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Quinton Primary School

Growing Life Long Learning

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Day 4

Sincere apologies

Massive apologies for work not being uploaded last night, for today. I do not expect all of this to be done so please just pick and chose the activities you would lie to do. Again, apologies.

 

Picture 1

Exercise web link (Try creating your own dance routine using a playlist from Cbeebies)

Marvellous Maths

White Rose

Today, you are asked to make a model of something (I won’t spoil it. I will let you see for yourself!). This is great for your Arts and Design area of learning, as well as Maths, as you will need to think about sizes and shapes of things you will need. Then, you can conduct another experiment to see if your model works!

The next session of this task is also great for your Maths. A clue is to think about shapes and patterns!

 

Sequencing Familiar Events

Now, this is an activity you can do after you have helped to make yourself a sandwich for lunchtime. I would like you to sequence the steps you took to making your sandwich. A bit like when we wrote in school about how we planted our seeds. We had to think about what we did first. And then second, or next, and then third etc until we got our finished product!

I have uploaded some templates and pictures for you to use if you would like. Or you can split your page into 6 or 8 squares (however many you think you will need) and draw your own pictures. Under this, you can then write step by step instructions to go with your pictures. Then, if anyone else wants to make a sandwich they can look at your instructions to show them what to do a bit like making a cake, you have to follow instructions. Maybe, you could work with an adult to follow instructions to make something. Maybe a cake? Maybe bread? Maybe, something for your tea?

Phonics

 

Mrs Huckfield’s Group

  • Ask your child to write these words. Mug, sun, men, get, sock, pack.
  • Now play ‘Soundbuttons’. Write these words for your child and ask them to put sound buttons underneath. Then they need to blend and read the word. What this means is that a spot goes underneath individual letters that make 1 sound and a line goes across any sounds made with 2 or more letters. If you type 'Soundbuttons' into a Google search, the images that appear will show you what i mean.
  • Rip, ram, rat, rag, rot, rocket.
  • Now, write these sentences and ask your child to read them.
  • Rip up the rag. Put the rug in the sun. The cat got a rat.

 

Miss Johnson’s Group

  • Spelling test time!
  • Ask your child to write these words. In school, when I say the word, I also say it in a sentence so the child can put it into context as they may not be sure what the words actually mean. When they are finished, mark them together, any they struggled with, show they how to write it correctly and encourage them to write the word again.
  • Quick, chug, chill, hush, moth, thick, wing, ping-pong, hail, bait.

 

Mrs Chamber’s Group

  • Spelling test time!
  • Ask your child to write these words. In school, when I say the word, I also say it in a sentence so the child can put it into context as they may not be sure what the words actually mean. When they are finished, mark them together, any they struggled with, show they how to write it correctly and encourage them to write the word again.
  • Quack, check, chicken, shell, thick, king, main, meet, feel, cork, worn.
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