ENGLISH WB 6TH JULY 2020 Hello everybody, We have had so...

ENGLISH WB 6TH JULY 2020

Hello everybody,

We have had so much lovely feedback from Jack and the Flumflum tree that

I’ve decided to do a whole week just focused on the books of Julia Donaldson,

because many of your emails talk about how much you love the books. There

is a different book for every day this week, and there are some suggested

activities and follow ups. I have found a YouTube version for each of the

stories, but of course if you have your own copy, please use that! In the

document below, you will find all of the activities that go with the books.

MONDAY 6TH JULY - TIDDLER

https://www.youtube.com/watch?v=pBRT5vsfE3U

TUESDAY 7TH JULY- THE UGLY FIVE

https://www.youtube.com/watch?v=sitoCZ6dsOk

WEDNESDAY 8TH JULY - TABBY MCTAT

https://www.youtube.com/watch?v=qnYUIz_et-E

THURSDAY 9TH JULY - ZOG

https://www.youtube.com/watch?v=75aXrJgMVow

FRIDAY 10TH JULY- ZOG AND THE FLYING DOCTORS

https://www.youtube.com/watch?v=BIVtqfQCGsY

In terms of SPAG for this week, we will be practising adding ing, er and ed to

a word. Something to watch out for: many children will try to spell the ed

ending with a t or an id (eg - jumpt, startid)

https://www.youtube.com/watch?v=pBRT5vsfE3U

https://www.youtube.com/watch?v=sitoCZ6dsOk

https://www.youtube.com/watch?v=qnYUIz_et-E

https://www.youtube.com/watch?v=75aXrJgMVow

https://www.youtube.com/watch?v=BIVtqfQCGsY

Please practise the words in the table below and then do the spelling test on

Friday.

DAY SPELLINGS TO PRACTISE MONDAY PLAYING, PLAYER, PLAYED,

FARMING, FARMER

TUESDAY JUMPING, JUMPED, JUMPER, PUSHED, MOTHER

WEDNESDAY BUZZING, BUZZED, BUZZER, STARTED, LOOKED

THURSDAY FIGHT, FIGHTING, FIGHTER, PUSHING, FARMED

FRIDAY SPELLING TEST

JUMPED, PLAYED, STARTING, PUSHED, BUZZER

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5-7 Years Home Learning Pack

Sea Creature Fact Files Objectives

• To find information from non-fiction texts. • To organise information under different headings.

Resources • Tiddler by Julia Donaldson and Axel Scheffler • Resource Sheet 1: My Fact File • A range of non-fiction books on sea creatures and/or internet access

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Sea Creature Fact File KS1 Lesson plan Outcomes

• Children will find information about a specific sea creature. • Children will organise information under headings.

Introduction Read the story of Tiddler to your child and ask them to recall all the different creatures or characters from the story that they can remember. Make a list of these creatures.

Ask your child how they could find out more information about these types of sea creatures. Explain that you will be using the internet and non-fiction books to find information and facts about the sea creatures featured in the story. Choose a creature (e.g. octopus) and show your child how to look it up in the index of a book, or how to use the contents page to navigate to the right place. You can also show your child how to use a site such as: www.a-z-animals.com/animals/pictures/ to gather information.

Read a section of text from the book or website together and ask your child to tell you their favourite interesting fact from the information you have read.

Main task Talk about an information fact file – does your child know what this is? Ask them to think of ideas for key headings for an information fact file (Eats, Lives, Appearance, Key Features, Interesting Facts) and set the challenge to create a fact file as an accompanying text for the story of Tiddler.

Your child can research one of the creatures in the story using age appropriate non-fiction books and/or the internet. They can use Resource Sheet1: My Fact File to create a fact file page about it.

Extension Your child could create a 3D underwater scene using collage materials, featuring the sea creature from their fact file. Use an empty cereal box, with the lid taped closed and cut out the front panel. Turn the box onto its side and decorate the inside of the box using paints, tissue paper and collage materials to look like an underwater sea bed with water, plants and coral (use the wonderful illustrations in the book by Axel Scheffler for ideas). Your child can cut-out their picture from their fact file or redraw their sea creature and hang it from the top of the box to look like it’s floating in the deep sea.

http://www.a-z-animals.com/animals/pictures/

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Sea Creature Fact File

Resource Sheet 1: My Fact File

Complete this fact file for a character or creature from Tiddler by Julia Donaldson and Axel Scheffler.

Type of sea creature:

……………………………………………………………………………………………………….……………

Diet: What does it eat?

………………………………………………………………….……...……

………………………………………………………………..………..……

…………………………………………………………………..……..……

………………………………………………………………..………..……

Habitat: Where does it live?

………………………………………………………………….………..

………………………………………………………………….………..

…………………………………………………………………..……..

………………………………………………………………..………..

Key features: Describe what it looks like.

………………………………………………………………………………..……………………………………………………………………………..…

………………………………………………………………………………..……………………………………………………………………………..…

…………………………………………………………………………………..……………………………………………………………………………..

Picture: Draw or stick a picture here:

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Sea Creature Fact File Curriculum links

Year 1 English:

Spoken • To listen and respond appropriately to adults and their peers. • To ask relevant questions which extend their understanding and knowledge.

Reading • To develop pleasure in reading, motivation to read, vocabulary, and understanding. • To explain clearly their understanding of what is read to them.

Writing • To write sentences. • To discuss what they have written with the teacher and other pupils. • To read aloud their writing clearly enough to be heard by their peers and the teacher.

Year 2 English:

Spoken • To listen and respond appropriately to adults and their peers. • To ask relevant questions which extend their understanding and knowledge.

Reading • To develop pleasure in reading, motivation to read, vocabulary, and understanding. • To explain clearly their understanding of books.

Writing • To develop positive attitudes towards and stamina for writing. • To write narratives about personal experiences and those of others (real and fictional). • To consider what they are going to write before beginning. • To make simple additions, revisions and corrections to their own writing. • To read aloud what they have written with appropriate intonation to make the meaning clear.

KS1 Science:

Working Scientifically • To ask simple questions and recognise that they can be answered in different ways. • To use their observations and ideas to suggest answers to questions.

Year 1 Animals including humans

• To identify and name a variety of common animals, including fish. • To describe and compare the structure of a variety of common animals.

Year 2 Living things and their habitats

• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

• Identify and name a variety of plants and animals in their habitats, including micro-habitats.

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Where in the world? Objectives

• To recognise some of the continents in the world • To recognise how animals live in places that are suited to them • To understand how animals obtain food from plants and animals, using the idea of a simple

food chain

Resources • The Ugly Five by Julia Donaldson and Axel Scheffler • A large world map, showing the seven continents (try our Where in the World? A2 Poster) • Resource Sheet 1.1, 1.2: Animals around the world • Resource Sheet 2.1 and 2.2: Make a food chain (ideally printed on thin card) • Four large pieces of paper labelled “The Polar Regions”, “The African Plains”, “The Desert” and

“The Rainforest” • Sticky notes • Lolly sticks and string • Sticky tack or plasticine

https://resource-bank.scholastic.co.uk/resources/414302

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Where in the world? Outcomes

• Children will be able to choose the correct setting for a given animal, explaining why that is the best place for them

• Children will be able to construct a simple food chain

Introduction Introduce the book to your child by sharing the front cover. Ask, where do you think this story might take place? Can you recognise any of the animals shown?

Without sharing the text, show the picture from the first page. Ask your child if they can work out where they think the story might take place. Explain that it is set in Africa. Show a map of the world (you may wish to use Scholastic’s Where in the World? poster) pointing out where Africa is. Can your child name any other continents and point to where these are on the map, for example Europe or North America?

Read the story to your child, stopping to discuss any vocabulary that might be unfamiliar to them. Examples could include: ambled, ungainly, specimen, vile and grizzly.

After reading the book, turn back to each of the Ugly Five. Discuss why these animals are suited to living in the African plains – what is this habitat like and what food sources are available? Discuss the clues in the book about what the animals eat, for example:

‘At mealtimes my habitats are really quite vile; I much prefer food that’s been dead for a while’ Ask your child to think about where the vulture gets food that has been dead for a while. You can go on to talk about why the Ugly Five wouldn’t be suited to living in other habitats around the world, for example, why wildebeest wouldn’t be suited to living in the desert and why would the warthog not like to live at the North Pole?

Main task Give your child Resource Sheets 1.1 and 1.2: Animals around the world and the large pieces of paper, labelled with “The Polar Regions”, “The African Plains”, “The Desert” and “The Rainforest”. Instruct your child to cut out each of the animals on Resource Sheets 1.1 and 1.2 and glue the animals on the correct sheet of paper to show where they are suited to living. When they have finished, your child could write on sticky notes the reasons why they think the animals need to live in that particular place, adding these next to the animal pictures.

Continued…

https://resource-bank.scholastic.co.uk/resources/414302

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…continued.

Extension Your child can draw pictures of what each of the Ugly Five animals eat on Resource Sheet 2.1 and 2.2: Make a food chain. You might want to discuss some ideas first, or encourage your child to conduct some research using books and the internet first.

• Lappet-face vultures scavenge on carcasses of mammals such as gazelles and hares, but they also eat eggs, insects (such as locust) , and hunt live prey such as small birds (eg. flamingoes).

• Spotted hyenas scavenge the loeftovers of bigger predators, but will also hunt mammals such as wildebeest or antelope. They also kill and eat birds, lizards, snakes, and insects.

• Wildebeest are herbivorous animals and graze on grasses, leaves and shoots. • Marabou storks are scavengers; they eat anything from termites, flamingos and small birds to

leftover scraps of mammal carcasses (with vultures and hyenas). • Warthogs mainly eat grass, fruit, berries, roots and insects but they are also known to

occasionally eat small mammals, birds and reptiles.

Next, your child needs to cut out the pictures of the Ugly Five animals and their drawings of what they eat from the Resource Sheet 2.1 and 2.2. Demonstrate how to make a hole in each of the cut outs by placing a blob of sticky tack or plasticine underneath and pressing down on the card with a sharp pencil.

Give your child two lolly sticks and five pieces of string. The two lolly sticks should be glued together to form a cross. Two pictures should then be threaded onto piece of string (one Ugly Five animal and their diet should be on each string). Four strings should then be tied to each tip of the lolly sticks, and the fifth string can be tied to the middle of the cross, creating an Ugly Five food chain mobile.

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Where in the world?

Resource Sheet 1.1: Animals around the world

Do you know where in the world these animals live?

Lion

Wildebeest

Spotted hyena

Lappet-faced vulture

Spider monkey

Polar bear

Emperor penguin

Camel

Macaw parrot

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Where in the world?

Resource Sheet 1.2: Animals around the world

Do you know where in the world these animals live?

Warthog

Sloth

Desert iguana

Giraffe

Anaconda snake

Rhinoceros

Desert fox

Seal

Killer whale

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Where in the world?

Resource Sheet 2.1: Make a food chain

In the blank boxes, draw a picture of what each of the Ugly Five animals eat and then cut them out to make your food chain mobile.

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Where in the world?

Resource Sheet 2.2: Make a food chain

In the blank boxes, draw a picture of what each of the Ugly Five animals eat and then cut them out to make your food chain mobile.

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Where in the world

Curriculum links

KS1 English: Pupils should be taught to: Reading

• develop pleasure in reading, motivation to read, vocabulary, and understanding • discuss and clarify the meanings of words, linking new meanings to known vocabulary • understand both the books that they can already read accurately and fluently and those that they listen

to • predict what might happen on the basis of what has been read so far

KS1 Geography: Pupils should be taught to: Locational knowledge

• name and locate the world’s seven continents and five oceans Geographical skills and fieldwork

• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

KS1 Science: Pupils should be taught to: Living things and their habitats

• identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

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Missing Cat Objectives

• To compose and organise factual, descriptive writing • To use adjectives in writing • To create an observational drawing

Resources • Tabby McTat by Julia Donaldson and Axel Scheffler • Resource Sheet 1: Missing Poster Template

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Missing Cat 5-7 Years Home Learning Pack Outcomes

• Children will compose sentences to describe Tabby McTat • Children will use a range of adjectives in their writing • Children will draw Tabby McTat in detail from a picture

Introduction Read the first 11 pages of the story to your child, up to “But Tabby McTat wasn’t there!”

Show your child the picture of Tabby McTat when he is with the busker (pages 1-2) and ask them to describe him: white eyes, grey stripy fur, scruffy, green neck tie and white bib. Ask your child to identify how Tabby McTat differs from Sock (on pages 3-4).

Ask your child how they think Fred, the busker, feels when he can’t find his cat. How might he go about finding Tabby McTat? How about a ‘missing’ poster? What information might need to be on it (description, last seen…, please contact…)?

Explain that they are going to create a ‘missing’ poster for Tabby McTat and afterwards you will read the rest of the story.

Main task Display a picture of Tabby McTat – you could use the picture of the front cover on page 1 of this activity pack. Provide your child with Resource Sheet 1: Missing Poster Template and encourage them to draw a detailed picture of Tabby McTat for their poster. Explain that this is like an observational drawing and needs to be as accurate as possible to help him be identified.

Your child should then describe his features and neck tie using an array of adjectives. They can also add in detail about his personality and what he might like or dislike – explain that ideas from the story, such as that he likes to ‘sing’, can also be included. Encourage your child to use their imaginations to add in detail, for example, Tabby McTat loves to be gently tickled under his chin.

Once complete, read the second half of the story to your child and perhaps challenge them to describe how Tabby McTat and Samuel Sprat differ.

Extension Stick your child’s poster up on a wall and ask them to pretend they are Fred, the busker. Can they sing the favourite song and then make an announcement to explain what’s happened and ask for help? You may wish to provide sentence starter prompts such as:

“I’m glad you like my busker song. I used to sing it with my cat but now…”

“Can anybody help me? I’ve lost my cat. He is…”

“That’s my favourite song but I am sad when I sing it now because…”

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Missing Cat

Resource Sheet 1: Missing Poster Template

Make a missing poster for Tabby McTat. Draw a detailed picture and write a description.

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………… .

Missing Cat

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Missing Cat Curriculum links

Year 1 English: Pupils should be taught to: Speaking

• To listen and respond appropriately to adults and their peers. • To ask relevant questions which extend their understanding and knowledge.

Reading • To develop pleasure in reading, motivation to read, a broadened vocabulary, and understanding. • To participate in discussion about what they read, taking turns to contribute and listening to what

others say. • To explain clearly their understanding of what is read to them.

Writing • To write sentences. • To discuss what they have written with the teacher and other pupils. • To read aloud their writing clearly enough to be heard by their peers and the teacher.

Year 1 Science: Pupils should be taught to: Working Scientifically

• To ask simple questions and recognise that they can be answered in different ways. • To use their observations and ideas to suggest answers to questions.

Animals including humans • To describe and compare the structure of a variety of common animals.

KS1 Art: Pupils should be taught to: • To use drawing, painting, and sculpture to develop and share their ideas and experiences. • To develop a wide range of art and design techniques in using colour, pattern texture, line, shape, form,

and space.

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5-7 years

Home Learning Activity Pack

Dragon school

Objectives

To apply language and vocabulary from a story to own writing

To explore a character’s behaviour through role-play

Resources

Zog by Julia Donaldson and Axel Scheffler

Resource Sheet 1: Writing Zog’s school report

Resource Sheet 2: Golden stars

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Dragon school

Outcomes

Your child will use their knowledge of the story to write a school report for Zog

Your child will make the movements and sounds made by Zog as described in the story

Lead in After reading the story of Zog to your child, recap the things that Zog

needed to learn each year in Madam Dragon’s School and how Zog faced challenges with each:

- in Year 1 he learned to fly and crashed into a tree

- in Year 2 he learned to roar and made his throat hoarse

- in Year 3 he learned to blow fire and his wing tip caught alight

- in Year 4 he learnt how to capture a princess

- in Year 5 he learned to fight a knight

Explain that we all face challenges when we are learning, and the most important thing is to keep

trying and persevering. Ask your child to think about how Zog eventually earned his golden star –

do they think he deserved it at any other point in the story?

Task Ask your child if they remember getting a school report. Do they know what it is and why a teacher writes them? Show your child Resource Sheet 1: Writing Zog’s school report and explain they are going to use their knowledge of the story to write a school report for Zog. Highlight that a school report should explain how he has tried hard to develop his dragon skills, what he has done particularly well and any challenging areas he can improve upon.

Extension Become Madam Dragon and allow your child to practise their own dragon skills at your dragon school. You can give out the golden stars on Resource Sheet 2: Golden stars for your child to earn while completing the activities.

Flying – in a large area, such as a garden or park, encourage your child to fly, soar, swoop and loop

the loop.

Roaring – using musical instruments such as drums or shakers, or by banging on a saucepan see

who can make the biggest ‘roar’ sound?

Blowing fire – attach strips of red, orange and yellow tissue paper to sticks, which your child can

blow to make moving ‘flames’ as if they are breathing fire.

Rescuing a princess/prince – this game works well with a group of children, so invite your child’s

friends round and divide them into three groups: dragons, prince/princesses and knights – ideally

give them coloured ribbons. Similar to a game of ‘stuck in the mud’, the dragons need to catch (tag)

the prince and princesses who must then stand still in their captured positions. It’s the job of the

brave knights to tag any captured princes/princesses, which sets them free.

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Dragon school

Resource Sheet 1: Writing Zog’s school report

Complete this school report for Zog.

Name of pupil:

Report for Year

This year, Zog has been learning to

Zog did very well at

Golden stars earned this year:

...................................................................

...............................................................................................................................................................................................................

...............................................................................................................................................................................................................

...............................................................................................................................................................................................................

...............................................................................................................................................................................................................

......................

...................................................................

............................................................................................................................

Zog needs to practise ........................................................................................................................

................................................................. Signed:

Special comment:

..............................................................................................................................................................................................................

……………...........................................................................................................................

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Dragon school

Resource Sheet 2: Golden stars

Award these golden stars to your child

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Dragon school

National Curriculum links

Year 1 English: Children should be taught to:

Develop pleasure in reading, motivation to read, and understanding by:

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

Being encouraged to link what they read or hear to their own experiences

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Recognises and joining in with predictable phrases

Learning to appreciate rhymes and poems and to recite some by heart

Discussing word meanings, linking new meanings to those already known

Saying out loud what they are going to write about

Composing a sentence orally before writing

Sequencing sentences to form short narratives

Re-reading what they have written to check that it makes sense

Discussing what they have written with the teacher or other pupils

Reading aloud their writing clearly enough to be heard by their peers and the teacher

Year 1 Physical Education: Children should:

Develop fundamental movement skills

Become increasingly competent and confident and access a broad range of opportunities to

extend their agility, balance and co-ordination, individually and with others

Master basic movements including running, jumping, throwing and catching, as well as

developing balance, agility and co-ordination, and begin to apply these in a range of

activities

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5-7 years

Home Learning Activity Pack

Magic medicine Objectives

To make predictions about a book that is read to them

To write sentences that give instructions

To use watercolour paints and wax to create effects in their artwork

Resources

Zog and the Flying Doctors by Julia Donaldson and Axel Scheffler

Resource Sheet 1: Interesting ingredients

Resource Sheet 2: Princess Pearl’s amazing medicine

Resource Sheet 3: Bottled up

White crayons or candles

Watercolour paints and brushes

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Magic medicine

Age 5-7: Home Learning

Outcomes

Write medicine recipes for Princess Pearl

Use a wax resist technique to paint a magical medicine

Introduction

Show your child the front cover of Zog and the Flying Doctors. If you have read the previous book, Zog,

they will be familiar with the characters already and may be able to predict what might happen in the

story. As you read the book, invite your child to join in with familiar phrases such as bang-crash-

thump. Pause in the story at the part where the King has fallen ill but none of the doctors can help

him. Ask your child, who do you think might be able to cure him? If you were Princess Pearl, would you

want to cure the King after he had treated you badly? Why or why not?

On the next page, we see a picture of the inside of Pearl’s medicine book, complete with pictures and a

list of what she needs to cure the King. Ask your child if they have any ideas about where Princess

Pearl can get these items from. Continue to read the story so the children can see if their predictions

were correct.

Main task

Discuss the ingredients that Princess Pearl needed to cure the King. Ask your child if we would be able

to find these ingredients in real life? Stress the fact that these ingredients aren’t used in real

medicines, and that they are made up for the story.

Display Resource Sheet 1: Interesting ingredients to your child (either onscreen or printed out). Ask

them to think of ingredients that Princess Pearl could gather from each of the mythical creatures, for

instance the horn of a unicorn, or hair from its mane or tail. From a dragon they might collect dragon’s

breath, dragon skin, dragon scales, or dragon horn. Help your child write down these ideas, or write for

them if they need further support so they have a record of their suggestions.

Look back at the story again to find where Princess Pearl makes the medicine. She grates up the horn

and cheese and we see a picture of her mixing the ingredients together. Explain that your child can

use Resource Sheet 2: Princess Pearl’s amazing medicine to write their own instructions to make a

potion like Princess Pearl’s. Using the ideas you have written down, your child should write their list of

ingredients followed by some simple instructional sentences to explain what to do with them.

Encourage your child to say each idea out loud before writing down on the sheet. Examples include:

One hair from a unicorn’s tail

Three dragon scales

A wizard’s cough

An eyelash from a brown rat

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Extension

Once your child has written their instructions for an amazing medicine, they can use Resource Sheet

3: Bottled up to showcase their creation. Using a white crayon or a candle, they can draw swirling

patterns inside the bottle before using watercolour paints to paint inside the bottle shape. They will

see that the patterns and swirls they have drawn in white crayon as it will resist the watercolour paint

and leave an effect that makes their medicine look magical. To complete their design, your child can

write what ailment their medicine will cure on the label.

Magic medicine

Curriculum links

KS1 English: Pupils should be taught to:

Reading

develop pleasure in reading, motivation to read, vocabulary and understanding by:

o listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that

at which they can read independently

o recognising and joining in with predictable phrases

o learning to appreciate rhymes and poems

understand both the books they can already read accurately and fluently and those they listen to by:

o discussing the significance of the title and events

o drawing on what they already know or on background information and vocabulary provided by

the teacher

o explaining clearly their understanding of what is read to them

Writing

write sentences by:

o saying out loud what they are going to write about

o composing a sentence orally before writing it

o sequencing sentences to form short narratives

o re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupil

read aloud their writing clearly enough to be heard by their peers and the teacher

KS1 Art and Design: Pupils should be taught to:

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

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Magic medicine

Resource Sheet 1: Interesting ingredients

Which ingredients could you collect from these characters and mythical creatures?

A mermaid

A unicorn

A lion

A princess

A witch

A knight

A dragon

A phoenix

A wizard

A fairy

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Magic medicine

Resource Sheet 2: Princess Pearl’s amazing medicine

List of ingredients: o

o

o

o

What to do: ……………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………..

Take three spoonfuls a day and you will be cured!

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Magic medicine

Resource Sheet 3: Bottled up

Using a white crayon or a candle, draw swirling patterns inside the bottle before using

watercolour paints to paint inside the bottle shape. Write what your medicine will cure

on the label.

ENGLISH WB 6TH JULY 2020 Hello everybody, We have had so...

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