Home Page
Building a Brighter Future

Week beginning 29th June

Week Commencing 29th June 2020


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

As well as using Spelling Shed, please complete the activities below.


 Group 1 Group 2























  • Monday - Use a dictionary to find out what the words mean. Can you use each one in a sentence?
  • Tuesday - Complete a 'Look, Cover, Write, Check' activity to learn your spellings (below)
  • Wednesday - Handwriting Sheet (below)
  • Thursday - Find the words in the Word Search (below)
  • Friday - Test yourself in the Kahoot Challenge

Kahoot! challenge!

Once you have practised this week’s spellings have a go at the Kahoot! challenge below or use the challenge pin. Good luck!


Challenge pin: 06927610



Reading - Group 1

'Goodnight Mr Tom' by Michelle Magorian. 

This week, we are reading chapter eighteen.

There are some very important issues in this week's reading, some of which you may find upsetting, so you might like to read 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 class Padlet.

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



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

  • Why do you think that William had a dream where the walls were closing in on him?
  • What are the 'ole bones in our front garden' that Tom jokes about?
  • Why didn't Tom run to the Littles' cottage to fetch the doctor when William was so feverish?
  • What is the significance of the black wooden box of paints that Tom gave William earlier in the story?
  • When William is well on the way to recovery and sitting up in bed, Zach visits. How do we immediately know that Zach is excited?
  • In the same scene, we are told that it is 'just like the old days'? In what way is it just like the old days?
  • Why is Zach not the type of person who chews his food?
  • Why did Tom wait to tell William that Zach had come to visit him until after he had eaten his breakfast?


 Reading - Group 2


Read the information sheet about birds below and have a go at answering the questions on page 3.











MONDAY - The Possessive Apostrophe

Where should the possessive apostrophe go in each sentence?

  • Dolphins got caught in the fishermens nets.
  • The most expensive womens bags are made of leather.
  • Witches hats are usually pointed.
  • The geeses eggs were found on the road, smashed.
  • The childrens playground is open at weekends.
  • Some umbrellas handles are made of silver.
  • It is important that gentlemens trousers always fit well.
  • The girls toilets were flooded.
  • Octopis arms have several functions.
  • Peoples beliefs must be respected.


TUESDAY - There, Their or They're

Write either there, their or they're in each space:

Where are Mohammed and Farad? ______ over ______ .

What are they doing? ______ eating ______ lunch with ______ friends.

After lunch, ______ going back to ______ classroom to finish ______ work. ______ will be trouble if ______ late because ______ teacher is very strict. ______ already in trouble because ______ swimming kits weren't in ______ gym bags so the teacher phoned ______ parents and now  ______ meeting the headteacher immediately after school.


WEDNESDAY - Synonyms for 'Said'

Replace 'said' with a better word:

  • “Oh no, not more homework,” said the children.
  • “Wow! A new bike!” said George.
  • “I’m going to turn you into a frog,” said the witch.
  • “I’ve lost my mummy,” said the little girl.


THURSDAY - Punctuation

Punctuate these sentences correctly.

Remember to add capital letters where they are required:

  • being a sweet toothed child Fawad 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
  • i hate you mary screamed jane stomping out of the room


FRIDAY - Pronouns






This photograph was taken at the end of the war, on VE Day (Victory in Europe Day). It shows a group of people celebrating the end of the Second World war.

Use this picture as inspiration. You can write a short story, a biography, 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.



Look at the photographs of the evacuees and the notes you made last week. Today, you are going to plan your story set during World War II and based on your chosen photograph. Your plan must be structured so that your story will have an opening (introducing the characters and the setting), a build-up, a problem, a resolution and an ending. You may use the story plan template below if you wish.

  • Remember to make links between each event.
  • Remember to include historical detail.


A NOTE ABOUT PARAGRAPHS - Paragraphs can indicate a change of place or time. 

You will need at least one paragraph for each stage of your story.

You might link your paragraphs with adverbials of time. This will help to show the changes in time.


Today, you are going to write your own story set during World War 2, based on your plan and other notes you have made during this unit.  It is important that you use historical details so that you clearly define the period in which your story is set.




  • I have started my story in an interesting and vivid way.
  • I have used powerful, interesting words and vivid descriptions.
  • I have described settings, people, feelings ...
  • I have included dialogue.
  • I have included historical detail.



Today, you are going to edit, improve and redraft your story.

Put yourself in teacher mode and re-read your whole story, deciding what improvements can be made. Look carefully - have you observed all the criteria above?

Once you have edited and improved your story, write in out again: the final draft. Share it with a member of your family. What do they think?  Don’t forget you can also share your work on the blog!



(Weekly Focus: Interpreting charts and line graphs)


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 10 (w/c 29 June)
  • 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!