheme.

Phase 5a: To read and write words containing the ‘u-e’ grapheme.


resources.

PhonicsPlay

Username: jan21

Password: home




sound.

Phase 3 grapheme: Lesson Video ur

Phase 5a grapheme: Lesson Video u-e


picnic on Pluto). You will need to select either Phase 3 or Phase 5 followed


4. Complete the sheet for either the ‘ur’ (Phase 3) or ‘u-e’ (Phase 5a)

grapheme.


https://www.youtube.com/watch?v=fbouFmTzBn8

https://www.youtube.com/watch?v=aW-zdYN_z90


‘ur’ grapheme.



hurt urn church

purr burp curb

surf spur murk



I can see a church at

end of the street.

My cat can purr.

I fell and hurt my leg.

Choose a word containing the ‘ur’ grapheme from above. Write a sentence

with this word. For example: I can learn to surf.


‘u-e’ grapheme.



tube tune flute

cute mule rude

cube fuse amuse



I can play a tune on my

flute.

The dice is a cube

shape.

My puppy is very cute.

Choose a word containing the ‘u-e’ grapheme from above. Write a

sentence with this word. For example: The mule rode slowly up the hill.

Friday – SPaG

Friday- Spelling test

Ask a grown up at home, or an older brother or sister, to read your

spellings to you one at a time. Your spelling list is from Monday’s

part of the pack. Listen carefully to each word and write it neatly

on the lines below. Once you have finished, you and your grown

up can mark your spellings. If you have misspelt any of the words,

practise them again on the back of this sheet.

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

Friday – Handwriting

Learning Objective: To form the capital letter D correctly












Friday – English

Parent Note:



their features.

An important feature of instructions is that they are written in chronological

order (number order). They must be written and followed step-by-step in the

correct order. Today, your child will be writing a set of instructions in the correct

order. These will be the instructions for making a jam sandwich which they read

and followed earlier this week.

You may wish to watch the video again to remind you about the order.


Learning objective: To write instructions for making a jam sandwich

Success criteria:

1. Think about the sentence you want to write.

2. Say your sentence out aloud to help you remember it.

3. Begin you sentence with a capital letter.

4. Use your phonics to help you sound out each word.

5. Leave spaces between words.

6. Put a full stop at the end of each sentence.


Complete the instructions for how to make a jam sandwich. Use the words

from the word bank below to begin each sentence with.

First Next After that

Then Finally

If your child needs help with writing the instructions, use the template below

to support them.

1. First, get two ________________

________________________________

2. Next, spread butter _________

________________________________

3. After that, spread jam ______

________________________________

4. Then put one slice of bread __

________________________________

5. After that, cut ______________

________________________________

6. Finally, _____________________

________________________________

Friday - Whole Class Reading


Success Criteria:







Earth is one of the _____________ planets in the Solar System.

larger

smaller

bigger

2. What does colossal mean? Tick one box.

tiny

round

very big

Challenge:

Why is Jupiter ‘the king of all planets’?

…………………………………………………………………………………………………

The planets are all different sizes. Some are massive and much bigger than

Earth and some are a bit smaller.

Earth is one of the smaller planets in the Solar System.

Jupiter is the king of the planets. It is so big that all the other planets could

fit inside it. THAT’S COLOSSAL!


Friday - PSHE

Learning Objective: To recognise that we have lots of different feelings.

Parent Note: In PSHE we are thinking about our feelings. This is a link to BBC

bitesize where there are several clips which look closely at how we might feel

sometimes. You don’t have to watch them all at once. You might find that

they are a great starting to point to asking your child how they are feeling.

If you cannot access the clips, that’s fine. Look at the pictures below and talk

about them with your child.

The important thing is to let your child tell you if they ever had these feelings

and talk about them.

How many different words can you think of that describe your feelings?




Match the picture to the feeling.

angry

happy

scared

Friday - RE

Learning Objective: To understand that courage can come when you are

not expecting it.

Parent Note: Last week you thought about courage and the story of Uncle

Hamza. This week you can look at the story of David and Goliath a story

about courage from the Christian Bible.

Think of a time when you showed courage. Draw a picture of it below.

Friday - Music

Learning Objective: To use our voices expressively to sing.

Parent Note: Log into the website below and follow the steps below.

Play the song and move to the pulse. Use the questions below as a focus.

Scroll through the questions when you are listening to the song, talk about

them after listening. Do you like the song? What can you hear? What is the

style of this music? How is the song put together?

If you don’t have your child’s passwords for Charanga you can watch this fun

clip on BBC Bitesize where the characters talk about music.



Select the correct lesson (Year 1, Autumn 1, Hey You, lesson 3)

Click to view the words to

the song. Click to complete each

music activity.

1. Follow the steps on

the right hand side

of the page

Maths Answers

Monday

2 . 21, 23, 31

17, 27, 37

26, 27, 31

3. 2, 9, 13, 16, 21, 27, 32, 34, 41,47

Reasoning:

51 > 34 > 33

51 > 34 > 24

51 > 34 > 15

42 > 34 > 33

42 > 34 > 24

42 > 34 > 15

Tuesday

1. <, >, =

2.26, 27, 31

9, 18, 40

6, 16, 36

3.16, 15, 12, 8, 5

28, 27, 24, 22, 21

41, 32, 23, 14, 6

Reasoning:

Dora could change 23 = 2 tens and 3 ones or 33 = 3 tens and 3 ones.

Possible response: 43 is larger than 21 as it has more tens.

Wednesday

1.2, 4, 6, 8, 10, 12, 14 ,16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48,

50

2.30, 26, 42, 38

3.

.

Reasoning:

Rosie says 11 numbers to reach 30 Amir says 10 numbers to reach 30 So Amir will get

there first.

Thursday

1.5, 10, 15, 20, 25, 30, 35, 40, 45, 50

2.15, 49

3.20, 30, 40, 50, 70, 90, 100, 120, 140, 150, 160, 170, 180, 200.

Reasoning:

Children can practise counting in 5s and recognise one hand is worth 5 They may

start to spot patterns and reason about how many there will be.

Friday

2.19, 22

35. 32

14,16

Reasoning:

Mo is correct because 39 should not be in the number sequence. 39 is not in the 2

times tables and is an odd number.

Documents

Sky Remote Learning WB 22 February · 2021. 2. 13. · Cosmic Kids yoga Lesson Video LO: To compare and order numbers to 50 Lesson video Phase 3 - ar Lesson Video Phase 5a – i-e