Information About Homework
Homework tasks will be set each Thursday. Details of what the Maths and Literacy homework is can be found below. Spelling homework is in the tab marked 'Spelling'.
You need to complete all homework with a black handwiting pen or in pencil. Homework should not be completed in coloured ink. You are also responsible for keeping your homework book neat and tidy.
Homework will be marked on Monday's and therefore you need to put your book into the box by the end of Monday.
Homework tasks each week will include:
We try to make our homework as accessible as possible therefore the homework will always be uploaded as a document as well as on the webpage each week.
This week we are introducing our reading homework. This is a homework requirement for all year 4, 5 and children. Below is the guidance explaining why we are doing this homework and how to implement it with your children. It is also stuck in their homework books along with a reading list at the back of the book. Additionally, at the ‘Come and Share’ morning on Friday 6th October we will talk more in depth about it and answer any questions you may have. As promised, attached to this page is a list of the year 5 and 6 recommended books for 2017/18. We also have a library at school where children can access age appropriate texts for them to complete their homework.
Pupils have always been expected to read as part of their homework. Fluent reading is crucial in developing language and accessing the rest of the curriculum. Fluency is gained through frequent reading. Many, but not all pupils, read a lot. Low frequency of reading leads to difficulties which make the process less pleasurable for children..
· Ensure and develop fluency of reading across the school
· Make more effective use of parental role in reading homework in KS2
· Develop focused elements in reading homework
· Develop consistent elements in reading homework
· Use a simple, low stress system which does not require a lot of parental time.
The children have access to a range of books in school and they may also read their books from home. They must always have a current fiction book which they bring to school every day. Homework will be based on their current fiction book, passages given in school, or non-fiction as indicated.
The activity is best done at the start of homework, before independent reading, each week.
Write in your homework book:
· Page number (current book title if not already recorded)
· The sentence you last read, written out accurately
· (New book?) Record in the back of your homework book
Then read aloud to a parent or carer, 1/2 to 1 page of the part that you read independently last time.
· Listen without interruption
· Give guidance afterwards of pronunciation and word meaning, if necessary
· Discuss anything interesting in the text (not the reading performance)
· (Optional) Write down anything interesting that was shared, e.g. new words or information
· Avoid ego-booting statement,, e.g. ‘read well today’
· Sign the homework
Homework Set 11th January 2018
Due in 15th January 2018
You can use a relative clause to give more information about a noun mentioned in a sentence. A relative clause usually begins with a relative pronoun such as “who”, “which”, “that” or “whose”.
Once, there was a poor king who had a threadbare cloak.
The crown, that he wore, was made of tin.
In some relative clauses the relative pronoun may be missed out.
The crown he wore was made of tin.
Complete in your books:
Underline the relative clause in each sentence. Circle the relative pronoun.
Mum had a friend who works at the hospital.
She came to the old brick wall, which ran round the side of the house.
The fish has silver scales that glittered red and gold.
The robins that we see in the garden are quite tame.
We spoke to the man whose house was struck by lightning.
We would like to thank everyone who helped us with our bake sale.
Complete each relative clause to give information about the noun.
I sent an email to my friend who...
She climbed down the rope that...
I met an old man whose...
I read the book, which...
He told us about his daughter who...
She picked up the shovel that...
Write an interesting fact about yourself using a relative clause.
Using relative pronouns to form relative clauses
A relative clause is a special type of subordinate clause that modifies a noun. It often does this by using a relative pronoun such as who or that to refer back to that noun (though the relative pronoun that is often omitted).
A relative clause may also be attached to a clause. In that case, the pronoun refers back to the whole clause, rather than referring back to a noun.
In the examples, the relative clauses are underlined, and both the pronouns and the words they refer back to are in bold.
That’s the boy who lives near school. [who refers back to boy]
The prize that I won was a book. [that refers back to prize]
The prize I won was a book. [the pronoun that is omitted]
Tom broke the game, which annoyed Ali. [which refers back to the whole clause]
Using the relative pronouns listed below, can you write at least 6 Christmas themed sentences that include a relative clause.
that who which where when whose
e.g. Mr Lingard and Miss Cooper, who had been extra good this year, were given big presents from Father Christmas.
30.11.17Creating compound sentences
A compound sentence consists of two main clauses joined together. The two clauses make sense on their own and a coordinating conjunction connects the clauses. The conjunction will appear in-between the clauses. For example:
The night sky is dark but it is filled with shining stars.
The coordinating conjunction is underlined.
Use some of these coordinating conjunctions to create 6 (or more) space themed compound sentences.
FOR AND NOR BUT OR YET SO
Please continue to practise and learn all the song words for next week's concert. We only have 5 days left to rehearse!
This week for their literacy homework the children have been given an entry form for a short story competition. They need to write a story that is no more than 100 words. All the information is on the sheet that they have been given today.
Also below are the song words for the Christmas concert that Year 5 will be performing in (more details to come out about this shortly). The children need to make a start on learning these words as all songs will need to be performed from memory.
This week in literacy we have looked at adding information into sentences using parentheses. We have looked at how there are three different types:
e.g. The moon (which is covered in craters) orbits around the Earth.
2) Dashes – for when we want to emphasise the additional information.
e.g. The sun – which is mostly made of hydrogen and helium – is actually a star.
3) Commas – for when we want the additional information to explain more about the noun it follows.
e.g. Pluto, which also orbits the sun, is no longer classified as a planet but a dwarf planet.
Can you add parenthesis to the nouns (which are underlined) to the sentences below? Try to use more than one type.
Now write three sentences of your own.
This week we have given all the children a copy of the homework map for our new theme "The Truth is Out There". You will find a copy of this document below and in the homework documents section of this page.
The children need to select one of the projects on the sheet to complete to enhance their learning next half term. They can choose whichever one they want to complete and have until the end of term (22.12.17) to hand it in. We ask that every child completes at least one of these tasks. How they present the work is up to them - it doesn't have to be completed in their homework book.
If they would like to do more than one of the tasks they may but it is not expected.
Have fun with it,
The Year 5 Team
Read through this extract from “The Lion the Witch and the Wardrobe.”
“Aslan stood in the centre of a crowd of creatures who had grouped themselves round him in the shape of a half-moon. There were Tree-Women there and Well-Women (Dryads and Naiads as they used to be called in our world) who had stringed instruments; it was they who had made the music. There were four great centaurs. The horse part of them was like huge English farm horses, and the man part was like stern but beautiful giants. There was also a unicorn, and a bull with the head of a man, and a pelican, and an eagle, and a great Dog. And next to Aslan stood two leopards of whom one carried his crown and the other his standard.
But as for Aslan himself, the Beavers and the children didn't know what to do or say when they saw him. People who have not been in Narnia sometimes think that a thing cannot be good and terrible at the same time. If the children had ever thought so, they were cured of it now. For when they tried to look at Aslan's face they just caught a glimpse of the golden mane and the great, royal, solemn, overwhelming eyes; and then they found they couldn't look at him and went all trembly.
"Go on," whispered Mr Beaver.
"No," whispered Peter, "you first."
"No, Sons of Adam before animals," whispered Mr Beaver back again.
"Susan," whispered Peter, "What about you? Ladies first."
"No, you're the eldest," whispered Susan. And of course the longer they went on doing this the more awkward they felt. Then at last Peter realized that it was up to him. He drew his sword and raised it to the salute and hastily saying to the others "Come on. Pull yourselves together," he advanced to the Lion and said:
"We have come - Aslan."
"Welcome, Peter, Son of Adam," said Aslan. "Welcome, Susan and Lucy, Daughters of Eve. Welcome He-Beaver and She-Beaver."
His voice was deep and rich and somehow took the fidgets out of them. They now felt glad and quiet and it didn't seem awkward to them to stand and say nothing.
"But where is the fourth?" asked Aslan.
"He has tried to betray them and joined the White Witch, O Aslan," said Mr Beaver. And then something made Peter say,
"That was partly my fault, Aslan. I was angry with him and I think that helped him to go wrong."
And Aslan said nothing either to excuse Peter or to blame him but merely stood looking at him with his great unchanging eyes. And it seemed to all of them that there was nothing to be said.
"Please - Aslan," said Lucy, "can anything be done to save Edmund?"
"All shall be done," said Aslan. "But it may be harder than you think." And then he was silent again for some time. Up to that moment Lucy had been thinking how royal and strong and peaceful his face looked; now it suddenly came into her head that he looked sad as well. But next minute that expression was quite gone. The Lion shook his mane and clapped his paws together ("Terrible paws," thought Lucy, "if he didn't know how to velvet them!") and said,
"Meanwhile, let the feast be prepared. Ladies, take these Daughters of Eve to the pavilion and minister to them."
Explain how the children feel upon meeting Aslan.
Use evidence from the text to support your answer.
Please keep practising your song words for our harvest festival next week.
This week in literacy we have been writing diary entries. To improve our writing we have included fronted adverbials followed by a comma to add more interest to our sentences.
Add the punctuation to the following three sentences which all have fronted adverbials.
Copy them out accurately and then add in the punctuation.
during victorian times many children had to work in cotton mills
as carefully as she could charlotte removed the trapped thread from the machine
aching all over the children returned to their beds
Finish these sentences off as interestingly as you can.
Without making a sound, …
As if by magic, …
Silently and diligently, …
May we offer our apologies to all of those who are having problems with Mathletics. Thank you for raising your queries and for persevering with it! I hope we have solved the problem. I gave the children a short tutorial this afternoon and have cleared all the previous tasks set so they can start again. A few of the children had the options set for ‘all tasks available’ which may have been what was preventing the activity from just appearing. I have shown all the children in 5BC how to find their task. If there any other issues this week, please do let us know. We appreciate homework is not an easy or stress- free part of your week and we would like to make it as easy process as possible! Thank you for your support!
For your literacy homework this week you need to try to learn all the words for our Harvest Festival. You will find all the words below and on the word document attached. Our next practise is on Wednesday 4th October so please be ready.
Harvest Festival Words
Below you will find the words to our harvest festival. Please try to learn these words as much as possible so we can focus on performance and song delivery.
This is my prayer in the desert
When all that’s within me feels dry
This is my prayer in my hunger and need
My God is the God who provides
This is my prayer in the harvest
When favour and providence flow
I know I'm filled to be emptied again
This seed I've received I will sow
I will sing praise
I will sing praise
No weapon formed against me shall remain
I will rejoice
I will declare
God is my victory and he is here
Repeat verses and chorus
All of my life
In every season
You are still God
I have a reason to sing
I have a reason to worship
The summer sun is lower in the sky
The leaves on the trees are slowly turning dry
There’s a message on the breeze
It says ‘it’s time; it’s time, oh please’
So, let’s harvest – reap what we sow
Let’s harvest - eat what we grow x2
And when the sun goes down
We’ll share it all around
The fruit trees bend and nod, the time is now
The golden fields are ready for the plough
And when our work is done
Then the autumn comes
Ooooh ba ba Repeat x8
There’ll be apples and pears, damsons and cherries
Plums and grapes, currants and berries
Barley and wheat to make our toast
Nuts and seeds to dry and roast
Carrots and leeks, peas and beans
More potatoes than you’ve ever seen
We’ll make jams and juice, crumbles and pies
And when nobody’s looking we’ll try the wine!
So, let’s harvest – reap what we sow
Let’s harvest - eat what we grow x2
And when the sun goes down
We’ll share it all around (repeat x 2)
Cabbages and greens,
Broccoli and beans,
Cauliflower and roasted potatoes,
Taste so good to me!
Apricots and plums,
Ripened in the sun,
Oranges and yellow bananas,
Good for everyone!
It’s another Harvest Festival
When we bring our fruit and vegetables,
Cause we want to share the best of all The good things that we’ve been given.
It’s another opportunity,
To be grateful for the food we eat,
With a samba celebration to Say thank you to God the father.
Golden corn and wheat,
Oats and sugar beet,
Fluffy rice and tasty spaghetti,
Wonderful to eat!
Coffee, cocoa tea,
Herbal plants and all kinds of spices,
Very nice indeed!
Thank you for the Harvest,
Thank you for the goodness,
For all the fruit and vegetables
And the wonderful things that grow. (Repeat)
due in 25.09.17
Below is a list of sentences all about the industrial revolution. Rewrite these sentences (into your homework books) using brackets for parenthesis, which indicate extra information.
George Stephenson (the inventor of the steam engine) was a key figure from the industrial revolution.
1. The industrial revolution a significant period of our British history began in the 18th century and lasted for almost 100 years.
2. Isambard Kingdom Brunel an engineer was responsible for “rail mania” which saw the expansion of transport and communication links throughout the country.
3. Life for a child in the cotton mill was often perilous due to unsafe conditions and many children suffered as a result.
4. There was huge expansion of urban developments as a result of mass migration from the country and cities became overcrowded.
5. As a result of the new inventions, Queen Victoria the reigning monarch was the first monarch to make use of radio and the telephone.
6. Many inventions such as the spinning jenny advanced the production of materials and goods for trade.
Due in Monday 18th September
Take a look at the picture below, taken from Roald Dahl’s “Revolting Rhymes.”
Answer these three questions in full sentences into your homework book.
What has happened just before this picture took place?
What is happening in the picture now?
What do you think will happen next?
Both Mr Lingard and Miss Cooper have set Mathletics tasks for you to complete. They are related to work we have been doing in class this week. If you have a problem logging on, or have forgotten your password, you need to come and see us on Friday before the weekend so we can sort it out.
Below is a passage from the class text 'The Lion, the Witch and the Wardrobe'. You need to copy this passage into your books correcting all of the missing punctuation.
Lucy felt a little frightened but she felt very inquisitive and excited as well she looked back over her shoulder and there between the dark tree trunks she could still see the open doorway of the wardrobe and even catch a glimpse of the empty room from which she set out she had of course left the door open for she knew that it is a very silly thing to shut oneself into a wardrobe.