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Monday Mindfulness Letters and Sounds

9:30

Iaith

Brea

k

Read

a b

ook

with

an

adul

t and

disc

uss i

t.

Maths

Lunc

h

Tric a Chlic Welsh 1pm

ICT Reasoning

List

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an

audi

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okDa

vid

Wal

liam

s Web

site

Tuesday Mindfulness

Yoga Pose

Letters and Sounds

9:30

Ou as ou

Iaith

Comprehension

Maths

x

Tric a Chlic Welsh 1pm

3rd Person

RE

Our Wonderful

world

PEBe 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@hwbcymru.net

Iaith

Work on the website from Mrs Clarke

clarkea89@hwbcymru.net

Maths

x

Science

Work on the website from Mrs Clarke

clarkea89@hwbcymru.net

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Thursday Mindfulness

Why should I be good?

Letters and Sounds

9:30

Ou as ow

Iaith

Introduction to stories

Maths

x

Tric a Chlic Welsh 1pm

Monster Match

Thema

Friday Mindfulness

Cosmic Kids

Letters and Sounds

9:30

Ou as ough

Iaith Maths

x

Tric a Chlic Welsh 1pm

Fact Files

Golden Time

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TUESDAY 23 nd FEBRUARY

Mindfulness

Calms the body and mind; helps relieve stress, headaches and fatigue.

1. Lie down on your back with arms next to your body and legs slightly apart. 2. Close your eyes, focus on deep breathing and relaxation.

For full benefit, relax for 2-5 minutes depending on age.

Letters and Sounds ou as ou

Boris has been to a farm and wants to tell us about it. He wants to write ‘The farm dog had a loud bark.’

Ask chn to write ‘The’. Say ‘farm’, segment it /f/ /ar/ /m/ and count the sounds. Encode /f/ as f in the usual way on the first cradle. Identify next sound /ar/ as the sound you learned last week. Here it is written ar. Encode /m/ as m on the last cradle. Blend the sounds.

Ask chn if they can recall how to write ‘dog’. If not encode it in the usual way.

Say ‘had’, segment it and encode the sounds /h/ /a/ /d/ as h a d. Blend to read the word ‘had’. Ask chn to write ‘a’. Say ‘loud’, segment it /l/ /ou/ /d/ and count the sounds. Draw three cradles. Encode /l/ as l on the first cradle. Identify the next sound /ou/ and say it together. This is a new sound we are going to write. Write ou and ask chn to copy it. Encode /d/ as d on the last cradle. Blend to read ‘loud’.

Say ‘bark’, segment the sounds /b/ /ar/ /c/ and count them. Draw three cradles. Encode /b/ as b on the first cradle. Identify the next sound as /ar/ and encode it as ar. Encode /c/ as k on the last cradle. Blend to read ‘bark’.

Read the whole sentence together. Boris says he’ll tell us more about the farm tomorrow!

Iaith Comprehension

Green

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Blue

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Red

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Black

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Maths (Multiplication)

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Look at the above function machine. Explain that the input (number that goes in) the machine does something to this number and another number comes out (output). Pupils to enter a number on the x2 and put it through the machine. In talking partners discuss what has happened to the number. Pupils to then suggest the input and predict the output. Pick a few to test their theories. Repeat this time setting the hidden function as x4. This time enter some outputs and reveal the inputs. Together write these as missing number sentences e.g. __x4=30. Repeat for x5. Enter 30 as the output. Discuss on pairs what the input will be. How did you work out your answer? Discuss finding how many 5s are in the output and how division undoes multiplication. Division is opposite, the inverse to multiplication.Green

Blue

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Red

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Black

Pupils to create their own function machines for a partner using the tables they know.

Welsh

3rd Person PowerPoint

RE

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Go onto the school playground and identify ‘wow factors’ in nature. Then shut your eyes and listen to ‘nature’s symphony’. Discuss the things they find wonderful about the world. There is also a PowerPoint of natural features to help with this.

Activity

Once back in class pupils to draw a picture of the thing they found in nature and fill the painter’s pallet with those colours. For example, if they choose a tree then they need to draw the tree in the middle of the palette and fill the paint circles with the colours they see (different shades of green).

Wednesday 24 th February 2021

Iaith

Mrs Clarke planning on the website.

Maths

Show pupils 24p as two 10p coins and four 1p coins. Suppose I want to give two children 24p each. How could I work out 2 times 24? What if I wanted to give three children 24p each? Draw out looking at 3x20 (showing two 10p coins) and 3x4 (showing four 1p coins) and adding the two together.

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Today we are going to learn a new way to record these multiplications. It’s called the grid method. Show the multiplications 2x24 and 3x24 in the grids using Screen 3.20.3a. Ask pupils to discuss where they think each number in the grids comes from.

Repeat showing pupils a 50p coin and a 5p coin? How much do I have? Create three lots of 55p. Try using the grid method by partitioning the numbers. How do we write 165p?Green

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Blue

Pupils to work in pairs to choose a number between 10 and 25. They roll a 1-6 dice and multiply the number chosen by the number on the dice. If they role a 6 then they can choose which number to multiply with. Pupils to record using the grid format on the worksheets.Red and Black

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Science

Mrs Clarke planning on the website.

Thursday 25 th February 2021

Mindfulness

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks1-ks2-why-should-i-be-good/zmbrkmn

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Why should I be good?

A boy finds a ring of invisibility and explores ways in which he can use it. How do we know the difference between right and wrong? Where do our motives for behaviour come from?

Encourages pupils to reflect on the origins of morality; whether it be parents and teachers, a religion, or whether we are born knowing the difference between right and wrong?

Could be used as a circle time if paused at the end of each part and using the questions for stimulus.

Further questions could include: How do you know what is right and wrong? What stops you from doing naughty things all the time? Is it ever okay to make a wrong choice? Id it still worth doing good things if nobody sees you?

Letters and Sounds ou as ow

Boris saw lots of animals on the farm. He has written about one of them. Can you read his note? Write ‘A brown cow was eating grass.’ Ask chn to tell you the first word ‘A’.

Look at ‘brown’ and mark the graphemes b r ow n. Decode b as /b/ and r as /r/ in the usual way. Point to ow and tell chn that this is another way of writing our new sound /ou/. Decode n as /n/ and blend the sounds to read ‘brown’.

Mark the graphemes in ‘cow’ as c ow. Decode c as /c/ in the usual way. Point to ow and ask chn what these letters can stand for. Remind them of ’brown’ if necessary. Say /ou/ together.

Point to ‘was’ and see if chn recall it. If not remind them.

Help chn to mark the graphemes in ‘eating’ ea t i ng. Point to ea and ask chn to recall the sound these letters can stand for - /ee/. Say it together. Decode t as /t/ and i as /i/ in the usual way. Look at ng and ask chn what sound these letters stand for. Say /ng/ together. Blend the sounds to read the word ‘eating’.

Look at ‘grass’ and see if chn recognise it from last week. If not decode it, reminding chn if necessary of a standing for /ar/. Read the whole sentence together. Boris says he likes cows a lot and horses.

Boris says it was a long way to the farm. He wants to write ‘The farm was out of the town.’ Can you help him? Ask chn to write ‘The‘. Say ‘farm’ and ask chn to recall how we wrote this on Monday. Otherwise encode it, reminding chn of /ar/ as ar if necessary.

Ask chn to write ‘was’.

Say ‘out’, segment it /ou/ /t/ and count the sounds. Draw two cradles. Identify the sound /ou/ ask chn how we can write it. Say that here we write it with ou. Identify the next sound /t/ and ask chn to show you how we write it. Blend the sounds to read ‘out’.

Say ‘of’ and see if chn can recall how we write it. If not encode /o/ as o and /v/ as f. Ask chn to write ‘the’.

Say ‘town’, segment the sounds /t/ /ou/ /n/ and count them. Add three cradles. Encode /t/ as t on the first cradle in the usual way. Identify the next sound /ou/, our new sound. Say that in this word we write /ou/ as ow like in ‘brown’ and ‘cow’. Encode /n/ as n in the usual way on the last cradle. Blend the sounds to read ‘town’.

Read the whole sentence together. Boris says he really likes the countryside.

Iaith

Look at different fiction and non-fiction books and discuss the similarities and differences between them.

Then look at different story books and discuss what every book has. Discuss the questions below. Write the elements of each book on post it notes or paper. On the paper you will write what characters your story has, what the setting is (woods, beach) and a few sentences to describe the plot.

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Maths

Write 24x3 on the whiteboard. Pupils to show how they might find the answer on their whiteboards. Model using the grid method. Explain how you are partitioning the numbers, so you can multiply the 10s and the 1s separately.

Check that pupils understand how you calculated that 3x20, using 3x2 and then multiplying by 10.

Pupils to use their boards to solve 26x5, 22x6 and 55x3

Green

Pupils to partition 2-digit numbers using place value cards to help. Make sure they partition correctly writing the numbers in the correct places of the grid, and not 2 and 4. Pupils to then multiply the number by 4. Repeat with other numbers between 10 and 25, multiplying by 3, 4 or 5.Blue

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Red

Pupils to find an answer as close to 222 as possible. One number should be less than 10 and the other between 20 and 30. Pupils to record their multiplications using the grid method. Pupils must do at least 8 multiplications.

Black

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Welsh

Look at the PowerPoint with the images of monsters on. Read the descriptions and match with the correct monster.

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Friday 26 th February 2021

Mindfulness

Cosmic Yoga

Letters and Sounds ou as ough

Boris saw some really big horses pulling a plough. He wants to write ‘They plough the ground.’ Can you help?

Ask chn if they can recall how we write the tricky word ‘They’. If not remind them.

Say ‘plough’, segment it /p/ /l/ /ou/ and count the sounds. Draw three cradles. Encode /p/ and /l/ as p and l on the first two cradles. Identify the next sound as /ou/, your new sound. Tell chn that in some words (but not very many!) we write /ou/ in another way. Write ough. Blend the sounds to read the word ‘plough’. Ask chn to write ‘the’.

Say ‘ground’, segment the sounds /g/ /r/ /ou/ /n/ /d/ and count them. Add five cradles. Encode the first two sounds /g/ and /r/ as g and r. Identify the next sound /ou/ and discuss ways of writing this – ou, ow, and ough. Say

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that here we write it with ou. Encode /n/ and /d/ as n and d on the last two cradles. Blend the sounds to read the word ‘ground’.

Read the whole sentence together. Boris knows two more words a bit like ‘plough’. Make ‘plough’ with grapheme cards p l ough. Change the p and l to b and read the new word ‘bough’. (Explain that this is a branch of a tree if necessary) Change b to d r and add t at the end to make ‘drought’. Use analogy to read the word. (Explain if necessary)

Maths

Pupils to make 26 with place-value cards. How can we double 26? One child can double 20 and the other double 6. We then add both together. How can we multiply 26 by 3. Discuss multiplying each card by3 and then adding to find the total. On the board show 26x3 using the grid method. Ask pupils what do we do first? Remind pupils that they need to add at the end to get the final answer.

Repeat with 5x26 and 4x26Launch Screen 3.22.4 to show animal stickers with prices. Point to the giraffe sticker priced 24p. How many ten pence and one penny coins would we need? How much would is be if we bought 3 stickers. Complete the grid to help.

Repeat with pointing to the sticker costing 16p. How much would three cost?Green

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Blue

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Red and Black

Pupils to solve 3x24 using the grid method. Swap the multiplier and ones digit of the second number. 4x23. Discuss if the answer will be larger or smaller. Find the different between the two products.

Repeat for 4x25, 5x26.

Discuss what you discover.

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6x27, 7x28, 8x29. What have you found out?

Welsh

PowerPoint

Read the fact files and answer the questions in the 3rd person. Answer the questions using the correct language patterns.

Golden Time

God’s Wonderful world.

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