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Wednesday 1st July 2020

Year 3 Assembly- 01.07.2020

Everyday now, we are having a small assembly as well as 'check in' to get the children back into the learning mould. This could be a range of things- from 'Reflective Mentoring' on a Thursday to Joe Wicks on the next two Mondays...

 

Here is our assembly for today (click the image above which will take you directly to it)!

I will try to post what we are doing each day...

Daily Reading and our Maths Learning Programmes- 01.07.2020

So that your child knows what is happening in the classroom...

For the next thirteen days, the class and I have set ourselves the challenge to read (shared reading/ individual reading etc) for at least 15-20 minutes each day. We are just choosing books which are classics, some which the children might have read and some which they have not, and are 'reading for pleasure' every day. We are currently reading 'Fantastic Mr Fox'. They would love to see what your child is reading! In addition, please make sure you are reading for 15-20 minutes each day! This can be from Epic! or other resources I try to put on over the coming few days as well. We are also spending some time on:

 

 

This is just to 'boost' our Maths skills. Please make sure your child is engaging with these regularly and I will alter activities and learning on a daily basis! The children in school are really enjoying the opportunities to engage with these...

Maths Learning- 01.07.2020

Telling the time to 5 minutes

You are now possibly one lesson ahead of us in class. Yesterday, we continued to look at days in a month, days in a week, months of the year etc. It was very eye-opening to me that these experiences are essential- if parents are reading this, asking children what month we are in, when is their birthday, revising days of the week etc is a great way to be thinking 'Maths' without actually realising children are even completing Maths learning...

 

For those Remote Learning, you looked at 'hours in a day'. Did you think about these questions?

  • How many hours are there in a day?
  • How many hours do we sleep for and how many are we awake for?
  • How would you work out how many hours are in a week then? Were you able to track your day and understand how many hours you undertake certain tasks for?

 

Today, you are going to move your learning on by clicking the image above and watching the video first. We are now going to move onto 'telling the time'. In particular, we are going to look at 'telling the time to 5 minutes':

 

Key Questions

  • What do the large number on a clock represent? What do the small numbers beside them represent?
  • The minute hand- which one is it?
  • If the blue hand is on the '3', what does that mean? If the blue hand is on the '6', what does that mean? How can you split your clock to make it simpler?
  • How many minutes are there in an hour? What is the time on this clock?

 

Once they have answered the questions, watched the video, played our games etc (which are attached below), hoepfully they will all become 'Time Masters'...

English Learning- 01.07.2020

Draw Inferences

We have loved learning about our new book 'Voices in the Park' in our Year 3 Bubble. Have you enjoyed learning about the book at home? Every time we have looked at the images, we have seen something different. Trying to get writing completed yesterday was incredibly difficult- there was a huge number of speaking and listening opportunities though...

 

One thing we have noticed since being back in 'the bubble' is the need for children to be writing and practising their writing skills each day. Todays lesson will hopefully support that journey as well...

 

Watch 'Voices in the Park' again below. See what you can see:

 

Look in depth at the pictures and consider:

  • The four different points of view the story are from- can you recall the voices?
  • The colours in the background of the different voices?
  • The emotions within the different voices?

 

Task 1: Anthony Browne has turned up at your house today. What three questions would you want to ask him about this book? Record the questions in your 'Remote Learning' log. What answers would he give?

 

Now I want you to see if you have any other Anthony Browne books around your house or can find some to read online. Here are some examples:

 

We will be looking for some in class as well. Remember, Anthony Browne is not only the author, but the illustrator as well.

 

Task 2: Compare the story of 'Voices in the Park' with 1/2 other Anthony Browne books. What do you notice that is similar and what do you notice that is different? We have already spotted some similarities/ differences between this book, 'The Tunnel' and 'Gorilla'...- you do not need to write this in your 'Remote Learning' books, just get some ideas for discussion at home...

 

As you can see, there are many different strands to our learning today. We have reviewed the book, asked questions to the author and compared the book with other Anthony Browne stories. Now it is time to draw inferences from the text...

Click the image at the top if this section to understand what 'inferences' mean...

 

We are going to look at 'Voice 1' in a bit more detail- I like the video below to explore the text as well. Have a look at this one for 'Voice 1' or the one above...

 

 

Task 3- Run through the learning about 'Voice 1' and the lesson opportunities below about inference. Try to run through elements of the learning, particularly focusing on adjectives and synonyms to describe Mum.

 

You are nearly at the end of this session now. However, every day for the next couple of weeks we are also going to complete a 'Quick Write' challenge to keep you motivated with your writing...

 

 

Could you write a short diary entry from Voice 1 (Charles Mum's) point of view...

Here is an idea of how you could create yours, using parts of the story to help you...

 

Dear Diary

Today was one of the most exhausting and distracting days in my life- as if I do not have enough to worry about! Out of the goodness of my own heart, I took Charles to the park. I have a mountain of activities on at the moment, but I realised he needed to get out so I thought I would be the kind hearted person I know I am. Thankfully, the park was not too busy- I hate when I go to the park and hear babies crying, Mums gnattering away, dogs barking wildly. Actually, there was one dog who almost ruined our visit, the dirty mutt!

However, this was not the most concerning thing. Charles ran off! I told him to stay sat on that bench- I commanded him! But would he listen? He never listens to his wise old Mum...

SPAG Learning (01.07.2020)

Statements, Commands, Questions, Exclamations- The four sentence types...

We learnt about this SPAG objective yesterday and, today, we are going to focus on this once again...

Do you remember what each one was? If you are unsure, click the image above to help you (this is a very peculiar video)...

Then, have a try at the learning opportunities below!

Afternoon Learning (History/ Geography)

What's in a name?

In class today, we are going to review some of our learning around settlements. Click the image above to review some of our settlements videos...

 

I enjoy watching this as it takes us through a huge amount of what we have looked at already...

 

Todays learning opportunities below really focus in on where places are located in the United Kingdom, if there are any patterns to different groups of people and where they settled and why they settled in these certain areas. We are going to play some games as well- using their atlases, the children are going to see if they can find me places with the given 'suffix' in the United Kingdom (use the resources below to support you)...


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