Literacy RWI Blue and Grey Groups Weekly planning

Literacy RWI Blue and Grey Groups Weekly planning grid Week beginning – 4/05/20 Class- Primary 4 Learning Intention Monday Tuesday Wednesday Inservice We are learning to say, read and write words with the ‘ire' sound. We are learning to say, read and write words with the ‘ear' sound Thursday We are learning to say, read and write words with the ‘ea' sound Friday Holiday Activity Inservice If possible, watch your Read Write Inc daily sound video- ‘ire’. If that’s not possible, practise saying ‘ire’ out loud and writing these words with ‘ire’-fire/hire/wire/spire/bonfire/inspire/conspire. Practice spelling these words (look, say, cover)/write a sentence using each word. Get an adult to read aloud these sentences and have a go at writing them down: “Can we have a celebration? ” asked cosmic Cath. “Get him to the hospital for an operation!” cried Meteor Meg. • If you can, make up your own sentence about going in outer space for a school trip. Think about how you would get there (transport), who are you with, what do you see? • Read your book bag/story book using the link to the ebook online if not choose a book at home to read with an adult for enjoyment. • If possible, watch your Read Write Inc daily sound video- ‘ear’. If that’s not possible, practise saying ‘ear’ out loud and writing these words with ‘ear’-year/hear/fear/dear/near/rear/tear/gear/spear. Practice spelling these words (look, say, cover)/write a sentence using each word. • Proofread spelling- correct 3 errors in this paragraph: “This corls for a celebration, ” sed Cosmic Cath. The preparations took three turns ov the planet. • Proofread grammar- correct 3 errors on this paragraph: when I was sitting on the bus i felt hot and I have a sore head. • Read your book bag/story book using the link to the ebook online if not choose a book at home to read with an adult for enjoyment. • If possible, watch your Read Write Inc daily sound video- ‘ea’. If that’s not possible, practise saying ‘ea’ out loud and writing these words with ‘ea’- tea/clean/dream/please/seat/real/scream/neat/please/leave. Practice spelling these words (look, say, cover)/write a sentence using each word. • Proofread grammar- underline the adjectives in the sentences below: 1. It’s a big welcome back to Clive. 2. The king gave Clive some green carnations. 3. Everyone was having a good time. 4. It is a great honour. 5. Cosmic Clive has long legs. • Proofread vocabulary- choose one of the following words to complete the sentences below (exhaustion/ambition/completion/indigestion/tradition): 1. The cyber jelly gave Cosmic Clive ______. 2. Cosmic Clive was pale with ________ after his long space trip. 3. My ______ is to be made Zoxonaut of the Year. 4. We have a long _______ of making speeches in or family. Read your book bag/story book using the link to the ebook online if not choose a book at home to read with an adult for enjoyment. Holiday

Literacy Non RWI Children Weekly planning grid Week beginning – 4/05/20 Class- Primary 4 Learning Intention Monday Tuesday Inservice Spelling Task We are learning to use homophones. Activity Inservice • This weeks spelling list focuses on homophones and near homophones where a word is pronounced almost the same as another word but has a different spelling and meaningspelling list attached to the Literacy resource sheet. • If you’re unsure of any of the words use a dictionary or ask an adult to help with the definition/meaning OR If you have access to the internet please watch the following videohttps: //youtu. be/9 x. MHKee. GHk. U • Write out each word and complete the look, say, cover strategy. • Choose 2 activities from the Literacy resource sheet. • EXT- Choose your top 3 words and draw around the word to explain the meaning like we do in word boost - see the Literacy resource sheet for an example. Carefully read the passage from The Goblet of Fire by JK Rowling in the Literacy resource sheet, copy out the passage with the mistakes corrected. • EXT-Carefully re read the chapter and summarise the main events into a paragraph. Think about what characters are introduced, what do they look like/do, something exciting that happens and your opinion of this chapter- do you like it/not and explain your reasons for this. • See chapter summary WAGOLL on the Literacy resource sheet. • Share your summary with your family at home and get them to give it 2 stars and a wish. • Wednesday Proof Reading task We are learning to proofread and correct writing. Thursday Free Write We are learning to write a diary entry. Friday Holiday • If you have travelled to a different country look back at old photographs from that place and think about how you felt? OR think about a place that you would like to visit and how you would feel if you were there now. Your writing challenge today is to write a diary entry to share your experiences of going to this place. Think about where the place was? Who were you with? What was the temperature like? How were you feeling (happy/sad/excited/worried) • Chilli 1 - include Dear Diary/time/date/personal feelings and descriptive adjectives. • Chilli 2 - include Dear Diary/time/date and personal feelings/descriptive adjectives/time connectives (after, then, on Monday, before)/list main events in order and write in the past tense. • Chilli 3 -include Dear Diary/time/date and personal feelings/time connectives (after, then, on Monday, before)/list main events in order/write in the past tense and include paragraphs i. e an introduction to se the scene. Holiday

Proofread Passage- The Goblet of Fire by JK Rowling Literacy and English Spelling Homophones aloud/allowed weather/whether except/accept affect/effect whose/who’s Spelling Activity 1 Spelling Activity 2 harry potter and the goblet of fire by j k rowling chapter one the riddle house the villagers of little hangleton still called it the riddle house even though it had been many years since the riddle family had lived there it stood on a hill overlooking the village some of its windows boarded tiles missing from its roof and ivy spreading unchecked over its face once a fine looking manor and easily the largest and grandest building for miles around the riddle house was now damp derelict, and unoccupied the little hangletons all agreed that the old house was creepy half a century ago something strange and horrible had happened there something that the older inhabitants of the village still liked to discuss when topics for gossip were scarce the story had been picked over so many times and had been embroidered in so many places that nobody was quite sure what the truth was anymore every version of the tale however started in the same place fifty years before at daybreak on a fine summers morning when the riddle house had still been well kept and impressive a maid had entered the drawing room to find all three riddles dead. the maid had run screaming down the hill into the village and roused as many people as she could lying there with their eyes wide open cold as ice still in their dinner things the police were summoned and the whole of little hangleton had seethed with shocked curiosity and ill disguised excitement nobody wasted their breath pretending to feel very sad about the riddles for they had been most unpopular elderly mr and mrs riddle had been rich snobbish and rude and their grown up son tom had been if anything worse all the villagers cared about was the identity of their murderer for plainly three apparently healthy people did not all drop dead of natural causes on the same night the hanged man the village pub did a roaring trade that night the whole village seemed to have turned out to discuss the murders they were rewarded for leaving their firesides when the riddles cook arrived dramatically in their midst and announced to the suddenly silent pub that a man called frank bryce had just been arrested frank cried several people never frank bryce was the riddles gardener he lived alone in a run down cottage on the grounds of the riddle house frank had come back from the war with a very stiff leg and a great dislike of crowds and loud noises and had been working for the riddles ever since Chapter Summary EXT WAGOLL Harry Potter and the Philosophers Stone, Chapter One- The Boy Who Lived The Dursleys are a muggle family living in Surrey, England. On his way to work one ordinary morning, Mr. Dursley notices a cat reading a map. He is unsettled, but tells himself that he has only imagined it. On the way home, he bumps into a strangely dressed man who gleefully exclaims that someone named “You-Know-Who” has finally gone and that even a “Muggle” like Mr. Dursley should rejoice. Meanwhile, the news is full of unusual reports of shooting stars and owls flying during the day. Spelling Activity 3 Spelling Extension Activity That night, as the Dursleys are falling asleep, Albus Dumbledore, a wizard and the head of the Hogwarts wizardry academy, appears on their street. He shuts off all the streetlights and approaches a cat that is soon revealed to be a woman named Professor Mc. Gonagall (who also teaches at Hogwarts) in disguise. They discuss the disappearance of You-Know-Who, otherwise known as Voldemort. Dumbledore tells Mc. Gonagall that Voldemort killed the Potter parents the previous night and tried to kill their son, Harry, as well, but was unable to. Dumbledore adds that the baby Harry can be left on the Dursleys’ doorstep. But Dumbledore insists that there is no one else to take care of the child. He says that when Harry is old enough, he will be told of his fate. A giant named Hagrid, who is carrying a bundle of blankets with the baby Harry inside, then falls out of the sky on a motorcycle. Dumbledore takes Harry and places him on the Dursley’s doorstep with a letter he has written to the Dursleys.

Numeracy and Mathematics- Probability/Angles Learning Intention Monday Inservice Activity Inservice Watch Number Talks video teams or find strategies for compensation (where you take an amount away from one number but add it to another). For example: 36 + 9 you would take 1 away from 36 making 35 and add the one you took away from 36 to the 9 making 10. Your new calculation would be 35 + 10 = 45. Now try these: 8 + 7/17 + 8/13 + 17/17 +18 Tuesday Greater than/Less than We are learning to understand the different symbols for greater than, less than and equal to. Watch the video https: //youtu. be/lo 1 kvxu-Dc 8 to recap on the symbols for greater than/less than. Refer to the symbols key in the Maths resource sheet to support with this. Chilli 1 - Create a poster using these symbols <, > and =. Use some of the examples on the Maths resource sheet to support with this. Chilli 2 - Create a poster using these symbols <, > , = and not = to. Use some of the examples on the Maths resource sheet to support with this. Chilli 3 - Create a poster using these symbols <, > , = and not = to. =. Include a calculation example when explaining how to use each symbol for example 7 > 4. Use some of the examples on the Maths resource sheet to support with this. Challenge: If you have access to the internet have a go at this great than/less than game OR create your own card game at home by making your own symbols with different numbers to test out on a family member- see Maths resource sheet for example. http: //resources. hwb. wales. gov. uk/VTC/greater_less_than/eng/Introduction/Main. Session. Part 2. htm Watch Number Talks video teams or find strategies for compensation (where you take an amount away from one number but add it to another). For example: 36 + 9 you would take 1 away from 36 making 35 and add the one you took away from 36 to the 9 making 10. Your new calculation would be 35 + 10 = 45. Now try these: 27 + 28/28 + 16/37 + 18/23 +28 Wednesday Greater than/Less than We are learning to understand the different symbols for greater than, less than and equal to. Watch the video https: //youtu. be/lo 1 kvxu-Dc 8 to recap on the symbols for greater than/less than. Refer to the symbols key in the Maths resource sheet to support with this. Starter Task- Can you create your own song to describe great than/less than/equal to share with younger children? Record and add to teams if you can. If you have access to the internet use this example as a starting point https: //youtu. be/ka 9 zb. Pcq. XBI Chilli 1 - Fill in the blanks activity using a <, > or = symbol (pictorial)- see Maths resource sheet. Chilli 2 - Fill in the blanks activity using a <, > or = symbol (2 digit numbers)- see Maths resource sheet. Chilli 3 - Fill in the blanks activity using a <, > or = symbol (3 digit numbers/create your own)- see Maths resource sheet. EXT-If you have access to the internet have a go at the greater than/less than game OR practice your own greater than/less than game at home with your family. http: //resources. hwb. wales. gov. uk/VTC/greater_less_than/eng/Introduction/Main. Session. Part 2. htm Thursday Greater than/Less than We are learning to understand the different symbols for greater than, less than and equal to. Watch Number Talks video teams or find strategies for compensation (where you take an amount away from one number but add it to another). For example: 36 + 9 you would take 1 away from 36 making 35 and add the one you took away from 36 to the 9 making 10. Your new calculation would be 35 + 10 = 45. Now try these: 23 + 48/ 17+ 24/47 + 24/17 +37 Watch the video https: //youtu. be/lo 1 kvxu-Dc 8 to recap on the symbols for greater than/less than OR practice the song that you created yesterday. Chilli 1 - Fill in the blanks activity using a <, > or = symbol (1/2 digit numbers)-see Maths resource sheet. Chilli 2 -Fill in the blanks activity using a <, > or = symbol (2 digit calculations)-see Maths resource sheet. Chilli 3 -Fill in the blanks activity using a <, > or = symbol (2 digit calculations/multiplication/create your own)-see Maths resource sheet. Challenge- Create our own word problem using the <, > or = symbols-see Maths resource sheet for an example. Friday Holiday

Chilli 1 Numeracy and Mathematics (Wednesdays Learning) Chilli 2 Chilli 3 Greater than/Less than/Equal to Key Poster examples (Tuesdays Learning) (Thursdays Learning) Chilli 1 Chilli 2 Thursdays Learning Word Problem Challenge Chilli 3

Weekly planning grid Week beginning – 04/05/20 Primary 4 Health and Wellbeing/PE Learning Intention Monday Tuesday/Thursday Inservice PEWe are learning to keep fit and improve stamina. We are learning different Scottish dances. Activity Inservice TUESDAY- If you can watch Joe Wick’s daily workouts on his You. Tube channel. Complete the routine with your family members. OR Create an obstacle course/circuit in your home or garden. Could you include: jumping, skipping, hopping, throwing, star jumps, running on the spot, side steps, squats, push ups or burpees. Think about the different ways you could move around the obstacles- which is the fastest and which is the slowest? Repeat each exercise 3 times for 30 seconds. Take photos or draw a picture to explain what you were doing during the workout and add to Teams. THURSDAY- If possible watch this video of the St Bernard’s Waltz: https: //www. youtube. com/watch? v=y 6 Hm. Xv. C_t. SA OR With a grownup follow these steps: Face each other in ballroom hold, Side step along the line of the dance three times (step, close, step close) and stamp lightly on the spot for two counts, repeat side steps again in the other direction, take two steps back then repeat forwards, turn/twirl/waltz your partner around towards the centre. Repeat all steps again. Take photos or record a video of your song and add to Teams to share with your classmates. This week we are continuing to explore growth mindset. If you can watch the You. Tube clip from the book I Can’t Do It … Yet by K J Walton a story about growth mindset OR discuss with your family what you think a growth mindset is. Remember that- learning takes practice and that with practice you will find success. Wednesday/ Thursday Friday HWB- Challenge Your Mindset Task 1 - Create an ‘I can’t do it … YET!’ poster. See attached resource sheet. We are learning ‘I can change through the choices I make. ’ If you can watch the You. Tube clip from Watch the Sesame Street clip with Bruno Mars about ‘Don’t Give Up’- https: //youtu. be/p. Wp 6 kkz-pn. Q Task 2 - Can you create your own song about not giving up using the example from Bruno Mars. Put on a performance of your song for your family members. Could you maybe get some of you family members involved to sing some of the lyrics/dance? Take photos or record a video of your song and add to Teams to share with your classmates. Task 3 - Think of one thing you find hard, eg learning to ride a bike, skate or play tennis. Create a picture of the activity and write the advice. Holiday

Health and Wellbeing Growth Mindset Poster Ideas