Year 3 Home Learning W/C July 6th

Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have organised another one for this week if Zoom allows me.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at commonly misspelt words from the Year 3.

  1. accident
  2. caught
  3. eighth
  4. heard
  5. minute
  6. possible
  7. strange
  8. accidentally
  9. centre
  10. enough

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Measure mass (2)

Lesson 2 – Compare mass

Lesson 3 – Add and subtract mass

Lesson 4 – Measure capacity (2)

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the third one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the how the Maya passed down their skills.

This week we will:-

Learn about foods eaten by the Maya community; research Maya clothing, headdresses and hairstyles and make a Maya headdress.

I would like you to

  • Learn about the foods eaten in the Maya community.
  • Gain a deeper understanding of Maya clothing, headdresses and hair styles.
  • Design and make a headdress suitable for a Maya celebration.

The Maya ate very well. They hunted wild turkey, deer, ducks and even monkey. They caught fish and ate bird eggs. They even grew sweet potato, corn, chillies and squash. They used the corn to make flour and turned it into tortillas.

Have a look at the presentation on Maya head dresses.

I would like you to make Maya head gear, but before that try some Maya research questions.

Watch this video clip of a modern Maya creating several traditional hair styles with her own hair. This video clip shows a more elaborate hair style. You could try them on your hair using long ribbon or strips of material. Try to design a Maya head dress on a piece of paper. You can look on the internet and search ‘Mayan Head Dress’ in Google Images.

I look forward to seeing your end pieces

Weblinks

Detailed information about Maya food from travel.nationalgeographic.com
About Maya food for children from mayankids.com
The importance of Maya food on world cuisine from sfgate.com
Useful website for research on clothing from ancientmayalife.blogspot.co.uk
Information on Maya clothing from mexicolore.co.uk
Modern Maya hairstyles -YouTube clip
Making paper feathers from thinkcrafts.com

Science

This week, I’d like you to:

  • Explore a variety of fruits and generate questions.
  • Classify fruits according to observable similarities and differences.

Activities

  1. Explore a wide variety of fruits and ask questions about them.
  2. Use observation skills to create detailed drawings of fruits with accompanying notes.
  3. Suggest criteria for grouping fruits and classify them accordingly.

Hopefully, you made some good zigzag books last week. These beautiful zigzag books will make wonderful exhibits at a school Art Exhibition and they could teach the visitors how fruits are made from pollinated flowers. You are all becoming such experts on how plants reproduce.

Today we are going to take a closer look at a number of different plant parts. I’d like you to look at as many different plants as you can. These could be flowers, nuts, fruit, vegetables, weeds, berries and squashes. (Bananas and seedless grapes won’t work) I want you to decide which of these plant parts have seeds and also which of them are in fruits.  Which had seeds in them? Gather ideas and  think about the answers. Actually they all have seeds. Which had the largest seed? Which had the smallest? Which of these is a fruit? Actually they are all fruits. A fruit is just another name for the part of the plant that holds the seeds. It can be juicy or dry, hard or soft, heavy or light, tasty to eat or deadly poisonous. They are all fruits because they all hold seeds. Which part of the plant turns into the fruit? Yes the ovary. Remember scientists are always asking “Why?” Can you think of any questions about fruits and seeds? Maybe – Why are there so many different types of seed? Why are some good to eat and others not? Why are some massive and others tiny? Let’s think about all the different types of fruits there are.

Investigation – exploration
Investigate a wide variety of different fruits, pods, berries etc. that “package” seeds.

Vocabulary
Fruit, pod, nut, seed, berry, seed head, ovary, ovule

Art

Art ties in nicely with your topic and science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the prefix super- and a couple of words that are commonly misspelt.

  1. superhuman
  2. supermarket
  3. superman
  4. supersize
  5. superwoman
  6. superstar
  7. supernatural
  8. supervise
  9. because
  10. address

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Draw accurately

Lesson 2 – Recognise and describe 2D shapes

Lesson 3 – Recognise and describe 3D shapes

Lesson 4 – Telling the time to 5 minutes

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the second one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the Maya numerals, their maths system and the Dresden Codex.

This week, I would like you to learn about the childhood of the Maya and how skills were passed down from parents; draw murals of everyday life; weave simple and elaborate mats.

You will:

  • Learn about the differences between childhoods for the rich and for the poor Maya.
  • Understand that life and trade skills were passed down from parents to children and that family life was extremely important.
  • Gain an understanding of Maya life and draw scenes of everyday life on a mural.

Try carrying a large book on their heads across the living room. Have a look at the presentation on Maya daily life.

The first scene, from a market place, shows someone carrying a large vase on their head.  This is the sort of thing ordinary Maya children would be very good at. They would have helped carry water and other items on their heads from the market to their homes. Archaeologists believe that a typical Maya family would probably get up before dawn and have hot chocolate and tortillas for breakfast. The Maya family all lived together. The woman and girls ground corn for tortillas and wove clothing. The men farmed and hunted. The children helped out in the home and only went to school if they were from noble families.

Because the Maya lived together, they also learnt from each other and skills were passed down from parents to children. Can you think of a skill that you use at home that you have learnt to do from older people? Cooking breakfast? Making a cup of tea? Knitting? If not, why not?

Have a look at the second image on Maya murals, which talks about the mural found in Mexico depicting scenes from everyday Maya life. Think of a scene you might want to depict on a mural. Consider any skills or activities you do involving older members of your family. Perhaps you could use a cardboard box and draw a scene on the edge of the box and colour it in felt tip. The children would have learnt many skills from the women in the homes and one of those skills was how to weave. Look at the image on how to weave a Maya mat, and the coloured card.

If you have access to the materials, you could weave a place mat each, in the style of traditional Maya weaving.

Weblinks

Science

This week, I’d like you to:

  • Make first hand observations of the development of fruits from flowers.
  • Use evidence to form theories.
  • Understand the process of how fruits develop from pollinated flowers.

Activities

  1. Consolidate knowledge on pollination by doing a sequencing puzzle in pairs.
  2. Examine plant specimens that show the development of fruits from pollinated flowers.
  3. Discuss observations, generate questions and form theories on the process.
  4. Learn how pollen grains fertilize ovules by watching a film clip and an explanatory PowerPoint.
  5. Make illustrated Zigzag books that explain the development of fruits.

I hope you enjoyed creating the flowers and bees from the last session. Last session we also learnt a lot about how bees and other creatures pollinate flowers. Let’s have a go at a sequencing puzzle to help remind us of what happens.

 Why do you think the petals shrivel and drop off once a flower has been pollinated?  “The flower is dying” or “The flower is finished.” What do you think happens next? Scientists are always asking the question “Why?” When they have a difficult question to answer, they try to gather evidence from observations. Let’s try to work out what happens after pollination by looking at different plants.

Check your answers from the PowerPoint Artful_Flowers_2

Hopefully, you can get the chance to have a close look at a plant to see what is happening. With a bit of luck you will have noticed that the pods and fruits seemed to develop and grow from the centre of the pollinated flower –directly beneath the stigma and style. Remember this is the female part of the flower. Below the stigma and style there is an ovary, and it is this that grows into a fruit. Watch Runner bean plants growing from www.bbc.co.uk. Did you notice how the flower dies and the fruit (the runner bean pod) grows from where the flower was. Let’s discover exactly what happens. Artful_flowers_fruits

Hopefully, you’ll be able to create a zigzag book which will illustrate and explain the process by which fruits and seeds are made after flowers have been pollinated.

Vocabulary
Stigma, style, ovary, ovules, pollination, fertilisation, fruit, pod, seeds

Weblinks
Runner bean plants growing from www.bbc.co.uk

Art

Art ties in nicely with your topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1 – As some answers require accurate drawing you will need to ask a parent to check your work

Lesson 2

Lesson 3

Lesson 4

 

 

Year 3 Home Learning W/C June 22nd

Hi,

Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided. I believe that the website Twinkl has changed their access rights. I’ll be looking for other resources that are still free to download.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

PE

I hope you are enjoying, and keeping up with your daily Joe Wicks.

Reading

An excellent resource for reading has been provided by Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the prefix -anti.

  1. anticlockwise
  2. antiseptic
  3. antisocial
  4. antifreeze
  5. antibody
  6. antislip
  7. anticlimax
  8. antimatter
  9. antismoking
  10. antislavery

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video links

Lesson 1 – Right angles in shapes

Lesson 2 – Compare angles

Lesson 3 – Horizontal and vertical

Lesson 4 – Parallel and perpendicular

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the first one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

Unfortunately, a lot of resources on the Twinkl website now have to be paid for. As a result of this, I have tweaked the home learning for the Mayans.

This week I’d like you to learn about the Maya numerals, their maths system and the Dresden Codex; use sticks, stones and shells to represent Maya numbers.

Before the session, watch the video clip on the Maya Base-20 Number System. If possible collect shells, small stones and sticks of uniform length or lolly sticks, or use the symbols from the presentation on Maya numbers (session resource).  If you can, print and cut out the number cards 0-20. Spread them out on the tables  to indicate that they are Maya numbers. Look at the cards and think about them.

Try and put them in order. This is the Maya way of counting. Try and crack the number code. What do the different symbols mean?

The oval shape (or shell) is a zero, the dot (or pebble) is a 1 and the line (or stick) is a 5. Now you know this, can you quickly put the cards in order in a Maya number line on your table? Keep the cards on the table whilst you access the internet, and  search for ‘Living Maya Time’ to find the Smithsonian weblink. Play the games on the maths games part of this website. Explore the practice rounds before moving onto ‘Start Game’. Watch the short video clip about the discovery of the Dresden codex and look at presentation on The Dresden codex. I would like you to write your birthdays in a Maya way! This section shows numbers placed around serpents. Let’s have a go at drawing a serpent with the right numerical symbols to represent your birthday.

The Dresden codex

Can you see the serpents on this section of the Dresden codex? It is thought that they represent birth dates.

Can you see that the number just to the right of the tail of the right-hand serpent consisting of three bars and four dots? That’s a 19 (3×5+4×1=19) – the largest Maya “digit”. There are a lot more numbers than we would record for a birth date because the Maya calculated dates differently.

page7image425222512

Can you draw your birth date?

Draw a serpent in the Maya style. Serpents were revered as magical creatures so make your serpent elaborate and intricate.

Here are some examples:

When you draw the serpent, stretch it out a little to make room for your numbers. Don’t worry about calculating your birth date using the Maya calendar. First write your birth date using normal numbers.

For example:
21st September 2011 would be 21.9.11

page7image425223184 page7image425223856

Weblinks

The Maya number system and how to teach it using sticks, stones and shells – YouTube clip
Games to help children understand the Maya number system from maya.nmai.si.edu
The discovery of the Dresden codex – YouTube clip

Science

  • Observe a range of different flowers closely using magnifiers.
  • Record observations using pencil and watercolour.

Activities

  1. Find out some interesting facts about flowers and the people who have hunted, studied and painted them.
  2. Learn about the work of the artist Georgia O’Keeffe.
  3. Closely observe a variety of flowers with magnifiers and record this in the form of a watercolour painting.
  4. Press flowers to preserve them.
  5. Create a model flower and begin to know and label the male and female parts within it.

Flowers are amazing, delicate, beautiful, mysterious and powerful! We will be learning not just about flowers but also about the mysterious power that they hold. First let’s recap on some of the clue facts about flowers and we’ll also find out what you already know about them. Make a list or mind map of what you already know about flowers, e.g. make pollen, attract bees, have petals.  In our new topic we will discover all about flowers, and how they are crucial in making new plants – this is called reproduction.

We will stage our own stunning art exhibition on the theme of Flowers, Fruits and Seeds. We will make paintings, drawings and sculptures as we learn. Select a specimen to paint and place it on a piece of white paper so the shape and colours are clearly visible. Botanical illustrators and artists spend a lot of time looking before they draw and paint. Look particularly at the structure of your flower – the arrangement of petals and the inner structures. Mix colours to match the shades you see and build up layers of colour from light to dark.

Investigation – observation/analysing secondary sources
Study a variety of different flowers, making botanical paintings. Use hand lenses for close observation. Discover that flowers usually have male and female parts.

Vocabulary
Botany, botanist, botanical, petals, reproduction, male, female, stigma, style, stamens

Art

If you get a chance, look at the art of Georgia O’Keeffe. Use this to help you with your Science.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C June 15th

Hi,

Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

PE

I hope you are enjoying, and keeping up with your daily Joe Wicks.

Reading

An excellent resource for reading has been provided by Cornerstones. I’ve used them a lot in the past and they provide good reading materials.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the suffix –ian

  1. musician
  2. magician
  3. electrician
  4. optician
  5. politician
  6. mathematitcian
  7. librarian
  8. guardian
  9. Egyptian
  10. comedian

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video links

Lesson 1 – Order fractions 2020

Lesson 2 – Add fractions 2020

Lesson 3 – Subtract fractions 2020

Lesson 4 – Problem solving with addition and subtraction of fractions

Ultimate Times Table Daily Practice 16 Booklet

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I know Miss Taylor would like you to continue with your work on the Mayans. Have a look at the grid below to see what she would like you to look at.

MAYANS

As Twinkl has now stopped its free access, I’ve suggested some other aspects of Mayans to look at.

You could:

  • Look at examples of Maya writing and at logograms, asking: What can they tell us about Maya culture?
  • Understand syllable glyphs of the Maya people and write/draw words using the glyphs.

Play this video clip of the mystic music of the Maya and watch the man playing the instruments and listen carefully to the music. You may want to close your eyes after a while and imagine being in a Maya tribal settlement.  What sort of feelings does it evoke in you? What would it be like to be sitting with fellow Maya, in the evening, listening to someone playing that music? What does the Maya music and instruments tell us about their culture? Look at the presentation on Mayan Games, if you can, cut them out and play either a Fishing Game or Snap with the cards. At this stage, don’t look at what the pictures are or represent, but just look at the shapes and wonder about them, as you play.

When you have finished playing, have a look at the definitions of each picture.  What purpose did these shapes have for the Ancient Maya?

They are ‘logograms’ used by the Maya to convey whole words, (like an ancient form of emoji!)  Can you work out how these symbols have come to represent the words? Some are quite obvious but some are not. A lot of Maya writing is tricky to understand but many logograms are straight forward. Look at all the logograms. What do they tell us about ancient Maya culture? (Influenced by weather; some animals were significant). What is surprising or fascinating? (There is a logogram for ‘book’; their houses look sad!).

On plain pieces of paper, choose a logogram to look at. Copy it in pencil, concentrating on the forms and detail.

Next, take a look at the Maya syllable chart. Try writing write words in Maya glyphs using the charts to help.

Weblinks

Mystic music of the Maya – YouTube clip
Information on the Maya codices from mayacodices.org
Information on Maya writing from ancientscripts.com

Science

This half-term we are looking at PLANTS. 

You agree to help Zinnia, a friendly alien who wants to farm human food in space. She needs you to find out what plants need to grow strong and healthy. Are you up to the challenge? You will need to do some scientific investigation and research over the coming sessions.

Activities

  1. Become Planet Earth plant research experts for an alien called Zinnia.
  2. Discuss and decide all the requirements we think plants need to grow strong and healthy.
  3. Set up a plant growth investigation to test our theories.
  4. Begin to take measurements of height and make notes on observations.
  5. Research some interesting plant facts from books and the Internet.
  6. Create a display of “Did you know …?” facts.

Investigation – observing over time
Make a list of what we know and what we want to find out. Plant some beans (or any other seeds you can find)  in transparent jars and place them in different conditions to begin some observations.

Vocabulary
Plants, growth, light, warmth, air, soil, water, investigate, seedlings, research

You can find out interesting facts by researching in books and online. There are so many interesting things to discover by reading about plants online or in books e.g.

  • Why does a plant need roots?
  • What happens in the leaves?
  • How do plants make new plants?
  • Why do leaves change colour in autumn?
  • How long can plants live?
  • Why do flowers smell?
  • Why are most plants green?
  • What is pollen?
  • How big or small can a plant be?
  • Can plants get ill?And so much more!
    Here are some good websites http://www.dkfindout.com/uk/animals-and-nature/plants/ http://www.sciencekids.co.nz/sciencefacts/plants.html http://factsforkids.net/plant-facts-for-kids/ http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/read/1/ Task
    Try to find out 3 plant facts and write them into these “Did you know…?” statements.

Did you know that

Did you know that

Did you know that

If you have time, write one of your facts in a speech bubble for a Did you know…? display on plants.  You could draw a picture to illustrate it. Write your plant fact in the leaf in neat large handwriting for a “Did you know …?” display. Draw a picture to illustrate it and colour it in. Write your name in the box.

Weblinks
A short compilation clip of plants growing from www.bbc.co.uk
Zinnia’s first message from www.YouTube.com

Art

How did you get on with your plant pictures using plants? This week I’d like you to create an image of a plant using materials you can find around the house. Make sure you ask a grown up if you plan to use something that they might want to keep. I was thinking of pastor rice.

Miss Taylor and I would love to see some of your work. If you want to send any through to us, please let us know if it’s okay to put it on the school website.

Keep smiling,

Mr Chiverton 🙂

 

Maths Answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C June 8th

Hi,

I hope you have all settled into Summer term and have found plenty to do with the change in weather.

A couple of little changes to this week’s plans. Try working through the various tasks and see what you can complete.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at c.chiverton@shawburystmarys.co.uk

PE

A good way to start the day is with a little Joe Wicks.

Reading

Don’t forget, there are plenty of places to find reading materials online if you are running out of books at home. A really good site, which has celebrities reading chapters, is linked to Harry Potter  

Spellings

See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words where the ending sounds like shun.

  1. education
  2. collection
  3. invention
  4. attraction
  5. celebration
  6. action
  7. exaggeration
  8. position
  9. pollution
  10. caution

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video Links

Lesson 1 – Equivalent fractions (1) 2020

Lesson 2 – Equivalent fractions (2) 2020

Lesson 3 – Equivalent fractions (3) 2020

Lesson 4 – Compare fractions 2020

Ultimate Times Table Daily Practice 15 Booklet

The answers for the White Rose maths are too large to upload, so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off, but then it’s up to your fantastic imagination and creativity.

Question time!

What do you think the troll is thinking?

Do you think he is a mean or a kind troll? Why?

What are the people doing when they have seen the troll?

Would you try to catch him or talk to him?

Where do you think the troll has come from?

What do you think the rope around the troll’s waist is for?

Story starter!

Thump! He slammed his enormous, grass-covered foot into the middle of the road, sending shockwaves of dust in all directions.

With a loud grunt, the troll wrenched the entire, fully tiled roof off a nearby holiday home, with the owners peering helplessly and frightened out of the downstairs windows. He didn’t mean any harm, but he just couldn’t help himself…

Look to use some exciting and interesting adverbs and adjectives as you write your story.

Topic

I know Miss Taylor would like you to continue with your work on the Mayans. Have a look at the grid below to see what she would like you to look at.

MAYANS

Twinkl has lots of good resources linked to the topic.

Science

This half-term we are looking at PLANTS. To make a start on the topic, have a look at the  videos here and activities below. You could try planting something a creating a plant diary.

Activity Sheet Roll and Draw Plant Game

Activity Sheet The Life Cycle of Flowering Plants

Art

Our Art focus is texture and materials, so you could create natural pictures using a range of leaves/plants/flowers or you could use different materials to create a collage of an interesting plant you have found. Andrew Goldsworthy is really good at this type of art. Have a look at some of his work here.

Miss Taylor and I would love to see some of your work. If you want to send any through to us, please let us know if it’s okay to put it on the school website.

Keep smiling,

Mr Chiverton 🙂

 

Maths Answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Home Learning Wb 20/4/20

I hope you are all managing to relax a little and enjoy some of the lovely weather. I know it is a difficult time and I would love to know what you have all been getting up to. Please feel free to send me a message to taylor.j@shawburystmarys.co.uk to let me know how you are getting on.

I have set lots of activities on Education City that the children can have a go at.

There are so many useful websites and free activities that have been created for this difficult period. Here are the links to some of them:
https://www.twinkl.co.uk/resources/covid19-school-closures
https://literacytrust.org.uk/family-zone/
https://whiterosemaths.com/homelearning/
https://www.edinburghzoo.org.uk/webcams/panda-cam/
https://www.bbc.co.uk/bitesize

Topic:
We would have been starting the topic ‘The Mayans’ this term. The Maya tribes were discovered in Central America around 4000 years ago and introduced exciting things like writing, chocolate and football to the modern world. I have attached a Mayan activity grid with tasks that link to the topic and other areas of the curriculum. The children could choose 1 or two to complete each week.
MAYANS

Maths:
We use White Rose maths in school.The children could choose some activities to complete from the the White Rose website or Education City.
The children have been learning the rolling numbers songs to learn their times tables – here is the link for them to practice https://m.youtube.com/watch?v=jf2BHuSbt_Y

Literacy and Reading:
I would encourage the children to continue to read as much as possible. David Walliams is also providing free daily audio stories https://bit.ly/AudioElevenses . There are lots of Literacy activities on Education City and on the Mayan activity grid. Perhaps this week the children could research and practice the Mayan’s writing system?
Spelling:
I have attached the Year 3/4 Spelling word list. The children could choose a few to learn and practice each week.
Word list 2

Science:
Our summer science topic is plants. Could the children identify, draw and label any plants from their garden?

PE:Joe Wicks PE sessions: Monday – Friday

I hope this is helpful and if you have any questions, please don’t hesitate to ask.

Miss Taylor 🙂

Spellings 9.3.20

The 6 high frequency spellings that we are going to focus on this week are: how, height, length, both, interest and some.

We are also focussing on the ‘sh’ sound when it is spelt with a ‘ch’.

This includes words such as- chef, charade, chalet, chute, machine, brochure and parachute.

Please take the time to practice this spelling rule with your child/children at home throughout the week.

Thank you for your continued support.

Design Technology

Over the next couple of weeks, the children will be making their mini Roman chariots.

They have designed their chariots and will be using a range of materials to create them. I will send a copy of their designs home to remind them what they have chosen to use.

Please could you and your child/children do your best to collect the materials they need for their chariots. These could be items such as cereal boxes for the main structure, milk bottle lids for wheels and straws for the wheel axles. 

It would be fantastic if the children could bring in their materials by next Wednesday (5th Feb). We will have materials/objects available for the children to use but your help would be appreciated. 

Thank you 🙂

Spellings

The 6 high frequency spellings that we are going to focus on this week are describe, want, kind, probably, continue and last.

We are also focussing on the suffix ‘ture’.

This includes words such as- adventure, capture and future. We have also looked at word endings that sound like ‘ture’ but are spelt -cher. For example, teacher and richer.

Please take the time to practice these spellings with your child at home throughout the week.

Thank you for your continued support.

Spellings

Just a little message for parents/carers about Class 3’s spelling activities and homework.

At the beginning of each week, I introduce 6 new high frequency spellings that we read, write and practice. If the children spell any incorrectly, they write them into their spelling log book (this should come home every Friday and come back into school on Monday)

Throughout the week, the children then complete different activities based on a new spelling rule that they are learning – e.g words ending in ‘ing’. The children then choose 5 words from these activities to write in their log books, along with any of the high frequency words that they then need to practice at home.

Thank you for your support with spellings and homework 🙂