Hello Year 3!
It has been very strange not seeing you this last week – I hope you are all having a lovely time at home and keeping safe with your families. I’ve seen lots of children doing Spelling Shed, MyMaths and TT Rockstars activities – if I’ve seen you have completed some TTRockstars homework, I’ve challenged you to a Rockslam! Keep completing homework and you’ll be able to see if you can beat me – I wonder how many can! If you’ve not yet been online to do some learning, see if you can do a little bit each day: 10 minutes on each platform is plenty!
One of your tasks was to measure your shadow throughout the day and see if you could spot anything happening. I’d love to see some photographs of you measuring your shadows at home - you could email some into school at firstname.lastname@example.org.
In the below weekly plan, there is a link to the words for Walking With My Iguana – a poem we learnt off by heart before spending time at home. Perhaps you could record yourself performing the poem (actions and costumes would be a bonus!) and email them to the school as well!
If you haven't had chance to do some PE each day, have a look at Joe Wicks workout that he does at 9am every morning! He will have you working very hard!
Keep yourselves safe and look after the people around you,
We look forward to hearing from you all.
Mr Sharp, Mrs Winder and Ms Bray
Click here for a printable copy of this week's learning pack
Weekly Maths Tasks
Working on Times Table Rockstars - your child will have an individual login to access this and sessions on Garage, Studio and Soundcheck have been set.
Play on Hit the Button - focus on number bonds, halves, doubles and times tables.
Practise your column addition skills. Use the Kahoot App and enter Challenge PIN: 0604039
Practise telling the time. This could be done through this game where children need to convert from digital to analogue time. Asking your child to read a clock-face will also be helpful!
This game is really fun! Choose a character and use your maths skills to defeat enemies! Along the way, earn new equipment for your character!
Practise counting forwards in tenths, 2s, 3s, 4s, 5s and 8s.
Weekly Reading Tasks
You could share a story together. We’ve been reading Stig of the Dump in class. This link takes you to Audible where the story can be listened to for free with a 30-day trial.
Listen to your child read and let them discuss what they have read. Encourage them to read audibly, fluently and with expression.
Watch Newsround and discuss what is happening in the wider world.
We’ve been learning poems off by heart in class recently – can your child remember Walking With My Iguana?
Weekly Spelling Tasks
Practise the Year 3/4 Common Exception words.
Practise the spellings set for you on Spelling Shed.
For help practising homophones, complete the Quick Word Challenge on this page. You might need to scroll down to find it!
Look at these 5 words from the Year ¾ Spelling List: accident, believe, centre, different, experiment. Can you think of any synonyms for these words? Can you use these words in a sentence? practise spelling them using forwards backwards. Write the word forwards then write the words backwards, e.g. forwards sdrawrof
Weekly Topic and RE
Light and Dark: Follow this link to videos and information all about what light is. When you think you’re really confident, try a Kahoot Quiz with Challenge Pin: 0739652
Coding: In class, we have done some coding recently. Children can follow this link to practise coding at home.
RE: We have looked at creation stories in class. Follow this link to learn about Hindu creation stories. Discuss how this is different to what Christians, Jews and Muslims believe.
Weekly Writing Tasks
Write a recount of your day. This could be used in history one day to show what happened during this time!
Write a character description of a member of their family. What do they look like? You could create a table of adjectives and nouns to help you like we’ve done in class.
Write a story involving members of their family. Do they have to defeat a monster? or find something they have lost?
Write a set of family rules, could they begin with ‘We always…..’ rather than ‘We do not ………’
Write a letter/email/ text message to a member of their family that they have not seen this week.
Remember to use:
Sub-ordinating conjunctions (because, as, if, when, although)
Prepositional phrases (beside the chest, on top of the table, beneath the ground etc)
Learning Project - to be completed through the week
The project this week aims to provide opportunities for your child to gain a better understanding of their own family. Learning may focus on what different makeup of families, what traditions your family has, stories linked to your family etc.
Let’s Wonder: Who is in your child’s immediate family? What other relatives do they have? How does their family link together? How many people do they have in their family? Why not spend time looking through old photos and talking about the people in their families. What family stories can they tell? How is life different to their parents? grandparents?
Let’s Create: Create a piece of artwork entitled ‘Family’. This could be a drawing, a self portrait, a sculpture or collage. Could they copy another artist's style? Which materials have they chosen to use and why? How do they feel about their piece of artwork? What would they change or not? Family portraits.
Recommendation at least 2 hours of exercise a week.
Time to Talk: Perhaps they could play a board game, Facetime a member of their family they have not seen this week, enjoy a family indoor picnic or have a family dinner.
Understanding Others and Appreciating Differences: Discuss how their family is different to other people’s families. Discuss whether all families are the same? Does it matter? Do all families have the same faith? Do all families worship in the same way?
Reflect: Find out what music their family members enjoy. Do they like the same music? What is their favourite song? They could listen to different pieces of music together with their family. Do they like/dislike any particular types of music and why? Can they Identify the instruments they can hear and describe how the music makes them feel? Why not get them to listen to some of the classics?