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This page has been set up to support home learning for Year 4 pupils whilst the school is closed due to the Coronavirus.  Each week, a Home Learning Overview will be uploaded by 8am Monday morning for parents/carers to access, along with additional resources and web-based links for pupils to explore.  Should you have any questions or wish to request a login and password reminder for online resources, please contact the Year 4 teachers via email using this email address: year4@southwood.bardaglea.org.uk.  One of our Year 4 team will check the inbox on a daily basis and get back to you as soon as possible.  Please note that we are setting Home Learning activities to support routine and education, however we do not expect parents to teach new concepts and we understand that many of you are trying to work from home too.  At the very least, pupils should be encouraged to read every day and practise arithmetic skills.  We urge families to follow Government guidance and to stay safe.

English 

Summer 2 - Week 7

 

W/C 13/07/20

Core Activity

Additional Activity

Monday

Text: The White Fox

Literacy Focus: Exploring positive and negative connotations of the word ‘wild’

Today you will need The White Fox book and a dictionary.

 

Starter activity

Developing depth of vocabulary knowledge is essential when reading a text. If you understand that words can have multiple meanings, you can think about this when you see a familiar word that does not appear to make sense in context.

 

The word ‘wild’ can have both positive and negative meanings, and in this lesson, the children explore the various meanings in the context of the story.

 

Write the word ‘wild’ on a piece of paper. List all the things that come to mind when you hear the word. What words do you associate with the word wild?

 

Main

Review your list of words and now put them into different groups. The groups are: behaviour, animals, nature, weather.

For example, when I hear the word wild, one thing I think of is lions as they usually live in the wild. So I would put lions in the animal group.

 

Read  the following short sentences:

The children were going wild at wet play.

Wildflowers grow in my garden.

Is the word ‘wild’ used positively or negatively in each sentence?

Look back to your list of words which are placed in different groups.

  • Which groups or words have positive connotations?
  • Which groups or words have negative connotations?

 

Task

Read through each sentence and decide on whether the word ‘wild’ has a positive or negative connotation in each sentence.

 

It was a white fox, a wild thing, alone in the city, lost, just like him. (page 1)

 

Sol tried to imagine the wild white fox stalking along the docks, feeding on scraps left by the dockers, on mice and on rats. (page 2)

 

‘Can’t have an Arctic fox running wild in the city.’ (page 5)

 

The place was alive with feral cats, scrawny wild things that hissed and scratched if Sol go too close. But no sign of the Arctic fox. (page 11)

 

He felt the heat rise in his face, his heart beat faster as he focused all his attention on the one small white creature, so strange, so alien, so wild in this landscape. (page 13)

 

‘He’s a wild thing, not a pet.’ (page 31)

 

‘He belongs to the wild.’ (page 32)

 

‘He’s wild, untamed. He doesn’t need a name. At least not one I could give him.’ (page42)

 

And the missing her become so big when I’m there, where we grew up, with all those memories of running wild in the woods.’ (page 44)

 

As she went, Sol felt a curious pull towards the wild. (page 54)

 

 

Now use the dictionary to look up the word ‘wild’

 

  • Are there any meanings that you were unfamiliar with?
  • Are you surprised by the number of ways wild can be used?
  • How does the word ‘wild’ relate to the story of The White Fox?
  • Is there more than one way in which the word’ wild’ relates to the story?

 

Login to Bug Club to read a story. If you are having trouble logging on to it please email on the year 4 email or Class Dojo.

 

 

How many sentences can you write which use the different meanings of ‘wild’?

Tuesday

Text: The White Fox

Literacy Focus: Exploring emotions at a key part of the story

Today you will need The White Fox book, zone of relevance sheet, emotions card (see resources)

 

Starter

The moment the fox is released is a significant event in the story.

Re-read the section of the book where the fox is released (pages 51-55).

 

Ask yourself:

• Do you think it would have been easy for Sol seeing the fox leave?

• Have you ever had mixed feelings about something?

 

Main

Get yourself into the role as Sol and place yourself in this scene (where the fox is released).

 

Re-read the section again, focusing on your feelings at this moment (remember you are Sol).

Using the Emotions Cards and the Zone of Relevance sheet (see resources - English Tuesday 14th July). Sort the emotions/ feelings, placing the most relevant feelings in the centre. Any feelings/ emotions which you feel are either not as important or not applicable are placed outside the circle.

 

Something to think about: Bittersweet - This is a word which can describe an experience that has aspects of happiness mixed with sadness.

 

 

Go to the illustration on pages 52-3.

 

 

 

Ask yourself:

 • Where do you think the four characters are positioned in this scene?

 

Task

Choose a family member from the story, whose role you could take on. Write some sentences you would say as the fox is released. For example, you may choose dad - what would dad say as the fox is released in the story?

 

Imagine you are the fox

  • Who would you like to speak to?
  • What would you like to do?

Login to Bug Club to read a story. If you are having trouble logging on to it please email on the year 4 email or Class Dojo.

 

Write the beginning of the story from the point of view of the fox. You should include when the fox arrives in Seattle and when ‘the fox finds Sol. Remember to consider how the fox is feeling at each point or event. Your writing should include fronted adverbials. Examples of this could be -

Before the sun went down,

All night long,

Early that morning,

Late in the evening,

Something to think about:

 

  • Was it easy or difficult writing in the role as the fox?
  • Did any specific illustrations help you?

 

 

 

 

Wednesday

Text: The White Fox

Literacy Focus: Dialogue

Today you will need The White Fox book

 

Starter

Today we will be focusing on dialogue. You will need to think about the different rules when adding dialogue/ speech in your writing.

 

Read page 9 of the story where Dad is thinking to himself about Sol. Try and answer these questions:

 

• When do you start a new line?

• Where do the inverted commas go? (remember inverted commas look like this “ ”) Would you use them here? Why/ why not?

• Where do you put punctuation at the end?

Where could you add a reporting clause - an example of a reporting clause would be ‘he said’ or ‘she answered.’

Write down a list of rules on a large sheet of paper, you could even make this into a colourful poster.

 

Main

Write these two passages down and use the direct speech rules to punctuate these passages, adding commas and inverted commas in particular, in the correct places.

Read this passage aloud first, to be able to get a sense of where the speech is, before adding any punctuation to it.

 

Also think about where you would need to start a new line - (new line for a new speaker).

 

  1. Well, said Gran, there you are now. Look at you. She doesn’t seem any the worse for her long journey. She Ben and Sol chorused. Well yes. Obvious really. She’s a vixen. Had to be if you think about it. (The White Fox page 50)

 

 

  1. Your mum his grandmother said had a special affinity with the white fox. There was one in the garden on the night she was born. For that matter, it was the same the night you were born, even though you were so far away. She would often see them. She used to dream about them. I’ve been dreaming of white foxes too Sol said. Strange dreams, wild white foxes in the sky. Gran smiled. More than anything your mum loved to sculpt them. And her foxes were always what sold first. (The White Fox pages 62-3).

 

Task

Write another passage containing speech. This could be a conversation between Sol and his father when he returns from Seattle at the end of the story, or you may be able to think of a conversation at a different point of the story.

 

Something to think about:

  • How likely are you to remember the conventions for speech punctuation we have learned about today?
  •  Would it have been different if I had just told you all of the rules?

Login to Bug Club to read a story. If you are having trouble logging on to it please email on the year 4 email or Class Dojo.

 

Write a poem about the fox. Here are some ideas of different types of poems you could use. You may want to do something totally different - be creative.

 

 

 

 

 

Thursday

Text: The White Fox

Literacy Focus: Naming the fox

Today you will need The White Fox book.

 

Starter

The fox in the story is not given a name because it is a wild animal. Sol doesn’t feel he has the right to name her. Naming the fox requires you to reflect on the part that she plays in the story.

Remember the moment on page 42 when Sol’s father asks what name he will give the fox. Sol tells him that the fox doesn’t need a name. The title refers to the colour of the fox.

 

Choosing a name for the fox

 

  • Think about the role the fox plays in the story and her relationship to Sol. (She could be described as a protector or even a saviour.)
  • You could even do an internet search, searching different names with meanings
  • What name would you give the fox? Make a short list of some possible names

 

The think about:

  • What other factors do we need to consider?
  • Is the sound of the name important?

 

Now choose your favourite name for the fox and explain why you think this is the best pick.

 

  • Does the name have a particular meaning that is appropriate?
  • What is the significance of the name?

 

Refer to the role of the fox in the story and how a name can reflect this.

Can you think of any other stories where the names of the characters reflect the role they have in the story?

Make a list of the stories

 

We would love to hear the different names you can come up with. Let us know on class dojo or the year 4 email.

 

Login to Bug Club to read a story. If you are having trouble logging on to it please email on the year 4 email or Class Dojo.

 

Why not draw a picture of your white fox. You can use watercolors to paint it or you may want to do a black and white picture, using just pencil with shading - the choice is yours!

Friday

Text: The White Fox

Literacy Focus: Writing a newspaper report

Today you will need The White Fox book

 

Starter

Writing a news report requires readers to take information from the story and recreate it in a different format.

 

Begin by reading the news story of the Arctic fox who walked 2000 miles from Norway to Canada in July 2019

https://www.bbc.co.uk/newsround/48839052%C2%A0

 

 

 

The story of the white fox journeying to Seattle and being returned to Alaska is one that would make an interesting news item for people around the world.

 

You are now a news reporter and are being sent to cover the story.

 

Firstly, imagine you are the editor of a newspaper and have heard about a boy who found an Arctic fox in Seattle and returned it home. You would need to interview the boy to be able to write a detailed news story.

 

Sol’s answers

  • Write a list of questions you could ask Sol as a reporter and think of some of the answers Sol may give, write these down also, as you will need the answers for your report.

 

Main

 

  • When writing a newspaper report, it is important to give the reader all the information. Remember the 5 W’s and one H - when? who? where? what? why? how?

 

Using the newspaper report above, think about the details you would need to add to yours. You may even have a newspaper at home to read also.

 

 

 

Examples of what you could add may be

 

  • What has happened and where? An Arctic fox was found at the docks in Seattle. It is thought that it stowed away in a boat delivering dumpsters.

 

  • Who found the fox? The fox was spotted by dockers one night.

 

  • When was the fox caught? The dockers caught the fox using a peanut butter sandwich as bait in the middle of the night.

 

  • Why and how did the fox get back to Alaska? A twelve-year-old boy had befriended the fox. He told us, “I heard about the fox and went to the docks until I saw it. I guess you could say we became friends”.

 

When writing your report, remember to add dialogue as shown in the above sentence - “I heard about the fox and went to the docks until I saw it. I guess you could say we became friends.”

 

  • Use some of Sol’s answers to add dialogue to your report.

 

 

Your newspaper report should include:

 

  • A catchy headline to ensure you capture the reader’s attention
  • You should include the 5 W’s - describe who it’s about, what happened, where it happened, when and why? Also explain how everything unfolded.
  • Facts about the topic - use the information that you already know from the text
  • Quotes from a person involved in the story - this can be someone other than Sol.
  • A closing sentence or paragraph
  • Remember your text should be written in the past tense, e.g. The boy jumped off the boat and landed with a thud.
  • You should also add a picture with a caption to describe what it is.

 

We would love to see a picture of your finished report - remember to send your work to the year 4 email address above.

Login to Bug Club to read a story. If you are having trouble logging on to it please email on the year 4 email or Class Dojo.

 

Read your newspaper article to someone else in the style of a reporter. Really get into character and read with lots of expression.

 

  • Is there anything else you would have liked to find out about or add to your report?

Maths

Summer 2 - Week 7

 

W/C 13/7/20

Core Activity

Additional Activity

Monday

 

Interpret charts

 

Click on the link below and select Summer term- Week 10 - Lesson 1-

https://whiterosemaths.com/homelearning/year-4/

 

Watch the video and complete the activity.

 

Activity: 

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-1-Interpret-charts-2020.pdf

 

Answers:    

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-1-Answers-Interpret-charts.pdf

 

 

Think about the following:

Remember the key is very important and is key to understanding and interpreting different charts.

 

Play Times Table Rockstars for at least 15 minutes.

 

Draw your own pictogram. You can choose what it is you want to show. For example, a class’ favourite fruits.

 

How much is each object worth? Don’t forget to show this on your key.

 

 

 

Tuesday

 

Comparison sum and difference

 

Click on the link below and select Summer term- Week 10 - Lesson 2-

https://whiterosemaths.com/homelearning/year-4/

 

Watch the video and complete the activity.

 

Activity:

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-2-Comparison-sum-and-difference.pdf

Answers:  

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-2-Answers-Comparison-sum-and-difference.pdf

 

Think about the following:

When looking at tables, remember to take some time to think about what the table is actually showing you.

 

Use the information you have in order to complete the table below

 

 

 

 

Play Times Table Rockstars for at least 15 minutes.

 

Click the link and look at the bar graph. Then answer the questions

https://www.softschools.com/math/data_

analysis/bar_graph/activities/favourite_

colors_bar_chart/

 

Have a go at making your own bar graph and questions up.

Wednesday

Introducing line graphs

 

Click on the link below and select Summer term- Week 10- Lesson 3-

https://whiterosemaths.com/homelearning/year-4/

 

Watch the video and complete the activity.

 

Activity:

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-3-Introducing-line-graphs.pdf

Answers:

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-3-Answers-Introducing-line-graphs-1.pdf 

Think about the following:

Remember you can use line graphs not just using the point of the graphs, but also any part of the line. Look at the graph below:

 

  • What months did Elf weigh 4kg?
  • How much did Elf weigh in March?
  • What date did Elf weigh 7kg?

​​​​​​​

 

 

Play Times Table Rockstars for at least 15 minutes.

 

Click on the link and play the following game:

 

Think about creating your own line graph. What will you measure? For example, you could measure the height of a child each year, or the speed of a car within a certain time period.

Click the link to make your own line graph or you may just want to draw it on paper - you could even do both.

https://mathsframe.co.uk/en/resources/resource/

111/itp-line-graph

 

 

 

 

 

Thursday

 

Line graphs

 

Click on the link below and select Summer term- Week 10 - Lesson 4-

https://whiterosemaths.com/homelearning/year-4/

 

Watch the video and complete the activity.

 

Activity: 

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-4-Line-graphs.pdf

 

Answers:  

https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-4-Answers-Line-graphs-1.pdf

 

 

Think about the following:

 

Use the information on the graph, in order to help you make sensible estimates.

 

Play Times Table Rockstars for at least 15 minutes.

 

Play the following games:

https://mathsframe.co.uk/en/resources/resource/

568/Fractions-of-Numbers-Mini-Maths-Golf

 

https://www.topmarks.co.uk/maths-games/hit-the-button

 

 

Friday

 

Friday maths challenge

 

Activity:  

https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Family-Challenge-Friday-3rd-July.pdf

 

Answers:  

https://wrm-13b48.kxcdn.com/wp-content/uploads/2020/07/Family-Challenge-Friday-3rd-July-Answers.pdf

 

How many challenges can you complete?

 

Play Times Table Rockstars for at least 15 minutes.

 

Play the following games:

https://mathsframe.co.uk/en/resources/resource/

565/Maths-Goalie

 

https://mathsframe.co.uk/en/resources/resource/

37/placing-numbers-on-a-number-line

 

 

 

Spelling and Grammar

Summer 2 - Week 7

 

 

W/C 13/7/20

Core Activity

Additional Activity

Monday

Year 3/4 or Year 1/2 Spelling list.

Learn to spell 10 of the words that you do not know yet.  Can you use these in sentences?

 

Write a short story that uses between 5-10 of your spellings.

Tuesday

Year 3/4 or Year 1/2 Spelling list.

Learn to spell 10 of the words that you do not know yet.  Can you use these in sentences?

 

Try to form new words for 10 of your spellings, for example load = loaf

Wednesday

Year 3/4 or Year 1/2 Spelling list.

Learn to spell 10 of the words that you do not know yet.  Can you use these in sentences?

 

Write sentences using two spellings words in each sentence. Write at least 4 sentences

Thursday

 

Year 3/4 or Year 1/2 Spelling list.

Learn to spell 10 of the words that you do not know yet.  Can you use these in sentences?

 

Choose 5 words that you have trouble with and write them each out 5 times.

Friday

 

Year 3/4 or Year 1/2 Spelling list.

Learn to spell 10 of the words that you do not know yet.  Can you use these in sentences?

 

Play the following spelling game:

lhttp://www.ictgames.com/littleBirdSpelling/

Click year 3&4 and then select a birdbox to play

 

PSHE Week

Summer 2 - Week 7

 

W/C 13/7/20

Core Activity

Additional Activity

Monday to Friday

Southwood’s Book of Hopes: Our Lockdown Stories

For our PSHE Week, we would like the children to share their Lockdown experiences, real or otherwise so that they could become a part of our book of hopes. The aim of the Southwood Book of Hopes is to encourage our children to not only be creative with their writing but to also share their thoughts, feelings and experiences during the Lockdown. They can either make up stories or write their own experiences. The book of hopes will include all the amazing work created by the children as an inspiration for children in the future to feel inspired by their stories. They can choose to write a short story, poem, story through Art, jokes, heroic tales or draw pictures using the following:

Key Headings:

Non-Fiction: True Stories

Fiction: Lockdown Creativity

Sub-Headings:

Kindness

Nature

Animals

Family

Adventure

Fun

The idea is for them to have great FUN whilst doing it, it can be as simple as a painting or drawing or as complex as a short story or poem.

Parents, please can you send in your children’s work to their class teachers so that they could be included in our book of hopes. The link below is an example of the Book of Hopes that have some amazing stories for the children to read and to support their writing.

https://literacytrust.org.uk/family-zone/9-12/book-hopes/

 

complete your transition booklet

 

https://www.twinkl.co.uk/resource/t-c-2548878-transition-day-year-4-to-5-booklet?sign_in=1

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