John Randall Primary



YEAR 5 HOME LEARNINGREADINGNorthern LightsHome reading book be completed every day if possible:-Daily practise of all timestables:2- 12 times tables facts Set out like this: 2 4 6 810121416Etc-Three each of addition, subtraction, multiplication and division calculations created randomly using dice or ask parents to give them to you. See guidance below. Make sure for each calculation you show your workings. Check them with a calculator when they ae completed. If any are wrong, find out where they went wrong and attempt the calculation again.Choose one further topic of maths from the guidance below based on fractions or percentages. Use the web page link to help you before attempting some PREHENSIONAssessment Focus 1 – 7 questions based on Northern Lights (see below for Assessment Focusses and related questions)Please record answers in homework book or reading diary. WRITINGPractise features of the Year 5 punctuation ladder. (See English section below).Practise turning short sentences into compound, complex sentences with embedded clauses, complex sentences with subordinate clauses and passive sentences. (See English section below).Choose a view from a window/ the internet or a person at home/ somebody famous and describe what you can see using the following terminology in your writing:adjective, adverbs, alliteration, repetition, simile, metaphor, personification and hyperbole. (See English section below)Acrostic poem using the words ‘John Muir’ Example:John Muir was a remarkable man!On his own in the wild for most of his life.HNMUIRResearch facts about John Muir and write a biography about him.SCIENCEOur new topic this term would have been called decay and recycling.These suggested activities are based upon this topic:-Discover how natural materials decompose. on to the above site and try the experiment which is shown in very clear steps regarding decomposing food. You’ll see some interesting results.-Repeat the above exercise but this time leave the materials outside under a plastic tub or cover so animals can’t interfere. See if similar results are achieved?-Produce a leaflet which explains how food is decomposed by micro-organisms.Use this site to help you: completing these experiments shown on these sites: a bug shelter in the garden (See Deign Technology) and then record every day the number and types of insects inside the hotel. When you find an insect in your bug shelter (See Design Technology) can you create a fact file for each insect you find. These factfiles could contain information such as:Colour, Size, habitat, lifespan, food, predator of……., prey of …… and any other facts you find PUTINGCan the children design a poster which encourages people to stay at home and save lives?Can the children design a poster which thanks he NHS workers which can be displayed in a window at home?If the children have access to powerpoint, could they create a presentation about what they’ve learnt about John Muir?Can children use their research skills to use the internet to locate information.PE-Going for walks in the local area.-Skipping.-Circuit training in the garden.-Football/ Basketball skills in the garden. HISTORY GEOGRAPHYWhere is America?What are its major cities?Where are the major tourist attractions such as The Grand Canyon, Statue of Liberty and Yosemite National Park?How Many states are there in America?What are the state capitals? What are the oceans which found on either coast of America?What are the important dates in John Muir’s life? Can you make a timeline of significant events in his life?The Field Studies council are also putting on free “live” online workshops on the following dates and times. Please click on the following links for they are particularly useful for the work based on John Muir and they are linked to your gardens and what can be found in them.Lesson 1- Soil explorationMonday 20th April at 10:30am 2- Creative explorationFriday 24th April at 10:30am 3- Habitat explorationThurdsay 30th April at 10:30am TECHNOLOGYCan the children make a bug shelter out of natural materials in the garden. They could use twigs, sticks, stones, bricks. AN example like this could be made:ARTCan the children use this link to attempt to sketch and shade John Muir’s face: is a Youtube video which we used in class so I know it is appropriate. Make sure you have parental permission before accessing Youtube please.Gently and carefully capture one of the insects found in your bug hotel (See Design Technology)and sketch what it looks like and include shading too.Collect any grass cuttings, leaves, twigs and stones in the garden and see if you can create artwork similar to the artist Andy Goldsworthy below:Failing that you could try to use the natural materials you collected to make picture on your lawn or paths outside:Ask parental permission for this one please:Make some wet mud by adding to water to soil and then make some 3d sculptures of any insects you found in your bug hotel.Example:REResearch and read about different creation stories from other cultures and religions. Which cultures and religions have similarities about how the Earth was created. Which stories are unique and not similar? onto these jigsaw activities suggested by Miss Curtis.Maths Homework Grid Year 5-Every day work.Prac Every day write out your timestables, generate and answer three addition, subtraction, multiplication and division calculation. Then use a calculator to assess your work. answers. If you have answered a calculation incorrectly identify where it has gone wrong and attempt it again until it is successfully answered. Show your workings using the methods methods below which you have been taught. After that, focus on an area of fractions as this is the next unit we will be working on. Look at the examples provided and Generate ten questions to answer. Alternatively, go to the website to see instructional videos and often prepared questions for you to answer. Remember to show all w workings at all times. Times TablesSpend at least 15 minutes a day practising your times tables the way we do it in fluent in five. Example: 2 4 6 81012141618202224Write all times tables out from 2-12. additionMaths is fun website has useful videos demonstrating how to complete calculations.Generate your own addition calculations by adding two four digit numbers together. Create them by rolling dice. GamesChoose a maths game to play each day.Have a go making up new rules or inventing your own maths game. to maths games videos: MultiplicationGenerate own calculations where a two digit number is multiplied by another two digit number. Example:Progress to four digit by two digit numbers if confident to. Example:Column subtractionMaths is fun website has useful videos demonstrating how to complete calculations.Generate your own addition calculations by subtracting two four digit numbers together. Create them by rolling dice. division Generate own numbers to divide four digit numbers by one digit. Example:Equivalent fractionsGenerate own numbers by rolling dice. Example: fractionsGenerate own numbers by rolling dice. Example: of amountsGenerate own numbers by rolling dice. Example: fractionsGenerate own numbers by rolling dice. Example: FractionsGenerate own numbers by rolling dice. Examples:Method 1If the denominators are the same:Method 2If the denominators are different but have a relationship to each other:Method 3If the denominators are both different and have no relationship: FractionsGenerate own numbers by rolling dice. Examples:Method 1If the denominators are the same:Method 2If the denominators are different but have a relationship to each other:Method 3If the denominators are both different and have no relationship: down fractionsGenerate own numbers by rolling dice. Example: and improper fractions means part of a hundred.If you know how to calculate 10% and 1% you can calculate any percentage.How to calculate 1%:Divide the number by 100.How to calculate 10%:Divide the number by 10.Other percentages:How to calculate 5%:Divide the number by ten and the halve this answer.How to calculate 20%:Divide the number by 5How to calculate 25%:Divide the number by 4How to calculate 50%:Divide the number by 2How to calculate 75%:Divide the number by 4 and multiply the answer by 3orDivide the number by 4 and subtract it from the original number. decimals and percentagesGuided reading assessment focusses and examples of questions which could be asked. Focus on AF2, AF3 and AF5 questions.Objective:Assessment focusesAssessment questions AF 1use a range of strategies, including accurate decoding of text to read for meaningCan identify tricky or significant words/ phrases.Phonic knowledge/ decoding skills.Can apply phonic knowledge to recognise new words.Semantic e.g. applying knowledge of words to make meaning of a word or sentence.Grammatical cues- use pauses, intonation to make sense of the text.Pupils read with fluency using the above.Use phonic knowledge and decoding strategies to self-correct.Can apply comprehension strategies to self-regulate for accuracy, phrasing, fluency, expression and meaning.Can the children gain meaning from the text by:Reading words on sight e.g. familiar common words, some content words?Making use of phonic strategies e.g. consonant blends, word initial/word final, long vowels, polysyllabic words?Using sentence and whole text knowledge e.g. by self-correcting, substituting words that make grammatical or contextual sense?Showing awareness of punctuation marks in reading e.g. pausing at full stops?Possible questionsDo you see a word you know?Can you see a word inside a word?Blend this part of the wordDoes the sentence make sense?AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textDiscuss sections read previously.Make connections between texts and prior reading.Contextual clues including illustrations.Can answer key questions by returning to the text.Can justify answers using quotes or references.Can the child:Recall the main ideas of the story or information text?Identify how characters behave, e.g. repeated actions and words?Connect words and illustrations e.g. what additional information does the illustration add?Say what they have find out from reading the book?Retrieve relevant details from different paragraphs or sections of the text?Possible questionsWhen and where did the story take place?What did he/she look like?Where did he/she live?What happened when…?Can you tell me why…?Which is true or false…?AF3 deduce, infer or interpret information, events or ideas from textsMake predictions and can speculate.Can formulate questions about the text.Can interpret texts using deduction and inference of ideas or events.Can give extended answers in response to probing questions.Can the child:Use knowledge of a story so far to make a prediction about what will happen next?Connect information together to draw out implied meanings?Distinguish between more and less important items of information?Use clues from what characters do and say to explain their motives?Possible questionsHow did … feel?How do we know what… is thinking/feeling?Do you agree with…?What do you think will happen because of…?Put yourself in …’s shoes?Could this have happened differently?AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelSyntactic- Identify and comment on the structure and organisation of texts.Identify and comment on the structures, features and organisation of texts.Can identify aspects that require clarification through discussion.Can the child:Make use of book conventions and organisational devices to focus their reading e.g. index and glossary?Trace how ideas link and how a writer signals changes and connections?Possible questionsWhere in the book would you find…?How do headings help you scan the text?If you want to find out about… how would you?Who would this information be most useful for?How is this paragraph linked to the next?AF5 explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence levelCan give opinions in a critical and reflective way.Can express and personal preference and response.Can give extended answers in response to probing questions.Can the child:Comment on the effect of specific words and how they convey meaning e.g. ideas, characters, atmosphere?Discuss language patterns and how they contribute to the meaning e.g. refrains, rhymes or repetition?Possible questionsWhy has the author used this phrase?How has the author made the character seem sad/happy/etc.?How has the author created a situation seem tense/scary/etc.?If you changed this word, how would it change the situation?Could you add punctuation, to change a sentence’s meaning?What effect does repetition have?How has the author been humorous?How would you explain this to a younger child?Can you make the text more formal/informal?AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the readerCan give opinions in a critical and reflective way.Can express and personal preference and response.Can the child:Respond to the text overall and say what they liked/disliked about it?Identify the main evidence from what they have read? Possible questionsWhy did the author choose this setting?What is the purpose of this character/setting change?What impression does the writer want given off from a character?What does the writer want you to think?Find some words which describe how people felt when…?AF7 relate texts to their cultural and historical contexts and literary traditions.Make links with cross curricular learning.Can give extended answers in response to probing questions.Possible questionsCan you think of another story with a similar theme?What do you know about this period of history that helps you understand the story / character’s feelings?How is this character similar to another character in a different story you have read?EnglishFor one out of the five days of the school week, the children can practise writing sentences which contain the Year 5 punctuation and sentence types. See example 1 below. For one day they can generate a short sentence about any topic and then turn it into a compound sentence, a complex sentences with an embedded clause, a complex sentence with a subordinate clause and a passive sentence. See example 2 below. The next day they can write a description of a person which describes their: physical appearance, all items of clothing, the way they walk and talk as well as their behaviour and attitude shown towards others. This can be a family member, somebody famous, a character from a film or just a random picture from a book or the internet. See example 3 below.On the fourth day they can write a description of a setting which describes all items in the picture which ae nearby as well as in the sky and far away. Children need to try and incorporate the body senses in this work ie, what can be seen, heard, and smelt in this location. See example 4 below.On the fifth day, they can choose to edit and improve their character or setting description choosing tier 2 words to replae tier 1 words and adding any details and descriptive features that they might have missed out when they originally wrote it.Example 1Writing examples of Year 5 punctuation marks and sentence typesExamples of features found on the Year 5 punctuation ladderBob went to the shop.How are you today?That is amazing!Get out!Liverpool are the have won the World Club Championship!Bob went to the shop and bought: a pen, pencil, a ruler, a rubber and some paperclips.Bob, who was eight, went to school.Suddenly, Bob appeared from nowhere.Bob asked politely, “May I leave please?”Bob’s coat was red.He couldn’t quite believe it.The men’s coats were dirty.The chefs’ hats were white.The RAF (Royal Air Force) fly planes.Bob (who was eight) went to school.Bob-who was eight- went to school.Bob ran to school.Bob ran to school because he was late.Bob, who was eight, ran to school.Bob ran to school, even though he was tired.Even though he was tired, Bob ran to school.Ran to school is what Bob did.Example 2Examples of turning a short sentence into a compound sentence, a complex sentence with an embedded clause (parenthesis), a complex sentence with a subordinate clause and a passive sentence:Short sentenceBob ran to pound sentenceBob ran to school because he was plex sentence with an embedded clause (parenthesis)Bob, who was eight, ran to plex sentences with a subordinate clauseBob ran to school, even though he was tired.Even though he was tired, Bob ran to school.Passive sentenceRan to school is what Bob did.Descriptive language examples to be used with Examples 3 and 4AdjectiveA describing word such as large.AdverbDescribes how a verb is done ie slowly, rapidly, graduallyAlliterationA series of words starting with the same letter of letter sound ie, Dave’s broken, battered, brown boots clattered on the stone floor.RepetitionWhere a word is repeated in a sentence ie, He was tired, extremely tired.SimileWhere something is compared to something else using: like a …. or as …… as aExamples:He ran like a cheetah.He was as slow as a snail.MetaphorWhere you are told an object is or was something else ie, Bob was a lion, brave and strong.PersonificationWhere an object is compered to a part of the human body using the language of synonyms ie, The tree branches were like gigantic fingers stretching towards the sky.HyperboleAlso know as exaggeration ie, This pen is the greatest in the entire world.Example 3An example of a character description using a range of descriptive language:A dishevelled old man gradually appeared out of the darkness of the night. He was wearing broken, battered black shoes which he dragged and scuffed along the ground as he walked. The man, who was in his sixties, had brown trousers and a thick black woollen jumper. Even though he had a dirty black cap resting on his head, the man’s scruffy white hair stuck out from the sides of it at different angles. Can you picture the old man’s face? His eyes, which were the deepest blue, were as blue as emeralds and an scruffy looking beard grew on his chin. He had wrinkles upon wrinkles carved into the skin on his face. The man was a relic, ancient and surviving the passing of time. He wasn’t well built but he was thin and tall. He walked slowly in different directions. Then, suddenly, he collapsed heavily on a nearby wooden bench! He was tired, really tired! Gradually, he slid down on the bench like it was a bed and promptly fell asleep. Extreme fatigue was what he was feeling.For a while he was a statue, still and silent. He snored loudly like a hibernating bear. Then he woke up with a start. Despite the fact he had a painful headache, the man began shouting because he wanted to find his Grandson.“Hey Nigel! Are you there? Where are you?” the old man screamed loudly and aggressively. Example 4An example of a setting description using a range of descriptive language:Did you realise Bob’s body senses were giving him lots of information at this moment in time? Are you aware of what he could see, hear, smell and feel as he stood near the entrance to a cave? Bob could see what looked like a massive, extremely massive collection of trees. In fact it could have been a forest for all he knew as he couldn’t see the end of it. It spread out randomly in all directions like a vast ocean. Fear was what he felt.“What a sight.” he muttered to himself quietly. Many of the tantalisingly tall, tremendous trees were of a similar height but there were some that rose up above the canopy of trees and were as high as mountains. These trees were church spires, tall and pointing towards the clouds. As Bob breathed in, he could detect the cool fresh air and the faint smell of pine trees. He could also smell the sweet smell of flowers which were growing nearby.Even though there were many in the woods, barely a sound could be heard from the birds amongst the trees. The wind continued to blow. Once in a while, it blew strongly and this made the branches sway and the leaves rustle quietly.Whilst Bob was walking towards this vast expanse of trees, he could feel the coolness and moisture from the dew on the grass beneath his bare feet. As he got closer to the trees, Bob noticed that the bark on the nearest tree had many grooves, indentations and lines. The bark, which was gnarled and twisted, looked like the wrinkled skin of an old man.And Finally…We have set up an online learning platform called Seesaw. On this site I will be regularly posting some silly/ fun activities for you to get involved in. It is also an ideal way for you to show me any of your work as you can send pictures, video and text. Whenever you post something on the site I receive an email so I know to check it and see what you’ve been up to. I will try to make sure I respond the same day to your posts or at the very least the next day.Mrs. Codling sent out an email last week to parents about it. If you’ve not received it check your Spam folder. Failing that send an email to @2176@.uk asking about seesaw and we’ll send another out to you.Take care and Kind regards, Mr.Lambie ................
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