Continuous Assessment



3rd Class

Hello to all of my 3rd class students again.

I hope you are all well. I am massively impressed by the amount of work that boys have been able to continue at home. However, I am not surprised because all of our lads were working extremely well before we finished. Keep doing what you can do and don’t forget to ask me for help whenever you need it. I can send audio messages and explanations through TEAMS, so if you need anything, please let me know.

Again, I have attached activities for the week ahead. It is always quite similar in structure, so I hope that the boys are finding that they can engage with it quite easily and that it does not become too time consuming overall.

As always, thank you for staying in contact with me via phone, email and Microsoft teams. I appreciate it and it is great to see the boys’ tremendous efforts.

dmurphy@

If you have not been able to access TEAMS yet, please email distancelearning@ and we will help you set up.

The websites of the week are also included.

Look after yourselves.

Best wishes.

I will break this down into smaller daily amounts on Aladdin Connect again (Homework section) if you would like to see that. All Fallons/Folens books are free to click into on the school’s website.

English

Spellings: p60/61 (‘homophones’) hour, our, wood, would, their, there, write, right, new, knew, won, one, hare, hair, blew, blue

Vocabulary: Homophones (Words that sound the same as each other, but are spelt differently and mean different things) Attached at the end. APPENDIX I

Wordsearch and Crossword: These are words which we added to our vocabulary copy at school. See if you can remember their meanings. APPENDIX II

Reading: TTH: Clever Rosa p115 (Theme: Manipulation & Survival)

History Quest: Tom Crean – Explorer of the Antarctic (Revision)

Writing: (Homework copy can be used for all written exercises)

TTH p118 A (oral), B (oral) C (oral) p119 D (oral), E (write)

HQ p77 (A)

Modern Handwriting: Next Page (Keep practising it, as neatly as you can, in your homework).

Cloze: APPENDIX III

Creative: Write a summary of the story ‘Clever Rosa’. (10 sentences)

Do you remember when we were doing our book reviews in school? Do you remember we didn’t have time to tell the class the whole story? Do you remember how we had to tell the class what the book was about; BUT a much shorter version.

I like to think of a summary as a highlights show. I love the programme ‘Match of the Day’ because it only shows the most interesting/important parts of football games. (Things like; shots, goals, fouls, yellow cards, red cards). They do not have time to show everything. For example; when the ball goes for a throw-in, or when shots are very far wide. They’re boring!

A summary is done in the same way. You must think of the 10 most important things that happen in a story and leave the rest out.

More details attached at the end. APPENDIX IV

Suggestions for additional work during the day or possibly on Fridays

1. Spellbound p60/61

2. Dictionary Work (predicament, anticipate, meagre, quarrel, harvest)

3. Grammar game (homophones). Write out the list of words (whole, hole…….). Cut them up. You can put them face down and try to create pairs. Alternatively, turn them over one by one and if you can use the word in a sentence, you get to keep it. If not, it is put back in and shuffled around.

4. (This site helps you to get faster at typing. You could type your summary).

Gaeilge:

Litriú: Spellings

|ocht = eight |ag teacht = coming |

|ochtar = eight people |ag casachtach = coughing |

|bocht = poor |ag cleachtadh = practising |

|seacht = seven |an Nuacht = the News |

|seachtar = seven people |sneachta = snow |

|seachtain = a week |ag fanacht = waiting/staying |

Léitheoireacht: Reading Revision

Ar Scoil

Fuair mé mo mhála scoile, mo chóta agus mo lón. Chuaigh mé isteach sa charr. D’éist mé leis an raidió. D’oscail mé an doras agus shiúil mé isteach sa scoil. Chuir mé mo leabhair ar an mbord.Tháinig an múinteoir isteach sa seomra. Thosaigh sé ag múineadh. Bhí na buachaillí ag foghlaim. D’ith mé mo lón agus bhí mé ag caint le mo chara. Chuaigh mé amach sa chlós ag sugradh.D’imir mé cluiche iontach. Ar leath uair tar éis a dó, d’imigh mé abhaile. Bhí sceitimíní orm.

At School

I got my schoolbag, my coat and my lunch. I went into the car. I listened to the radio. I opened the door and I walked into school. I put my books on the table. The teacher came into the room. He started teaching. The boys were learning. I ate my lunch and I was talking to my friend. I went out to the yard playing. I played a fantastic game. At half past two, I went home. I was excited.

Suggestions for additional work during the day or possibly on Fridays

Ceisteanna

Cad a bhfuair sé? What did he get?

Conas a chuaigh sé ar scoil? How did he go to school?

Cé a tháinig isteach sa seomra ranga? Who came into the classroom?

An raibh na buachaillí ag múineadh? Were the boys teaching?

Cad a tharla ar leathuair tar éis a dó? What happened at half past two?

Na huimhreacha: 1-60 (The numbers: 1-60)

A haon, a dó, a trí, a ceathair, a cúíg, a sé, a seacht, a hocht, a naoi, a deich.

A haon déag, a dó dhéag, a trí déag, a ceathair déag, a cúig déag, a sé déag, a seacht déag, a hocht déag, a naoi déag, fiche.

Fiche a haon, fiche a dó…………………………………críochnaigh an líne (finish the row)

Tríocha a haon, tríocha a dó…………………………….críochnaigh an líne (finish the row)

Daichead a haon, daichead a dó………………………...críochnaigh an líne (finish the row)

Caoga a haon, caoga a dó……………………………….críochnaigh an líne (finish the row)

Rug mé ar/I caught D’fhéach mé ar/I watched Ghlaoigh mé ar/I called

Líon na bearnaí

Rug Liam ______ an liathróid.

D’fhéach Siobhán ________ an teilifís.

Ghlaoigh Tomás ________ Dhaidí.

Maths

Tables: x2÷2, x3 ÷3 (Try to skip count quickly for each regularly). Task: list your 2s and 3s. Put a circle around any number that is common to both. You might notice that the 2 family and the 3 family have much less in common than 2s and 4s. Test this.

Busy at Maths: p 95 Q 2,3,4 p96

P95Q2 Analogue

Remember: When the minute hand (long hand) is on the right-hand side of the clock, we say that it is _____ minutes past the hour.

When the minute hand (long hand) is on the left side of the clock/past halfway, we say that it is ___ minutes to the next hour.

Q3

It is 10 past 12 now (12:10). What time will it be 15 minutes later?

Remember: 15 minutes later is like 5 minutes later 3 times.

So. 12:10 + 5 minutes = 12:15. 12:15 + 5 minutes = 12:20. 12:20 + 5 minutes = 12:25

It will be 25 past 12

P95 Q4

The time is 25 minutes to 6 NOW. It might help you to draw a practice clock and very lightly show 25 minutes to 6.

The minute hand at 7 and the hour hand almost at 6.

THEN, 10 minutes later: rub out the minute hand at 7 and count on in 5 minute intervals as you go from 7 to 8. 8 to 9. (5mins,10mins).

You should stop at 15 minutes to 6.

So it will be ¼ to 6

P96

Remember:

When you are counting on 25 minutes, we know that it is the same as five minutes 5 times. Take your time and count in 5 minute intervals. What time will it be in 5 mins? What time will it be in 10 mins? What time will it be in 15 mins? What time will it be in 20 mins? What time will it be in 25 mins?

Remember:

20 minutes earlier means you will be counting back 5 minutes 4 times. Take your time and count back in 5 minute intervals. What time was it 5 mins ago? What time was it 10 mins ago? What time was it 15 mins ago? What time was it 20 mins ago?

Suggestions for additional work during the day and possibly on Fridays.

1. Revise tables (4,5,6,7,8,9,10,11,12) x ÷

2. Revise adding and subtracting with money

3. Regular time checks (practising analogue time and digital time). Maybe record the time you start your schoolwork and the time that you finish.

4. Continue to practise short multiplication sums (Make them randomly; example 45x6, 76x7 etc…)

SPHE: staysafe.ie . This extra time together may present ideal opportunities to look at some safety lessons and discuss them as a family.

This week: Strangers. (If you click on the website, there is a teacher link and a parent link. You could look at the lesson on teacher link and then discuss it using the guide questions on the parent link.

SESE: This week 3rd class and 4th class are reading about EXPLORERS.

However, both explorers lived in completely different times to each other.

4th class are reading about Marco Polo who sailed in the 13th century (1200’s).

3rd class are reading about Tom Crean who sailed in the early 20th century (1900’s).

Some other famous explorers, who sailed at the same time as Tom Crean, are listed below.

[pic] [pic] [pic]

All of these explorers 1 Robert Scott, 2 Ernest Shackleton and 3 Roald Amundsen were in a race to lead an expedition to the South Pole.

Tom Crean sailed with Scott on the Discovery Expedition.

Tom Crean sailed with Shackleton on the Endurance Expedition.

However, Roald Amundsen was the first to reach the Antarctic in 1911. (Remember, the year Roald Dahl was born? 1916. I wonder if he was named after this man?)

Tom Crean will always be remembered as a true hero of Irish history because of his strength and survival. Read more about him in our Cloze Procedure this week.

Websites of the week (If you feel like taking a break from the work above, you can check these out)

English: mycjfallon.ie ‘Read at Home’ is a book I would recommend every week now. It encourages reading for information. The boys might like to continue where we stopped with this book and you can access it here.

Gaeilge:

Listen to how to make French toast. Maybe, this is something you could do with an adult. Beidh spórt agaibh!!!

Maths:

This is just a simple example of how to practise basic number work. Cutting up cards like this and using them in a game is a great way to keep working on mental arithmetic. There could be a target number of 100. Each time you pick a card, it has + something, or – something, or x something. The players have to keep track of their own number and the first to reach 100 wins.

Music:

This song is called the Ballad of Tom Crean. If we were in school we would be singing this together. It tells his story brilliantly through music.

SESE History: Interesting youtube videos about Tom Crean







SESE Science:

Try some of these experiments with an adult. They are easy and you won’t need a lot of equipment.

Chess :

movesforlife.ie





An Explorer task at home: Outdoor & Adventure

[pic]

This is a quick map of the downstairs of my house and my garden.

It’s a bird’s eye view (A view from up above, looking down).

This week I will become an explorer.

[pic]

I will bring a notepad and a pencil with me and I will sit in the area marked ‘MY SPOT’.

Then:

I will write as many things as I can see around me.

I will close my eyes and I will listen to the sounds around me for 10 minutes. I will write down what I hear.

I will list the things that I can touch from where I am sitting.

I will write the names of anything that I can smell.

Remember:

Exploring is all about becoming familiar with your surroundings

TRY IT!!!!

Draw your map.

Pick an area to explore.

Bring your notepad and pencil.

Look, listen, touch and smell.

Write your results

APPENDIX I

Homophones (Same sound but different spellings and meanings)

Week Weak

Hour Our

Dear Deer

Sun Son

Sail Sale

Tow (to pull a vehicle along) Toe

Fowl (a word for all birds on a farm) Foul

Tale (a story) Tail

Pear Pair

Beach Beech (a type of tree)

Hair Hare

Heard Herd (group word for cattle/elephants)

Knew New

APPENDIX II:

© 2020 , Noncommercial Use Only

Vocab. Copy Rewind 3

|T |C |R |

Vocab. Copy Rewind 3

| | |

APPENDIX III:

[pic]

Cloze: Tom Crean

Tom Crean was _________ near Annascaul, County Kerry in 1877. He was poor and he left school when he was barely able to read or __________. However, nobody knew then what a hero he would _________ up to be. We often hear about the explorers Captain Robert Scott and Sir Ernest Shackleton, but Crean _________ more time in the ice and snow than either of them. He figured in three of the four major British expeditions to the Antarctic. During one of the expeditions, one of Tom’s friends collapsed. ___________ volunteered to go on a dangerous journey for help in sub-zero temperatures. He had no sleeping bag or tent and only had two sticks of chocolate and three biscuits to eat. It took him eighteen hours and when it was all over, he __________ the Albert Medal for bravery. Crean sailed on the Endurance expedition with Shackleton but this mission turned into a disaster. The ________ was crushed on ice and the crew struggled to get to Elephant Island. Tom had to walk forty miles ________ mountains and glaciers to lead rescuers to his friends. Tom managed to squeeze more danger and excitement into a few years than most people would have in their whole _______. Shackleton, Scott and Crean all had tremendous achievements as explorers, but Tom’s achievements were forgotten for many years. Shackleton and Scott came from wealthier families than Crean. This might be one of the __________ why people were congratulating them more than Tom. Also, Shackleton and Scott wrote a lot about their experiences, whereas Tom did not ________ a diary and did not write books. He was a humble man and when he returned to Kerry, he never spoke about his life as an ____________. He would not give interviews to journalists and even his daughters knew very little about his adventures. Tom Crean died in Cork in 1938. He will always be remembered in Ireland as one of the most courageous ________ in our history.

APPENDIX IV:

So, this week we have a task to Summarise a story.

EXAMPLE:

This is a summary of the famous Roald Dahl story ‘Matilda’.

(10 sentences only)

Matilda was an incredibly bright and intelligent little girl.

Her parents were crooks and she did not get along very well with her brother either.

Her father, a used car salesman, was more interested in swindling people than paying any attention to her.

Matilda was usually either ignored or taunted about how much she liked to read.

Gradually, a feeling of rage and resentment grew in Matilda.

In order to get revenge, she decided to play practical jokes on her family.

Matilda’s school principal was a monstrous character who would brutally punish children and even throw them out the window.

As Trunchbull terrorised the class one day, Matilda realised that she could make things happen with the power of her mind.

Matilda used telekinesis (moving things without touching) to terrify Trunchbull and make her pay for all she had done.

Miss Honey, Matilda’s extremely kind teacher, became the new principal of the school and Matilda’s parents agreed to let Miss Honey adopt Matilda.

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