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Monday MindfulnessSqueeze and let go Letters and Sounds 9:30recapIaith ComprehensionBreakRead a book with an adult and discuss it. Maths xLunchTric a Chlic Welsh 1pmFact FilesWELSHSt Davids DayWELSH St Davids Day Listen to an audio bookDavid Walliams Website Tuesday Mindfulness Pick something off cosmic kids or IMoves Letters and Sounds 9:30Or as orIaith Read book DiscussMathsxTric a Chlic Welsh 1pmFact FilesREPEBe active:-ride your bike-play a game of something-go for a walk-do a Joe Wicks workout-Cosmic yoga-You choose!Wednesday Work on the website from Mrs Clarke clarkea89@Iaith Work on the website from Mrs Clarke clarkea89@Maths x ScienceWork on the website from Mrs Clarke clarkea89@Thursday MindfulnessSmiling Mind App Lesson 8Letters and Sounds 9:30Or as oreIaith CharactersMathsxTric a Chlic Welsh 1pmFact filesThema Commission Friday MindfulnessCosmic Kids Letters and Sounds 9:30Or as awRead Bugs WebIaith SettingMathsxTric a Chlic Welsh 1pmComprehension Golden TimeSmoothiesMONDAY 24th FEBRUARY 2021MindfulnessSqueeze and Let GoTense/squeeze different muscles for 5 seconds and then let go. Start at the feet and work your way upwards. What did you notice? Did you remain on task? Were you distracted? Could you bring yourself back?Letters and SoundsBoris thinks he knows some more words like ‘cow’ that have ow for the /ou/ sound. Make ‘cow’ together using grapheme cards, c ow. Change the c to n and ask chn to tell you the new word. Ask them to identify the first sound /n/ and stress that /ou/ remains the same. Blend to read ‘now’. Ask chn how we could change the word to make ‘how’. Read ‘how’. Now add l to the end of the word and ask chn to read it. Identify the sound /l/ and blend to read ‘howl’. Ask chn to help you make ‘growl’, ‘prowl’ and ‘owl’. Tell chn that before l and in short words like ‘cow’ we usually use ow for the sound /ou/. Boris says he knows some words like ‘ground’ and ‘loud’ that use ou for /ou/. Make ‘ground’ with grapheme cards g r ou n d. Change g and r to f and read the new word ‘found’. Repeat to make and read ‘round’ ‘sound’ and ‘pound’. Now make the word ‘loud’ l ou d and ask chn to read it. Add c at the beginning and ask chn to read ‘cloud’. Ask chn how we could change it to make ‘proud’. Choose a child to change c and l for p and r. Read it together. Now make ‘shout’ sh ou t and ask chn to read it. Remove sh and ask chn to read ‘out’. Ask chn how we could make the word ‘scout’. Choose a child to add s and c. Read the word together. Boris says that lots of words ending in nd, d and t have ou for /ou/. We could add them to our word lists. Iaith Green left4695825598170-43370500Blue 256735437021481466850-80010000Maths Green Pupils to choose a number between 10 and 20 to multiply by 2, 3, 4 or 5. Pupils to answer using the grid method sheets.Blue & Red Solve the following by drawing the grid method. Black Cymraeg Plan a fact file on somebody famous. Find out key information by doing some research online. Look at these examples to help you. St David’s Day Complete some of the activities below to celebrate St David’s Day. To learn more about St David here is a good website: Create a love spoon using the different symbols. The symbols are on the website. Painting/drawing of a bunch of daffodils. Design your own Welsh dragon. Give your dragon a name and a special power. (website) Dragon mindfulness colouring (website).St David’s stained glass window colouring sheets (website).Maths challenge, mystery of the missing leek (website). Multiplication colour by numbers (website). TUESDAY 23nd FEBRUARY Mindfulness Pick something from Cosmic Kids Yoga or IMoves. Letters and Sounds (or)Sid is reading a story about a shipwrecked sailor. He tries to cross the island and gets caught in the bushes. He wants to write ‘His vest was torn on a thorn.’ Say ‘his’ and ask chn to show you how to write it. Remind them of capital H. Segment ‘vest’ as /v/ /e/ /s/ /t/. Blend the sounds to read ‘vest’. Say ‘was’ and ask chn to show you how to write this tricky word. Say ‘torn’, segment the sounds /t/ /or/ /n/ and count them. Draw three cradles. Encode /t/ as t in the usual. Say ‘torn’ and identify /or/. Say it together and show chn how to write it. Encode /n/ as n in the usual way. Blend the sounds /t/ /or/ /n/ to read ‘torn’. Say ‘on’ and see if chn can recall how to write it. Ask chn to write ‘a’. Say ‘thorn’, segment the sounds /th/ /or/ /n/ and count them. Draw three cradles. Encode the sounds in turn as th or n, reminding them of /th/ as th if necessary. Use the analogy with ‘torn’ to help you encode the last two sounds. Blend the sounds to read ‘thorn’. Read the whole sentence together. Sid says it’s a really good story and he’ll tell us more about it tomorrow.Iaith Book will either be read in a live session or recorded as a video. Read the book and discuss what it is about. Discuss the characters, plot and setting. Over the next two weeks we are going to rewrite the story and change one part of it. Look at all the different story planners there are on the website and choose one that you think will work well for you. Remember the more detail you get into your plan the easier the story writing will be. Maths (Multiplication)Display Screen 3.23.4 and read out the problem. A farmer sells 34 boxes of 6 eggs at the farm gate. How many eggs were sold? Which calculation do you think you will need to do? 6x34 Pupils to remind you how to complete a multiplication using the grid method. Show the next screen with the next problem. She also sells six trays of forty-eight eggs to a local bakery. Roughly how many is that? Discuss rounding 48 to 50 and finding 6x50=300. Point out that we still then need to work it out using the grid method. Was it close and therefore a good estimate? Repeat with slide 3.Green Pupils to use the grid method. One shuffles a set of 10-50 cards and other shuffles a set of 1-5 cards. Take one card from each set and complete a multiplication grid.Blue Red Black Welsh Welsh Look at the database and put in the information on family members and friends. RE Genesis is the first book in the Bible. Listen to Louis Armstorng’s ‘What a Wonderful World’. Talk pupils through a guided visualisation reading from Resource sheet 1. (Photograph on Facebook or request via email)visualisation. These can then be added to the display. the poem to pupils and discuss what this God must be like. List your ideas.Wednesday 24th February 2021Iaith Work off Mrs Clarke. Maths Show 4 x 28 and 5 x 17. Ask pupils which they think will have the larger answer. Point to 4 x 28 and ask what multiple of 10 is nearest to 28. (30) and work out 4 x 30. So, a rough estimate is 120. Repeat with 17. Ask half the class to work out one of the multiplications by using the grid method. The other half of the class to work out the other. Model both on the board. Green & BlueWith supportLook at the number sentences on the worksheet. Pupils to estimate using rounding which answer they think is correct and draw the line in pencil. Pupils to then use the grid method to see if they are correct. If correct colour the rocket in green. If wrong colour the rocket in red. Compare the estimates and answers. How close?Red Use the numbers 3, 5, 6 and 9 to create their multiplications. Find the largest and smallest answers using these numbers. Try and find the halfway point. ScienceMrs Clarke planning on the website. Thursday 25th February 2021Mindfulness Smiling Mind App – Lesson 8Letters and Sounds or as oreThe sailor is still on his way across the island – without any shoes! Sid has written about him – can you read it? Write ‘His foot was very sore.’Look at ‘His’. Encourage chn to recall it. If not, decode it. Point to ‘foot’ and help chn to mark the graphemes f oo t with cradles. Decode f as /f/ in the usual way. Point to oo and ask chn to recall this sound we learned recently /oo/. Remind them of ‘book’ and ‘hood’. Decode t as /t/ and blend the sounds to read ‘foot’. Point to ‘was’ and ask chn to say the word together. Point to ‘very’ and help chn to mark the graphemes v e r y with cradles. Decode the sounds in turn v as /v/, e as /e/, r as/r/ and y as /ee/. Blend the sounds to read the word ‘very’. Point to ‘sore’ and mark graphemes s ore with cradles. ? Decode s as /s/ in the usual way. Point to ore and tell chn that this is another way of writing the sound /or/ we learned to write yesterday with or. Blend the sounds /s/ /or/ to read ‘sore’. Read the whole sentence together. Sid says he knows another word a bit like ‘sore’. Make ‘shore’ on the f/c with grapheme cards sh ore. Use the analogy with ‘sore’ to read ‘shore’. Ask chn how we could change this to make ‘more’. Choose a child to change sh to m and read the word. Sid says we could add some ‘-ore’ words to our list.Iaith Today we are going to look at the different characters in the story and describe them as best we can. Use the following slides to help you. Add all your notes and ideas to the story plan you decided on yesterday. Maths Show pupils 4 x 38 and 4 x 32. Ask pupils which will have the biggest answer. Point to 4 x 38 and ask pupils what multiple of ten is nearest 38. Show that we round to 40 and we can quickly estimate the answer. Repeat with 32 x 4. Discuss that both answers will be between 120 and 160, but the first will be closer to 160 and the second closer to 120. Now let’s use the grid method to find the exact answer. Model with the help of pupils. Green In pairs pupils to use the digits 2, 3 and 5 to create all the possible combinations of _ x _ _ Help pupils to work logically to find all 6 combinations. Next model estimating the answer and write it in their book. Pupils to then use the grid method to get the exact answer.Blue In pairs, pupils to use the digits 2, 5 and 8 to create all the possible combinations of _ x _ _. Find all 6 combinations, estimate by rounding (indicate if the answer will be more or less than the estimate). Use the grid method to find the exact answer. Pupils to then order the combinations from smallest to largest product (2 x 58 = 116, 5 x 28 = 140). Repeat with the digits 3, 4 and 8. Now arrange the digits to make the largest possible product first.RedIn pairs, pupils to use the digits 2, 5 and 8 to create all the possible combinations of _ x _ _. Find all 6 combinations, estimate by rounding (indicate if the answer will be more or less than the estimate). Use the grid method to find the exact answer. Pupils to then order the combinations from smallest to largest product (2 x 58 = 116, 5 x 28 = 140). Pupils to then repeat by choosing their own three digits.Black Pupils to roll a dice and multiply the number 462 by the number on the dice. Work with them to write the vertical method.Welsh Create your own Top trump cards on family and friends using the correct language patterns. Thema Hasbro?UK Ltd. PO BOX 43NewportGwentNP19 4YHDear Product Development Team, We have recently received a letter from a concerned group of doctors. They have put in a complaint about our board game, Operation. They claim that the board game is inaccurate, and gives those who play the game a poor understanding of the human body. On reflection, we think that they make a valid point. We need this to be rectified. We are looking for the game to be improved, based on the pieces that need to be removed from the character Cavity Sam. We need the pieces to be: a fairly accurate representation of the actual body part (rigid, flexible, shape etc) and to be sturdy enough so they don’t break easily. We will need photos of the pieces, measurements, the materials they are made from and the properties of the finished product. Replacement pieces are needed for: 1. Adam's Apple: an apple2. Broken Heart: a heart shape with a crack through it3. Wrenched Ankle: a wrench4. Butterflies in Stomach: a large butterfly5. Spare Ribs: two ribs fused together as one piece6. Water on the Knee: a pail of water7. Funny Bone: a cartoon-style bone8. Charley Horse: a small horse9. Writer's Cramp: a pencil10. Wish Bone: a wishbone similar to that of a chicken11. Bread Basket: a slice of bread, with a small notch taken out of the topAlternatively, you could replace some of these with different pieces altogether. We look forward to seeing your alternatives, which will be needed by Friday 12th March.Yours faithfully,Mrs Sian Davies Friday 26th February 2021Mindfulness Cosmic Kids YogaLetters and Sounds ou as oughThe sailor has seen some tracks in the sand. Sid wants to write ‘He saw the mark of a big paw.’ Ask a child to write ‘He’ on the f/c Encode if necessary. Say ‘saw’ and ask chn if this is the same as the word ‘sore’ we wrote yesterday. It sounds the same but has a different meaning and we write it in a different way. Segment the sounds /s/ /or/, count them and draw two cradles on the f/c. Encode /s/ as s on the first cradle. Identify /or/ and say that here we write it in another way. Write aw on the f/c. Blend sounds to read ‘saw’. Ask a child to add ‘the’ to the f/c. Say ‘mark’, segment it /m/ /ar/ /c/ and count the sounds. Draw three cradles on the f/c. Encode the first sound /m/ as m the f/c. Identify /ar/ and ask chn to recall how we can write this ar and a.Say that here we write it ar and add to f/c. Identify the last sound /c/. How can we write this sound? (c, k, ck) Say that at the end of a word we often write it as k. Add k to f/c. Blend sounds to read ‘mark’. Ask chn to recall how to write ‘of’ and ‘a’. Add to f/c. Segment and encode ‘big’ as b i g and blend the sounds. Say ‘paw’, segment it /p/ /or/ and count the sounds. Draw two cradles on the f/c. Encode /p/ as p. Identify the sound /or/ and say that, here we use our new way of writing it, aw. Blend to read the word ‘paw’. ? Read the whole sentence together. Sid wonders what animal has made the track. Read Bugs Web Iaith Today we are going to look at the setting of the book and describe it. Use the slides below for some ideas on how to describe the setting. Add your ideas to your story plan. Maths Green Pupils to complete the following using partitioning and then the grid method.4 x 16p 8 x 25p5 x 22p8 x 15pBlue Red and Black Welsh Read the paragraph about Tom and then fill in the grid.Mae Tom yn byw yn Llandrindod. Mae Tom yn ddeg oed ac mae pen-blwydd Tom ar Chwefror 2. Mae Tom yn mynd i Ysgol Cefnllys. Mae mam gyda Tom o’r enw Mari. Mae dad gyda Tom o’r enw Harri. Does dim brawd na chwaer gyda Tom. Mae pysgodyn gyda Tom ond does dim ci gyda Tom. Mae Tom yn hoffi chwarae golff achos mae’n hwyl ond dydy Tom ddim yn hoffi chwarae pêl-droed achos mae’n ddiflas. Enw?13785852032000Byw?1121410000Oed?13773155651500Pen-blwydd?8166107620000Teulu?15214609398000Anifail anwes?10071107429500Hoffi? 15214607493000Ddim yn hoffi? Golden Time To celebrate Fairtrade fortnight, create a smoothie using bananas. Take a picture of your smoothie. You may want to try a new ingredient such as ginger or spinach. ................
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