Weather diary

Hi Room 5,

Please can you record the weather again today and remember to keep a note of it over the weekend too? Next week we will look at how it changed throughout the week.

Thank you.

Home learning Friday 26th February

I cannot believe it’s Friday again! Where has this week gone?! Here are our activities for Friday.

Wake Up, Shake UpPirate

Spelling Test: Ask an adult to test you on this week’s spellings. Write your score in your spelling folder if you have it.


Part 1

Can you remember what ‘tempo’ means? Tempo describes the speed of the music. Listen to the music on this video, if possible without looking at the pictures: different pieces – tempo Think about each piece of music as you listen. Is it fast, slow or somewhere in between? Does the piece of music make you think about a particular animal that moves at that pace? If so, what animal? Why?

Listen to the pieces again, this time watching what is on the screen too. Were the animals the same as any you thought of?

As you listen, see if you can name any of the instruments you hear.

Part 2

The other day we were thinking about different weather types. Think again about some of these different weathers. Can you use body percussion to try and make these sounds? For example, what noise could you make to sound like thunder? Maybe stamping. How about the pitter patter of rain? Clapping? Clicking? Try to be creative with your ideas and come up with different suggestions for each weather type. Practise making these sounds. Can you get louder? Can you get quieter?


Do you remember that the Bible is in two parts: the Old Testament and the New Testament? This is a story from the Old Testament and is important to Christians because it teaches them a message. If your child was in school yesterday, we read a very short version of this story so they may remember some details. Have a watch of ‘Jonah and the Whale’ to start with: Jonah and the Whale

Have a chat about the story and see if you can answer these questions. You do not need to write anything!

What did God want Jonah to do?

How did Jonah feel at the beginning of the story? Why?

Why did God get cross with Jonah? How did God show he was cross?

What happened to Jonah when he went into the water?

How do you think Jonah felt when he was swallowed by the whale?

What did he decide to do when he was inside the whale?

What did Jonah do when he was spat out of the whale?

How did he feel at the end?

What do you think this story teaches Christians about God? (This is quite tricky. It teaches them that God is powerful and can see what is going on. It teaches Christians that God needs to be obeyed but that He will forgive them if they make the wrong choice and say sorry.)


There is no English and maths today, but if you would like an English task then you could always write your own kenning about a friend or a family member. If you would like a maths activity, then try to solve this puzzle:

On Friday afternoons, the children have choosing time. Enjoy playing with your toys, go for a walk or play in the garden!

Have a super weekend, everyone.

Mrs Garcia x

Home learning Thursday 25th February

Hello, everyone. How are you all? Here are our activities for Thursday.

Wake Up, Shake UpBig, Blue Whale


Starter: You’ve probably noticed that by now you may be confident counting in certain multiples but may struggle with one in particular. For most of you, this may be counting in 5s. Focus on the counting that you find more tricky for a few minutes and repeat counting in that multiple at least three times to build your confidence. Use the 100 square to highlight the multiples and talk about the pattern that you see. What would come next if you carried on counting? How do you know? 100 square

Today we will be sharing again. You may now be noticing how counting in multiples (‘lots/groups of’) can help you to check that you have shared fairly. For example, many of you could probably tell me straight away that if you had 10 cakes and you shared them with your best friend, you would each have 5 because you know that 5+5 makes 10 or that two lots of 5 make 10.

Yellows: Look at the little cards and and share spots between the bugs. You may want to draw the spots on. If you have any playdough at home, you may find it fun to use little playdough balls as the spots. Spotty Bugs

Greens and blues: Read the questions really carefully and solve them. Be careful as some of the questions are asking you to share and some of them are asking you to count in multiples. It will help you to have some practical equipment to use such as counters (buttons/beads/dry pasta shapes) and you may like to have some scrap paper handy so you can do drawings to help too. Sharing and Combining


If you did not finish your kenning from Tuesday, you may need to continue working on it. There was a lot to think about with this task so it’s understandable if you didn’t quite finish. Make sure you are happy with your kenning about your chosen animal. You may want to draw a picture of it but remember that your picture needs to match the ideas that you have used.

Can you remember what a noun is? Have a watch of the video that explains common and proper nouns and try the activities: nouns

Can you list some nouns? Think carefully about which ones would need capital letters! noun hunt


For the next few weeks we will be looking at how to program something using a series of basic instructions. When we tell a computer or a gadget to do something, we use something called an algorithm. This just means a sequence of steps or instructions that are in the correct order to make something happen. You may recognise some of the steps in this video from when we were learning about instructions in English. What is an algorithm?

Do you remember using the Bee Bots (the small yellow bug robots) and commanding them to move? When you pressed the buttons on the Bee Bot in a certain order, the Bee Bot followed your instructions and moved in the directions you had told it to. It is important that instructions are in the right order, or sequence; otherwise, the program will not work. Think about a set of traffic lights. These lights have been programmed to follow a sequence even though nobody is making them change. They have been given a ‘loop’ command so that the sequence repeats itself over and over again.

There are a few activities to choose from here. You can do as many as you like.

Order the traffic light pictures to show the correct sequence: traffic_lights

Stick the arrows in the correct places to show how the mouse would get to the cheese each time: mouse and cheese

This is an online activity where you need to put steps in the correct order to bake a cake. It is a bit harder than the other activities but is an excellent introduction to coding: Code a Cake


Have a run through of the tricky word trucks (phases 3, 4 and 5): Tricky Word Trucks

Today we are looking at different ways to write the ‘igh’ sound. How many can you remember? (igh, ie, i-e, i). You may also know that ‘y’ can sometimes make this sound too, like in ‘sky’.

Look through the story and highlight the words that contain an ‘igh’ sound. -altspellings-igh-phoneme-spotter

You may prefer to do this online. There are word sorting games to try too. alternative spellings igh

I hope you all have a lovely day,

Mrs Garcia x

Home learning Wednesday 24th February

Hi everyone. Here are our activities for Wednesday.

Wake Up, Shake UpBig African Animals


Starter: Count in ones from any number up to 30 (or beyond if you are in blue group). We are noticing in class that some children are struggling with teen numbers so it may be useful to focus on these.

Today we will be solving sharing problems again. Have a quick chat to recap what it means to share fairly. Tell an adult what ‘equal’ groups means.

There are two problems to choose from today depending on how confident you are. You may want to do both.

Easier problem: Share out the food for the teddies. You may want to have fun using your teddies for this and playfood! sharing-at-the-teddy-bears-picnic

Harder problem:

Here is the link to the 100 square to help you: 100 square

And a number line: online number line


Today we will work on developing our listening skills. Can you guess what is making each of these sounds? Guess the sound You may want to do a little mindfulness after this and stand outside in your garden to see what sounds you can hear!


Do you remember what a verb is? You used some yesterday in your animal kenning when you were thinking about what your animal could do. For example, a horse can jump, eat, drink and gallop (jump, eat, drink and gallop are all verbs). All of these verbs are in the present tense as they are all things that the horse can generally do at any time. Today we will look at adding the suffix ‘ed’ to show that something has already happened. We call this the past tense. Have a watch of this video which helps to explain this. Please only watch the first two minutes. Can you see how all the verbs have an ‘ed’ at the ending if they have happened before or yesterday (in the past)? present and past tense song

Choose one of the sheets to complete, adding ‘ed’ to the verbs. The first sheet is easier. Blue group for English should definitely be completing the second sheet and having a go at writing their own sentences. At the moment, we are only looking at verbs that would need ‘ed’ to be added for the past tense (no verbs ending in ‘e’ already): In-the-Past-Differentiated-Activity-Sheets


Can you record today’s weather like you did yesterday? Is the weather different today? How is it different? You may want to use the template from yesterday’s post.


I am so happy that spring is finally on its way! Have you noticed some more signs of spring where you live? Here is a dance session all about the arrival of spring: Wake up – it’s Spring! You may also enjoy this yoga routine: Lulu the baby lioness

Have a super day, everyone.

Mrs Garcia x

Home learning Tuesday 23rd February

Hello everyone. Here are our activities for Tuesday.

Wake Up, Shake UpPizza Dough Boogie


Starter: Practise counting in 2s, 5s and 10s again. See if you can do it without the 100 square this time. Go backwards too if you are confident.

Today we will be using our skills of counting in multiples to solve sharing problems. What does it mean to share? What about sharing fairly or equally? Do some practical sharing with an adult or family member. You could share books, fruit or teddies! What happens if you share 6 teddies between two people? What about 8? Work your way up to sharing 16 between two. If you are able to share between three people, then share out 6, 9, 12 and 15 items. Please don’t get into ‘leftovers’ or remainders! Sharing out using the ‘one for me, one for you’ approach works well.

Yellows and greens for maths: Place the spots on the ladybirds to find out how many they have each. Sharing Spots

Blues for maths: Have a careful look to see how many friends are sharing each time! Share with Friends

Enjoy watching this clip from the Sooty Show! Sharing Pies


Today we are going to do some digital art using a programme on the internet. The pictures or images that we see on a computer or TV screen are made up of pixels. Pixels are little squares of colours. Look at the picture of the fish below. Can you see the little squares and how each one is a colour? All of the little squares together make the big picture that we see. Our art work today involves using little squares or pixels to make a picture or design.

An image of a goldfish made up of large squares. It looks low-resolution.

Click on this link to access the free art software and copy the design. Click ‘check’ when you are done. You can also change the picture to copy: mosaic


Did you have fun with the kennings yesterday? What can you remember about those poems? (two words on each line, the second word ended with ‘er’) Hopefully, you had success with your own kenning yesterday all about you and managed to come up with some of your own ideas too. Today, we will think about an animal that we can write a kenning about.

Start by thinking about what you favourite animal does. Write a short list of verbs (at least 4). So if I was doing this for a cat, I might choose from this list of verbs:

A cat can:

hunt, catch, climb, drink, prowl, purr, scratch, eat, sleep

Next, choose your favourite verbs (at least 4 but no more than 8) and add ‘er’ to the end of them. For example: hunter, catcher, climber, drinker, prowler, purrer, scratcher, eater, sleeper

Then, think of a noun to add in front of each of the ‘er’ words. For example:

Bird hunter

Mouse catcher

Tree climber

Milk drinker

See if you can do this with your favourite animal in mind and compose your own kenning using this structure.


First, go through the flashcards: Flashcards

Can you remember the different ways of writing the ‘ee’ sound that you found yesterday? Read through the words and then sort them into groups depending on their spelling. ee-sorting-words


Our geography topic this half term is weather. How many different types of weather can you name? Spend about two minutes telling an adult everything you know already about weather. What is the weather like today? Can you keep a record of the weather every day for the next week? Remember to make a note of the date and then draw or write what the weather is like. You may want to have a look at this to see the kind of thing I mean, or to use the template: weather diary

Have a great day everyone.

Mrs Garcia x



Home learning Monday 22nd February

Hi everyone. I hope you all had a great half term and made the most of some very mild weather! Here are our activities for Monday.

Wake Up, Shake UpGo Go Mango


Today we are revising counting in lots of 2s, 5s and 10s as tomorrow we will be using this skill to help us with sharing questions.

Starter: Count in 2s, 5s and then 10s. Display the 100 square if you need to. If you are feeling confident, see if you can count without looking at it (up to the tenth multiple). Can you count backwards too?! online 100 square

If you are in yellow group for maths: Work out how many bugs there are altogether. You are not allowed to count in ones! How many bugs?

Greens: Count in the right number to find the totals. counting in multiples

Blues:  Have a go at the sheet for the green group and then move on to this one. Gingerbread men

If printing is a problem, I would suggest looking at the right sheet on the screen and working out the answers without writing anything down. It is the counting that is important.

Have a watch of this video and see how counting in multiples can help in real life. Don’t worry at this stage of understanding the multiplication and division symbols: counting in 2s, 5s and 10s


Set yourself up with spellings for this week. Please choose the most suitable words. They should be achievable yet offer some sort of challenge. Where this is a capital letter, your child should be using this in their test too! Look Say Cover grid

Yellow spellings: chip, chop, ship, shop

Green spellings: Phil, dolphin, graph, they, my

Pinks: dolphin, phew, Phil, phantom, like, have

Purples: phone, nephew, phonics, alphabet, Mr, Mrs


Quickly recap the different features of poetry that we have looked at before half term. Can you remember what these are?: alliteration, rhyme, onomatopoeia.

What do you remember about verbs? Can you think of some verbs and write some of these down? Stick to verbs here which will not require any changes to be made when a suffix is added! Try not to include any verbs that end in an ‘e’. What happens when we add ‘er’? For example: play becomes player, drink becomes drinker, look becomes looker, teach becomes teacher. 

Look at this selection of short poems called kennings. Can you guess what animal each kenning is describing before you look at the answers? kenning_examples

What do you notice about how the poems are written? How are the words arranged? How many words are there on one line? Is there rhyme?

Write nouns on the sheet to complete each of the kenning-style phrases all about yourself. kennings lesson 1 nouns


Today we are learning about ourselves as animals! How many different body parts can you name? Maybe you could sing a round of ‘Head, shoulders, knees and toes’ to refamiliarise yourself with different parts of the body. Have a watch of this video and try the activity: The Human Body

Choose one of the sheets here to work through. The task gets harder throughout the file, so those of you feeling more confident may want to try page 7 and 8 (you may also need the body parts on page 5). Only print what you need. Alternatively, you could draw your own body outline on a piece of paper and label it that way. If the weather stays mild and you have chalk, you could ask an older brother or sister to draw around you on a patio outside (check with parents first!!)! The Human Body Activity Sheet


Have a run through of the flashcards: Flashcards

You now know at least three different ways to write the ‘ee’ sound! Can you remember these three ways? (‘ee’, ‘ea’ and ‘e-e’) You may also remember ‘ey’ and ‘y’!

Can you spot words containing these different spellings in this postcard? ee,ea-phoneme-spotter-postcard

You may prefer to do this task online, or may want to have a go at some of the word sorting games on Phonics Play: alternative spellings

Have a super day everyone,

Mrs Garcia x