Year 4 Home Learning 1.6.20
Hello again to all our Year 4 children, parents and carers!
We hope you are taking care and enjoyed 'half term' as much as possible in the circumstances.
From now on, to keep finding links simple, each week we will add a new page with the work focused for the week on whilst leaving the original home learning page still online for additional tasks to complete and keep busy with if you choose to.
It has been great to see some of the things our Year 4 children have been up to whilst learning from home. The pictures we have received have been uploaded on the 4H and 4P class pages. Please do keep sending in what you are all up to as I am sure your friends are as interested as we are!
As always, if you would like to ask us a question or chat about any tasks that have been set, please message us via the e-schools website and we will get back to you as soon as we can. The children also have their own account on this and are welcome to ask questions or simply let us know what they are up to and how they are getting on.
Below, we have outlined the tasks we have set for this week. More detailed information can be found further down this page. It is important to note that in addition to these tasks, we do expect that all children read every day, practice TT Rockstars as often as possible and most importantly, have some fun! We recognise that most of these tasks involve the use of technology. This is because in regards to Purple Mash and TT Rockstars, we can track the work that children have completed. In addition to this, we have tried to set children exciting tasks such as El Dorado and to cover a range of curriculum areas. If this is causing an issue, please get in touch. We will happily provide paper copies of the work set for anyone who needs it. Just email the office and we will sort a copy of the week's work ASAP for collection.
Take care everyone. Don’t forget to send us your photos!
Miss Philip and Mr Hodges.
Read the story starter. The story accompanies a picture and describes what it looks like. We want you to draw what you imagine using clues in the text. Pick out key information and draw what you think it looks like. For a challenge you can label what you have drawn using the phrases in the text.
Story starter!
The night was still. Not a breath of wind could be felt. An eerie silence filled the warm evening air, broken only by the sound of the crow’s wings flapping as it returned to its nest with food.
Combined with the ghostly silhouette of the tower and the rickety pathway that led to it, the ominous silence made Lucy nervous. She felt a prickle on the back of her neck as she thought about what she might find inside the tower, and what might be lurking in the darkness around her.
Her heart began to thump inside her chest, seemingly matching the beat of the crow’s wings.
Lucy had always been slightly wary of crows; they had sooty, black wings, piercingly sharp beaks and menacing, staring eyes. The crow had settled down in one of the gnarled branches of a nearby tree. She thought it was watching her. Surely it wasn’t though? Crows didn’t do that. It must have been her imagination.
Plucking up all of her courage, she approached the stairs. They looked rotten and crumbling, as if nobody had set foot on them for years and years. The crow was still staring at her, and had tilted its head to one side as if pointing its beak towards the tower. “What was this crow up to?” she thought to herself.
Story starter!
The night was still. Not a breath of wind could be felt. An eerie silence filled the warm evening air, broken only by the sound of the crow’s wings flapping as it returned to its nest with food.
Combined with the ghostly silhouette of the tower and the rickety pathway that led to it, the ominous silence made Lucy nervous. She felt a prickle on the back of her neck as she thought about what she might find inside the tower, and what might be lurking in the darkness around her.
Her heart began to thump inside her chest, seemingly matching the beat of the crow’s wings.
Lucy had always been slightly wary of crows; they had sooty, black wings, piercingly sharp beaks and menacing, staring eyes. The crow had settled down in one of the gnarled branches of a nearby tree. She thought it was watching her. Surely it wasn’t though? Crows didn’t do that. It must have been her imagination.
Plucking up all of her courage, she approached the stairs. They looked rotten and crumbling, as if nobody had set foot on them for years and years. The crow was still staring at her, and had tilted its head to one side as if pointing its beak towards the tower. “What was this crow up to?” she thought to herself.
“Are you trying to warn me about something?” she asked the crow. The crow did not respond, only shuffling its feet slightly on the branch, head still tilted to one side. She frowned. “Of course you’re not trying to warn me about something, you’re just a stupid bird.”
Her eyes left the crow and she ascended the first few steps on the rickety path towards the tower. “It’s just a silly bird.” Lucy muttered to herself under her breath. “Don’t be such a wimp.”
The crow watched as she left, and smiled. A wicked, cruel smile accompanied by a cackling laugh. “Silly, silly girl” it squawked. “I must tell the others she is coming.”
The crow took off into the night…
Questions
Where do you think the tower is? What country? Why?
What do you think is in the tower?
If you were Lucy, would you investigate the tower or go back home? Why?
Why do you think the author has chosen to set the story at night time?
Can you think of other stories or films where there is a scary place at night?
What’s the difference between a silhouette and a shadow?
Are stars and the moon sources of light? Do they light up the night?
For an extra task, you can draw the character using your imagination and draw though bubbles around it with things she may be thinking and questions she may be wondering.
Wednesday
Today we will recap using fronted adverbs. An adverb describes how, when or where an action (verb) is completed. E.g The man ran rapidly up the stairs. Ran is the verb and rapidly describes how he did it.
You can put the adverb at the beginning of the sentence to put a greater emphasis on it and focus. E.g Rapidly, the man ran up the stairs. We use a comma after the fronted adverb to show where we would pause when reading and because it splits the clauses.
The below link will give you more advice.
Using the word bank below, add the adverbs/adverbials (group of words) to the sentence at the front remembering the comma. You can then write some sentences of your own using fronted adverbs.
Adverb and adverbial bank
high above slowly in the distance behind her at midnight
feeling lonely creepily From out of nowhere Shockingly
Sentences to use
1) The silver moon shone.
2) The girl crept up the steps.
3) The crow flew back to her.
4) Clouds drifted by.
5) Trees waved in the breeze.
For a challenge, use a fronted adverb as well as another one later in the sentence.
e.g - High in the sky, the clouds floated slowly.
Thursday
Today we would like you to use our work on adverbs and expanded noun phrases (last week) to describe either picture itself and the tower or you can imagine what one of the rooms looks like inside and describe that instead.
Friday
Using the above story starter, continue the story as the girl heads in. If you like, you can change the character. Try to use adverbs, expanded noun phrases and conjunctions.
We would love to see any writing you produce this week so please do send it in and we will share it on our class pages.
Feel free to attempt them as you wish but we would recommend leaving the writing until last as the previous tasks will help you.
For science this week we want you to find patterns between the volume of a sound and the strength of the vibrations that produced it.
Think about what you notice and write a sentence to summarise it.
If there is a particular type of question your child is stuck on, extra questions can be made up using dice or randomly selecting numbers.
To complete the computing work for the next few weeks you will need to go to the Scratch website (link below) and ask an adult to create a login for you (it is free).
- Water
- Travel
- Homes
- Hygiene
- Food
- Clothing
- How did the Romans improve the quality of life for people in Britain?
- Is there any evidence of the Romans way of life still around today?