Dear Parents/ Caregivers,
Welcome to learning at home for Week 4 Term 4. Remember our learning at home tasks give you the flexibility to plan these into your day around other commitments.
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 Dipped in Mud
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 from the story?
__________________________________________________________________________
What was Tui hunting for?
__________________________________________________________________________
Why did the man yell at Weka?
__________________________________________________________________________
Suffix- ed- The Spelling rules for suffix-ed are:
Short vowel sound, with one consonant, double the consonant and add ‘-ed’, e.g. lapped
A short vowel, with more than one consonant after it, then add ‘-ed’, e.g. backed
Matching Activity
Match the words on the right to their root words on the left.
Yell Bumped
Dash Puffed
Pick Dipped
Chomp Rushed
Peep Peeped
Bump Slipped
Puff picked
Slip Chomped
Dip Dashed
Rush Yelled
Extra Practice
Sunshine Online Level 10 - Animal Inventions
Sometimes animals can do things that people can’t do. So people invent things that animals can already do. Aren’t animals clever!! This is a true story about inventions based on animals.
Log into Sunshine Online, Learning Space 2, L10 Non-Fiction. Choose the story, “Animal Inventions”.
Read the book two times.
Online activities:
Do the Activities online for the story.
Questions:
Find the Contents page (at the beginning of the story). If you want to read about Animal Inventions In the Air, what page would you go to?
________________________________
If you want to read about Animal Inventions, On the Ground, what page would you go to?
________________________________
What can the diver do that the fish can do? ______________________
_____________________________________________________________________________
How does the swimmer kick through the water like the frog?
______________________________________________________________________________
What does the submarine do that the crocodile can do? ________
______________________________________________________________________________
How do the people glide through the air like the sugar glider animal does?
______________________________________________________________________________
What does the mountain climber use to climb down the mountain?
______________________________________________________________________________
On Page 16 is an Index. What is the Index for? ___________________
______________________________________________________________________________
More Animal Inventions:
Can you think of any more animals that can do things that people had to invent?
I’ll give you two clues:
Birds have wings to fly. What did people invent that can fly like birds?
Worms can tunnel through the ground. What did people invent to make tunnels in the ground?
Sunshine Online, Level 12- Kangaroos
Log in Sunshine Online, Learning Space 2, L12 Fiction
Read the story twice
Complete the Thinking activity
Complete the Word Match activity
Comprehension Questions
Remember to record your answers in full sentences with a capital letter at the beginning and a full stop at the end of your answer
What was in the kangaroo's pouch?
__________________________________________________________________________
What happened to the baby when the kangaroo jumped?
__________________________________________________________________________
Who helped the kangaroo with her problem?
__________________________________________________________________________
How did the kangaroo solve her problem?
__________________________________________________________________________
Word Ending Practise
Record the correct suffix from the book to complete the words listed below using ing or ed
Jump______
Look______
Bump_____
Play______
Verbs- Silly Sentence Practise
Use the words listed below to create a silly sentence.
For example- Jump- The frog can jump over a tree.
Jump
Look
Bump
Play
Sunshine Online, Level 17- Billions of Bananas
Login Sunshine Online: Learning Space 3, Level 17
Read ‘Billions of Bananas’ on Sunshine Online and complete the activities.
Activities
Comprehension questions
Where are the most bananas eaten?
What are three things about bananas that make them good for you?
What are banana leaves good for?
How do you like to eat bananas?
Bananas grow only in warm countries around the equator (the middle of the Earth). Why do you think bananas grow in these places?
Draw a line to match the definitions on the left to the key words on the right
New Zealanders eat about 18 kilograms of bananas each per year.
Keep a banana diary. How many bananas do you eat?
Want something else to do?
Here is a story called Pete the Cat and the Bad Banana
How does Pete like to eat his bananas?
Make a banana smoothie
Here are some fun fruit platters made with bananas. Can you make one for your breakfast, or a snack?
Here is a video that teaches you how to draw a cute banana
Ready to Read, Level 20 - Bikes
Click on the following link to read the story about Bikes
To read the story, click on the brown button that says TEXT and this will download the story. You can also click on the ‘play’ button beside the story to hear it being read.
Questions: Facts about bikes
On your own paper write the answers to these questions about the story. Make sure you look through the story to find the answers.
All sorts of bikes:
What are two facts about racing bikes?
What are two facts about mountain bikes?
What are two facts about BMX bikes?
What is a trailer bike?
Bike parts:
Name five parts of a bike?
How bikes work:
When the pedals are pushed around, what does the chain do?
How does the back wheel turn?
What does the back wheel do?
What do the handlebars do?
The size of your bike:
Why do your toes need to touch the ground when you sit on your bike?
Safety on bikes:
Why do you need to wear a helmet when riding a bike?
What makes a bike stop?
Looking after bikes:
Why do you need to look after your bike?
What’s good about bikes:
What are three things that are good about bikes?
Index:
If you want to read about ‘brakes’ in this story, what two pages should you go to?
If you want to read about ‘tyres’, what three pages should you go to?
Challenge:
Draw a bike and name the parts of it. Like this:
Poem- Roar
Read the poem two times
Activity one: Rhyming words
Tip- Rhyming words are two or more words that have the same ending sound. For example- Cheese and peas or coat and float
Make a list of the words that rhyme in the poem i.e
Feet→ beat
________ → ________
________ → ________
________ → ________
________ → ________
________ → ________
Now use your rhyming words to write a silly sentence. Remember to begin your sentence with a capital letter and end with full stop.
For example-
1. The caterpillar made a beat by stamping his feet.
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
Activity Two: Onomatopoeia
Watch the video to learn about Onomatopoeia
In the poem, find examples of onomatopoeia and make a list. For example- Crunch
_____________
_____________
_____________
_____________
_____________
Now use the onomatopoeia list to make sentences.
For example
Crunch- Crunch! Crunch! went Mrs Virk as she ate her chips.
Activity Three
Design a dinosaur mask and act of the poem to a family member. You can colour in your mask, cut out the eyes and attach string. Have fun pretending to be a dinosaur.
Or
If you are feeling adventures, have a go at learning the actions to this song
Adjectives
Sort the words below into the right categories
Handy hint: A noun is a name of a person, place, or thing. A verb is an action word. Adjectives are words used to describe something.
Roll a dice and move that many spaces forward. Say another adjective that is similar to the one you land on. For example, if you land on the word small you could say tiny because they have the same meaning.
Contractions
Match the word pairs to their contractions
I am haven’t
we are couldn't
have not I’m
Could not we’re
should not can’t
should have shouldn’t
can not should’ve
Have a go at recording contractions to the word pairs
Compound words
A compound word is when two words join together to make one new word.
Practise joining two words together to make a compound word.
Up + stairs = Upstairs
Sun + shine = ____________________________
Down + town = ____________________________
For + get = ____________________________
Basket + ball = ____________________________
Can you think of other compound words? Write your own down
______________ + ______________= ______________
______________ + ______________= ______________
______________ + ______________= ______________
These compound words have gotten all mixed up. Can you put them back together again?
Diwali
Read the fact sheet about Diwali two times
You will be writing an information report about Diwali. When we are writing an information report, we only record factual information.
Make a plan for your report (see the example below)
When writing your report, remember to refer to your plan and check it makes sense by reading it back yourself.
Begin your report about an interesting opening sentence to capture the attention of your reader. See example
Boom! Boom! Boom! Can you hear the fireworks exploding in the sky? Bang! Crackle! Pop! Everyone is having fun with the colorful sparklers. Let’s learn about Diwali which is also unknown as the festival of lights. People have lit candles and diyas in their homes to celebrate the festival of lights.
When you are finished with the report, check to make sure you have capital letters and full stops in the correct places. Now read your report to family member. Ask them to share some facts they have learnt from your report.
Challenge
Have a go at writing a recount if you celebrated Diwali with your family.
If you celebrate a different festival in your family, have a go at writing about it.
What is a recount?
A recount is when you retell an event or an experience in your writing.
Some tips
Write in the past tense
Explain what happened- Who? What? Where? When?
Tell your events in an order
Use time words (Refer to table below)
Make a plan for your recount writing. Remember to record your keywords in the order events happened.
When writing your recount, re-read your story to make sure it makes sentences you have added detail. Once finished, check your capital letters and full stops are in correct places. Read your recount to a family member who was part of the celebration.
Making and Writing a Postcard
A postcard is like a short letter. Lots of people send postcards to their friends and family when they go away for a holiday.
On the front of the postcard is a picture of where they went and on the back of the postcard is space to write about their holiday.
Front:
Back:
On the back of the postcard is space to write the name and address of the person the postcard is being sent to.
On the back there is also a place to put a stamp so the postcard can be mailed to the person. Postcards are fun to get because they always have a nice picture.
Making a postcard for someone
Step 1:
In your house, see if you can find a piece of thick paper or normal paper and cut it so it’s about the size of this postcard below. If you want to make yours a bit bigger you can.
Step 2:
Think of who you would like to give your postcard to. It could be someone in your family or someone else you know.
Step 3:
When you decide who to give it to, think about what you want to tell them. You might want to tell them about something you watched on TV or you could tell them about a barbeque you had or if you have gone out somewhere you can tell them about that.
Step 4:
Draw a picture on one side of your postcard about what you have done or where you went. Like this
OR
Step 4:
Turn the postcard over and draw a line down the middle of the page. On the left side is where you write what you have been doing. On the right side is where you write the person’s name and address and you can put a stamp if you are going to send your postcard in the mail. Draw some lines across the left side of the paper with a ruler if you need lines to write.
Step 5:
Think about what you can write to the person. Remember to write in full sentences and use capital letters and full stops. Also, remember to add some interesting words if you can.
For example, here’s the front of a postcard:
Here’s the back of the postcard:
I bet that someone is going to love getting your postcard!!
Writing - Describing a character
Choose ONE of these characters to describe. Superman or Anna
OR
Step 1:
First plan your story by drawing a picture of the character you chose and then writing key words to describe the character.
TIP: Use WOW words when you describe the character to make it more interesting.
If you chose Anna from Frozen then draw a picture of Anna and write keywords to describe her.
Here are some words that will help you to describe the character you chose:
Superman
Anna
Step 2:
Start your writing to describe your character. Can you hook your reader in with a cool first sentence?
Here’s mine for Anna:
Wow! Anna looks amazing with her long purple cape.
Here’s mine for Superman:
Oh my gosh! Superman has red underpants on!
WOW words:
Remember to use WOW to describe your character. Instead of writing, “Anna has a headband on her head”. You could write, “Anna has a pretty headband on her head and it’s purple”.
When you finish, read the description of your character to someone in your family!
Life Cycle of a butterfly
Watch this video or refer to the fact sheet below
Learn about the life cycle of a butterfly by reading the fact sheet two times.
Think about some key facts you have learnt about the life cycle of a butterfly. You will be writing an information report on the life cycle of a butterfly.
Make a plan for your writing (see example below)
Think carefully about your opening sentences to engage your reader. Here is an example of the opening sentences for an information report…
Wow! There is a beautiful butterfly sitting on the yellow flower drinking nectar from the flower... Let’s learn about the life cycle of a butterfly.
Once you are finished with your report, check your punctuation and read it back to yourself.
Challenge (+D)
Re-read your story to yourself and think about where you need to add additional detail for your reader so they have all the information to learn about the lifecycle of a butterfly. Have a family member read your writing and ask them to give you feedback on the adding detail.
Want something else to do!
Create a visual poster about the lifecycle of a butterfly. Make sure you label and draw each stage of the life cycle. Below is an example.
Riddle- Can you guess my name? Animal edition
Here is a riddle from a book. Can you guess which animal the writer is talking about?
Task:
Choose your favourite animal that you know lots of facts about and write a riddle for someone in your family to try and guess what it is.
Plan your story by writing key things about your animal. Can you draw a small part of your animal like they have done in the picture example.
Here is my riddle:
I live in the jungle.
I am the largest cat in the cat family.
I am a carnivore so I prey on other animals.
I have a mighty growl to scare people away.
I have magnificent black and orange stripes painted across my body.
Can you guess my name?
Challenge: Can you add detail to your riddle? You can do this by adding ‘Wow’ words. Instead of saying, “I am orange and black”, I have added detail and used ‘wow’ words by saying, “I have magnificent black and orange stripes painted across my body.”
Remember to write can you guess my name? At the end of your riddle.
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 proportions and ratios. Our children will be focusing on finding fractions of shapes and sets, along with learning about sharing equally. Part of these skills will unpack using skip counting and repeated addition.
Finding ½ and ¼ of a shape
Watch this short video or just read below to learn about ½ and ¼ of shapes.
What is a ½ (half)? A ½ (half) is when something is cut in 2 pieces and the pieces are the same size.
Like this pizza is cut in ½ (half)? Are the 2 pieces the same size? The number at the bottom of ½ gives you the clue. You need 2 pieces.
Is this pizza cut in ½ (half)?
No it’s not because there’s 3 pieces that are the same size but we need 2 pieces the same size to make ½ (half)?
Which of these shapes shows ½ (half)? Look at the part that’s coloured pink.
If you chose the middle one you’re
Correct. This square has ½ (half) coloured in pink.
Colouring in ½ (half) of a shape:
Print this page or draw your own shapes and colour in ½ (half) of each shape.
What is a ¼ (quarter)?
A ¼ (quarter) is when something is cut into 4 pieces and the 4 pieces are the same size.
This orange is cut in ¼ (quarters). Are the 4 pieces the same size? The number at the bottom of ¼ gives you the clue. You need 4 pieces.
Is this orange cut into ¼ (quarters)?
If you said, No, you’re correct. We need 4 pieces that are the same size to make ¼ (quarter), not 3 pieces.
Which of these shapes shows ¼ (quarter)? Look at the part that’s coloured pink.
If you chose the middle one you’re
correct. This square has ¼ (quarter) colloured in pink.
Colouring in ¼ (quarter) of a shape:
Print this page or draw your own shapes and colour in ¼ (quarter) of each shape.
Challenge:
Sort out the shapes below into the Halves (½) column or Quarters (¼) column.
You can print the page, cut them out and glue on or you can draw your own shapes onto paper for halves (½) and quarters (¼). Remember for ½ you need 2 pieces the same and for ¼ you need 4 pieces the same.
Finding ½ and ¼ of a set
Watch this video about finding ½ and ¼ of a number - Stop at 2 min 45 sec
When we find a ½ of a number we know we need to share the amount into 2 equal groups.
Here I have 12 teddy bears. I want to share them between me and my friend so we both get the same amount of teddies
If I want to find half of 12 I know I need to make 2 groups. Then I will share them equally.
Now that I have shared them I know that ½ of 12 is 6. Because I have 6 teddies in each half. That means I get 6 teddies and my friend gets 6 teddies.
What if I have a different number of teddy bears that I needed to find half of?
Can you find ½ for me for these number of teddies by sharing them into 2 groups?
½ of 16
½ of 8
½ of 10
½ of 20
Finding ¼ of a set
When we want to find a quarter of a number we have to share out or divide the number into 4 equal groups. This is because ¼ is 1 of 4 parts.
Problem: Miss Dreadon, Miss Findlay, Mrs Virk and Mrs Wells all went on a picnic together. Miss Findlay brought 12 fruit bursts to the picnic to share with the other teachers. How many fruit bursts do all the teachers get?
To solve this we need to share out the lollies fairly between the 4 teachers.
Now that I have shared my 12 fruit bursts, I can see that each teacher gets 3 fruit bursts. So now I know that ¼ of 12 is 3.
But what if Miss Findlay brought a different number of fruit bursts to the picnic? Can you help find out how many each teacher would get if we found ¼ of:
16 fruit bursts
24 fruit bursts
4 fruit bursts
8 fruit bursts
Remember when we are finding ¼ of a number we need to make sure everyone gets the same amount.
Equal sharing in groups and using skip counting in to find the total of a set
Sometimes, when we have a lot of objects to share, sharing in ones is too slow.
We can equal share in sets to help us share faster.
We have to make sure that the smaller sets we share will work for our bigger number of objects.
Here is Sehj’s jar.
Sehj wants to find out how many beads are inside her jar
She decides to put the beads into rows of 5 to work out how many she has.
Here is a picture of what she did.
Sehj has 45 beads in her jar, she skip counting in 5’s to find the total amount of beads
Here is Hitesh’s jar
Hitesh put his dice into groups of 5 to count them
How many dice fitted into Hitesh’s jar? Can you skip count in 5’s to find out? … 5, 10, 15
Here is my jar.
I put my lollies into equal sets of 5. When I was finished, I had 6 lots of 5. How many lollies did I have? Count the total using your skip counting
Let’s try it out!
You will need a jar or plastic cup and some small objects like beads, lego pieces that are all the same size.
Fill up the jar or cup with your objects.
How many objects fit inside?
Can you put your lollies into equal sets to help you count them?
Using repeated addition to find the total of a set
Repeated addition is adding equal groups together. It is also known as multiplication. If the same number is repeated then, we can write that in the form of multiplication. For example: In the picture below, we have five groups of two. To find out the total, we would record our repeated addition sentence as 2 + 2 + 2 + 2 + 2. Here 2 is repeated 5 times, we can write this addition as 5x2 (5 represents the number of groups and 2 represents the value of each group).
To solve a multiplication problem through repeated addition, we repetitively group and add the same number again and again to find the answer. Here are a few examples of repeated addition:
Problem 1
There are 5 groups of chickens. Each group has 3 chickens. How many chickens are there altogether?
Some thinking questions
How many groups are there?
How many chickens are in each group?
Record your repeated addition sentence below
_____ + ______+ ______+_______+_______=_______
Record your multiplication sentence below
________ x________=
How many chickens are there altogether?
__________
Problem 2
There are four rows of beach balls. Each row has 5 beach balls. How many beach balls are there altogether?
Think about how many rows/groups are there and how many beach balls are in each row/group.
Handy hint- There are 5 beach balls in each row. You can skip count in 5’s to work out your answer
Record your repeated addition sentence below
_____ + ______+ ______+_______=_______
Record your multiplication sentence below
________ x________=
How many beach balls are there altogether?
__________
Problem 3
It's a hot day and you purchased four packs of ice blocks. You organised the ice blocks in even rows. How many rows are there? How many ice blocks do you have all together?
Tip- Think carefully about how many ice blocks are in each row and figure out a faster way to count them i.e skip counting in 10’s
Record your repeated addition sentence below
_____ + ______+ ______+_______=_______
Record your multiplication sentence below
________ x________=
How many ice blocks are there altogether
Extra Practice:
Let’s Learn About Diwali
What is Diwali?
Listen to the story- Dipal’s Diwali
Have a think about all the key facts you have learnt about Diwali. Record some of the facts in full sentences and share them with your family.
Key Facts about Diwali
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
5._______________________________________________________
Activity Time
Let’s make rangoli for your home
What is Rangoli?
Rangoli designs are usually made during festivals and celebrations. Lots of rangoli patterns are created during Diwali. They can also be seen at other Hindu festivals and special occasions, such as weddings. Below are some examples of Rangoli for inspiration.
Follow the instructions below to create a rangoli for your home. You can either use the template or create your own design.
Templates
How To Make Diya’s For Diwali
Diyas are a small type of lamp, lit on Diwali for worship and decorative purposes. Diyas come in a variety of options, they can be plain, colorful, simple, fancy, big or small!
Traditionally they are made out of clay and then filled with oil to be lit. They are lined up on building edges and windowsills and illuminated during Diwali.
Here is a fun way for you to create your own diya for Diwali:
Materials Needed:
Small beads or sequins
Air-dry Clay or Playdough
Rolling pin
Plastic knife
Stamps
Ink Pad
Small bowl
Paint or markers
Battery operated candle
Method
Feeling creative or wanting to make something else decorative….
Have a go at making Diya Lamp Holder CD
Materials needed:
An old CD
PVA glue
A small paintbrush
Glitter
Sequins or acrylic jewels
Tea light
Method
Diwlai is a time to come together as a family and enjoy delicious food. To celebrate Diwali in your home, you can make coconut squares. You will need to follow a recipe and have an adult help with this.
You have the option of following the recipe in either English or Hindi
Once the coconut squares are ready to eat, enjoy them with your family as a sweet treat. Take this opportunity to discuss/share your favourite activities about Diwali. This can be spending time with the family, making rangoli, lighting diyas or making food that is special to your family/culture.
Want feedback on your cooking skills?
Ask a family member to review your coconut squares recipe. Use the questions below to help you get feedback
Did you like the coconut squares made by (your name)______________?
Yes/No
What did you like about the coconut squares?
____________________________________________________________________________
Did you like the way it looks?
Yes/No? Why/Why not?
____________________________________________________________________________
