Welcome to Year 5!
We are Tiger Class and we are a class of Year 5 children. Our Teacher is Mr Burch and our LSA is Mrs Lawrence.
During school closures, all work is not expected to be printed out. Please use the Home Learning books to write questions and answers in. We will then take these in once children return to the school.
Dear parents and guardians,
With school being closed and the children unable to attend, the year 5 team have put up work on-line (on the class pages) for children to complete. I hope you all stay safe and healthy in this current time, the work I am putting here is so that the children all have access to opportunities to continue their learning, even while the school is closed.
Our new topic for when the children are back, will be Ancient Greece. We have set the children the work to research an Ancient Greek myth or legend. They have to write up a short synopsis, as well as a character profile for the villain and the hero. You can also do your own research into this area, carrying out any additional Ancient Greece research you would like and including that in their HWK books. Also there are a lot of different books that cover this area including those aimed at children of a year 5 age and up, that they may find engaging to read at this time such as : The Percy Jackson series or ‘Who Let the Gods Out’. Also there is the Percy Jack film that follows the first book as well as Disney’s Hercules film, which will also introduce the children to the basics of Ancient Greek culture and Gods. However, I would recommend the stories over the films. We will share what the children have done at home on Ancient Greece, when we get back to school so it would be fantastic to hear all the different things that you all have done at home together.
Thank you in advance
Below is a list of all the learning that Tiger Class have already looked at.
Over the duration of Year 5 we have covered a wide range of topics. Here is a list of what we have covered so far:
Place value (number),
Addition (Adding 4-digits and 3-digit numbers/ adding decimal numbers),
Subtraction (Subtracting 3-digit numbers from 4-digit numbers/ subtracting decimal numbers),
Multiplication, (times tables and formal written method of multiplication)
Division (with a remainder or a decimal number, using either mental methods or bus stop methods),
Factors, (numbers that are multiplied with another number),
Multiples, (numbers than can be divided by e.g. multiples of 4 are: 4, 8, 12, 16, 20 etc...)
Squared numbers/ square numbers ( squared number means you times a number by itself e.g. 3 x 3 = 9, 9 is the square number),
Cube numbers (when you cube a number you multiply a number by itself three times e.g. 3 cubed = 3 x 3 x 3 = 27),
Prime numbers (numbers that can only be divided by itself and 1),
Comparing fractions (Finding the common denominator (bottom number) and putting the less than or greater than sign < >),
Ordering fractions (Finding the common denominators and ordering them in ascending or descending order),
Finding fractions of numbers (dividing the whole by the denominator and then multiplying that answer by the numerator),
Converting mixed numbers to improper fractions and improper fractions to mixed numbers
Adding fractions (finding the common denominator between the two fractions and adding the numerators together (the denominator doesn't change),
Subtracting fractions (finding the common denominator between the two fractions and subtracting one numerator from the other (the denominator doesn't change),
Problem solving using fractions.
In English this year, we have learnt about:
Main clauses and subordinate clauses (complex and compound sentences)
Embedded relative clauses,
Expanded noun phrases,
Similes, metaphors and personification,
Show not telling emotion
Writing and punctuating speech correctly
Writing in paragraphs
Building suspense and tension
Using commas, colons and semicolons
We have written letters (persuasive letters)
We have written stories
We have written poems
Hi Tigers, I am really impressed by the amount of you who have completed all of your MyMaths activities. I urge those who haven't completed theirs, to do so. I also want to say a HUGE well done to Maddie, who posted on the 'Wellington Community Primary School PTA' Facebook group, an incredible piece of work about Ancient Greece. It was clear to see, a fantastic amount of effort had gone into this. I'd also like to say another big well done to Alice, who I saw had loaded up her effort with the Science experiment. It is so great to see Tiger class working so hard during this unusual time; I am very proud of the effort you are all putting in. Please keep it up and work hard. You should all be completing a bit of Maths, reading and writing daily. This doesn't have to be huge amounts, but enough to keep your learning moving forward.
If more of you finish or complete some of the home learning tasks, please feel free to share them on the 'Wellington Community Primary School PTA' Facebook group. I love seeing all the great effort going in. Also, I'm sure Mr England loves to see it as well.
Furthermore, on the page: 'Wellington Media', I have posted the two readings of the book: 'Wonder'. Please have a listen, whilst reading along and attempt to answer the questions at the end.
Keep up the great work Tigers. Mrs Lawrence and I are missing you all lots. Hopefully, we'll see you soon.
Suggested Daily Timetable
After some conversations with parents, we thought it would be useful to share a suggested daily routine for you to follow. Please only use this if you wish.
Year 5 Home Learning
This has been created to support you with your child’s reading. This should be used alongside texts set by the teachers. However, you can also use it for books you are reading with children at home.
The cycle covers various reading skills and will also provide questions you can ask children to encourage their knowledge and learning in literature.
Each day has been broken down into different reading skills, example questions and definitions have been provided to help you and your child understand. A text will be provided weekly by your teacher.
When texts are provided by your teachers, give the children about 5 minutes to read through the text on Monday, this time can vary depending on the length of text and speed of reading. You will need to have read the texts yourself to have an idea of possible responses to questions you will ask the child.
Each reading session should last between 20-30 mins each day.
This week's text is: 'The Science Behind Trampolines'. This text can be found in the links below, under the heading 'Tiger's Reading Activities'.
I can develop my understanding of a
Read written text.
Reciprocal Reading skills (predictor
and questioner) to be embedded.
1) Before reading, ask pupils to predict what they think this text will be about. Ask them to take note of the titles, headings and pictures. Encourage them to make links to other texts and prior knowledge.
2) Speed Reading. Pick up to 10 words in the text and write them down. Show the words to the children and ask them to find each words as quickly as they can. Try to pick words, which they may not know and which are not repeated. Put a timer on and once they have found all the words write down the time it took them. Repeat this process with a new text the following week.
3) Pupil then needs to read the text provided.
4) During reading, stop pupils and ask them to monitor their predictions. Were their predictions right? How have they changed? What do they think will happen next?
5) At the end of reading, ask pupils what questions they have about the text. Provide sentence stems and ask them to generate questions that could be asked.
I can summarise sections of a text and clarify meaning.
Reciprocal Reading skills:
Pick a section of the text read and ask the children to summarise what they have learned. Below are some different summarising activities, which could be used. Summariser activities.
· Give them a couple of different summaries, which do they think is the most accurate?
· Ask the children to create a ten-word headline to summarise this section.
· Pick 5 different events within the text, write them down and ask the children to order these events in which they happened.
· Draw a picture about the particular section.
Select 4 words from the text, which the children may not have come across before or words that are topical to the text
· How well do you know the word? Ask the children to complete a vocabulary grid (available on class pages). · Finding synonyms and antonyms.
· Which definition is correct for this context? Give the children 3 different definitions, which one matches?
· Word families.
· Etymology. This means the history of the word. They may need to access the internet for this. For example: The word claustrophobia Phobia = Greek meaning of fear. Claustrum = Latin meaning to be shut in a place. Therefore, claustrophobia is the fear of being shut in confined spaces.
· Illustrations of word to provide context.
I can develop my comprehension skills.
· Retrieve information from a text.
· Explore the meaning of words
and phrases in context.
· Make inferences about what I
· Use evidence to justify my
· Explain how the author has used
language for effect.
· Explain how the author has used
language, structure and
presentation to contribute to
To develop children’s comprehension, you will need to be asking them questions about the same piece of text. Pick two small sections from the text to cover on Wednesday and Thursday. You could even ask questions about a picture or diagram in the text.
Select and Retrieve questions: Ask the children questions, which they can find easily from what is written in the text. Here are some examples (you will need to use characters, animals and objects from the text itself): Who is ***? Where is ***? What is ***doing? What did the *** do? Where does it say ***? What is the relationship between *** and ***? What happened at the beginning/middle/end of the text? What does the word *** mean? Which paragraph tells you ***?
Inference questions: This is where the children need to be getting clues form the text, as the answers are not specifically stated in the text. They may well use their prior and background knowledge to help them justify the answers. It is also beneficial to ask the children to find evidence in the text. Here are some examples: Why do you think *** said that? How does *** feel and how to do you know? Why did *** do that? Why did *** feel that way? Predict what would happen if… How does the author feel? What impression do you get of ***? What type of personality does *** have? What atmosphere is created?
I can develop my comprehension skills.
Ask the children to write their own select and retrieve questions and inference questions based on the text.
After this is completed, talk through their questions with them and how they would expect their questions to be answered. Specifically looking at the inference questions, what evidence would they use?
I can summarise a text, showing my understanding of
what I have read.
Pupils to complete a set activity in response to their reading. For example:
· Write a new opening/ending for the story.
· Draw the setting of this story.
· Create a map of the place where this story is set.
· Construct a timeline of the main events.
· Rewrite this section as a play script.
· Create a word search using important words from this section.
· Create a book review.
· Choose one page. Find all the verbs.
· Create a cartoon strip.
· Choose one of the main characters and draw them.
· Explain which is your favourite character and why.
· Think of five questions you would like to ask one of the characters.
· Rewrite a section from the point of view of one of the characters.
· Find five technical words and write your own glossary to explain what they mean.
Choose five words from the text. For each, find three synonyms that could be used in the same context.
Virtual Bookshelf Home Use
Wellington School is now able to provide pupils with access to online Virtual Bookshelf. Please use this excellent resource to practise reading and comprehension. You can even access texts, which are then followed by comprehensive questions about the text.
Please use the following link, username and password to access more online learning resources:
Read a chapter of a book each day.
Make a prediction about the book you are currently reading, be sure to write down to see if your prediction is correct later in the book!
How are the characters and plot creating an interesting narrative in your book?
How have the main character/s changed?
What/who is responsible for this?
What do you think will happen next?
Please ensure, whichever writing activity you decide to do, always practice your best handwriting.
A second activity to attempt is
Your second lesson focuses on word meaning and making use of clear language that relates to the character. By this point in your writing you should be aware, you shouldn’t always use the first adjective that comes to mind, you should ask yourself ‘is there a better word I can use, a more interesting and accurate word for what I’m trying to say?’ Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure you write all your answers in your books.
Your third lesson focuses on those features of a good character description that we have covered before but is good to remind ourselves of. It includes the use of: expanded noun phrases. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure you write all your answers in your books.
Your fourth lesson focuses on relative clauses. This video is great for everyone as it is a good recap of a fantastic skill that you will need. If relative clauses are something that you find difficult, this lesson will be fantastic in building your confidence with them. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure all answers are written in your books.
Finally, you have reached the lesson I am sure you were looking forward to. Creating a character description. This will be based on the images from the last lesson. So I hope you have kept the relative clauses you wrote about the picture you chose, as they will come in use during this lesson. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure all answers are written in your books and your final description should be written in your neatest handwriting.
reating your own Greek Myth. Hopefully, by now you should have read at least one Greek Myth by now. We will now be creating a Greek Myth of your own. The last two weeks have had your practice writing character description and setting description. Getting you ready to compose your own Greek myth with plenty of detail.
Lesson 1 from 21/05/2020
Following the link below pick one of the Greek Gods under the link to read about. If you have already researched a Greek God then pick them and see if it gives you any additional facts. The page will also have links to specific stories involving the God you have chosen, pick one of those to read.
Once you have found a story about your chosen God, create a comic strip based on the story. While you are reading the story and creating its comic strip, decide if you think that the God you have chosen will be your story's hero, helping your hero, the villain or helping the villain.
The link also has links to stories about Greek heroes and monsters, just focus on the different God for now. If you are unsure the information page will tell you.
The week's work (starting 01.06.2020)
Looking at instructions, being able to read and follow instructions is a highly important part of life. It is important to understand the grammar and for a final bit of practice to create your very own set of instructions.
In this lesson, you are going to going to explore the use of language and understand what the author is trying to say.
In this lesson, you are going to explore the meaning of words in a set of instructions.
In this lesson, you are going to explore the features of a set of instructions.
In this lesson, you are to going to focus on the how to build cohesion in instructional texts
Now using your knowledge of instruction writing that has been converted in the previous lessons, create a set of instructions that explain how to create your ancient greek, sword shield, or spear. It is up to you which you choose. Make sure your instructions are as detailed as you can make them. Watch the video below too see why detail is so important, would someone at home be able to follow your instructions.
Alternative ideas for lessons
Below I have included two further links with some great ideas and videos to support your learning. You can choose to complete the above tasks/activities or the activities provided in the links.
Please take this time to learn and secure all of your times tables. A good website is hit the button, where you can practice specific times tables or mixed
Record your score for the start of the week. Practice writing them out, saying them out loud, challenging someone in your house to times table tennis (you each take it in turns to say the next multiple after the other person), having more attempts at hit the button and playing times tables pairs game https://www.timestables.co.uk/times-tables-memory.html (also good for improving your memory)
After a week of practicing attempt the 'hit the button' on your specific times tables again and record your new score to see how much you have improved.
We will get to harder time tables over the coming weeks.
Have fun with it :)
Ideas for lessons
Below I have included three further links with some great ideas and videos to support your learning. You can choose to complete the above tasks/activities or the activities provided in the links below.
(Videos, worksheets and answers provided)
PE session every Monday to Friday at 9am with Joe Wicks
Exercise of the day on Purple Melon,
Practise your handwriting while learning these spellings. Once you are confident with these spellings use them in sentences. I recommend you try to learn 5-10 of these words a week. These are Year 5 common exception words:
accommodate, accompany, according, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, develop, dictionary, disastrous, embarrass, environment, equipment, equipped, especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely, soldier, stomach, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht
For your topic project we would like you to research Ancient Greece. You are free to present your work however you would like.
Here are some suggestions:
Alternative ideas for lessons
Below I have included two further links with some great ideas and videos to support your learning. You can explore and complete the tasks/activities found in the following websites.
Space Lesson provided in the link below:
Supersize a marshmallow
You will need: a marshmallow and a microwave
4. Pop an egg into each cup and leave in the fridge overnight.
Look at the packaging on food in the cupboard or fridge and find its origin. If you have an atlas, identify which product has travelled the furthest.
Create a list of similarities and differences between these 2 countries focusing on the weather, climate, culture and landscape.
Design, Make, Evaluate
Make a paper airplane
Rules and responsibilities
• Give yourself 10 minutes to look and try to remember where the major organs are. Can you do this without taking notes? Try concentrating and remembering.
• Now, without looking, see if you can draw the organs on your outline (use a different Create a list of similarities and differences between these 2 countries focusing on the weather, climate, culture and landscape.
• If you’re not happy with how you did, have another go.
Have you moaned and whinged your way through the week?
Moany Monday, Fuming Friday OR can you call your days Marvellous Monday, Fantastic Friday?
Make a weekly calendar with something great that happened each day.
What does Easter mean to you? Create a piece of artwork (painting, drawing, sculpture, poetry) It doesn’t have to be a religious focus.
Art lessons Monday and Thursday at 10.30
Practise reading, spelling and speaking French using the below link:
Below is a variety of extra tasks available for you to attempt to challenge you further.
Remember I am not expecting you to print any of the following off. However, just write the questions and answers in your home learning books.