Sometimes called Fry’s words, the first 300 common words make up around half the words in every book, novel, magazine and newspaper. Being able to read common words opens up more reading possibilities and increases reading enjoyment. The words are given below in sets of 100.
Good morning P3. We hope that you are well, and that you enjoy your Monday holiday. This week’s grid and activities can be found below. As in past weeks, the timetable is only a guide, so dip in and out when you can. There are still online activities for you too. We always enjoy seeing your work, so please share it if you can by commenting on this blog post or by tagging @missblyth1 and @MrsLDee on Twitter.
Sumdog are running a competition across West Lothian from this Friday at 8am (15th) until next Thursday at 8pm (21st). Every class has been entered into the competition. All you need to do is log in and play the games. There is also a reward once you have answered 100 questions! Good Luck, from Miss McGregor, Miss Blyth and Mrs Dunsmore.
We have used a wonderful Scottish Book Trust resource in the past called ‘Author’s Live’, where you get to meet the authors of your favourite books, online!
They are still putting on events during this time, where you can follow along with the stories and take part in some really fun activities. You can select the age range for P3 š Here is the link to the schedule during this time.
Hi Primary 3! We hope that you all had a lovely time during your 2 week break and that you were able to enjoy the gorgeous weather safely at home š
Following some feedback about the Blog, we have changed it. We have created a timetable as a guide that you can dip in and out of when it suits your family š
P3 Week Three Home Learning Grid Week beginning 20/4/20
The timetable below is just a guide. Feel free to complete the activities as and when you wish. Find the activities as attached documents.Ā P3 Week Three Home Learning Grid
Topic
Monday
Tuesday
Wednesday
Thursday
Friday
Spelling: common words beginning with ādā and āeā
Handwriting and silly poem
Active Spelling
Games
Spelling mistakes and word search
Active Spelling
Games
Reading
Silent Reading alone for 15 minutes
Character Traits Activity
Silent Reading alone for 15 minutes
Wanted character Activity
Read your Free Writing Story to someone
Writing
Noun and Adjective Sort
Write a Set of instructions for an activity the you might have done during your Easter holidays ā this could be an Easter Egg Hunt
Ask your adult to check your instructions against the checklist
Free Writing Friday
Numeracy
Addition
Games
Subtraction
Games
SumDog
Make an Easter dot-to dot picture for someone to complete
Maths: Data handling
Task 1: Tally Marks
Task 2: Graph Questions
Task 3: Follow up
Science
Lesson 3: Producers and Consumers
Social Science
Lesson 3: Plasticās journey to the ocean
French
Food and expressing preferences: Do you like..?/I like…/I donāt likeā¦
RME
Lesson 3: The Inspiring Life of Jesus: Zacchaeus
Expressive Arts
Drama: Emotions game
Art: Emotions collage
Music: Emotion songs
Dance: Oti Mabuse on Youtube
Health and Wellbeing
Emotion works: 5 cog model using a film
P.E.
Create your own routine
Practise routine
Practise routine
Obstacle course
All activities will not appear on the Blog Post but as separate documents which will be attached (as suggested š ).
We hope that you are all well and safe at home š Your P3 teachers are missing you all very much! Here is our Week 2 Post of different learning activities that you can dip in and out of. Again, this is more than we would cover in a week in school, as we have provided lessons for every curricular area here š If you are feeling that this is tooĀ much, you could try one Numeracy Activity a day and one Literacy Activity a day (Spelling OR Reading OR Writing), with possibly one more curricular area. We wanted pupils to have access to as many curricular experiences as possible so that they can enjoy the subjects that they love in school, as well as challenging themselves to progress in new learning and skills!
Please let us know how you get on, we’d love to hear from you,
P3 Teachers š
P3 Blog Home Learning Activities
P3 Literacy (Reading and Writing) Activities ā Week beginning 30th March 2020
Reading
Task 1 Warm-Up:
Make a list of your top 5 favourite books that you have at home.
Task 2 Main:
Each day choose a book from this list to read through them with your adult. Your adult should āPick and Mixā from the reading questions below to ask you, to check your understanding of the story.
Pick and Mix Reading Questions
Character
–Ā Ā Ā Ā Ā Ā Who are the characters?
–Ā Ā Ā Ā Ā Ā How do you think the character felt when ā¦ (think about your emotion works for this one!)
–Ā Ā Ā Ā Ā Ā Do you think the character would make a good friend? Why or why not?
–Ā Ā Ā Ā Ā Ā How are the characters similar/different to each other?
–Ā Ā Ā Ā Ā Ā Why do you think the character did this?
Plot
–Ā Ā Ā Ā Ā Ā What happened at the beginning, middle and end of the story? (space these out as you ask)
–Ā Ā Ā Ā Ā Ā How would you have solved the problem?
–Ā Ā Ā Ā Ā Ā What other ways could the problem have been solved?
–Ā Ā Ā Ā Ā Ā Whatās the best part in the book? Why?
–Ā Ā Ā Ā Ā Ā How would you change the story?
Making Real-Life Connections
–Ā Ā Ā Ā Ā Ā Have you ever met anyone like the character?
–Ā Ā Ā Ā Ā Ā Has something similar ever happened to you?
–Ā Ā Ā Ā Ā Ā Does this book remind you of any other books that you have read? In what way?
–Ā Ā Ā Ā Ā Ā Could the story happen in real-life? Why or why not?
Reading Strategies
–Ā Ā Ā Ā Ā Ā Summarise what happened in the story.
–Ā Ā Ā Ā Ā Ā What do you think could happen next?
–Ā Ā Ā Ā Ā Ā Why do you think the author wrote this book?
–Ā Ā Ā Ā Ā Ā Who is telling the story?
–Ā Ā Ā Ā Ā Ā Do you have any more questions about this story?
–Ā Ā Ā Ā Ā Ā What did you picture when you read this part?
Task 3 Close:
Skim through your story this time and pause each time you can see a characterās behaviour change, as well as what may be the trigger for this.
Image of Emotion Works looking glass
Writing
Make a story map!
A storymap is an arrangement of pictures and short phrases that briefly tell a story to entertain us. A comic strip is a good example of a storymap. In schools, we can use story maps to summarise a story and give a brief description of what our story is going to be about, the story map can act as your plan or notes.
Here are some examples of storymaps.
Images of Storymaps
Task 1 Warm-Up:
Put together a storymap based on one of your favourite books. You can see below that I have used the story āThe Day The Crayons Quitā
Story Map
Title
The Day The Crayons Quit
Characters
Duncan and his crayons
Setting
school
Problems
The crayons are feeling very unappreciated and need more care and attention
Solutions
Duncan comes up with a creative solution to make all of his crayons feel loved and appreciated again
Theme
Giving thanks/showing appreciation for what you have
This task will help you to become familiar with putting together a storymap.
Task 2 Main:
Now come up with your own story, using your storymap to help you use your imagination and plan out your ideas. Remember at this planning stage you can change and adapt things!
Then use your storymap to write your story! Remember those Capital Letters, finger spaces and full stops.
Task 3 Authorās Chair:
Gather your family round and get a chair to sit on in front of your audience and tell your story just like an author would!
Spelling Activities P3 ā Week beginning March 30th 2020
This week we are focusing on common words beginning with ācā.
Here are the words for each group listed below.
Image 1: Spelling Words
You can copy these out, then cover them and try to spell them from memory. You can copy them in to your jotter provided.
Purple/Orange
Blue
Yellow
Green
carefully
cause
caught
children
circle
come
could
couldnāt
check
crowd
cause
caught
children
circle
come
could
couldnāt
check
crowd
cause
caught
children
come
could
couldnāt
check
clear
cause
caught
children
come
could
check
clear
Day 1:
Task 1: Complete the handwriting task below (if you do not have access to a printer ā you can copy this in to your jotter using a ruler šĀ )
Image 2: Handwriting Task
Task 2: Highlight the common words in the silly story with a highlighter. (again if you do not have access to a printer, read the story with an adult and point out all the common words when you find them š )
Image 3: Highlight the silly poem
Find the words
Find the common words in the silly poem! Highlight them every time you read them.
caughtĀ Ā childrenĀ Ā comeĀ Ā Ā couldĀ Ā check
clearĀ Ā Ā couldnātĀ Ā Ā circleĀ Ā Ā crowd
There once was a dog called Bud
He made a circle in the mud
Children loved him
The crowd of people loved him
He couldnāt wait for cuddles
And liked to splash in puddles
He could do tricks
And collect lots of sticks
He didnāt have a collar
The police had to check
He tried to run but they said
āCome here! Are you someoneās petā
When they caught up with him
They began to cheer, it was clear
For there was his collar, hidden under his ear!
He could go home
And chew on his bone
If you complete these tasks you can choose something from the spelling section on the home learning grid š
Day 2:
Task 1: fix the spelling mistakes (if you cannot print this, ask an adult to help you copy it š )
Image 4: Fix the Spelling Mistakes
Correct the spelling mistakes that are circled below then re-write the sentences below with all the correct spellings.
Sentence
Correct spelling
My friend said I cood borrow her new pencils.
The teacher told me to chek my spelling for mistakes.
The fireman found out the coz of the fire.
It was a cleer night and I could see lots of stars.
All the childrin wanted to play outside in the sunshine.
**(stop the video at 6 minutes 50 seconds as it goes on to say about carrying Ā using chimney but we are working to be able to add within 100 mentally from what we have learned from our teachers in school)**
Task 2 ā Main:
How far can you get on our challenge chart? Play these online games and see how far you can move down the table.
**(stop the video at 4 minutes 48 seconds as it goes on to say about regrouping using chimney sums but we are working to be able to subtract within 100 mentally from what we have learned from our teachers in school)**
Task 2 ā Main:
How far can you get on our challenge chart? Play these online games and see how far you can move down the table.
Select addition and subtraction ā then you can select up to 10, 20, 50 or 100 ā decide on the level of challenge you want to give yourself or work through them in order to build up your confidence!
Challenge: Ask an adult to set you a challenge and go beyond the fact families from the game. Your adult shuld miss out some numbers to really challenge your thinking! Look at the examples below.
140+___= 210
70+___=210
210-140=___
210-70=___
230+___=440
210+___=440
440-230=___
440-210=___
452+___ =600
148+ ___=600
600-452=___
600-148=___
1100+___=2100
1000+___=2100
2100-1000= ___
2100-1100=___
Day 4 Addition and Subtraction Strategies:
Task 1 ā Warm Up:
Discuss with an adult the different types of mental strategies we learned for addition and subtraction. Here is a reminder below:
Jump
The jump addition strategy is when you add 2 numbers together and you jump forwards in your head in jumps of 2s, 5s, 10s.
For example:
22+20= 22 jump on 10 takes you to 32, then another jump takes you to your answer = 42
You can do this by counting in 10s off the decuple. Here is a reminder of how you would do that:
You can also use this strategy when subtracting by counting backwards in jumps of 2s, 5s or 10s.
For example:
52-20= 52 jump back 10 is 42, the another jump back of 10 more takes you to your answer =32
Ā
Split
The split strategy is a little bit different. When adding you can split up the tens numbers and the ones, add them separately in your head and then add it all together again at the end.
For example:
32+12=
Add the tens ā 30+10=40
Add the ones – 2+2=4
Then add the two answers you got to make the final total = 44
You can use this strategy for subtraction too, see the example below.
For example:
76-31=
Take away the tens – 70-30=40
Take away the ones – 6-1=5
Then add the two answers you got to make the final total = 45
17- count on in 1s 9 times 18,19,20,21,22,23,24,25, 26
Your last number you land on will give you your answer
You can count back in your head to subtract
12-6=
12 ā count back in 1s 6 times 11,10,9,8,7, 6
Your last number you land on will give you your answer
Remember this is not the quickest or most accurate strategy so we donāt want to rely on this too much!
Ā
Friendly Number Strategy
Ā
Some numbers can be a bit more complicated to add on to and we like to make these numbers more rounded and easier to add on to.
For example:
19+22=
19 isnāt a friendly number, so we want to turn this into one by taking a 1 from 22 and creating
20+21=
That way we know double 20 is 40 and then we can add on the 1 to give us the answer 41
You can also use this strategy in subtraction problems
For example:
to solve 16 ā 9, one might recognise that theĀ friendly numberĀ 10 is 6 less than 16, then count back 1 more to 9 to find that the difference is 7.
Ā
Task 2 ā Main:
Ask your adult to write out some 2 digit addition and subtraction problems for you, try to work out the answers to these mentally, using one of the strategies above and then explain to your adult which strategy you used and how you used it. Remember you are always looking for the most efficient (quickest) and most accurate strategy!
Challenge:
Ask your adult to write out some 3 and 4 digit addition and subtraction sums if you have answered their 2 digit sums with confidence.
P3 Maths Week Beginning 30th March
Skills Focus: Data Handling
Task 1 ā Warm-up:
We will be thinking about using tally marks and sorting items into categories this week. Remember, each tally mark represents one item, and when you have four tally marks, your fifth one crosses over to create a gate.
A quick way to figure out how many you have is by counting in 5s! If you have two bundles of 5 tally marks, you know you have ten items all together.
Try this fun game and answer the questions about tally marks.
Challenge yourself to sort items you can find into different categories. For example, you could sort lego into colours, shapes, sizes etc. Maybe you could help a grown up sort the Tupperware cupboard, or sort your toys into different groups. Use pieces of paper to label each category ā remember, itās really important to label each category so that another person can understand how the items have been sorted. Then ask someone to give you another idea for how to sort your items. Here is an example I created with some books:
Book image 1 & 2
Then use the items to create a pictograph, like this:
Book image 3
Once youāve done that, ask yourself the following questions:
Which category is the most popular?
Which is the least popular?
Are there any categories that have the same amount?
How many more does the most popular category have than the least?
Write your answers using tally marks!
Task 3 ā Follow Up:
Try this fun game and answer the questions about the pictograph!
Throughout the week, ask your grown up if you can help them organise and sort things around the house. Maybe you could sort out the spices in the cupboard by colour, or the books on a bookshelf by size! Try tallying up the number of items in each category ā donāt forget to make your fifth tally mark a diagonal line!
P3 Other Curricular Areas Activities ā Week beginning 30th March
RME
Theme: The Inspiring Life of Jesus
Lesson 3: Stories about Jesus that inspire people: Feeding the 5000/Walking on Water
Learning intention: to explain how miracle stories of Jesus inspire Christians to live values in their everyday lives.
Talk about the difference between a magic trick and a miracle.
What is the difference between these tricks and a miracle? Explain to children that miracles are stories that have a huge āwowā factor. Religious people see God at work in miracle stories. There are a lot of miracle stories in the Bible about Jesus.
Find out about the stories of two miracles – Jesus feeding the 5000 and walking on water:
Which ocean is the largest and which one is the smallest?
Can you remember why oceans are important? (Hint ā there are three reasons).
Activity 2: The Great Barrier Reef is an amazing underwater world in one of the Earthās oceans ā the film will tell you which one! Lots of creatures live there. Ā Watch closely and see if you can spot the following animals:
Activity 2: Alexa had drawn faces on vegetables for her quiz. Design a fun poster of cartoon vegetables, labelling all 10 vegetables in French if you can!
Science
Food chains
Lesson 1.
LI: To explore examples of food chains and appreciate how animals and plants depend on each other for food.
Ā
What is a food chain? A food chain shows how animals depend on other plants and animals for their food. A food chain tells you what animals eat.
The arrows show the direction in which the food energy is passed: from the seed to the shrew (a small animal a bit like a mouse), then from the shrew to the fox. The arrows mean āeaten byā.
Ā
Warm up: talk to your partner and try to imagine what a food chain might look like for a) a cow? b) a shark, and c) a bird?
Some animals, like cows, only eat plants. Some, like sharks, only eat other animals. Some, like birds, eat plants and animals.
This video tells us more about the plants and animals in a food chain. Listen carefully for some vocabulary that might be new to you: herbivore, carnivore and omnivore.Ā https://www.youtube.com/watch?v=YuO4WB4SwCg
Main activity: These food chains have been mixed up! Can you tell your partner what order they should go in?
Quiz time!
A herbivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦
An omnivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..
A carnivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..
True or false?
An owl is a herbivore.
A cat is a carnivore.
A cow is an omnivore.
Conclusion: Food chains show the transfer of energy from a plant or animal to another animal. The arrows in the chain mean āeaten byā. Animals can be herbivores, carnivores or omnivores.
P3 Other Curricular Areas Activities ā Week beginning 30th March
Health and Wellbeing/PE
Theme: Keeping Active
Cosmic Kids Yoga is a great way to centre your mind and keep your body strong. Saturday Morning Yoga can be done any day of the week! Take your shoes off, find a space and get your body moving! Challenge your grown ups to join in too!
If you enjoy that video, there are loads more on the channel you can enjoy.
Try this guided meditation to help calm your mind. J
Here is a quick yoga flow to get your mind ready to work!
Health and Wellbeing ā Self-Esteem and Kindness
Try creating an acrostic poem with the letters of your name. Think about all the great qualities you have! Here is an example:
M agical
A rtistic
R esponsible
I ncredible
A mazing
Decorate your poem with lovely pictures and colours. If you like, you can create one for someone else and pass on the kindness!
Expressive Arts
Drama
Theme: Mime & Movement
Warm up your body before you begin. This game is called āwaiter plateā. You have to imagine you are a waiter in a busy restaurant with a plate on each hand and you have to move them around without ever letting the food fall off. Your arms should be constantly moving but your palms should always be facing the ceiling. Watch this video for an example:
Start off using one hand āplateā and then add a second plate. If you feel confident, you can move around the room while you do it!
Main: Recite the alphabet in your head. Ask another person to ask you to stop. Whatever letter you land on, you must then use your body to create something beginning with that letter. For example, if you land on the letter ācā you might kneel down with your hands at your head to create ears like a cat. Take it in turns to guess what the other person is doing. If you have a few people with you, this game can be done in teams!
Close: This game is called āthe Mirror Gameā and should be slow and relaxing. Sit facing your partner and choose one person to go first. Whatever person A does, person B has to copy. All your movements should be smooth and slow. This will help cool down your muscles and relax your mind.
Art and Design
Create a kindness garden. Follow the instructions below to create five flowers. Write a kind act on each flower. Each day, pick a flower from the garden and try to do that kind act throughout the day. Here are some examples for acts you could put in your garden:
Make a card for a friend or relative.
Help a grown up cook a meal.
Tell someone three things you think they are good at.
Remember, use whatever you have around you to create your flowers ā this is your kindness garden, be creative!
Music
Use all the skills we have learned about rhythm and beat to create your own beat to accompany to a piece of music. It can be a piece of music of your choosing or you can use the Jeely Piece song weāve practised in class!
Remember, a beat is a pattern of sound that repeats. You can use anything you can find to create this beatāan upturned Tupperware makes a good drum or even clapping your hands in a fun rhythm!
Challenge: ask someone to copy your beat. Ask them to create one for you to copy.
Dance
Watch the video and dance along with the moves. Once youāve tried it once, see if you can come up with a few of your own moves and teach them to someone else!