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Building a Brighter Future

Week beginning 11th May

Week Commencing Monday 11th May 2020


Please log in to Spelling Shed and complete this week’s word list. The words for this week are set out below. If you do not have access to Spelling Shed, complete the ‘Look, Cover, Write, Check’ activity.

 Group 1 Group 2
























Have a go at the spelling Kahoot! for last week’s spellings.


Click this link:


or use the challenge code: 03688341


Good luck!

Reading - Group 1

'Goodnight Mr Tom' by Michelle Magorian. 


This week is another big read: chapters seven, eight and nine! 

As always, you might like to read alone or with an adult and discuss the ideas contained in the story. If there is anything that you don't understand, please try to find someone to ask, or post your questions on the school blog or the class Padlet. (Some of you have already been doing this and, in doing so, you will certainly have helped other people with their understanding.)

As you read, you might like to refer to the reading prompts.

Our reading focus this week is Summarising; that is, expressing the main ideas of a piece of text in a concise way. Make sure that you are able to understand the main ideas of what you have read.

Here are some questions specific to the text, which you might like to think about:

  • What changes can already be seen in William?
  • At the time in which this story is set, why was it so important that people like Tom grew food crops rather than flowers on their land?
  • How did George feel about asking William and Zach to the picnic?
  • Why did George think that the children from London were 'odd'?
  • Zach invented the word 'delumptious'. What does it mean and of what two words is it constructed?
  • Why did Mrs Little threaten to plant potatoes in Zach's feet?
  • Why do you think that George went off on his own to pick blackberries?
  • How do we know that the children are becoming more friendly towards each other?

  • What single activity do Ginnie, Carrie, George and Zach all enjoy?

  • Why does William try to make himself invisible?

  • At one point, we are told that William starts to panic when asked what he likes to do. Why does he panic? What then encourages him to speak?


Reading - Group 2

As you learnt last week, during World War 2, many children were sent away from their parents in the big cities to live with strangers in the country, where it was safer. These children were called evacuees. Click on the link below to read the first part of an account of one such evacuee. This is a true account, not a made-up story.

You can read through this story with an adult and discuss the questions.











1) Replace ‘said’ with a better word:

  • “Can I stay up late tonight?” said Anna.
  • “Stop this noise at once!” said the teacher.
  • “This is delicious grass,” said the cow.
  • “Now I’m going to make this watch disappear,” said the magician.


2) Complete each sentence in an interesting way. (Remember that a fronted adverbial is always followed by a comma.)

  • Quickly … 
  • To my great surprise …. 
  • Remembering my … 
  • Spookily …


3) Punctuate these sentences correctly. Remember to add capital letters where they are required:

  • being a sweet toothed child henry found that many of the foods he enjoyed were considered bad for him pastries filled with cream icecream sprinkled with hundreds and thousands sticky pink candifloss and all kinds of desserts cakes and pies
  • but i hate cabbage henry screamed banging his fist on the table






Use this picture as inspiration. You can write a short story, a setting description, a diary entry, ... anything you wish. Just make sure that you follow the non-negotiables: basic sentence punctuation, paragraphing, and neat, legible handwriting.



Today, you should edit and redraft your writing from yesterday.

Remember that there are two main features of editing: correcting and improving.

Look out for basic mistakes in punctuation, spelling and grammar. Also look for ways in which you might improve your text.

When you have finished, you might like to post your work on the Anson Blog.



Prepositional Phrases as Fronted Adverbials

Remember, from Thursday's lesson last week, that a prepositional phrase is a group of words that begins with a preposition.

Prepositional phrases can be used to tell us more about where, how or when something happened.

E.g. Henry kicked the ball under the bench.

These prepositional phrases act as adverbs and they can start the sentence, in which case they are called fronted adverbials.

Complete these sentences together, using Horrid Henry ideas. (Remember that a fronted adverbial is always followed by a comma.)


  • Since lunchtime, 
  • After school,
  • Before anyone could do anything,


  • Behind the bike shed,
  • Against the fence,
  • Near the school,

Manner (How something happens or is done):

  • Without pausing to think, 
  • In a towering temper, 
  • With a loud sob, 


Now,  make up your own sentences, using fronted adverbials. Try to use at least one phrase which tells us about where, one which tells us when and one which tells us how the action happens or is done.


You might like to use some of the characters from the Horrid Henry stories in your sentences (or you might like to make up some Horrid Henry-type characters of your own): Perfect Peter, Moody Margaret, Sour Susan, Vain Violet, Rude Ralph, Greedy Graham, Clever Clare, Anxious Andrew, Weepy William, Jazzy Jim, ...




Today you are going to plan your own Horrid Henry story.

You can use Francesca Simon’s characters or some new ones of your own.

It could even be about you and your friends!


You can build on ideas in existing stories you already know. Perhaps you can think of a story by a different author or even a traditional tale. How about Horrid Henry and the three bears? Cinderpeter and the ugly brother? The Girl who cried Wolf?


You might like to use a mind map to record your ideas as you plan. Or you might like to use the story mountain planner.



Today you will write your Horrid Henry story, using your story plans.


Think back to the work we did last week on settings and descriptions, especially writing in more detail by using prepositions and prepositional phrases of time, place and manner.

When you have finished, you should edit and, if necessary, redraft your writing.

Look out for basic mistakes in punctuation, spelling and grammar. Also look for ways in which you might improve your text.

When you have finished, why don't you post your work on the Anson Blog?



(Weekly Foci: Multiplying and Dividing Problems; Perimeter and Area)


Follow these steps:


  • Click on the link to the White Rose Maths home learning videos and activities.



  • On the right hand side of the page, click on Home Learning - Year 4.
  • Click on Summer Term - Week 4 (w/c 11 May)
  • There is a video for each day, Monday to Thursday, and then a challenge for Friday.
  • Watch today's video (either on your own or with someone who can help you with your learning) and answer the questions on the worksheets (below) as you are prompted to do so.


There are no expectations for you to hand in your work but you may want to share it on the school blog!


TT Rockstars

Login to TT Rockstars and see if you can improve your time. Make sure that you complete at least 3 sound checks every day.



Children need regular breaks and exercise. If you have a safe outdoor space, please ensure you get some fresh air and exercise. If you do not have an outdoor space, try following the routine in this video.

Joe Wicks is running a 30 minute PE session Monday to Friday at 9:00am. Click here to direct you to The Body Coach page on YouTube. Happy exercising!


Brent Music Service - fabulous music learning


Parents - watch this video to see what the BMS Music'sCool website is like, and click on this link to register for access to it.

BMS Showcase for Anson