Good morning my lovelies – another week of home learning, you must be superstars at this by now!

Just as before you have instructions for each day, with either three or four daily lessons.

Some will need Purple Mash, some will have resources on our class page, or some will just need things you have at home.

Remember to start a new page for each activity, writing the date and LO neatly. If the LO is in purple, then it is either on-line, or

an oral session, where you don’t need to write anything in your book – though you can still write it in if you think you are going to

make notes or use your page for jottings/working out and so on.

The Daily box! Remember that it’s at the top, with a reminder of learning or activities that should be happening every day. Keep to

it, remembering that your progress is up to you!

Remember too to check the marking for activities on Purple Mash, including clicking on any audio I’ve left you. I will reset tasks if I

think you’ve got into a pickle, or if I think you could definitely do better, or even just for fun! If you’re stuck, or have any

questions, your grown-up can e-mail me at year3@fairwayprimary.co.uk or e.hammett-kay@fairwayprimary.co.uk

Send me pictures of your work and let me know what you are up to, what you’re really proud of and generally how you are getting on.

Special shout-outs this week go to…

Amber Sm - for excellent writing last week on the Romans, and then great ideas this week when looking at the poems

Lewis – for a captivating future biography full of brilliant detail – read it on our page

Eva – for a brilliant future biography that I hope comes true, as I want a trip in that time-machine!

Aleeza – for again outstanding effort and focus and a great biography of Aleeza the famous tennis player!

Max – for an extremely persuasive piece about Boudicca and the Romans

Emily – for super accurate maths work

Scarlette – for being a superstar at home, helping out and doing some delicious baking

Keep safe, happy and positive and make sure that you are helping your family every day – this is as important now as it was

the very first time I wrote it! Miss you all, Ms H-K x

Daily:

1) Lovely fresh air!

2) Reading every day please. Read with or to someone several times a week, making sure that you let them know what is

happening in the story so far.

3) TT Rock Stars – some of you still haven’t logged on for a while! You need daily practise of this,

or else using another way of practising your tables, but I would like everyone to be logging on to it at

least twice a week. There are lots of different activities to try on there, plus remember that you can

challenge each other. If anyone has forgotten their log-in details, then let me know and I can get you back up and

running.

4) Recorder practise Did you put on a performance last week? I hope it went well and I’m sorry I missed it!

Spellings: you will find the next words on our class page, in sentences as usual. I’ve realised that I forgot to put your Y3/4 spellings

up last week – though with that horrendous amount of prefix spellings, I’m sure that no-one was sad! Anyway, I’m putting them up

this week for you to have a go at.

Activities:

1) Look at the new spellings on our class page – each in sentences. Try using each of them in different sentences (just orally is

fine first). Try to think of some sensible sentences, then some that are just ridiculous! Choose your best sentence for each

to write out.

2) Now practise each word using at least two strategies:

Rainbow spelling - heart

Pyramid spelling

Quick-write – how many times can you correctly write the word in a minute?

Make a link

Make a mnemonic

3) Look at the new version of the Y3/4 spelling on our class page – find this week’s words on there. Which other words are they

grouped with? Why?

4) What other words can you think of in the same word family? (heart: hearty, heartening, heartless…)

5) Then you’re going to have to get some-one to test you!

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Numeracy Literacy Reading History

Numeracy – last week I put all of our number and calculating targets in this box. If you forgot to work on them

at all last week, then make sure that you go back to them at some point. This week you have your geometry

targets for Y3. See how you think you’ve got on so far and look again at the end of the week. Remember not to

worry if you’re not sure about something, as we can look together when we are back together.

* Label horizontal, vertical, perpendicular and parallel lines in relation to other lines

* Measure the perimeter of simple 2D shapes using the best standard unit

* Say how many right angles make up quarter, half, three-quarter and full turns.

* Say whether an angle is less than or greater than a right angle

* Describe compass positions in terms of right-angled turns and half turns

* Draw 2D and make 3D shapes using modelling materials and name these shapes in different

* Recognise 2D and 3D shapes in different orientations, and describe them accurately in terms of faces, edges, vertices

and lines of symmetry

* Describe angles in terms of measurements of turning e.g. four right angles ,make full turn, a right angle os a quarter

turn, a given angle is more or less than a quarter turn

Numeracy

This is the second and last week of our geometry (shape) focus.

LO: I can recognise vertical, horizontal, parallel and perpendicular lines

LoR: parallel

Warm-up: look on PM for your activity.

Connect: can you explain the words in the LO already to someone at home? Yes – even perpendicular? Not sure?

Look at the explanation below:

Horizontal – a line that goes across, level with the ground, or horizon

Vertical – a line that goes up, at a right angle to the ground

Parallel – lines that stay the same distance apart and never cross

Perpendicular – two lines that meet at a right angle

and one extra…

Intersecting – lines that cross at one point

Activate: on PM I have an activity for you, where you are going to identify different types of lines. Listen to my audio

first please.

Demonstrate: on our class page you will find a picture prompt, which will look quite strange! You have a series of lines,

and you challenge is to turn each of them into a picture! Try to be as inventive as you can, but someone should still be

able to spot the parallel lines etc.

Challenge: can you make a picture that has each type of line in it?

Consolidate: point out the different types of lines on your pictures to someone at home and explain what they are.

Literacy

Spellings – 10 minute activity please from the spelling box above.

LO: I can use labels and captions.

Connect: you’re going to start today with a sing-along! Our new theme is going to be Moana – I know that lots of you will

have seen this gorgeous film before, but for those of you that haven’t, it is set amongst the beautiful islands of

Polynesia. Time to enjoy the scenery and get singing! https://www.youtube.com/watch?v=RTWhvp_OD6s

Activate: in the film, Moana travels to different islands. Today I want you to plan and draw a beautiful secret island.

Have a look on our class page where I have put your picture prompts and instructions for today.

Demonstrate: you will be planning, drawing and then labelling your island, before finishing it off with a caption to

introduce it. Enjoy!

Consolidate: if you sailed to your island, what would you be most excited to see?

Reading – remember that this is your class book to read each week, but I hope that you are also busy enjoying

books of your own choice each week.

LO: I can use knowledge of root word, prefixes and suffixes to decode words while reading.

LO: I can retell a story that has been read.

Today some of you have the first chapter of your new book to read, or you may be on the penultimate chapter of your

current book. You can either read it on-line or print if off, as you will be using this section all week.

When you have read the chapter, you then have a short quiz on the events so far – this will make sure that you are taking

in your reading well.

Geography

LO: I can explain why the South-West of England has a mild climate.

LO: I can make some weather forecasts, using what I know about our planet.

Connect: can you explain to someone at home the difference between the climate and the weather?

Activate: look on our class page, where I have put two PPs for today, one on the UK climate and one about climate around

the world. Look at them carefully and see if you can answer the questions I’ve put on them.

Demonstrate: time to predict the weather!

Using the map images, information and what you know already about climate, I want you to prepare and deliver weather

forecasts for places at home and abroad. You’ll need to:

1) make some props to hold up

2) look at the countries and draft out your weather forecasts

3) rehearse the forecast (watch some on-line to help you sound authentic)

4) and finally, deliver your forecast!

Consolidate: why do you think it is useful to have meteorologists to predict the weather/

T Numeracy Literacy Reading French

Numeracy

LO: I can describe shapes accurately, referring to their properties.

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LoR – vertical

Warm-up: see on PM

Connect: you’ve got another quick activity on PM, just to make sure that you are still confident with acute and obtuse

angles.

Activate: so you’re going to have a few rounds of ‘Guess My Shape’ now. Remember that for this game, one person draws

a shape without the other person seeing it (you can just use rough paper), then the other person has to ask questions to

help them work it out, BUT, the person with the picture may only answer ‘Yes’ or ‘No’.

Demonstrate: I’ve allocated you an activity on PM, where you are going to choose different shapes and then describe

them for me, referring to as many of our target properties as possible. Here’s the prompt list from last week again in

case you’ve forgotten them: regular irregular equal vertex/vertice edge angle 2D acute obtuse reflex

right-angle line of symmetry horizontal vertical perpendicular and parallel.

Consolidate: which shape let you refer to the most features?

Literacy

Spellings – 10 minute activity please from the spelling box above.

LO: I can be persuasive, using rich description.

Connect: remind yourself of the lovely features on your island. Where had you decided you would be most excited to

explore?

Activate: add post-it labels to your map from yesterday, describing the dramatic or delightful features - majestic green

peaks, sun-washed, glistening sands, a magical ring of waterfalls, hidden in the heart of island…

Demonstrate: explain to someone at home why they would absolutely love to go to the island on holiday. Use the map as

your focus to help you introduce the island to them. Make sure that you’re very persuasive about its stunning natural

attractions and hidden highlights just waiting to be explored!

Consolidate: did you come up with any extra ideas about it as you were introducing it? If so, jot them down now and add

them as extra Post-its.

Reading

LO: I can order events in a narrative.

LO: I can apply my grammar knowledge with new vocabulary and content.

Connect: re-read the chapter.

Main: today you either have your tasks allocated on PM, or you’ll find them on our class page, depending on which book

you’re reading. You’re activities will be a mix of sequencing the events or grammar based activities linked to the

vocabulary in the chapter. For any of these, you can either print them off, or just write the answers in your book.

French

Mardi 19 Juin

LO: I can use voudrais to explain what I would like.

LO: I am learning new vocabulary for food.

LoR – Je n’aime pas

Connect: J’adore le hamster vert, mais je n’aime pas le hamster rose! So last week you started to use some new verbs,

looking at

J’aime – I like

Je n’aime pas – I don’t like

J’adore – I love

Je déteste – I hate

Today you are going to carry on with being able to express a preference, this time to order something in a café. You’ll

soon see though that you’re obviously VERY hungry!

Activate: look on our class page where I’ve put a PP for The Waiter’s Song. This is how it starts -

Je vais dans un café. (I go to a cafe.)

‘Vous désirez?’ (What would you like?)

Je voudrais une glace au chocolat. (I’d like a chocolate ice-cream.)

You can see that you have three new verbs here, and the one for the preference is Je voudrais – I would like

Demonstrate: using the PP of the song, start singing and see how well you do. When you’ve got the hang of it, you can play

it like a memory game, choosing different things and taking it in turns to be the waiter or the customer.

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Numeracy Literacy Reading RE

Numeracy

LO: I can recognise shapes in different orientations.

LO: I can use my shape knowledge creatively.

LoR – horizontal

Warm-up: see on PM

Connect: look at the Kandinsky Numeracy Art Project that is on our class page. Read it through to remind yourself about

Kandinsky himself, and what his art is like.

Activate: now look on our class page again, where I’ve put another of Kandinsky’s pictures – Delicate Tension #85. Choose

one small part of it – you’ll see why – and describe it step by step to someone at home to see if they can draw what you

are describing. Make sure that you are using the proper terms, so that they know if two lines are perpendicular to each

other, or parallel and so on.

How much like the part you were describing did it turn out? That was a hard challenge!

Demonstrate: for your main activity, I want you to create a picture in the style of Kandinsky. Your challenge is to design

one that then has as many of the shape properties that we’ve referred to as possible! Enjoy.

Consolidate: admire your artwork, then look back at the geometry targets at the top and see how you’ve got on over the

last two weeks.

Literacy

Spellings – 10 minute activity please from the spelling box above.

LO: I can write a persuasive leaflet.

Connect: so yesterday you tried to persuade someone at home to visit your secret island. I want you to ask them what

they like most about it. Now think about their choice – why do you think they chose that? Maybe it was a really original,

unusual idea that you came up with, or maybe you described it so vividly and made it sound so wonderful, that they were

desperate to be able to see it for themselves.

Activate: today you’re going to make a tourist leaflet about your island - only for a few visitors of course – you don’t

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want it over-run with tourists! Have a look on PM, where you’ll see the template I’ve given you. It opens out, and has

spaces for you to add pictures. Choose three or four highlights from your island that you’re going to tempt visitors with.

Then draft out how you will persuade people to visit – look at these examples for holidays in Hawaii:

* Follow crater trails and serpentine jungle hills through lush greenery and waterfalls, exploring surrounded by the scent

of yellow hibiscus blossom.

* Float your cares away out on the ocean amongst a dazzling world of marine life. Catch the Great North Pacific

humpback whales on their annual migration to the warm Hawaiian waters.

Demonstrate: write your finished ideas on the leaflet on PM – I can’t wait to discover what delights you’ve conjured up!

Consolidate: now re-read your leaflet, sit back, relax and daydream yourself there…

Reading

LO: I can explain my ideas about a text.

Connect: re-read the chapter. If you’ve started one of the new books this week, I hope that it is going well so far.

Main: you have some questions on our class page, which are designed to make you think a bit more carefully about the

story. Write the answers in your book. If you have printed off the text, it would be a good idea to underline where you

have found the evidence for your answer each time, just as we would in class, or you can use the quote in your answer.

PSHE/RE

LO: I can reflect on what it means to be brave and the different ways in which people are courageous.

Connect: most religions have stories about times that people had to be brave to do what they thought was right, and

courage is often held up as an important virtue for people to have.

Activate: there are many ways that people might have to be brave in daily life, such as going to the dentist, facing

creepy crawlies, owning up or saying ‘no’ to temptation. Why do you think these different examples involve people being

brave? Are they all the same type of bravery? Do you think that in some of these the person had to be braver than in

others?

Demonstrate: try some of these activities –

* When have you had to be brave?

* Make a mind map of different types of bravery

* Draw a picture of someone being brave and explain what is happening

* How do you see people being brave in our daily lives?

* Why do you think it is important to be brave?

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Numeracy Reading Music Science

Numeracy

LO: I can identify 3D solids

LO: I can use a range of arithmetic strategies quickly and efficiently.

Warm-up: a quick burst on TT Rockstars please

Connect: look on our class page where I have put a sheet with different 3D solids. Over this unit we have focused on 2D

shapes and becoming familiar with their properties. Look at the solids now, then try the matching game I’ve set you.

Main: for today you will find a new set of Sudoku on our page – I hope that you are enjoying them.

Reading

You have an activity allocated to you on Purple Mash today, which is different for each group. It is a writing activity

based around your book, which you will complete on-line, just like your literacy tasks. Remember to look back at your

chapter for ideas to help you.

Your next chapter is coming up on Monday.

So last week you hopefully planned out your growing experiment.

LO: I can plan how I will monitor and measure results.

Connect: we agreed that plants need 5 key things in order to thrive – air, light, water, food and the right temperature.

You are planning to investigate to see which of these is the most important.

Activate: remember you were thinking last week about making the test fair, which means that you need to keep most

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things the same, just changing one variable each time.

Here’s a reminder of what some of the possible variables were:

* No light

* No soil (sand/tissue/coir etc)

* No warmth

* No water

* No air

Demonstrate: if you set up your experiment last week, then some seeds may start to germinate in the next couple of

days. This means that you need to start to think about the next stage in the experiment and how you will measure and

record what happens.

Today I want you to design something to use for recording the results, and plan how often you are going to check what is

happening. What you decide to do will vary depending also on whether you’re using seeds or baby plants instead.

Consolidate: are you happy with how you’ve set up the experiment? Is there anything that you need to tweak while it’s in

the early stages?

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SPaG ICT Handwriting Creative choice

SPaG

LO: I can form words with the prefix – in.

Connect: you’ve looked at lots of prefixes this year, and today you’re practising another one of these, which is –in

You’ll see that I’ve put two spelling documents on our page for the prefix –in. Like last week, one is a practise sheet,

where you have all the stem words and you add the prefix to make the new word, whilst the second one is the complete

spelling list. I hope that this one is as much fun as – un…

Activate: how many words can you think of that start with –in?

Demonstrate: look at the activity list and have a go at writing out the new word. Make sure that you read the stem word

aloud to some-one first, so you can discuss what it means.

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When you’ve written some of them out (maybe have a go at ten of them) talk through what the new word means.

Consolidate: what does the prefix – in mean?

ICT

Back to Dance Mat typing please for this week. https://www.bbc.co.uk/bitesize/topics/zf2f9j6/articles/z3c6tfr

You can of course crack on with 2Code…

Handwriting

Unit 24

I can write addresses correctly.

Start with a couple of lines of your full name please, ensuring that the spacing and sizing for the letters is perfect.

See the handwriting page on our class page and complete the activities. When you’ve finished, find two more addresses to

write out.

Creative choice

Your activities this half term are linked to our geography topic, looking at the beautiful West Country counties of

England. We are moving down county by county, after last week starting in the rolling county of Gloucestershire. This

week’s county is Wiltshire, home to Stonehenge. Again you have a choice of activities based on the county – look on our

class page for the Come to the Fair! PP, to see this week’s options.

As always, it will be lovely if you have time to send me a picture or a message to let me know which of them you ended up

trying.

Hope that you all relax and enjoy the weekend