Year 4 Learning from Home Summer 2 Week 1 · Romero Britto is a contemporary (working at the...

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Year 4 Learning from Home

Summer 2

Week 1

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Year 4 Learning from Home – Weekly Overview

Each week, the Learning from Home activities will include:

Daily English, Maths, Physical Activity and Reading for Pleasure

At least three Foundation Subject activities

A weekly Art/DT activity

Spelling focus – set on Spelling Shed

Week 1 Learning from Home Overview

Monday Suggested time of day

Subject Focus when

complete

AM English Guided Reading – Chalotte’s Web (Chapter 9)

AM Maths Arithmetic and Problem Solving

PM History Population Growth during the Industrial Revolution

Your choice Reading Reading for Pleasure

Your choice Physical Activity The Daily mile

Tuesday Suggested time of day

Subject Focus when

complete

AM English SPaG activity (personal and possessive pronouns)


PM ART Word art


Your choice Physical Activity Joe Wicks workout

Wednesday Suggested time of day

Subject Focus when

complete

AM English The Wisp – Introduction to genre


PM Computing Coding


Your choice Physical Activity Cosmic Kids yoga https://www.cosmickids.com/

Thursday Suggested time of day

Subject Focus when

complete

AM English The Wisp (plan short story)


PM Science Living Things and their Habitats


Your choice Physical Activity 10 Minutes Mini Sports https://www.youtube.com/watch?v=0k0uxuY9vtI&feature=youtu.be

Friday Suggested time of day

Subject Focus when

complete

AM English The Wisp (paragraph 1 & 2)

AM Maths Arithmetic and Review of Learning

PM French Animals


Your choice Physical Activity The Daily Mile

*Video Tutorials

Video tutorials published by White Rose Maths will be available each day – the link for

session tutorials will be included as part of the daily activities in this pack

Additional resources: TT Rockstars, My Maths, Prodigy, ReadTheory, Spelling Shed*

https://www.cosmickids.com/

https://www.youtube.com/watch?v=0k0uxuY9vtI&feature=youtu.be

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Year Four Summer 2 Spellings

Please continue to use Spelling Shed to practise your spellings.

Assignments will be available on Spelling Shed each Monday and will include

the 5 words for that week (see table below).

Week 6 will be a selection of 5 words from the below table and Week 7 will be

all 20 spellings.

If you can, ask an adult to test you on these words at the end of each week.

Week Words to practise

Week 1 Test all Summer 1 Words Summer 1 Word search

Week 2

suppose

special

minute

circular

strange

Week 3

although

though

thought

clumsy

therefore

Week 4

calendar

business

spacious

glorious

courage

Week 5

humour

dramatic

interfere

automatic

submarine

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Class Novel

Now that you are all up and running with Microsoft Teams, we have uploaded

recordings of us reading our Class Novel.

You will find them in Class Materials Class Novel – Charlotte’s Web.

This week, you will find Chapters 11-14 uploaded to Microsoft Teams.

Please make sure you are listening. If you have your own copies, please read along.

Key points and good vocabulary

As a way of keeping track of what is happening in the story, after each chapter it is a good

idea to bullet point the key events of that chapter. You could also pick out your favourite

word(s) or new word(s) that you have learnt from that chapter and write down the definition.

If you have a copy of the book at home, you might like to do this on post-it notes and stick

them inside the book for each chapter.

Remember, when summarising you need just the key points – it shouldn’t be too long or too

detailed.

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Year Four

Monday 1st June 2020

English, Guided Reading – Charlotte’s Web

A recording of Chapter 9 of Class Novel is available on Microsoft Teams.

Please login to Microsoft teams and listen to the recording of our class novel.

If you have your own copy, please read along with us.

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LO: To understand text

1. Name three sections of a spider’s leg.

2. Why do you think that Fern chuckled and

Charlotte smiled while Wilbur tried to spin

his web?

3. How long did it take the men to build

‘Queensborough Bridge’?

4. What does sedentary mean?

5. Use the word ‘sedentary’ in your own

sentence.

6. Where does Charlotte do her best thinking

and why?

Listen to Chapter 9 on Microsoft Teams

and read through the text carefully.

Then answer the questions in full

sentences and your best handwriting.

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Year Four


Maths, Arithmetic – Addition and Subtraction

Please choose your own level of challenge. You can mix between the levels if you wish. We

would like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

1. 401 + 843 = 4719 + 3820 = 28199 + 392 =

2. 3291 – 2198 = 3728 – 2289 = 7000 – 2919 =

3. 3721 + 3992 = 6371 + 2389 = 5994 + 30021 =

4. 4502 - 3213 = 2000 – 1298 = 5002 + 723 =

5. 8921 + 4829 = 3829 + 4888 = 3828 + 345 =

6. 3782 – 2810 = 7402 – 1882 = 6000 - 2718 =

7. 3291 + 8390 = 7362 + 28199 = 7291 - 112 =

8. 5210 - 3920 7488 – 2899 = 9012 + 39921 =

9. 8301 + 4882 = 40329 + 2881 = 8201 - 758 =

10. 4000 - 2819 = 2819 + 392 = 2819 - 392 =

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Year Four


Maths, Problem Solving – Adding 2 or more fractions (1)

White Rose Maths have provided a video tutorial to support you in your

Learning from Home:

https://vimeo.com/420682145


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Year Four


Maths, Problem Solving – Adding 2 or more fractions (2)

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Year Four


History, Industrial Revolution – Population Growth (1)

Year Population

1701 5 million

1751 5.7 million

1801 7.8 million

1821 10.4 million

1841 13.7 million

1861 18.3 million

1881 24.4 million

1901 30 million

During the Industrial Revolution the Population in Britain

rapidly increased. Below is a table that shows the

population in Britain from the start of the Industrial

Revolution to the end.

Using the information from the table below and

the graph paper included on the next page,

you are going to plot a line graph to show how

the population increased.

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Year Four


History, Industrial Revolution – Population Growth (2)

Step 1

Plot all of the values from the table by marking an ‘x’

on the graph.

The year is along the x-axis (horizontal) and the

population is along the y-axis (vertical).

The first two have been done for you.

You might have to estimate how far up the scale you

are plotting your value.

Step 2

Make sure you have plotted all of the values on the

graph correctly.

Get a sharp pencil and a ruler.

Connect all of the ‘x’ marks together (a bit like a dot-

to-dot).

The first one has been done for you.

Line to show the

change in

population in

Britain during the

Industrial

Revolution.

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Year Four

Tuesday 2nd June 2020

English, SPaG – Personal and Possessive Pronouns

SPaG - Personal and Possessive Pronouns

Personal pronouns represent people, places and things, such as:

She gave him a piano lesson.

I had lots of fun with you today.

Possessive pronouns show ownership and replace possessive noun phrases,

such as:

The guitar is hers.

“The parking space is ours!” screamed Gina.

Personal or Possessive?

Keeping in mind that personal pronouns represent people, places and

things, and possessive pronouns show ownership, sort the following words

into the

correct circles:

I yours his him he you theirs

she its ours her it them they we

Personal Possessive

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Spot the Pronouns

Read the sentences below and spot the pronouns.

Try to decide if they are personal or possessive pronouns.

1. Wilbur shut his eyes.

2. He closes his eyes and was silent for a while.

3. Templeton unties his string and took it back to his home.

4. They feared some child would fall off. Children almost always hand

on to things tighter than their parents think they will.

5. “May I get a drink of milk? I think there are a few drops of milk left in

my trough.”

Which Pronoun Fits?

Read the sentences below and add in the missing pronouns. Will they be

personal or possessive pronouns? Will more than one option fit?

1. “ snapped my pencil!” screamed Julia.

2. “ don’t know who did it, ask ,” retorted Bradley.

3. "The cake is , not ," said Lucy.

4. “ think Miss Ashworth ate all the biscuits!” _____ said.

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Year Four


Maths, Arithmetic – Short multiplication and division


would like to complete at least 10 questions, but of course you may do more if you wish.


1. 72 x 6 = 728 x 3 = 627 x 9 =

2. 83 x 4 = 432 ÷ 8 = 4488 ÷ 8 =

3. 56 x 5 = 672 x 8 = 7021 x 6 =

4. 41 x 6 = 427 ÷ 7 = 2592 ÷ 3 =

5. 263 x 5 = 893 x 3 = 7783 x 5 =

6. 162 ÷ 3 = 1705 ÷ 5 = 8023 x 4 =

7. 288 ÷ 4 = 647 x 9 = 5250 ÷ 6 =

8. 320 ÷ 5 = 2568 ÷ 4 = 7380 ÷ 9 =

9. 651 ÷ 7 = 506 x 7 = 1407 x 4 =

10. 516 ÷ 6 = 1960 ÷ 8 = 4336 ÷ 8 =

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Year Four


Maths, Problem Solving – Subtracting 2 fractions (1)


Learning from Home:



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Year Four


Maths, Problem Solving – Subtracting 2 fractions (2)

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Year Four


Art – Romeo Britto inspired Word Art

Romero Britto is a contemporary (working at the

moment), Brazilian artist who creates wonderfully bright

and beautifully patterned images.

His work is in the POP ART style (remember Andy

Warhol?) There are also elements of graffiti art in his

work (remember looking at graffiti art during Arts Week

in Y3?) He uses vibrant colours and bold patterns as a

visual expression of hope, dreams, and happiness.

Patterns! Patterns! Patterns! You will need to use a variety of patterns in

your letters so before you begin gather some

ideas on a spare bit of paper. You could have

circles, hearts, flowers, stripes...

To create your Romero Britto inspired masterpiece you will need:

A piece of paper, a black pen or crayon (preferably a permanent one like a sharpie) and some bright

colouring materials – crayons/pens/paint.

If you are brave you can work straight onto the paper with your black pen, otherwise draw out your letters

first.

1. Draw the word HOPE in big letters almost filling your page. Make your letters fat so there is plenty of space

inside for the patterns. Your letters can overlap in places so that the word ‘sticks’ together as one shape.

2. Next, divide up your letters by drawing some lines across them to create different areas within the shape.

If you are doing a background (you don’t have to) draw some lines to create different areas in the paper

around your letters.

3. Fill each area with a different pattern. Draw your patterns quite large so that you will be able to colour

inside them.

4. Now add colour! If you have used a colour in one area, don’t use it in the areas adjacent (next to) it. You

can repeat colours and patterns, but consider the balance of the whole picture e.g. avoid having lots of

one colour only on one side of the picture. HAVE FUN!

We are linking our art to the theme and so our word is:

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Year Four

Wednesday 3rd June 2020

English – Introduction to genre, Wisp (1)

Wisp is a story of hope. The

powerful and uplifting story is

about a young refugee who

discovers hope. As ‘Hope’ is our

theme for the Summer Term we

thought this book fitted perfectly

on our bookshelf.

1. Listen to ‘Wisp – A Story of Hope’ on Microsoft Teams.

2. You are going to create your own hopes.

3. You are then going to create a story board of the Wisp using the template and

pictures. Write a few sentences describing what is happening in each picture.

A recording of our bookshelf book is available on Microsoft Teams

Please login to Microsoft teams and listen to the recording of our bookshelf book.

If you have your own copy, please read along with us.

Activity One:

Write down your own hopes like Idris. You are then going to present them. We have given you

a few ideas of how to do this. We can’t wait to see your creativity!

Activity Two:

Write your hopes on

the branches.

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Year Four


English – Introduction to genre, Wisp (2)

Activity Three:

Complete the storyboard of the book by writing sentences with your

ideas of what is happening in each picture in the boxes underneath.

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Year Four


Maths, Arithmetic – Fractions




1. 2

9 +

6

9 =

2

10 +

5

10 =

13

10 +

8

10 =

2. 1

7 +

5

7 =

9

12 -

6

12 =

22

9 +

10

9 =

3. 6

10 -

5

10 =

2

7 +

6

7 =

9

15 +

8

15 =

4. 10

14 -

6

14 =

10

9 -

4

9 =

19

12 -

5

12 =

5. 2

8 +

6

8 =

2

8 +

6

8 =

3

10 +

1

5 =

6. 15

21 -

6

21 =

10

19 -

7

19 =

18

12 -

2

3 =

7. 2

12 +

4

12 =

11

25 +

10

25 =

10

21 +

5

7 =

8. 8

15 +

9

15 =

17

6 +

8

6 = 1

2

8 +

5

8 =

9. 15

9 -

6

9 =

20

18 -

11

18 = 3

2

6 +

4

6 =

10. 10

18 +

6

18 =

8

12 -

5

12 = 4

1

3 - 2

2

3 =

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Year Four


Maths, Problem Solving – Fractions of amounts (1)


Learning from Home:



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Year Four


Maths, Problem Solving – Fractions of amounts (2)

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Year Four

Thursday 4th June 2020

English, Plan – The Wisp

P1 Set the scene – What can the Wisp see?

Use 3 adjectives to describe Idris’s world.

P2 Why did the Wisp fly down?

What happened to the Wisp as he flew

down?

P3 Use 2 adjectives to describe how the Wisp

moved.

Use 3 similes to describe the man.

(Challenge - include speech!)

Describe how the Wisp felt giving the man a

spark/ memory.

P4 What could the Wisp see when he saw the

women? E.g. A hopeless glare filled her eyes.

1. Listen to “Wisp – A story of Hope” on Microsoft Teams.

2. Today, you are going to plan a short story based on

the ‘Wisp”. Use the pictures in the table below to help

you. You are going to be re- telling the story in first

person as if you are the Wisp. Write a few sentences

to describe what is happening in each picture.

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What memories did the Wisp spark around the

woman and boy?

P5 Why could the Wisp not spark a memory for

the boy?

P6 What did the Wisp thinking of giving the boy

instead of a memory?

What did everyone do knowing they had the

promise of a dream? Use 3 adjectives to

describe this.

How did the Wisp spread the hope far and

wide?

Conc How did the Wisp leave the boy and the

world he lived in? Use a simile to describe this.

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Year Four

Thuesday 4th June 2020

Maths, Arithmetic – Decimals



Write the following fractions as decimals:


H T O . 1

10

1

100

1. 2

10 =

4

10 =

7

10 =

2. 6

10 =

8

10 =

5

10 =

3. 3

10 =

1

10 =

23

10 =

4. 5

10 =

14

10 =

8

100 =

5. 4

100 =

6

100 =

10

100 =

6. 8

100 =

9

100 =

14

100 =

7. 21

100 =

34

100 =

47

10 =

8. 89

100 =

81

100 =

64

100 =

9. 14

100 =

1

2 =

3

4 =

10. 1

2 =

1

4 =

176

100 =

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Year Four


Maths, Problem Solving – Calculating quantities (1)


Learning from Home:



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Year Four


Maths, Problem Solving – Calculating quantities (2)

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Knowledge Organiser

Year 4 – All living things and their habitats

Plants and Animals

Key facts:

Living things can be grouped in a variety of ways.

Classification keys help to group, identify and name a variety of living

things in their local and wider environment.

Environments can change and that this can sometimes pose dangers to

living things.

Animals

amphibians

animals

birds

environment

fish

habitat

insects

invertebrates

mammals

reptiles

slugs

snails

spiders

vertebrate

animals

worms

Plants

ferns

flowering plants

grasses

mosses

non-flowering plants.

plants

Human Impact

deforestation

development

ecologically planned parks

garden ponds

human impact

litter

nature reserves

population

Key vocabulary:

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Year Four


Science – Living things

Life Process What it means

M_________ Animals usually move their whole body from one place

to another, whereas plants move towards the light. Plant

roots grow down into the soil towards water.

R_________ Animals have babies.

Plants produce seeds which grow into new plants.

S_________ Both plants and animals react and respond to what is

happening around them, e.g. plants turn and grow

towards light; animals see and hear danger and move

away.

N_________ Green plants make their own food using sunlight, carbon

dioxide and water.

Animals eat plants and/or other animals.

E_________ Plants and animals get rid of carbon dioxide. Humans

breathe it out.

Deciduous trees get rid of waste products when their

leaves fall in Autumn. Animals also wee!

R_________ Plants and animals use oxygen to help turn food into

energy.

G_________ Baby animals grow into adult animals.

Seedlings grow into bigger plants.

We use MRS NERG to identify whether a thing is living or not. You learnt about MRS

NERG in Year 2. Below is a table of 7 life processes. If a thing does all of these

processes, then it is a living thing.

Activity 1

Fill in the 7 missing life processes in the table below. Use the definitions to help you.

Activity 2 - Case study of a living thing.

Choose a living thing. It could be a plant or an animal (even a pet).

Use the MRS NERG checklist to prove how it is a living thing.

Write a few sentences about how you know it is a living thing.

Try to include scientific vocabulary to prove your point.

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Year Four

Friday 5th June 2020

English, Paragraph 1 & 2 – The Wisp

Paragraph 1 – Introduction

I flew along one dark evening and saw a

small, small world. A world where fences

grew from the dirt and where shadows

ruled the kingdom. A world with no trees to

give shade. No rivers to drink or sea to swim.

A world bursting with people, but where

everyone was alone. A world engulfed with

greed, yet people are hungry.

Today you are going to writing Paragraph 1 and 2 of your short

story. Use this WAGOLL to help you. Remember you are re-telling

the story as if you are the Wisp. If you need a reminder of the story

you can listen to it on Microsoft Teams.

Paragraph 2

In this small, small world I saw a young boy submerged in shadows,

longing for a piece hope. I knew I could trust him to deliver my spark

to those who desired it. I gracefully flew down to him on the evening

wind. Nobody noticed my entrance, I was trampled on and kicked

into the dry dirt. Suddenly, I let off my glow and the young boy

noticed me. Gently, he scooped me up from the ground. His hands

were soft as he brushed away the dirt and saw my spark. All at once,

I saw the smallest whisper of want in his eyes.

Check!

Neat, joined up handwriting

Capital letters and full stops

Written in first person

Written in past tense

Use paragraphs to organise writing

Uses a range of conjunctions

Adjectives to describe

Fronted adverbials

Powerful verbs

Inverted commas to quote direct speech

Use different sentence types

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Year Four


Maths, Arithmetic – Four operations




1. 2281 + 2718 = 3029 + 9910 = 10287 + 3728 =

2. 3728 – 2137 = 7008 – 3628 = 83001 – 3672 =

3. 3791 + 4802 = 1029 + 518 = 30049 + 7153 =

4. 6000 – 2819 = 7000 – 6789 = 1000 – 213 =

5. 28 x 6 = 428 x 8 = 228 x 6 =

6. 312 x 8 = 312 x 9 = 809 x 7 =

7. 448 ÷ 7 = 392 ÷ 7 = 602 ÷ 7 =

8. 2

3 of 36 =

2

5 of 35 =

2

3 of 42 =

9. 5 ÷ 100 = 215 ÷ 100 = 350 ÷ ____ = 3.5

10. 17 ÷ 10 = 7 ÷ 10 = 1.7 ÷ ____ = 0.17

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Year Four


Maths, Review of Learning – Decimals

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Year Four


French, Animals

Match the picture of each pet with the right word in French. Look at the

hint to help you!

Draw a line to join them up, one has already been for you to start you off.

Challenge!

Write out the name of the animals in French without using the hint.

Use the link to listen to pets in French and practise saying them.

https://www.youtube.com/watch?v=qJIGw_rsTD8

https://www.youtube.com/watch?v=qJIGw_rsTD8

Year 4 Learning from Home Summer 2 Week 1 · Romero Britto is a contemporary (working at the...

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