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Building a Brighter Future

Week beginning 18th May

Week Commencing 18th May 2020


Please log in to Spelling Shed and complete this week’s word list. The words for this week are set out below.

It is very important that, for this week's Group 1 spellings, you write a complete sentence for each of the words you have learnt.

For example, can you explain the difference between boys', boy's and boys? Which spelling would you use in each of these sentences?

  • He stole the _________ bike and rode away on it.
  • The _________ bikes were all safely locked away in the bike shed.
  • The _________ all ran towards the bike shed.

As well as using Spelling Shed, please complete the ‘Look, Cover, Write, Check’ activities.

 Group 1 Group 2
























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


Click this link:


or use the challenge code: 05191291


Good luck!


Reading - Group 1

'Goodnight Mr Tom' by Michelle Magorian. 

This week we are reading chapters ten and eleven.

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 Inferring; that is, using clues from the text and our prior knowledge to work out something the author doesn’t tell us.

It is often based on clues about charactersetting or mood.

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

  • How would you describe the overall mood at the beginning of chapter 10: angry, excited, miserable, calm? Why do you think this? What evidence can you find in the text to support your opinion?
  • How do you think Zach feels about reading? What evidence can you find in the text to support your opinion?
  • Why do Zach's parents send him cakes, pickled herrings and chocolate?
  • Why do you think the cakes are so special to Zach?
  • How does Zach feel when he finds the books and why is George so surprised at Zach's reaction?
  • Do you think the others feel Zach's excitement at the things he has been sent? Why? / Why not?
  • Name four different things that are in the case.
  • Why do you think Ginnie examines Zach's suit so carefully?
  • Why do you think that Michelle Magorian has written the character of Zach as being the son of actors and therefore interested in theatre and acting?
  • Do you think that Carrie has seen a printed play script before? Why do you think this?
  • What do you think is the reason for George's reaction to 'The Complete Works of William Shakespeare'?


Reading - Group 2

Last week, you read the first part of an evacuee's account of his experiences during World War 2. Click on the link below to read the second part of this account. Remember that this is a true account, not a made-up story.

You can read through this piece of text with an adult and discuss the questions.












Homonyms are words with the same spelling but different meanings, e.g. cool, table, yard etc.

Below are a number of words that are homonyms. Write down the different meanings they have. (They may very well have more than two different meanings.)


  • age, letter, leaves, watch, spot, flat, train, bank, light, bat, snap, dear


Can you think of any more homophones? There are thousands!



Use the correct punctuation to write what was said using direct speech and to report what was said using indirect speech:



This piece of narrative is written in the third person.

Rewrite it in the first person, from the point of view of Lennox.


In the morning, as Lennox was sitting down to his breakfast, Gregory came into the room. It was the first time the cousins had ever met. Lennox was enjoying his breakfast but when Gregory tasted the food he almost spat it out.

"Don't you like it?" asked Lennox.

"No!" replied Gregory. "What is it?"

"Bake and buljol, of course," laughed Lennox, enjoying Gregory's disgust. "Try some more."






This is one of the most iconic photographs taken during World War 2. It shows St Paul's Cathedral at the height of the Blitz. 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.



This week, we will begin a unit of work based on books that are set in other countries (Tobago in the Caribbean, and Somalia and the Gambia in Africa).

The first of these books is 'Gregory Cool', which is set in Tobago.

Where is Tobago? Look it up on a map and research some facts about the country.

Click on the link below to read the book. As you are reading, make notes of how

Gregory is feeling at each stage of the story. 

Also, think about the differences in climate, houses, clothes, toys, food, entertainment etc. between England and Tobago.

Look at the illustration of Gregory and his cousin and note the differences in their clothes. Why this is so?



Determiners are words that come before a noun. They 'introduce' the noun and can give the reader important information about it.


Underline the determiners in each of the sentences in this document. There are three different levels: mild, spicy and hot. Choose the level that suits you.


The next book that we are going to read is 'Grace and Family'. This story is set in the Gambia. Where is this country? Look it up on a map and research some facts about it.


Again, click on the link below to read the book and as you are reading, think about how Grace feels at each stage of the story.

Think about the differences in climate, houses, clothes, food, entertainment etc. between England and the Gambia. You might like to make some notes. 




(Weekly Foci: Tenths and Hundredths; Fractions)


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 5 (w/c 18 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!



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