On Monday, we shared the beginning of the story 'Lost and Found' and together we wrote a short diary entry as if we were the boy finding the penguin at our doorstep. 

Today, I would like you to listen to the next part of the story and answer the questions below. This task is focussing on your understanding of the vocabulary.

You can either write short sentences, or tell your grown up your ideas.

I have added the next part of the story below. Please listen to the story and have a go at answering the questions about vocabulary. If you whizz through that, write me 3 sentences about what you think might happen.

12th January 2020

Think back to the our story, I want you to write 5 sentences (more if you can) about how the penguin got to the boy's front door. Brainstorm some ideas before writing them up in neat. Focus on your handwriting.

When the penguin arrives at the boy's house, he looks sad. 

Your task today is to find synonyms that mean the same as the word 'sad'. I would like to you find as many as you can and then write me 2 sentences that include as many as the words as you can. I have attached a document where you can write your words/sentences and also a link to a thesaurus.

Make a list of things that the boy and penguin might pack in their suitcase.

 

 

15th January - Changing the story

I would like you to think about how the Lost and Found Story would change if the animal turning up at the boy's door was different. e.g. if a lion turned up at the door, would to boy take it to the South Pole? Can you write 5 sentences (focussing on your handwriting) about a different animal turning up and where would the boy take it to? Use adventurous word choices, and be imaginative!

!8th January - 'The Rainbow Bear' & Alliteration

Listen to the story "The Rainbow Bear" (up to page 5)

Next, watch the video explain 'alliteration'.

Highlight/underline the alliteration in the sentences attached (sentences from the book)

Have a look at a polar bears diet. Then they think of words to describe that prey that begin with the same sound (alliteration) e.g. whistling walrus, bubble blowing beluga etc. Then write these alliterative adjectives on the corresponding side of the table. If you want a challenge, put these into a full sentence.

Here is an extract from the first part of ‘The Rainbow Bear’. Read the extract and highlight/underline the alliteration.

 

 

22nd January - Visualising parts of the story

Children to picture or visualise a place from the story 'The Rainbow Bear' (full story linked below).. This is a powerful way of encouraging them to move into a fictional world. Picture the scene in their mind's eye or walk round it in their imaginations. Finally they can bring it to life by describing it in words or recreating it in drawing or painting. After creating their images, write labels and captions to go with their drawings. 

25th/26th January - Exploring non-fiction and broadening subject knowledge

 

1. Watch the following nature documentary clip; http://www.bbc.co.uk/programmes/p00m510c  

2. Ask the children to listen to the language used and reflect on the subject specific language.

3. Watch the video clip again and ask the children to consider the purpose and audience and then discuss what they noticed. 

4. Using the same style of language structure, ask the children to take their own research notes to create their own narration for a short clip on polar bears. You can narrate the same clip and have the video playing in the background (sound off) while they present. Or they can choose another clip to narrate.  

 

You have 2 days to do this. Perhaps one day you could watch the clip and write a paragraph about what features you have noticed, who the audience is and the purpose for the clip. The second lesson should be used to compile your research notes and present them into a video. 

 

Tomorrow (27th), we will be writing this into an information text. 

 

You are going to use the information that you gathered yesterday to create a fact file about polar bears. You have got three boxes with subheadings - you need to decide which box to put your information. Remember to write in full sentences, with capital letters and full stops. 

 

After you have filled the boxes with information, you can then create a detailed diagram of a polar bear and how the polar bear has adapted to live in a cold climate. Please use labels and captions with your diagram. 

 

If you finish, use the rest of your time to proof read your work and correct any mistakes.

I would like you to read the winter poem and answer the comprehension questions after. Remember, the answers to the questions are in the text. 

3rd February - Writing your own shape poem...

You are going to have a go at writing your own shape poem. Choose a shape that I have attached and make a plan for your poem. You need to make sure the sentences that you are writing are related to the shape you have chosen. Make sure you are writing in full sentences with capital letters, finger spaces and full stops. 

Have fun with this! Remember, you don't need to make it rhyme - it just needs to relate to the shape you are writing about. I'm looking forward to reading your poems.

4th January - Evaluating my work...

I have written my own shape poem. Can you read through it and highlight any mistakes you think I have made? How can I make it better? 

Things to look out for:

• Capital letters
• Full stops 
• Finger spaces
• Spelling mistakes

5th February - Evaluating my own writing...

Yesterday, you went through my shape poem and told me where I could improve. Today, I would like you to do the same to your shape poem. It is your time to WOW me with your sentence writing, capital letters, full stops, wow word choices and finger spaces!

If you think you could have done something better, use this time to annotate your work and add in anything you may have missed. Use a different coloured pencil so I know what you have improved. 

Watch the video about imperative verbs. These are verbs that you are going to include in your writing by the end of the week. Therefore, we need to be able to recognise them and understand how to use them. When you have watched the video, complete the activity where you have to decide which imperative verb to use in each sentence. The first worksheet has a work bank as support. If you don't think you need this and can think of some fitting imperative verbs then complete the second worksheet,