This is the page to find out what Chestnut class are up to this week.
Reading Response- Katie Morag and the Tiresome Ted
UPDATE- I have been made aware that the padlet link is not working and it says the account is private. I am trying to work out how to make it public so bear with me (I.T. is not my strong point) In the mean time, you can still discuss the questions with your children at home and hopefully I will be able to sort it out soon. Mrs Baker
Monday - Why do you think Katie Morag has been in a bad mood since the baby has arrived?
Tuesday- What words could you use to describe the storm on the Isle of Struay?
Wednesday- Katie Morag regretted kicking her Teddy into the sea, have you ever done something you regret?
Thursday- What did you think of the book? Did you like it? Remember, it's ok if you don't like certain books.
Katie Morag and the Tiresome Ted
Year 1. This week we will contnue to use the Governments Letters and Sounds videos. They cover all the bases of what the children should be doing in the Summer term with their phonics work.
Monday- lesson 44
Tuesday- lesson 45
Wednesday- lesson 46
Thursday- lesson 47
See attached documents for comprehension sheets
|Beach Habitat Differentiated Reading Comprehension Activity||[pdf 1MB]|
|Hedgehogs Differentiated Reading Comprehension Activity||[pdf 6MB]|
o'clock and half past
quarter past and quarter to
Science/PSHCE - Growing and Changing
1. Growing Up: Invite children to discuss some of the ways that they have changed as they have grown.
2. Using the Growing and Changing Mini Book Template, children complete the activity by drawing a picture of a human at each stage of the timeline, reading the labels and choosing which one goes with each life stage. If preferred, this activity can be completed using the Growing and Changing Matching Cards.
3. Now spend some time looking at photographs of you as a baby and then as you grow, can you put the photographs on a timeline to show how you have changed?
Art - Henri Matisse
This week we are learning about the artist Henri Matisse. He was famous for his paper cut-outs. In the attached documents see an example of his work The snail (1953).
This weeks activity:
Give your child an A4 piece of paper, a pair of scissors, glue and brightly coloured paper. Like Matisse, they should first cut out their designs and place them onto the page. Children can discuss if their designs could be improved. Matisse's artwork has pinpricks in the cut-outs (where he placed them on a wall to review and make changes). When the changes have been done, you are ready for the glue.
School Uniform: Tell your child that they will be presenting to the School Council about the school uniform. Do they think it is a good idea to wear a uniform or are they against wearing a uniform? Can they write down why they think they should have a uniform and then write down why they shouldn't? Design a new uniform. What would they wear? Would it be the same for girls and boys? What would they say to the school council? How would they campaign? Would they have badges, posters, events and banners to help their debate.
This weeks afternoon tasks are based around Katie Morag and The Tiresome Ted
|Day of the week||Learning||Task to complete|
To write a letter
Write a letter to Grandma Mainland about Tiresome Ted using descriptive language and time connectivesWrite a letter to Grandma Mainland about Tiresome Ted using descriptive language and time connectives
|Tuesday||To draw pictures from our story this week using detail||
Look at map of Struay, at key places children have encountered in work so far. Also look at pages in KM books.
What are the places like? Think about descriptions we could use to describe those places. How would children draw them? Think about shapes and how achieve effects using pencils.
I can write descriptive sentences.
Children to look at illustrations during storm and discuss what can see in pictures. Create a word bank of stormy descriptive words.
Children to write about the storm using the descriptive words. Focus is writing in sentences and using descriptive language. They can then illustrate their writing with a stormy setting picture.
I can paint with watercolours.
If you have water colours.....What are the places and people like in the book? What colours have been used? Think about descriptions we could use to describe those places/people. How would children draw them? What colours would they use? (watercolours not powder or ready mix paints) Look at how some pages have a wash of colour. Show how to use watercolours. Some of details could be drawn over dried watercolour pictures in coloured pencils later. If no water colours then children could describe their favouite character or scene from the story and then draw a picture with speech bubbles to show what the characters might be saying