English Week 3

Activity 1: I See, i think, i wonder

Activity 2: SPAG Bingo

Activity 3: A balanced argument

Activity 4: mini reading comprehension

Activity 5: spelling practise

Exciting Expectations- Writing

● Sketches/pictures drawn in PENCIL

● Pictures to be coloured in

Capital letters in the correct

places

Date written and then underlined

LO written and then underlined

Full stops at the end of a sentence

Work to be edited in a different coloured pen before it is uploaded to

Seesaw

Written in pencil and in your best

joined handwriting

Writing to be on lines

Everything to be written in full sentences and conjunctions (and, because, but so) used to extend sentences where appropriate

English - Activity 1 - I see, I think, I wonder

This week we are going to at writing for discussions.

You are going to look at a picture and tell me: what can you see? What do you think? And what do you wonder?

I am going to show an example on the next slide.

I see... I think... I wonder...

- People shielding their eyes

- Looking up at the sky- One man looking the

other way

- People are staring up looking at something

- It must be quite exceptional for so many people to stop and look

- What it is they can see- Why the man is looking

the other way

Choose one of the following pictures and complete an i see, i think, i wonder for it.

*This is an actual house - Miss Pearson used to walk past it every day when she lived near this place.

Choose one of the following pictures and complete an i see, i think, i wonder for it.

Choose one of the following pictures and complete an i see, i think, i wonder for it.

Choose one of the following pictures and complete an i see, i think, i wonder for it.

Activity 2 - SPAG BINGORead the following article (a larger, printable version will be on the year 4 school closure learning page)

Find an example of each SPAG type to fill the bingo grid below.

Fronted adverbial

Coordinating conjunction (Fanboys)

Plural noun (e.g. children, parents, dogs)

verb preposition question

Activity 2 - SPAG BINGORead the following article (a larger, printable version will be on the year 4 school closure learning page)

orComplete bingo grid + answer the following questions:

Fronted adverbial

Coordinating conjunction (Fanboys)

Plural noun (e.g. children, parents, dogs)

verb preposition question

1. What sort of punctuation did the author use to show professor Siefert sharing his opinion?

2. ‘He changed his mind after seeing trees and bushes…’

after is a preposition. Is it a preposition showing place or time?

3. ‘He had been doubtful at first when imagining monkeys crossing an ocean’

What type of word is an in this sentence?

- Determiner- Preposition- Pronoun

English - Activity 3 - A balanced argument

A balanced argument is where you look at both sides of the argument.

For example: children should not have mobile phones.

You would look at reasons why they should have mobile phones

And you would also look at reasons why they shouldn’t.

If you feel strongly about one side it can be hard to think about the other viewpoint but it is good to try to think of both sides.

Should have mobiles

Should not have mobiles

- Easy to contact in case of emergency

- Easy to contact if away from parents.

- Is it safe? Arguments between friends over texts. Access to internet.

*Please note: This is an example and does not include the personal opinions of Mrs Knott or Miss Pearson

English - Activity 3 - A balanced argumentWe would like you to choose one of these statements to look at arguments for both for and against the statement.

● Children should not eat junk food

● There is no need to read the book if you can just watch the film

● We should not do pe in school

*Please note: These do not include the personal opinions of Mrs Knott or Miss Pearson

● iPads are better than computers

● Having neat handwriting is important

● School should finish at 5pm

Activity 3 On a piece of paper, draw around your hand. Flip it over and do the same on the other side.

One side you will come up with ideas to agree with the statement, the other side will be your ideas why you disagree.

Each idea will be written along each finger (or thumb)

Agree disAgree3 ideas for each side (6 in total)

4 ideas for each side (8 in total)

5 ideas for each side (10 in total)

Activity 4 - Mini Reading Comprehension

Activity 4 - Mini Reading Comprehension

On the following slides you can see an extract from a book Miss Pearson has recently read followed by some questions.

You can copy your answers straight into your book - you don’t need to rewrite the question as long as you number them! There is also an additional activity which is optional.

This week’s extract is from The Boy who fooled the world

or

Marika walked into the room. She was very tall and she was wearing grey, wide-legged trousers

that completely covered her feet so it looked like she was gliding. Her hands were in her

pockets and she was wearing a white shirt with long, puffy sleeves. Her eyes were an unnatural

shade of violet and her short hair was dyed a silvery-grey and shaved on one side. As she

brushed past our desk I saw a skull-and-crossbones stud in her ear. It was encrusted with

diamonds that glinted against her dark-brown skin.

Everyone fell silent as the artist stood at the front of the class. We’d all forgotten the rule about

not staring. She slowly looked around the hushed room and then nodded towards Mr Taylor,

who was still in the doorway, clearly unsure if he should come in or not.

‘I’ll, erm … Shall I leave you to it then, Ms Loft? Erm .. yes. Yes I shall,’ he said, practically

bowing as he reversed into the corridor.

Marika’s lips curled into a small smile.

‘Ms Loft,’ said Mrs Frampton, her eyes staring down at the ground. ‘Can I just say what an

absolute pleasure it is to -’

‘Thank you, teacher,’ interrupted Marika, so quietly it was barely audible. ‘I’ll take it from here.

Why don’t you go and make yourself a nice … cup of tea?’

Mrs Frampton’s face dropped.

2. What do you think ‘hushed room’ means?She slowly looked around the hushed room...a) Everyone was quietb) Everyone was chattingc) One person was talking

4. Name one item of clothing Marika was wearing.

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3. Why do you think Mr Taylor was ‘practically bowing’ at Marika as he left the room?

_________________________________

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5. a) What did Marika tell Mrs Frampton to do?

_________________________________

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b) Why do you think she told her to do this?

_________________________________

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1. Find two words to describe how Marika was moving at the start of the extract.

_________________________________

Extra hot: Synonym detectives

BackwardsQuiet

Looking

SparkledJoy

Can you find synonyms for the following words within the extract?

Activity 5 - Spellings

To help support everyone, we will provide two groups of spellings.

The first set will focus on a sound or tricky words. If you normally go out with a TA to do your spellings, try this group first. There is also a purple mash task to support this group.

The second set will follow the Year 4 curriculum with a range of statutory words to learn alongside spelling patterns.

Feel free to look at both sets too!

Activity 5 - Spellings sound : igh and ear

Check Purple Mash for an activity based on these spellings!

Activity 5 - Spellings Spelling Test DictationRead out the dictation to the children on Friday 8th May once they have practised their new spelling list for the week.

Activity 5 - Spellings

Activity 5 - Spellings or

Spelling Test DictationRead out the dictation to the children on Friday 8th May once they have practised their new spelling list for the week.

Spelling Test DictationRead out the dictation to the children on Friday 8th May once they have practised their new spelling list for the week.