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Literacy

The Porchester Park Project (w/c 13.7.20)

This week we continue our work on Purple Mash and complete the story of The Porchester Park Project.    Will Freya be able to save the park?  Read each chapter and answer the comprehension questions about it in the daily quiz.  Writing tasks for this week include writing your own version of how the story may continue, creating an annotated diagram to describe Freya, creating a conversation between two of the characters and writing a review of the story.

Settlers and The Porchester Park Project (w/c 6.7.20)

This week we continue with our work on Purple Mash, finishing the story from last week and starting a new one.  Read the two final chapters of Settlers to find out what happens to Ash, then complete the comprehensions and writing activities related to them, including a review of the story.  On Wednesday, we then start a new story about a girl called Freya and a project for her local park.  Writing tasks include writing about your favourite park, a poster asking for volunteers and writing a letter.

Settlers - Purple Mash (w/c 29.6.20)

This week our work in literacy is all based on the story Settlers on Purple Mash, which is set in the Stone Age.  Each day there will be a chapter of the story to read (please feel free to read this together with an adult if you need help), a reading comprehension and a writing task based on the chapter.  The story is about Ash, who is disappointed that his family have decided to settle down, but when a terrifying beast threatens their home, danger is immediately at hand.  Tasks this week include diary writing, recounts of a dream, information text, predicting the ending and an imaginary interview.

Poetry and Spelling (w/c 15.6.20 and 22.6.20)

For the next two weeks we will be focusing on poetry for our written work and spelling games for SPAG.  Click on the correct year group below to access the poetry activities, there are enough to do 4 tasks each week (8 in total).  Year 3 are working on the poem The Garden Year by Sarah Coleridge.  Year 4 are working from the poem The Brook by Alfred Tennyson.  Both resources are by the Literacy Company and give the children a range of tasks to work on for each poem.

On the fifth day each week you can focus on SPAG and look at the spelling resource which has a variety of tasks for the children to try (10 in total) or access it daily across the week.

Writing Instructions and Reading Comprehension (w/c 8.6.20)

This week is all about instructions.  Have a look at the powerpoint below that shows you what you need to have to create effective instructions.  Over four of your literacy slots can you create a different set of instructions each day?  Pick from the list below or feel free to choose your own things.  Maybe you could do instructions for something that you have been getting up to at home.

  1. Recipe
  2. How to play a board game
  3. Making a sandwich
  4. Making a pop up card
  5. Planting and growing a plant
  6. Safety instructions such as crossing the road safely
  7. Instructions for a computer game
  8. Looking after a pet

Remember to keep it simple but use imperative verbs - these are bossy verbs that are used to create commands.  There is a recipe template worksheet below, if it helps as well, otherwise just write your instructions in your green book.

Then for your other session there is a reading comprehension below for you to do, based on World Oceans Day.  It has 3 levels again, so choose which one is most appropriate for you.

Reading and writing activities (w/c 1.6.20)

Choose a couple of books or short stories that you have been reading during the last couple of weeks and then try your hand at a book review about each of them.  Then choose a character from each book to do a character profile of.  Think carefully about who would be good!  I would suggest doing a book review one day and then a character profile the next day for the two books, giving you four sessions.  Then on the final session on Friday (or can be done in any order!) try the Boudicca reading comprehension, about the famous female leader and warrior who fought the Romans.  There are three different levels within this , from 1* to 3* so choose the one that is most appropriate to your ability.  The answers are included in the pack.

Please don't feel you have to print all of these off - if it is easier you can copy out the answers in your green book, just make sure you write the heading.  The same can be done for the book review or character profile if you want to copy the template/questions into your green book to answer.

Writing tasks based on your own reading books

Talk for Writing Tasks (w/c 11.5.20 and 18.5.20)

Each year group has their own Talk for Writing tasks which are set for the next two week's (so please make sure you spread them across the 10 days.)

Year 3's have work based on Trolls and, after reading about them, your task is to find out more using various challenges and tasks.  There are about 10 activities to do across the two weeks.

Year 4's have work based on The King of Fishes, a wishing tale, where you can explore the story more and finally write your own version of the story.  There are more than 10 activities across the two weeks, although there are some that are quite short so could be done with another task on one day.

Vikings (w/c 4.5.20)

The final part of our literacy work on Vikings is writing a newspaper article, Beowulf and Thor comparison and a set of instructions.  If you have made a shield or the Viking longship, you can use your own experiences of this for the instructions.

  1. Write a newspaper article about a Viking invasion.  What would your heading be?  Would you use a sub-heading?  What picture could you use?  Can you write a caption to go with it?  This task will take at least 2 sessions - one to draft write the article and another session to write it up with a clear layout and headings.  There is a version of this on Purple Mash that you could use or feel free to write it yourself.  Remember to make it exciting for the reader and keep their attention!  Try to have eyewitnesses who could be interviewed as part of it.
  2. Can you write a comparison for Thor and Beowulf?  Do you think they are very alike or very different?  How are they similar or different?  Draw a picture of each of them and then write a simple paragraph on your comparison, remember to include information that you know about each of them to help you.
  3. Write a set of instructions on how to design/make a Viking shield or a Viking longship.  Make sure you use bullet points, bossy commands (put/cut/fold) and time conjunctions (first/next/after that).  Read it back to yourself and make sure that it makes sense and is in the correct order, with no parts missing.

Thor (w/c 27.4.20)

This week can you find out (or recall from York) as much as you can about the Viking god Thor?  Try and do one of the following each day across the week:

  1. Research (using the links below) all you can about Thor, the stories about him and find some illustrations of him.  Make notes on this to help you with later work.
  2. Choose a picture or draw your own, writing key phrases about Thor such as "he was the god of thunder" or "his hammer was the mightiest in all the land".
  3. Label a picture of him highlighting his key strengths.
  4. List some of the stories that you can find about him.
  5. Create a fact file based on all you have found out about Thor including his name, strengths and weaknesses, family and key facts about him.  Present your work as a non-chronological report, poster or powerpoint.

Beowulf - continued (w/c 20.4.20)

This week try your hand at the following tasks.  There are a couple of sheets below for you to help you with this, including a story plan and story suggestions.  There is also a link to the BBC Bitesize page to help you with your grammar.

  1. Write a letter to the hero/heroine character you created in class asking for help from an imaginary king or queen who has a monster in their kingdom.  In the letter, can you describe the monster (use the one you created a week or so ago) to your character?  Put in lots of adjectives!
  2. Write a story plan for your own epic story where your hero/heroine character arrives to defeat the evil monster that you created.  Make sure you have a beginning, middle, end with a problem that needs solving.  Use the plan below to help you (this should take 1 session).
  3. Write your story!  This can be done across 2 sessions at least and should be full of description, adjectives, conjunctions and fronted adverbials.  Use the support sheet below to give yourself some ideas before you write!  Don't forget to use the power of 3 - it was an amazing feast with fresh bread, roasted meats and delicious potatoes.
  4. Take time to go through your story and edit it - did you add enough detail?  Are you in the correct tense all the way through?  Do your sentences make sense?  Have you included fronted adverbials?  Could you change any adjectives to more adventurous ones?
  5. Why not write it up in best and illustrate your story?

Beowulf

We read the story of Beowulf in class and had a go at creating our own heroes/heroines based on the story (a copy of your hero/heroine was sent home in your green book).  Why not have a go at these...?

  1. Draw the place where your hero/heroine lives.  Beowulf stayed at Heorot when he helped the Danes.  Where could your character live?  Would it be a hall?  A wood?  A castle?
  2. Create your own monster!  In Beowulf, the monster was Grendel.  Draw a picture of your monster with some interesting adjectives/phrases around it.
  3. Use these to write a short description of your monster - 'The savage beast was dripping in slime'.
  4. Draw a setting for your monster to live in - will it be a cave?  A swamp?  A lake?
  5. Write a simple description of where your monster lives - make sure you use lots of adjectives and similes!  'It was as tall as a mountain and had the foulest breath ever.'

Literacy tasks

Use the booklet below, from your year group, to choose tasks from, including free resources from Twinkl.  I have also set some 2Dos on Purple Mash for S.P.A.G. for each year group.

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