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Four Elms Primary School

Four Elms Primary School

Wednesday 20th

9- 9:30 




RWI – watch the relevant speed sounds lesson:  

Set 1 -  

Set 2 - 

Set 3 -  


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  


Join us on zoom using the link from Mrs Lee. 

Please adhere to our Zoom policy.  

9:45 – 10:40  



Year 2  

To use repeated addition to multiply  

  1. I can change a multiplication into a repeated addition  

  1. I can use methods for addition to solve the repeated addition 

We have been focusing on understanding that multiplication is repeated addition. Today, I will give you lots of different multiplications. You need to change them into a repeated addition and find the answer.  

Watch my tutorial for how to do this.  


Then look at the multiplications attached to the bottom of the webpage. Change them into a repeated addition and then solve. You can use the bar diagram from yesterday to help and don’t forget that the number line method is really helpful for working out the additions.  


Remember that multiplication is commutative so you can swap the calculation around to make it easy for you. E.g.  

10 x4 = 4 + 4+ 4+ 4 +4 + 4+ 4+ 4+4 +4 = counting in 4’s in tricky. However If I swap it around I could do 10+ 10+ 10+ 10 = this is much quicker to do and I feel more confident counting in my 10’s. 


Do not worry if you don’t get through all of the questions, just do what you can in the time allocated. There are separate challenge questions which focus on the 3 x tables. Only complete the challenge if you get through the other work quickly and confidently. 




Year 1  

. Learning objectives: 

To know how to multiply by counting in multiples of 2 

  1. I can count in multiples of 2 

  1. I can find the multiples of 2 on a 100 square  

  1. I can turn the multiples of 2 into a multiplication  


Watch todays tutorial of counting in multiples of 2.  

After you have watched the tutorial try using the pictures to help you count in 2s. 


You will need a 100 square for today's lesson. Either print the one at the bottom of the page or if you aren’t able to print one use this online one:  


If you have printed this, please keep it to use for the next few lessons. You will also need a coloured pencil.  

Colour in the multiples of 2 (you only need to go up to 20). Do you notice anything?  


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.   

10:40 – 11  


Breaktime – have a healthy snack and a play 

11 – 12 



To understand how to spell words with suffixes correctly  

  1. I know when to drop the ‘e’ from a root word 

  1. I can then add an appropriate suffix to the root word 

  1. I can use the new word in a sentence 


Warm up – the difference between consonants and vowels. Play a game with me!  


Our spelling rule today is going to explore how to: 

Add the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it - The –e at the end of the root word is dropped before –ing, –ed, –er, –est, –y or any other suffix beginning with a vowel letter is added. Exception: being 


Watch this tutorial explaining this rule:  




Complete the activity on the webpage which requires you to follow this rule by dropping the ‘e’ before adding a suffix which begins with a vowel. You will then need to write sentences using the new word.   

If you require a challenge, see if you can think of your own root words which end in an ‘e’ which would need to be dropped before adding a suffix. Are there any suffixes where this rule wouldn’t apply (clue: suffixes not starting with a vowel!)  


At the end of the lesson make a colourful bubble which explains today’s spelling rule in a way that will help you to remember it. Here’s mine:  



Then, reflect on the success criteria. 


12- 1pm  


Lunchtime and playtime 

1- 1:15pm  




Mental Arithmetic 

Before we move on to a new area of mental maths, we need to make sure that we are really speedy at recalling the facts we have focused on so far.  

Think about which area you need the most practise with and either play the games below or practise verbally with a grown up. Remember, we want to get to the point of not relying on counting on our fingers. Choose between doubles (to 10 for year 1 or 20 for year 2) or number bonds (to 10 for year 1 and to 20 for year 2)  


Doubles (level 2 doubles) 

Number bonds/facts to 10




Number bonds/facts to 20 (range 1- 20) 



NB. Number bonds relate to the pairs of numbers which add up to 10 or 20. Number facts is about being able to add and subtract any number up to 10 or 20 mental e.g. 5 +3, 17 +2, 11 – 5 etc. 



1:30 – 1:45pm  

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. 

1:45 – 2:30 

Foundation subject  


Learning objective and success criteria:    

To describe my local area 

  1. I can locate key information about my area 

  1. I can identify landmarks in my area  

  1. I can discuss the landmarks in my area 


Continuing on from yesterday you will be doing more research on where you live. Today I want you to consider whether there are any landmarks in your area. Look at my example below to help you.