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Access McDowell's Herbal Treatments for YouWhen train announcements say "Please mind the gap between the train and the platform", the words "gap", "train", and "platform" are all the same in Welsh. I can practically speak the language already!
Anyway, it was the Welsh Memory Championship today, and to prove how very out of practice I am, it's given me a headache. Memory competitions don't normally do that (they just make me sleep for a week afterwards), so I obviously need more training. I'll write about it tomorrow, but big thanks to Dai, Phil and Nathalie for running a fantastic event!
1 comment:
Thanks for coming Ben. :-)
See you at the Cambridge memory Championships.
DaiThank you again to all of you who sent me their work this week, once more there has been some fabulous home learning and you can see some examples of this in the Home Learning Gallery just above this page. There is also a competition run by NHS Careers which we are promoting. The deadline for entry has been extended until Friday the 17th June and you can win £50! Full details can be found here: http://www.swansfield.northumberland.sch.uk/website/nhs_competition_win_50_and_say_thank_you_to_the_nhs/476569.
Well done to Archie who is this week’s Maple Star of the Week for not only completing all his work to a very high standard but maintaining an enthusiastic attitude to learning AND making his very own worksheet about the plants and trees that he saw in Cawledge Woods. I know I was seriously impressed last week with some incredibly high scores on Times Table Rockstars but they were nothing compared to what Hector got this week! Out of the 10 games set he played 120 and with an accuracy of 97%! Ethan, Frankie and Felicity also played more than 30 games each! This week there is something a little bit different on Times Table Rockstars but I will explain more about that in Maths Activity 5.
Frog has now been replaced by Busy Things. I haven’t set anything on it this week as it is brand new and I would like you to explore its features first. It can be found by clicking on ‘Resources’ on your School360 homepage and then look for a picture of a yellow monster. Click on the monster, which should be labelled ‘Busy Things’, it will probably ask you to choose whether you want to continue with Flash or without (it recommends without) and then you have the choice of Key Stage. Choose Key Stage 2 and then Year 3/4. Once you have done that, have a look around and see what there is to do. Please be patient as this app is brand new so there may be teething troubles.
As with the previous weeks, I have marked the tasks which I would like your child to send to my School360 email address |||EMAIL_ADDRESS||| Wherever possible, please may your child email the work personally – under adult supervision - from this account so that I can provide feedback direct to them. Please don’t feel that you need to print any of the worksheets off, I know printer ink is expensive and hard to come by at the moment. Handwritten answers on a separate piece of paper or a document in Google Drive is just as effective!
If you have been up to anything exciting, whether it’s anything to do with school work or not, I love hearing all about it, so please send it on through! Isla-Megan has been awarded a new badge from Brownies after investigating potential jobs for when she is older and then writing her job application to be a fashion designer! I could certainly do with some help in that department myself!
These words have a short /u/ sound spelt with an ‘ou’.
These words have the prefix auto- added which means ‘self’ or ‘own’.
These words end in the /shun/ sound but are spelled –tion.
Adjective – describes a noun (e.g. ‘tall’. In the phrase ‘the tall mountain’ it tells you that the mountain, the noun, is tall).
Noun – an object, name, thing or place. If it is a proper noun then it is the specific name of that thing and needs a capital (e.g. ‘Swansfield Park Primary School’ is the specific name for our school, whereas ‘school’ is just the name of a type of building where learning goes on so it doesn’t need a capital!).
Phrase – a small number of words grouped together that express a specific idea or thing (e.g. in ‘the aeroplane flew past’, the key phrase is ‘the aeroplane’).
Below there is a PowerPoint about expanded noun phrases that might be useful as a warmup. There is also a selection of worksheets to choose from. You can feel free to choose which ONE you want to do! Please note that there may well be more than one noun phrase in each sentence but you only have to turn one into an expanded noun phrase, although you can do so to all of them if you fancy a challenge. Remember, you only need to do the one sheet!
Top Tip: if you are struggling to find a noun phrase, just look for a noun in the sentence.
I have attached a word mat of types of words and phrases you can add to create an expanded noun phrase. If this is a little too complex, there is also a word mat of just adjectives if they are all you want to add. Finally, there is as an example of expanded noun phrases in action to show your child what kind of difference they can make to piece of writing!
To give you a head start for Activity 5, attached is a reading comprehension activity with information about VE Day. As is usual, it is split into three levels of difficulty. Challenge yourself and choose the one that is right for you!
This Friday is VE Day and to mark the occasion I would like you to do some research and create an information booklet about a WW2 veteran, such as the marvellous Colonel Tom! Of course, if you wish you may choose to do it about a member of your family instead, any other veteran (Roald Dahl, for example), Winston Churchill or even Queen Elizabeth II who served in a branch of the British Army during the war. It really is up to you.  I would also really like to see if you can include some expanded noun phrases that you practised in Activity 3 as well as some of those conjunction which were our focus last week!
The information booklet should, like your piece of work last week, have a snappy title and an introductory paragraph to tell the reader what you are going to be telling them about. Where it differs is that an information text should also have subheadings above each following paragraph so that the reader can easily find information about a topic that interests them. These subheadings should also be snappy as you don’t want your subheading to be longer than the paragraph! Information texts also have pictures (they could be photographs, drawings or maps) and a caption to describe each of them. Ideally, they should be next to or near the paragraph they relate to. You may also want to include a ‘fact file’ which is a small box with a few interesting facts and figures in, and a glossary that explains some of the important words you have used; these words are often in bold when they are in the main body of the text to tell the reader that if they want to know what they mean, they can look for them in the glossary. Finally, this kind of text finishes with a conclusion that can tell the reader where they can find extra information about the subject. The reading comprehension sheets from the previous activity are a perfect example of what this kind of information text might look like.
OPTIONAL extension: if you follow this link https://drive.google.com/open?id=1czoqo_T2t99Qhd_Y8f7S9JqH_daMXcFA it will take you to a folder in my Google Drive which has lots more activities to do with VE Day and WW2, including an information PowerPoint, a diary writing activity, make your own Spitfire, code cracking, some art… the list goes on!
Moving on from fractions we are now looking at decimals. Decimals and fractions are the same thing as they show part of a whole. To get us started, we are recognising tenths and hundredths. Prior to writing them as decimals we are writing them as fractions. As this is the beginning of a unit please forgive me if I go on a bit in my explanation! I would rather I go into too much detail here than risk confusion! If the sheets are obvious and you know what you are doing, you can skip the next few paragraphs!