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Building a Brighter Future

Week beginning 8th June

Week Commencing 8th June 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.

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

 Group 1 Group 2
























Kahoot! challenge!

Once you have practised this week’s spellings have a go at the Kahoot! challenge below or use the challenge pin. It’s a bit different this week. We hope you enjoy it. Good luck!


Challenge pin: 09415133


Reading - Group 1

'Goodnight Mr Tom' by Michelle Magorian. 

This week we are reading chapter fifteen; this is a long chapter and a great deal happens in it!

There are some very big issues in this week's reading 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. (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 EVALUATING; that is, making a comment about the quality of what you have read and why you felt that way.

We evaluate to deepen our understanding of texts and what the author wants us to think or feel.

Look for techniques the author has used. (Think about the way the text is arranged, the kind of language used, the sentence structure, the literary 'tricks' such as alliteration, assonance, personification, rule of three, etc.) Then, think about why the author may have written in this way.

We can use these ideas to make us understand more and help in our own writing.


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

  • At one point in this chapter, the author mentions the weather. She writes, "Willie trembled. A blast of wind swept into his face and he shivered." What effect do these two short sentences have on the scene?
  • Why do you think Willie leaves his drawing and painting equipment with Tom?
  • At one point in this chapter, William tries to remember what his mother is like. What do you think his mother is like and, when you meet her in the story, is that what you expected? Why?/Why not?
  • Why, after the long train journey, did William's clothes smell of tobacco? Why might things be different today?
  • When William reached London, why would the station platform have been 'swarming with soldiers'?
  • When the train arrived in London, the author writes: 'There was no sign of his mother anywhere.'

    Why do you think the author did not have William's mother meet him as soon as his train arrived at the station?

  • Who do you think William's mother thinks he is when he first runs up to her?
  • Why doesn't his mother recognise him at first?
  • Why does William now have a 'peculiar mixture of accents'?


Reading - Group 2



The Blitz was a period of intense bombing during World War 2.  Read pages 1 and 2 in the attached reading comprehension and then answer the questions on pages 3 and 4.  The answers are on pages 6 and 7.













MONDAY - Conjunctions

Write two different sentences using each of the following conjunctions:

... and ...

... but ...

... if ...

... so ...

... because ...

... before ...


TUESDAY - Fronted Adverbials

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

  • Hurriedly …
  • Sadly …
  • Excitedly…
  • Last Night…


WEDNESDAY - Punctuation

Punctuate these sentences correctly:

  • later that day kishans mother went to the shops
  • whose coat is this demanded the teacher
  • sidra replied its mine


THURSDAY - Direct and Reported Speech

Write the direct speech as reported speech and vice versa.


FRIDAY - Fronted Adverbials

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

  • A long time ago …
  • Quietly …
  • One dark and stormy night …
  • Cautiously …







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.



Today, we begin a new unit of work: 'Stories From Times Past'. We will be reading and drawing on several stories set during World War 2. The first story is 'The Lion and the Unicorn' by Shirley Hughes. 

As you read it, try to identify any features of the story that show it is based in an earlier time in history.

For example: a distinctive setting, historical facts, clothing worn or vocabulary used. Make notes of anything that indicates that it is set in an easier period of history.






The author has included some direct speech in this story. Think about how direct speech is punctuated?

At times, the author has also used reported speech.

What are the differences between direct and reported speech?


Note that language used in dialogue often includes dialect, slang and contractions; the same as when someone is talking


Complete this worksheet:


Draw one of these people who appear in the book and label your drawing to describe your chosen person's character. Show his/her feelings and describe some of his/her actions and why he/she does those things, as well as his/her appearance. Use powerful verbs and adverbs as well as adjectives.



(Weekly Focus: Decimal 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 7 (w/c 8 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!