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Four Elms Primary School

Four Elms Primary School

Monday 22nd February

9- 9:30 


Must - Reading (RWI or guided reading) 


RWI – watch the relevant speed sounds lesson:  

Set 1:  Ck 


Set 2: Ir -   


Set 2/3 –  If you have been learning set 2 and have moved onto set 3 please watch this video:  

Ew -   


Set 3 – if you have been learning set 3, we are going to go through the sounds again to help build our fluency:     

O-e -   



Then read the RWI book online 


Go onto ‘ebooks’ then you will need to register (this is free of charge) and then you will be able to access all the ebooks and choose the correct banded level for your child. Please note that the RWI phonics scheme is based on lots of repetition. Therefore, we usually read the same book about 3 or 4 times before moving onto a new book. For some children they may need to read it more than this to ensure they are completely fluent in reading the book (no sounding out). 

A general guide is: 

1st read – decoding all the words – sound out as much as you need to. 

2nd read – read for fluency (try to read with more fluency and expression). 

3rd read – read with fluency, expression and comprehension. Try answering the comprehension questions at the back. 


This website also provides lots of other information for parents about phonics. It has other resources on here too should you wish to explore! 


Guided reading  

Complete the guided reading task at the bottom of the webpage. If the reading is taking you longer than the time allocated, then feel free to share the reading with an adult. 

9:30- 9:45  

Should -Zoom!!  

Join us on zoom using the link from Mrs Lee. 

Please adhere to our Zoom policy. 

Today it is year 1’s turn to show and tell! 

9:45 – 10:45 


Must - Maths  

Year 2  

To understand what a fraction is  

  1. I know what a numerator and denominator is 

  1. I understand what ‘whole’ and ‘fraction of a whole’ means  

  1. I can read and write fractions 

Task 1 – watch this tutorial which will explain what a fraction is, what numerators and denominators are and how to read and write different fractions. You will need to pause the video to write a definition in your book. You will also need to point at denominators and numerators too.  



Task 2 - Choose which level of difficulty you would like to try today: 


Do it with me! We will be doing the activities from the ‘medium challenge’ but we will do it together. Watch and pause as we go:  




Activity 1– ‘year 2 maths medium activities’. Sort the fractions which have 1 as a numerator and fractions which have other numbers for numerators.  


Activity 2 - ‘year 2 maths medium activities’ match up fraction with the written version (1/3, ½, 2/4, ¼, ¾)  



Activity 1– ‘year 2 maths harder activities’. Sort the fractions which have 1 as a numerator and fractions which have other numbers for numerators.  


Activity 2 - ‘year 2 maths harder activities’ match up fraction with the written version (these fractions go beyond 1/3, ½, 2/4, ¼, ¾) 


Task 3 - Look back at the success criteria. Do you think you met it all? Is there anything you think you need to practise more? 




Year 1  

 To know how to multiply using arrays 

  1.  I can arrange objects into rows  

  1. I can say how many rows and how many columns I have  

  1. I can write the multiplications that my array is representing   

In today's lesson we will be learning about the law of commutativity and how to create arrays. You will be using objects around your house to create your own arrays.  


Task 1:    

In this lesson we will be looking at creating and understanding arrays. But before we can create our own arrays you need to learn about something called the law of commutativity.  


Watch the tutorial to find out more and to discover what todays activity is.  



Task 2:    

After you have watched the tutorial I would like you to try and make your own examples of arrays. These could be from objects you place into rows and columns or maybe something you have found that is already an array. Make sure each array is made from the same object.  

For each array that you make I want you to find the multiplications for them. Remember the law of commutativity, you could find two multiplications for each array so why not try writing both.  

You don’t have to answer the multiplications but you could challenge yourself to if you want.  


Here are my examples: 


Optional extra support task 2:  

If you are finding this lesson hard watch the tutorial below to give you extra support on creating arrays. 

You will need to grab some objects and have your pencil and paper ready as we will be working through a question together.   




Optional Task 3:   

Today's challenge is to answer the question below. You will need to use your knowledge of arrays to find out who has made a mistake and you must explain how you know your answer is correct. 


Task 4:   

At the end of the lesson think about whether you have met today’s success criteria. You could write at the bottom of your work how you got on and how you think you could make your work even better. 


10:45 – 11  


Breaktime – have a healthy snack and a play 

11 – 12 


Must - English 

Learning objective: 

To understand what repetition is 

  1. I can define repetition  

  1. I can identify examples of repetition in a poem 

  1. I can create my own examples of repetition  


In this lesson we will be learning about repetition, creating our own definitions, identifying examples in a poem and creating our own examples of repetition.  



Task 1: 

Watch the tutorial from the start until 3 minutes 30 seconds   

We will be looking at what repetition is. I would like you to create a definition for repetition. 

Here is my example: 


Task 2: 

 Watch the tutorial from 3 minutes 30 seconds until 11 minutes 25 seconds seconds 

You are now going to try and create your own examples of repetition using onomatopoeia. This could be repeated words or repeated lines.  

I would like at least 1 example of repetition in words and 1 example of repetition in lines – this means you are expected to have 2 examples overall.  

Please try to do more examples if you can.  


Here are my examples:  

 The little kitten goes purr, purr, purr. 


The cows go moo, 

The cows go moo to you. 


While the pigs go oink, 

And the rooster goes cock-a-doodle-do. 

While the pigs go oink, 

And the cows go moo. 


Resource: onomatopoeia word bank PDF   


Task 2 support: 

If you are finding this challenging please watch the tutorial below to help you and then use the support word banks and sentence stems.  



Resource: onomatopoeia support sheet PDF 


Task 2 challenge:  

Watch the tutorial from 11 minutes 25 seconds until 14 minutes 5 seconds 

Can you include any of the other things we have learnt in your examples? 

This could be using rhyme, rhyming couplets or alliteration.  


Here is my example: 


 While the pigs go oink, 

And the red rooster goes cock-a-doodle-do. 

While the pigs go oink, 

And the crazy cows go moo. 


 Task 3: 

Watch the tutorial from 14 minutes 5 seconds until the end 

Now you will be using our example poem to see if you can find any examples of repetition. Use a different coloured pencil to underline, circle or highlight the examples of onomatopoeia in the poem.  


If you haven’t kept your copy of the poem you will find the poem at the bottom of the page listed as; Who is in the garden? – poem PDF 


Task 4: 

At the end of the lesson think about whether you have met today’s success criteria. You could write at the bottom of your work how you got on and how you think you could make your work even better.  


Make sure you listen to Miss Keenor’s poem at the end of the day.  


12- 1pm  


Lunchtime and playtime 


Should - Mental Arithmetic 

Year 1- Last term we worked on counting in 2’s, 5’s and 10’s. Please continue to practise counting in 2’s, 5’s and 10’s to 100. Remember, you need to be able to do this out loud and quickly. Here are some games/ songs to help you practise: 

Songs -  

Duck shoot game-  -  

Saucer sorter -  




Year 2-  Last term we worked on learning the 2, 5 and 10 times tables. Remember, you need to be able to recall any of these times tables quickly and verbally. Here are some games/ songs to help you practise: 

Hit the button -  

Coconut multiples -  

Songs/dances -  


If you are feeling really confident with your times tables, log onto ‘TTRockstars’. Let me know if you need your login.  




You could practise your mental arithmetic with a friend or family member on video call! 


1:15 – 1:30pm  

Should - Spelling/ handwriting  


These are your spellings this week. Write them down over and over again in your neatest writing. If you find the spellings hard you can try the easier ones. 



You could listen to relaxing music whilst you do this, like we do at school.  

1:30 – 2:30 


Could -Challenge time!  

Here are the challenges for this week:



They are also attached to the bottom of the webpage under ‘week 1 challenges’.   


You can choose which challenges you do. You might just want to focus on one for the week or look at a few different ones throughout the week.  

2:30 – 2:45  

Could - Exercise time! 

Yoga with Flo - 




Karate with Rufus - 




2:45 – 3  

Could - Wellbeing  

Meditation and follow up activity for 'letter of positivity.' 





Could - Storytime  

Find a comfy place to listen to Miss Keenor’s daily poem   

Can you hear any repetition? 






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