Week commencing 27th April

Reading

Activity 1

Read a book at home or read a book on Bugclub. Accessed via the main English page.

Write a book review telling the teacher why he should read the book.

Think about:

• Why do you liked it? What were the exciting parts, the sad parts etc?
• What surprised you about the story?
• Do you have a favourite character?
• Consider the choice of words or layout of book

Activity 2

Read a book of your choice (try Bugclub) and tell someone about what you have read. 

Activity 3

Read a book of your choice (try Bugclub) and tell someone about what you have read. 

Make a list of any words you didn’t know and had to look up.

Activity 4

Read a book of your choice (try Bugclub) and tell someone about what you have read. 

Activity 5

Read a book of your choice (try Bugclub) and tell someone about what you have read.

Write a book review telling the teacher why he should read the book. Think about:

• Why you liked it. What were the exciting parts, the sad parts etc. 
• What surprised you about the story.
• Do you have a favourite character?
• Any words that you liked the use of?

Words of the Week

Word 1: accidentally

Word 2: therefore

Word 3: though

Word 4: although 

Word 5: thought 

Practice spelling the word and write a sentence for each word.

English

Activity 1

Prepositions

Look over the slides on prepositions and do the activities. You will need to talk to someone to do this task.  Click on the slide to make it stop.

Correct the errors

See if you can spot all the errors on these!

Year 3 Grammar: Conjunction Challenge Game

Practise using conjunctions to make compound and complex sentences. Parent guide to terminology is at the bottom of this section.

Instructions

This is a game for two or more players. You will need two dice to play this game. If you have a printer you can print out my one and make them. If you don't have a dice you can write 1-6 on some bits of paper twice in two piles and put them face down on a table. Mix them up and then choose a piece from each pile for each turn. 

The youngest player always goes first. Roll the dice to generate a coordinate (such as 5,3). Use the coordinate to select a square on the board that contains a conjunction. The player then has to think of a grammatically correct sentence containing that conjunction.

For example, if you have the conjunction ‘when’ you could say:
‘I got out of bed when the alarm rang.’ or ‘When the alarm rang, I got out of bed.’ 
If the player says a grammatically correct sentence, they receive the points shown on that square. Keep score of the points on a separate piece of paper as the game progresses. If a player cannot think of a sentence, the other player has the opportunity to ‘steal’ the points by thinking of a sentence with that conjunction. 

The game finishes when each player has taken five turns.  The person with the most points at the end is the winner.

If you land on a question mark, you can choose any conjunction you like. This is an opportunity to choose a conjunction with the most points to increase your score.

A Parent’s Guide to Terminology
In Year 3, children are taught to use a range of conjunctions to extend sentences. They should be able to use conjunctions fluently in independent writing to create compound and complex sentences to help engage the reader. This game is a great way to help your child practise thinking of sentences with a range of conjunctions. 

Conjunctions: Conjunctions are the ‘glue’ that hold together words and different parts of a sentence.

For example, in the sentence, ‘Sandra bought a new bag and she bought some new shoes’, the conjunction and joins together the two clauses (Sandra bought a new bag. She bought some new shoes.).

Co-ordinating conjunctions: Children will first begin to use co-ordinating conjunctions in Years 1 and 2. They are usually used to join two independent clauses together (small sentences that would make sense on their own). The conjunctions taught are and, so, but and or.

For example: John likes apples but he doesn’t like apple juice. In the sentence above, ‘John likes apples’ makes sense on its own and so does ‘He doesn’t like apple juice’. When we join these two together using but, they make one compound sentence.

Subordinating conjunctions: In Years 3 and 4, children are taught to use a range of subordinating conjunctions to extend their sentences such as when, because, if, unless, after, as and while. These join an independent clause (a sentence that makes sense on its own) with a dependent clause (a clause that does not make sense on its own).

For example: Jack put on his coat because it was cold. ‘Jack put on his coat’ is the independent clause as it makes sense on its own. However, ‘because it was cold’ doesn’t make a sentence on its own until we add it to the independent clause to create a complex sentence.

Activity 2

This term we are going to be looking at a new book. So, shall we jump straight in and start reading? We are not going to look at the front cover or the blurb so thinking caps on… here we go!

Zoom in on the pictures if you need to.

Now you have read these first few pages, answer the following questions.

1. Make a list of any words you don’t know the meaning of. If you can look up the words or ask an adult to find the meaning.
2. In full sentences answer the following questions:

a. Who do you think the character could be?

b. Where could he be?

Now continue reading.

Zoom in on the pictures if you need to.

Now you have read more, answer the following question.

1. Make a list of any more words you don’t know the meaning of. You can look up the words or ask an adult to find the meaning.
2. Using full sentences answer the following questions to help you make a prediction:

Look for clues in the pages we have read. Here is the front cover to give you more clues.

a. Who might the girl be?

b. Why would she act the way she did?

c. Where might she be leading him?

d. What is the writer telling us as the reader about the girl?

Activity 3

In the last activity we finished on this page. The author has chosen to just use pictures to show us what happens. I thought we could add some direct speech to help the reader.

If you can’t remember our lesson on direct speech you can watch this video to refresh your memory. 

Choose 3 of the mini pictures from this page.

For each picture write direct speech for our 2 character.

I will go first with one of my pictures.

Picture 4

“Urrrrr, can I help you?” muttered the boy.

“What a strange, strange smell!” whispered the girl.

Your turn.

Well done.

Now, check over your work to make sure its correct.

Read the conversation aloud to make sure it makes sense.

Let us continue reading.

Zoom in on the pictures if you need to.

Now you have read these pages try to think about what information we can gather Stone Age life.

We need to be detectives and look closely at the 2 pictures of the camps.

We can make a spider diagram to record the information.

Think about: What do they look like? What are they are doing? What is it different from how we live?

Shall we start? 

Put STONE AGE CAMP in the middle of a  page and draw about 5 lines coming off it.  Each line will be a new heading and record relevant information. 

What different headings could you use for our lines?

Tools?  Jobs?

What others?

Complete your spider diagram with as much detail and information as you can.

You can add little illustrations to you spider diagram to help you,  

Activity 4

Looking at this picture of the camp we are going to write a description of the Stone Age camp.

Before we start let us build up some expanded noun phrases.

Look at the poster to remind yourself what an expanded noun phrase is.

Can you find 6 nouns in the camp and use this lay out to turn them into expand the noun phrases.

Now we can start writing our Stone Age camp description.

Let’s recap on things we could also include along with our expanded noun phrase.

• Detailed descriptions.
• Exciting adjectives.
• Prepositions (behind, next to, above, by the side).
• Think about the smells and sounds as well as what you see.

Remember to describe as much as you can of the camp.

I will start us off…

The camp was of medium size, no larger than a school playground. In the middle was a woman working hard cleaning a _________________ 

Once you have finished read over your work. Check the spelling, punctuation and that everything makes sense. Make changes and edits where needed.

Activity 5

For this activity we will start with a reading comprehension.

Remember to:

• Read the information carefully, the answers are all in the text.
• Write your answers in full sentences. 

Well done!

Now you have finished that, can you WRITE 2 questions you could as someone else in Year 3 to check they have read and understood the information? 

Here is a question I thought of:

What would men, women and children have worn in the Stone Age?

Your turn...