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KS1 English activities 22.2.21

Paddington’s Post (Week 2 - based on the original stories by Michael Bond) The second part of the book is included in this unit of work. We will continue following Paddington’s adventures and looking at the mail as we go along.

Monday 22.2.21

LO: To infer Inference is a tricky reading skill. It’s all about looking for clues using the pictures and words. Watch this video to learn more: https://www.bbc.co.uk/bitesize/topics/zs44jxs/articles/zqmyw6f There are several activities for today’s learning. They can be found on pages 7, 8 and 9. Y1 are expected to infer using pictures. Y2 are expected to answer inference questions (using pictures or text) and justify their answers.

Tuesday 23.2.21

LO: To deconstruct a set of instructions Re-read the recipe for marmalade sandwich cake that Aunt Lucy sent to Paddington. This type of writing is called instructions. Instructions are bossy sentences that tell you what to do! Complete the deconstruct activities on pages 10 or 11. What features can you find? What writing skills has she used? https://www.bbc.co.uk/bitesize/clips/zb43cdm

Wednesday 24.2.21

LO: To shape a command sentence A command is a bossy sentence type; it tells people what to do (just like in the instructions). Watch the video to find out more about command sentences: https://www.bbc.co.uk/bitesize/articles/zkcbsk7 Complete the command sentence activities on page 12 or 13.

Thursday 25.2.21

LO: To use adverbs There are lots of different types of adverbs but we are going to use the ones ending in ly. The letters ly can be used as a suffix to add on to the end of an adjective. The adjective quick describes something. If we add ly on to the end, we make the adverb quickly. An adverb describes how the verb is being done, e.g. Paddington ran quickly. Watch the video to find out about adverbs. https://www.bbc.co.uk/bitesize/topics/z8mxrwx/articles/zqghtyc There are several activities for adverbs on pages 14 – 17.

Friday 26.2.21

LO: To compose directions to Mr Gruber’s shop Look back at the map from Part 1 of the story. Paddington drew all of his important places. We are going to use some command sentences and adverbs to give directions from 32 Windsor Gardens to Mr Gruber’s shop. When we give directions, they are similar to instructions because we are telling someone what to do! Use the map to write some directions. I have included a checklist and list of skills to use. You can then edit and review your writing. The resources you need for today’s lesson are on pages 18 – 24.

Make sure that you have permission from a grown up before going online.

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Monday: To infer (Y1 and Y2)

When we infer, we become detectives looking for extra information. For example:

1. What can I see? 2. What can I infer? 3. What emotions can

I infer?

Paddington He’s reading something

A house or a street

He’s lost He’s looking for

something

Worried Lost Sad

Now it’s your turn. Look at each picture and say what you can see. Then use your detective skills to think about what that tells you. Sometimes what you can infer and emotions become the same. Don’t worry if you can’t add anything into column 3.

1. What can you see? 2. What can you infer?

3. What emotions can you infer?

___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________

1. What can you see? 2. What can you infer? 3. What emotions can you infer?

___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________

So I think So I think

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Monday: To infer (next step Y1)

We can use this strategy on big busy pictures:

Tick the emotion to show how

Paddington is feeling

I can infer I can see I can see

I can see I can see

I can infer

I can infer

I can infer

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Monday: To infer (next step Y2)

We can use this strategy to answer questions. Think about what you can see:

What does Mr Gruber like doing?

_________________________________ _________________________________ How do you know?

_________________________________ _________________________________ _________________________________

Where are Paddington and Mr Gruber?

_________________________________ _________________________________ How do you know?

_________________________________ _________________________________ _________________________________

How is Paddington feeling?

_______________________ ______________________________________________ How do you know?

______________________________________________ ______________________________________________

What do you think is in the wooden box?

_______________________ ______________________________________________ How do you know?

______________________________________________ ______________________________________________

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Tuesday: To deconstruct a set of instructions (Y1) Label the features of the instructions. Draw arrows to connect the features.

What skills has Aunt Lucy used? Highlight and tick them.

Whip 1 small pot of double cream

until it’s soft and thick and dollop

over the marmalade.

Skill Has the author used it?

noun phrase/ adjective

contracted word (apostrophe)

and but Next step: Find another sentence in the instructions that uses a conjunction (and but so):

__________________________________________________________________

__________________________________________________________________

Main heading

Numbered sentences – to show the order

Bossy verbs – used at the beginning of each sentence

Picture – so you can see what it should look like

What you need There would usually be a

list of things that you would need. If you are cooking, these would be ingredients. It looks like Aunt Lucy has forgotten.

Write a list of ingredients for Aunt

Lucy’s cake:

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

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Tuesday: To deconstruct a set of instructions (Y2)

What skills has Aunt Lucy used? Highlight and tick them.

Whip 1 small pot of double cream until it’s

soft and thick and dollop over the marmalade.

Skill Has the author used

it?

noun phrase/ adjective

contracted word (apostrophe)

and but

Label the features of the

instructions. Use these words to

help you:

Main heading

Numbered sentences – to show the order

Bossy verbs – used at the

beginning of each sentence

Picture – so you can see what it should look like

What you need There would usually be a list of things that you would need. If you are cooking, these would be

ingredients. It looks like Aunt Lucy has forgotten. Write a list of ingredients for Aunt Lucy’s cake:

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Next step: Make a list of bossy verbs. Can you think of some different ones to

the ones Aunt Lucy has used?

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

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Wednesday: To shape a command sentence (Y1)

At the beginning of a command sentence there is a bossy verb.

A verb is an action or doing word.

Now it’s your turn to be bossy!

Choose some bossy verbs from below (or choose your own) and write some of your own command sentences.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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wash chop jump sing shake hide

Run!

Swing!

Fly!

Highlight the bossy verb in these commands:

Stand on your head.

Touch your toes.

Play in the garden.

Go upstairs!

Give me a cake!

Choose a bossy verb for the start of each sentence:

____________ on the TV!

____________ your teeth.

____________ your tea.

____________ a book.

brush read turn eat

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Wednesday: To shape a command sentence (Y2)

At the beginning of a command sentence there is a bossy verb. A verb is an action or doing word.

Now it’s your turn to be bossy!

Choose some bossy verbs from below (or choose your own) and write some of your own command sentences.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

wash chop jump sing shake hide

Run! Swing!

Fly!

Choose a bossy verb for the start of each sentence:

____________ a map of Peru on the floor. ____________ your marmalade sandwich.

____________ on the big wooden door. ____________ Aunt Lucy’s letter.

knock read draw eat

Tick the command sentence:

What time is it Paddington?

I found him in the train station.

Put that marmalade jar down!

Tick the command sentence:

Run to Mr Gruber’s shop.

Where is my letter?

He made a mess everywhere.

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Thursday: To use adverbs

There are lots of different types of adverbs but today we are going to use the ones ending in ly. The letters ly can be used as a suffix to add on to the end of an adjective. The adjective quick describes something. If we add ly on to the end, we make the adverb quickly. An adverb describes how the verb is being done, e.g.

Paddington ran. How did Paddington run? He ran quickly.

Paddington ran quickly.

Can you find and highlight the adverbs below?

When we spell words with the suffixes ing and ed or er and est, some words don’t change at all. This is the same when we add ly:

kind + ly = kindly beautiful + ly = beautifully

quiet + ly = quietly careful + ly = carefully

verb adverb

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Thursday: To use adverbs (Y1 – no spelling change)

Find and highlight the words ending in ly below:

One day I woke up and saw that the sun was shining brightly. I quietly tiptoed down the stairs and went outside to play nicely. I saw a squirrel so I slowly crept towards it to see if I could get a closer look. It ran away quickly!

+ ly

slow

quick

soft

rude

brave

loud

Choose one of your new words to add to each sentence below:

Wolfie howled ________________________________.

Paddington brushed his fur ______________________________.

The boy and the penguin sailed across the ocean _________________________.

Boxton ran through the streets of London _________________________.

Next step: Now write 2 sentences using adverbs ending in ly:

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___________________________________________________________________

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Thursday: To use adverbs (Y2 – spelling rules)

Suffix spelling rules

There are usually four spelling rules to remember when adding suffixes. See below:

Adding ly

When adding the suffix ly, we don’t use all of these rules:

For words that end in a consonant and a ‘y’, change the ‘y’ to an ‘i’ and then add the suffix.

For example:

happy + ly = happily

angry + ly = angrily

There are some other types of words where the spelling changes but you will learn about those in KS2. For most other words, we just add ly. We don’t even drop the e (unless it’s le – you will learn about that in KS2!).

Rule 1: For words ending in two consonants, add the suffix to the root word.

For example: smart + er = smarter

Rule 2: For words that have a short vowel sound followed by a consonant, double the last letter then add the suffix.

For example: mop + ed = mopped

Rule 3: For words ending in a consonant followed by an ’e’, you need to drop the ‘e’ before you add the suffix.

For example: fierce + est = fiercest

Rule 4: For words that end in a consonant and a ‘y’, change the ‘y’ to an ‘i’ and then add the suffix.

For example: cry + ed = cried

However if the suffix you want to add starts with an ‘i', you keep the original ‘y’ so that you don’t end up with a double ‘i’.

For example: cry + ing = crying

Vowels are the letters a, e, i, o and u. Consonants are all the other letters.

Root words are the basic words that are used to form other words. They haven't had prefixes or suffixes added to them yet.

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Thursday: To use adverbs (Y2 – spelling rules)

No change – just add ly Change the y to an i

calm angry clear easy kind happy rude lazy slow hungry

Look at the word carefully and think about which rule to use!

silent nasty grumpy quick clumsy soft nice lucky

helpful quiet

Fix Mrs Lambert’s work! I think I’ve made some spelling mistakes.

My word Is it correct? Fix it if you think it’s wrong

brave + ly = bravly peaceful + ly = peacefully

sad + ly = saddly

Next step: Now write some sentences using some of your new words from above.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________

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Friday: To compose directions to Mr Gruber’s shop

Have you ever heard of Mr Gruber? He owns a lovely antique shop that is full of interesting things. I’m going to tell you how to get from Paddington’s house to Mr Gruber’s shop.

1. When you step out of the house, turn right and go down the street towards the grassy park.

2. When you get to the park, walk carefully on the pavement next to the fountain. Look out for the black taxis.

3. At the crossroads turn right and go past the park entrance. Hopefully you will get to Portobello Road. Watch out for the red buses!

4. Turn left down Portobello Road and walk quickly past the other antique shops. Mr Gruber’s lovely shop is the green one at the end. Look through the low window and you’ll happily see lots of amazing antiques.

5. Choose which antique you would like to buy!

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Success Criteria

Directions to Mr Gruber’s shop

I think

I can use capital letters

I can use full stops

I can use finger spaces

I can use numbered steps I can use noun phrases / adjectives

I can use command sentences / bossy verbs

I can use adverbs (ly)

I can use conjunctions and but so because when

Other writing skills I have used are: Question Apostrophes

This is Mrs Lambert’s example of directions to Mr Gruber’s

Have you ever heard of Mr Gruber? He owns a lovely antique shop that is full of interesting things. I’m going to tell you how to get from Paddington’s house to Mr Gruber’s shop. 1. When you step out

of the house, turn right and go down the street towards the grassy park.

2. When you get to the park, walk carefully on the pavement next to the fountain. Look out for the black taxis.

3. At the crossroads turn right and go past the park entrance. Hopefully you will get to Portobello Road. Watch out for the red buses!

4. Turn left down Portobello Road and walk quickly past the other antique shops. Mr Gruber’s lovely shop is the green one at the end. Look through the low window and you’ll happily see lots of amazing antiques.

5. Choose which antique you would like to buy!

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Friday: To compose directions to Mr Gruber’s shop

Useful words

Mr Gruber left right

forward backward down

road pavement up

underground station antique shop street

Portobello Road park carts

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Friday: To compose directions to Mr Gruber’s shop (Y1)

Have you ever heard of Mr Gruber? He owns a lovely antique shop that is full of interesting things. I’m going to tell you how to get from Paddington’s house to Mr Gruber’s shop. ________________________

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Friday: To compose directions to Mr Gruber’s shop (Y2)

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Friday: To edit and review

Tick to show that you have done it. If you have any crosses (be honest) these are things that you could add to your writing. Don’t forget to check for spelling too.

Success Criteria

Directions to Mr Gruber’s shop

I think My

grown up thinks

I can use capital letters

I can use full stops

I can use finger spaces

I can use numbered steps

I can use noun phrases / adjectives

I can use command sentences / bossy verbs

I can use adverbs I can use conjunctions and but so because when

Other writing skills I have used are:

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Writing skills we have learned so far:

Skill Example Noun phrases

adjective + noun adjective + adjective + noun sticky marmalade

cream bun big red bus soft silky fur

Coordinating conjunctions

and but so

He didn’t know what to do so he called for help.

Subordinating conjunctions

because when

When Paddington was in the bathroom, he made a big mess.

Question sentences

Where did he come from? Why has he got a red hat?

Rhetorical questions

Did you know that… Have you ever…

Command sentences

Put your coat on. Go down the street towards the park.

Apostrophes Contracted words To show possession

I’m can’t don’t

I’ve wasn’t couldn’t

‘s Paddington’s

Judy’s Jonathan’s Suffixes ing/ed

skipping skipped sailing sailed

s/es plants animals foxes wishes

er/est larger largest longer longest

ly quickly

carefully

Non-negotiables (These are the things that you are expected to do – always!)