Dear Parents/ Caregivers,

Welcome to learning at home for Week 3 Term 4. Remember our learning at home tasks give you the flexibility to plan these into your day around other commitments.

This Week’s Story Time

This week our spotlight story is I wish that I had duck feet, read by our new teacher Miss Berry.

Reading

This week for reading, there is a book to read each day. Each book also has some follow up activities for you to complete. There are also some skill and poem activities for you to do, this week the skill activities follow on from last week's work around nouns and verbs.

Reminder: Online resources available

Wheelers: When you follow this link https://puhinui.eplatform.co/ you will find access to a range of eBooks and audiobooks.

To sign into this digital library you will need to enter a username, which is the students first name and last name without spaces, with a full stop in between (e.g. Mary.Smith).

Password: library1

Sunshine Online provides access to a range of readers for junior children. To access Sunshine Online for digital readers please visit http://www.sunshineonline.com.au/

In the top right corner of this website, select the red login button and in the dropdown select the option ‘Student Login’

User name: Puhinui

Password: Books2015

BOOKS AND ACTIVITIES

Ready to Read- Decodable text

Click on the following link to listen and read Sports Day

You can click on the ‘play’ button beside the story to hear it being read and you can also click on the TEXT (brown button) to download the story and follow the words.

Read or listen to the story two times.

Activities

Comprehension Questions

Name the characters in the story

_________________________________________________________________________

Who ran really fast?

_________________________________________________________________________

Why was Sam feeling cross?

_________________________________________________________________________

What does Kia Kaha mean?

_________________________________________________________________________

Suffix -ing

Rules for suffix 'ing': The four spelling rules for suffix in 'ing' are:

Short vowel sound, with one consonant – double the consonant and add ‘-ing’
= putting
Short vowel sound, with two consonants – add ‘-ing’
= jumping
Ending in ‘e’ – drop the ‘e’ then add ‘-ing’
= joking
Long vowel sound – just add ‘-ing’
= sailing

Matching Activity

Match the words on the right to their root words on the left

Extra Practice

Sunshine Online Level 8 - I Smell Smoke

Log into Sunshine Online, Learning Space 2, L8 Fiction and choose the story, “I Smell Smoke”

Read the book two times.

Online activities:

Complete the follow up activities for

the story.

Comprehension Questions:

Who wrote this story? _____________________________________________

Who drew the illustrations? ________________________________________

Why did the boy get down on the floor when he smelt the smoke?

_____________________________________________________________________________

Why did he touch the door to see if it was hot? ___________________

______________________________________________________________________________

Why did he crawl on the floor instead of walking? ________________

______________________________________________________________________________

Why did the boy go out the front door? ___________________________

______________________________________________________________________________

Why was there smoke in the house? _______________________________

______________________________________________________________________________

Rhyming words

There’s 4 words that rhyme in the story. Can you find them?

__________________________ rhymes with __________________________

Smoke Alarms

Have you got smoke alarms in your house? _______________________

How many smoke alarms are in your house? _____________________

Why does your house need smoke alarms? _______________________

______________________________________________________________________________

Challenge: Find the escape routes in your house

Draw a map of your house and all the rooms. Then ask everyone in your house to find 2 ways to get out of each room. For example: a door or a window.

Here’s the map of a house. In the bedroom there are 2 escapes to get out of the house. In the kitchen there’s 2 escapes to get out. In the living room there’s 3 escapes. In the bathroom there’s 1 escape. How many escapes in your whole house?

Sunshine Online- Forts L14

Read the book two times and complete the follow up quiz.

Comprehension Questions: Remember to record your answers in full sentences.

What are forts?

__________________________________________________________________________

What are the doors made out of and why?

__________________________________________________________________________

Why are the walls high and thick?

__________________________________________________________________________

Have you ever visited a fort? If yes, describe the fort.

__________________________________________________________________________

Find five words in the story which begin with ‘th’

____________
____________
____________
____________
____________

Use the five ‘th’ words to create your own sentences. For example: There is a cat hiding in the fort.

1._____________________________________________________

2._____________________________________________________

3._____________________________________________________

4._____________________________________________________

5._____________________________________________________

Build your own fort at home

Ask an adult to help you build a fort at home using pillows, blankets, sheets, chairs. Get creative and use your imagination! What kind of activities would you do in your fort?

Here are some suggestions:

Read a book
Draw pictures
Build with blocks
Imaginative play

Ready to Read- ‘One at a time’ Level 15

Listen to the book a couple of times to help you answer the questions.

Activities

Comprehension Questions

Who were the characters in the story?
What happened on the trampoline?
What was mum’s rule about jumping on the trampoline?
Why did Mum have that rule?
Where did mum take Ella and Danny?
How do you think Danny felt after hurting Ella by accident?

This story has lots of different nouns and verbs.

Find the verbs first. Colour them in blue if you have printed out our activity. Then find the nouns, colour them red if you have printed out our activity

Choose one noun and one verb to make into a sentence. Colour the nouns in your sentence red, and the verbs blue

Here is an example: Ella is jumping on the trampoline.

Need something else to do?

Do you have a trampoline at your house?

See how many times you can jump without falling down

Drop different objects onto your trampoline and see how high they bounce

Design a trampoline rules poster for Ella and Danny’s trampoline. Here is an example:

Design the world’s coolest trampoline. Make sure you label your drawing with all of its parts, and what they are for
Make your own trampoline using fabric or a piece of plastic bag, toothpicks, bulldog clips, and rubber bands or hair ties.

Drop small toys onto your trampoline and see how high they bounce
Try putting a toy on the trampoline, then dropping a heavier toy near it. What happens?

Sunshine Online Level 18 - The Supermarket Chase

Log into Sunshine Online, Learning Space 3,

L18 Fiction. Choose the story, “The Supermarket Chase”

Read the story, then do the online activities after the story.

Adjectives (describing words):

There are lots of adjectives in this story. Sometimes adjectives are called WOW words. Adjectives describe things.

So instead of just saying: “Toby has a tail”, the writer of this story says, “Toby has a little tail”. Little is the adjective that describes Toby’s tail.

Can you find some adjectives in this story?

What are two adjectives that describe things on page 2?

What are some adjectives on pages 4 and 6?

What are some adjectives on pages 14 and 15?

Making up your own adjectives for the story:

I bet you can make some of the sentences in this story more interesting by adding an adjective when the writer hasn’t.

Below are some sentences from the story and a space to add an interesting adjective.

Page 4: Louise tied Toby’s ______________________________ leash to the bike stand.

Page 4: His ____________________ tail went down. His _____________________ nose went up.

Page 8: Finally, she passed him but the __________________________ puppy was gone.

Page 11: He had a ________________________________ sausage in his mouth.

Page 11: The ______________________________ butcher ran after the little dog.

Page 15: “There were two _______________________________ puppies to choose from and I got the best one.”

Questions:

Why did Toby’s tail go down and his nose go up when he got tied to the bike stand?

Why did Louisa think her puppy had run into the supermarket?

What was in the boxes that Toby knocked over in the supermarket?

The sign on the door in the supermarket said, Staff Only. What does that mean?

Why did the butcher call Toby “a little thief?”

How do you think Louisa felt when she saw her own puppy outside on the ground asleep after she had caught the puppy?

skills practice

Poem

Activities

Find the words in this poem that rhyme with these words. Remember, rhyming words in poems are usually found at the end of a line.

2. The oo vowel pattern can make 2 different sounds. Which of these words makes the same sound as in goose?

3. Sometimes, people say “It’s fine weather for ducks” . What do you think they mean?

4. Do you like the same kind of weather that the duck in the poem likes? Why/Why not?

5. What is the weather like at your house today? Can you use some descriptive language like the author of this poem?

Need something else to do?

Here is a link to a story called “A good day for ducks”

Here are some art ideas for being creative with ducks in rainy weather.

Adjectives

Adjectives are words used to describe something. They might tell you the colour, size, or shape of an object.

Find the adjectives in the sentences below. Handy hint: There might be more than one.

Example: She drives a fast race car.

The large house is old.
In the small garden, I saw a beautiful butterfly.
The chocolate cake tasted delicious.
Chloe is a brown fluffy cat.

In the next sentences, add in your own adjectives.

The ___________ dog slept on the ___________ mat.
Manav ate ___________ biscuits and drank ___________ juice.
The ___________ car drove ___________ on the road.
Riley picked ___________ flowers to give to his mum.

Compound words

A compound word is when two words join together to make one new word.

Break apart these words to show the two words that make up the compound word

downstairs = ______________ + ______________

sunray = ______________ + ______________

netball = ______________ + ______________

today = ______________ + ______________

into = ______________ + ______________

away = ______________ + ______________

Can you fill in the second part of these compound words, then write the whole compound word. For example, base + ball = baseball

Compound words

A compound word is when two words join together to make one new word.

Break apart these words to show the two words that make up the compound word

downstairs = ______________ + ______________

sunray = ______________ + ______________

netball = ______________ + ______________

today = ______________ + ______________

into = ______________ + ______________

away = ______________ + ______________

Can you fill in the second part of these compound words, then write the whole compound word. For example, base + ball = baseball

Contractions

Can you merge these two words to make a contraction? If you need some help use the words in the box below to help you

we + will = ______________ can + not = ______________

let + us = ______________ you + are = ______________

would + not = ______________ I + have = ______________

Practise breaking apart these contractions, you can use the words in the box to help fill the gaps

Example: Don’t = Do + not

We’re = We + _______ They’ll = They + _______

Won’t = Will + _______ Doesn’t = Does + _______

I’m = I + _______ They’re = They + _______

Writing

Jake and the Beanstalk

Here is a link to the story of Jack and the Beanstalk.

Imagine you found a magic seed, just like Jack. What would happen next?

Here is a story planner to help you add detail to your story. Draw pictures and add some words to the boxes to answer the questions.

If you add in a character, remember to give them a name.

Here are some words that might be useful when you are writing your story

Here is a sentence that could help you start your story: I found a golden glittery seed on the ground so…

Need something else to do?

Here is a link to the story of Jack and the beanstalk told from the giant’s perspective
Plant a bean seed and see how tall it gets. Use a ruler to measure it’s growth every week.

Octopus- Information Report

Read of the fact sheet about octopuses two times

Think about some key facts you have learnt about octopuses. Key facts are factual information.

Make a plan for your writing (see example below)

Next, write an information report using your plan and facts you have learnt about octopuses. Remember, you will be writing only factual information about octopuses. Think carefully about your opening sentences to engage your reader.

Here is an example of the opening sentences for an information report….

Look out! There is a creature in the ocean with six arms, two legs and a large head….Did you know octopuses change their skin colour to hide from predators.

Once you are finished with your report, check your punctuation and read it back to yourself. When you are happy with your report, read it to a family member. Ask them to share three key facts they have learnt about octopuses.

Going on an aeroplane with zoo animals

Imagine you are going on an aeroplane with zoo animals! Have a think about the following questions:

Which animals would you like to take on an aeroplane? ( zebras, chimpanzees, giraffes, lions, hippopotamus)
How would you feel having animals on the same flight as you?
Where would you sit and what would you eat?
What would the animals do and how would they entertain themselves?

You will be writing an imaginative piece of writing to convince your reader why going on an aeroplane is the best idea.

Plan your story with a picture and key words (See example below)

When writing your imaginative story- remember to re-read it so it makes sense. Remember to add detail (+D) to your ideas so it’s engaging for the reader.

Once you are finished, read your story to a family member. Discuss with them if they would like to go on an aeroplane with zoo animals! Why/Why not?

Record their response at the end of your imaginative story as an opinion.

Challenge:

Begin your story with an interesting opening sentence to engage your reader.

I had the best weekend trip ever! I travelled to the South Island on a plane not with humans...but with my favourite zoo animals! If you would like to learn how to travel on an aeroplane with your favourite animals, then keep reading my story.

Lifecycle of a Pea

Every living thing has a life cycle - including a tiny pea! Watch this timelapse video of a pea growing.

Here is a diagram to help show you the life cycle:

The pea starts as a seed. Then its roots grow down into the ground and a shoot grows up towards the light. Then a little sprout grows. The sprout then turns into a plant. Once it flowers the peas grow.

Plan your writing by drawing the different stages of a peas life. Then write down keywords to help write your story.

Here is a wordbank to help you:

Think about some key facts you have learnt about octopuses. Key facts are factual information.

Make a plan for your writing (see example below)

Challenge: Using what you have learned from the garden topic online learning, can you explain what the pea needs in order for it to grow.

Superpowers

If you could have superpowers what would it be? Would it be flying or invisibility or super strength? If you had this power what would you do? How would your life be different? Would this power be good or bad? For example, if you were invisible your family might not be able to see you again.

Plan your story- Draw yourself as a superhero showing your powers. Write bullet points for:

What your power would be
What you would do with your power
Would it be good or bad
Why would it be good or bad

Challenge: Can you write an introduction about how you got your superpowers? Spiderman was bitten by a spider and ironman built his own super suit. How did you get your powers?

maths

Reminder: Online resource available

Matific: Follow this link https://www.matific.com/nz/en-nz/home/ and access the website by using the login your teacher gave you.

This week, our maths activities are all about Geometry.

Sorting

Find 20 small objects from around the house. See how many different ways you can sort them, for example, by colour, shape, size, etc. Can you put them in order from light to heavy or hard to soft?

When you did your sorting, did you find any shapes that were the odd one out? Why were they the odd one out?

In each line of the pictures below, can you find the odd ones out? Explain to a grown up in your bubble why you chose each one.

Extra Challenge

Here are some shapes that I found when I was searching around my house.

Eva, Tama, Noah and Jo looked at my objects.

Eva says “Hey! The square is the odd one out.”

Tama says “No Eva, the circle is the odd one out.”

Noah says “No, it’s the box”

Jo says “You are all wrong, it’s the pentagon.”

Who do you think is right? Why?

Shapes, sides and corners

Can you make a robot from some shapes?

You can draw some shapes onto coloured paper, magazines or newspapers and then cut them out to build your robot.

Here are some ideas for shapes you can draw.

All shapes have sides and some have vertices. Vertices is the maths word for corners.

When you have finished making your robot, count up how many of each shape you used.

Triangles ____

Circles ____

Squares ____

Rectangles ____

Pentagons ____

Hexagons ____

Ovals ____

Rhombuses ____

Trapeziums ____

Parallelograms ____

How many sides does your robot have altogether?

How many corners or vertices does your robot have?

Extra Challenge

Jess thinks that since octagons and hexagons look the same, they should have the same name. How many facts could you give her to show that they are different?

Shapes, transformation (flip, turn, slide)

The children in this video sing a song about flipping, turning and sliding that you can dance to
The teacher in this video explains what a flip, turn and slide is

Here are some examples of flips, turns and slides.

Here is a shape that I made from 4 squares

.Can you draw my shape?
Can you flip it?
Can you turn it round?
Can you slide it across the table?
Can you make some artwork using this shape only?

Here are some examples:

This person has used the same shape, and turned it to make their art

This person has used the same shape and slid it to make their art

Does your art use a flip, slide or turn?

Extra Challenge

Can you make a different shape using 4 squares? Can it fit together to make art like our L shape does?

A shape that is made of 4 squares is called a quadromino. There is a game that uses these shapes, called tetris. When you play this game, you have to flip, turn and slide the shapes so that they fit together. You can try playing tetris here

Positional language

We have some special words that we use to describe where things are, or where people have to go. These words are called positional words

Design an Obstacle Course

Can you make an obstacle course maze in your house for your family to go through? Make sure there is something for them to go

Over
Under
Around
Through
Between
Behind
In front

Here is an example of the instructions I made for my family.

Go through the door to the lounge
Climb over the couches
Go around the cushions on the floor
Crawl under the table
Do 3 star jumps in between the TV and the window
Hide behind the curtains for 5 seconds
Finish in front of the chair

Write down your instructions and see if they can follow them.

Directions and procedural language

Jenny has made a maze for her pet mouse to run through. She wants to see if it can get from the start to the cheese. Can you describe how the mouse could get to the cheese?

Here is an example of an instruction that I would use: First, the mouse has to move one square forward

Here is some grid paper. Can you make your own maze for the mouse to go through to get to the cheese?

Symmetry

Symmetry is when a shape or object looks the same on 2 or more sides.

Here are some examples of shapes and objects that are symmetrical.

Can you hunt around your house and find some objects that are symmetrical?

Try this!

Did you know a mirror can help us make symmetrical shapes?

Draw half of your favourite shape on a piece of paper, or make half an object from lego or other blocks. Fold the paper so that the edges of your shape are right against the edges of your paper. Place the paper up against the mirror, and see what happens!

Try This!

You can make art using symmetry

Put some paint on one side of the paper. Fold the paper in half. Squeeze the paint so it transfers onto both sides of the paper. Cut it into a shape like a butterfly, heart or house

Here are some plants and bugs you might find in your garden, but half of them are missing! Can you use symmetry to finish them of

topic - gardens

Looking After Gardens- What is a gardener’s job

Here is a link to a song where a gardener explains their job.

Here are some things this gardener does:

Waters plants
Plants seeds
Learns about plants and what they need
Keeps pests and weeds away from the plants
Knows about weather and seasons
Digs holes, adds compost and keeps the soil healthy
Mows the lawns
Clips the bushes
Grows fruit and vegetables for us to eat

Match the pictures to the names of these gardener’s tools

Use what you have learned today to look after the bean seed you started growing last week.

A Bee’s Job in a Garden

It’s not just gardeners that have lots of work to do in the garden. Bees are a gardener’s biggest helper. They have a special job in the garden called pollination. Here is a video to explain pollination

You can be a bee pollinator too!

Pipe cleaners have a fluffy texture, that’s nearly the same as a bee’s body.

If you make a bee out of pipe cleaners, you can pick up pollen from flowers, just like bees do.

You will need:

1 yellow and 2 black pipe cleaners

Some paper

Scissor

Glue

Some small googly eyes (if you would like them)

Bend one pipe cleaner in half, and twist the other 2 around the middle so they are connected in a Y shape

Wrap your pipe cleaners around your finger

Cut some wings from the paper and glue them to your bee’s body

Find a flower with a bright yellow or orange middle, and land your bee onto the flower. What happens to your bee?

Does it look a bit like this?

The orange or yellow dust on your bee is called pollen. Pollen is what helps flowers turn into fruits and vegetables. We need 2 different kinds of flowers to make one kind of fruit or vegetable. One has pollen, and one has sticky stamen. We need bees to move the pollen from the flower to the sticky stamen. The flower can only turn into food if there is pollen on its sticky stamen.

Minibeasts in your garden

Last time, we learned about how important bees are for pollinating our flowers, but did you know that there are other minibeasts in your garden that help the plants to grow?

Here is a link to a story about the minibeasts you might find around your house, or in a garden

Garden treasure hunt

Go outside into your garden, or your closest part or forest. Hunt for minibeasts that live in the soil, or on the plants. You can keep track of your findings by using a camera, pencil and paper, or the seek app (download here, seek is a nature diary app for children and can help identify the things they find).

What minibeasts did you find on your walk?

Here are some facts about minibeasts and how they are helping your gardens.

Make a Minibeast

Use some rocks, paint, pipe cleaners, googly eyes and PVA glue to make some minibeast decorations for your garden, or hide them at the park for other children to find!

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