1

Year 4 Weekly Learning w/b _______ Please use this timetable as a guideline for your child’s learning. Use the simplifications and extensions as appropriate. The school routine can be a comfort to

children, but also take the time to enjoy this learning process with them. Thank you for your support in these unusual circumstances.

We will be contactable by the children through the DB Primary email facility, and by you at year4@oakfield.essex.sch.uk

Once some work has been completed, can you please upload it to the child’s blog page?

This way, it will be easier for teachers to track children’s learning and share with others.

Thank you! Miss Borbas, Mrs Fittock and Mr Stainsbury. 😊

Monday Tuesday Wednesday Thursday Friday Spelling (15 mins):

Use a dictionary to write

definitions for; woman,

caught, exercise,

increase, opposite,

regular, women,

accommodate,

communicate & equip.

SPaG (15 mins):

Homophones:

You are going to write

two sentences, one for

each word to make sure

you understand which

word is which.

knew & new

of & off

bored & board

tail & tale

Reading (20mins)

Spelling (15 mins):

Practise handwriting: of

the focus words (Aim for

that pen license 😉)

SPaG (15 mins):

Nouns:

Using the words below,

can you sort these in to

common and proper

nouns.

Common – non-specific

person, place or thing

Proper – specific person,

place or thing

page coffee Egypt

orange London hall

Phoebe light pond duck

car party Australia

Tesco Barbie toy Paris

Queen Monday Toyota

pen city planet girl

Reading (20mins)

Spelling (15 mins):

Alliteration: For each of

your spelling words, can

you think of some

alliteration which would go

with the word.

E.g. Wonderful Women

Excellent Exercise

Important increase

You may not be able to do

it for all, but give it a go!

SPaG (15 mins):

Adverbs 1:

An adverb describes a verb

Using these verbs below,

can you use an adverb.

e.g. eating – eating slowly

running walking hiding

jumping painting building

playing singing throwing

Reading (20mins)

Spelling (15 mins):

Fun Activity: Choose one

of the words and use the

letters to see how many

other words you can make.

e.g. Woman – own, won,

moan, man, mow, now, am

SPaG (15 mins):

Adverbs 2:

Using the adverbs which

you came up with

yesterday to describe the

verbs.

Can you put those into

some sentences. Making

sure that they make

sense.

e.g. I did not want to go

to the cinema, so I

decided that I would eat

slowly to avoid going.

Reading (20mins)

Spelling (15 mins):

Test – Keep a record of

your scores or email the

teacher your score on DB.

SPaG (15 mins):

Sentence of 3:

A sentence of 3 has a lot of

impact on the reader.

Use a comma to separate

out the first 2 adjectives.

E.g. The queen was bony,

hairy and badly dressed.

Have a go at these:

The sky was …

Immediately, he noticed…

The dungeon had…

After eating something, I

felt…

The princess was…

Reading (20mins)

22.6.20

2

Literacy (45 mins):

Developing on from last

week’s work (where

children planned/wrote

the first 3 sections of

Oliver) children are to

innovate their own

resolution and ending.

We’ve done this

previously in class (e.g.

Demon Dentist work).

First, think about these

questions:

-Will Oliver live or die?

-How might he be saved?

-Which characters might

appear in resolution

/ending?

-Will it be a happy

ending, where all parts

come together or end on

a cliff hanger?

- What you’d personally

like to happen?

Possible ideas to magpie/

develop:

*Oliver dies in the ditch

and his body is found

by…?

*He staggers to the

house they robbed,

Literacy (45mins):

Using last week’s story

mountain template,

complete the resolution

and ending sections of

the plan with your new

innovations (from

yesterday).

Note - Children can

complete on the sheet or

in their workbooks.

Thinking points:

* Don’t write in full

sentences – it’s a plan!

* Include magpie

words/phrases from

known characters etc.

* Add a few drawings to

each box (use your ideas

from yesterday).

* Which openers might

you use for ‘story

language’?

* Apply adventurous,

descriptive words and

expanded noun phrases.

Like we do in class –

practise sharing the plan

aloud. Use story language

and actions to help you

remember more for the

Literacy (45mins):

Today children are to use

their plan from yesterday

and write the resolution

section.

Remember points: This is

going to be the final

fictional piece of writing

from year 4 so should

showcase as much learning

as possible.

Check writing carefully

against the below year 4

targets. I have used:

•the correct tense

(past/third person).

•a range of sentence

openers (e.g. fronted

adverbials).

•subordinating conjunctions

to extend sentences (e.g

when, if, because).

•paragraphs to organise and

develop ideas.

•capital letters, full stops

and commas to list and

separate clauses.

•varied sentence lengths

and types (e.g. ? and !)

•appropriate punctuation

(e.g. inverted commas and

Literacy (45mins):

Today children are to

apply their plan to write

the ending.

See yesterday’s remember

points and targets.

Literacy (45mins):

Today is an editing/ top

copying session. Children

have the choice of:

-rewriting their full own

version of Oliver (3

sections of last week and 2

new invented sections of

this week)

- rewriting just the

resolution/ending sections

-applying the written work,

on a computer program/

word processing device

Children should look over

their Oliver story (it might

help to read it aloud to

someone) and actively edit

for:

-Spelling mistakes (use a

dictionary, check key

names!)

-Grammar or tense errors

-Punctuation errors

-Improved/up-levelled

vocabulary (use a

thesaurus).

-Interesting openers and a

flow of writing.

3

police arrive and arrest

him. Does he tell all

about Fagin/Bill?

*He falls unconscious…

wakes up in hospital.

What next?

*Dodger saves him

(maybe he retraces their

steps on hearing of the

incident OR followed

them and witnessed

everything).

*Nancy sees Brownlow’s

advert, informs him

about the robbery and

Oliver. Maybe she is

wealthy now?

*Bill’s cart returns & he

takes Oliver to Fagin’s.

Today children will draw

/visualise their idea.

Annotate key words &

write a few questions

asking Oliver about

their new idea. E.G. How

did you feel when Dodger

leapt from the bushes to

save your life?

Note: A summary of the next

events from the original Oliver

text, can be found on DB.

writing stage. Tip: have a

coloured pen handy to

add any forgotten key

words/openers to make

it more exciting! (No:

“ummm, then, then, and,

and…”)

apostrophes for

possession/contraction.

•expanded noun and

prepositional phrases.

•adventurous vocabulary

choosing words for effect.

•words with suffixes

(ment/ness/less/ful) and

prefixes (un/im).

•a dictionary or resource to

check spellings!

•edited in a different

colour.

•neat, joined up

handwriting!

Remember to refer back to

the Year 4 targets of

previous days.

Children may even want to

record themselves sharing

their innovated Oliver

stories and send them to

their class teachers 😊 .

4

Maths Warm up – complete 2 soundcheck or garage games each day. You should complete a total of 10 games each week! The more the better!

For the upcoming weeks, we are going to try something different with our mathematics learning. We are going to be using the White Rose

Scheme. White Rose offers videos which the children can watch to remind themselves of the concept being taught and then use the provided

worksheets which accompany the video.

The link will be posted below and what week you will need to access. All of the worksheets, like normal, can be found under the Files section on

the Year 4 Home Page on DB Primary. These will be labelled to tell you what day each one is for so they are accessible.

Don’t worry if you cannot print these – children can write down their answers in their workbooks or on a piece of paper.

Here is the link – https://whiterosemaths.com/homelearning/year-4/

Please scroll down till you see Week 8.

Here is the weekly outline:

Monday – Write decimals

Tuesday – Compare decimals

Wednesday – Order decimals

Thursday – Round decimals

Friday – Maths Challenge!

For each day, watch the video first and then find the accompanying worksheet (and answers) below. You don’t need to print anything – you can

read the work off of the screen and record answers on a piece of paper or your work book. Remember that maths is sometimes tricky, even

when your teacher is there to help, so don’t be hard on yourself if the work is challenging. Take a break and come back to it, rather than

worry. Please email Mr Stainsbury if you have any trouble.

In the files section, there is a document which has direct links to each video, so please feel free to use that too!

5

6

7

8

9

10

11

12

13

14

15

16

17

18

AFTERNOON : Each day, choose 2 activities from this list. (Do not spend longer than 30 mins on each):

PE – Complete a Cosmic Yoga session, Joe Wicks Live PE session or other exercise routine from 9am. Aim to exercise (enough that you’re out of

breath) for at least an hour a day in total, though perhaps not all at once!

Science – Found out how sound travels. How does sound start off at the ‘source’ (the thing making the sound) and end up in your ear?

A human shout can rarely be heard over 180m away and never more than a quarter of a mile away. Yet some people in America could tell how many miles away a herd of bison were by pressing their ear to a tree and listening to the sound of hooves! So sound clearly travels differently though different things. Try it!

key vocab: Try tapping a table very, very gently…so gently, you can barely hear it. Vibration Keeping at the same hardness/volume, press your ear to the table. Solid/liquid/gas You should hear the sound far more loudly than before, even though you are not Volume hitting the table any harder! What does this show? Loud(er) Quiet(er) Click: https://www.youtube.com/watch?v=3AIEGAgzbTI&safe=true and listen to the sound of the dolphins clicking and whistling. Travel Dolphins actually give their children names – a unique pattern of clicks! Scientists hope one day to understand what Distance they are saying to each other. Whales can communicate (using sound underwater) over hundreds of miles – even the Waves loudest land animals cannot do that; a wolf’s howl can only be heard by other wolves 7 miles away. Sadly, whales used to be able communicate over thousands of miles, but thanks to loud noises from modern shipping, military sonar activity and leisure boats, they can’t hear each other that far anymore. https://www.youtube.com/watch?v=WabT1L-nN-E&safe=active

What does all this prove? Which material does sound travel best through? Which material does sound travel worst through?

19

Topic – Punch and Judi.

The Victoria and Albert Museum website has a number of helpful videos for finding out about Punch and Judi. http://www.vam.ac.uk/content/articles/p/punch-and-judy-videos/index.html#

There is one question from each of the 4 videos.

Q1) Punch and Judi are puppets, controlled by the puppeteer underneath. But what real animal also appeared in the show?

Q2) How old is Punch? When did Punch and Judi shows first come to the sea side? BONUS super hard question: Why then, why not earlier?

Q3) Why might Punch and Judi be extremely upsetting to modern audiences? (i.e. why do many people today NOT like Punch and Judi shows?)

Q4) Do YOU think people will still be watching Punch and Judi shows in the future? Why/why not?

ICT – Microsoft eXcel (or the free alternative, ‘Google Sheets’ https://www.google.com/sheets/about/ )

In a spreadsheet programme, like excel or sheets, there are many cells. Try clicking in a cell and typing something.

Next, try typing in the following: =1+1

What happened when you pressed ‘enter’ or ‘return’?

Try again, with different numbers. Continue to explore using columns (the ones with letter names), rows (the ones with numbered names) and cells.

Email Mr Stainsbury, telling him the interesting things you found – what were some of the more impressive sums you made the computer do?

Art – Last week, you practised different kinds of sewing stitch. Use coloured thread to sew (embroider) a pattern or drawing of your own design.

Sewing takes time, so you may want to keep it simple. Work on it once every few days, not for too long, but often over the next few weeks; you’ll be

amazed at what you can achieve! Please send photos at different stages so we can see how you are getting on with the project – don’t rush, take your

time.

20

PHSE – Now that some shops are beginning to reopen, hygiene is more important than ever. Make a poster, pamphlet or set of instructions,

explaining to a younger child how they should stay safe when going out. What should they do? What should they try not to do? Keep the

poster (etc) cheerful so that you do not worry the reader, but give them the best advice you can for taking good care of themselves and

others. Look at examples below for some ideas, if you like:

Music – By the end of Year 4, you need to know the meaning of each of these words: Pitch, Duration, Dynamics, Tempo, Timbre, Texture, Structure. That

sounds like a lot, but if you take them one at a time over the next 7 weeks, it won’t be hard at all! Use the videos and resources at:

https://www.bbc.co.uk/bitesize/subjects/zwxhfg8 to help.

21

Outdoor Learning – Can you name different kinds of tree? If so, how many do you know?

It is worth looking at the bark of a tree, as this can often give you a big clue as to what kind of tree it is:

OAK SILVER BIRCH PINE

Or else, the flower, fruit or leaves can be telling:

https://www.woodlandtrust.org.uk/media/48346/leaf-idial-sheet.pdf

22

23