LI: To be able to write from my own experiences
- The theme of next 3 weeks will be that of ‘outsiders’.
- Get your child to try and read the instructions on the activity sheet in your work packs. It is written in Welsh so they may want to stop or ask for help, do not help them or explain why they are reading. Allow them to feel out of their comfort zone.
- Share the translation of the text. Investigate how it makes them feel, and map out some emotion words like 'uncomfortable', 'nervous'.
- Tell them that over the coming weeks in school that we are going to read books which evoke many of these feelings.
- When has your child felt out of place or like an outsider?
- Encourage your child to write a piece describing a time when they have had experience of this. What was the situation? How did they feel, and why? How did they cope? How did other people respond? Attempt for one or two paragraphs of writing.
LI: I can understand a character’s feelings.
Start by learning two useful spellings, ‘familiar’ and ‘foreign’. Ask your child if they know what these mean. Add the prefix ‘un’ before familiar to make a synonym for ‘alien’.
- Discuss the phrase ‘cultural differences’. What is meant by this? What cultural differences are there within your child’s class that they can think of? In what ways are these various customs similar?
- Get your child to read the short book ERIC in its entirety. Get them to research the definitions of any vocabulary that they do not know. Can they explain how ERIC would feel at different sections of the book?
- Look at the pictures on the resource for Tuesday and choose one to discuss using the question prompts in your home learning pack.
- Create a piece of writing discussing the illustrations, using their question prompts on the picture resource to help guide their writing.
- You can let your child choose the images they like and even stick them in next to their writing.
LI: Understand and use cohesive devices in my writing
Today the focus will be on pronouns and determiners specifically: these word families are mainly used to avoid excessive repetition in a sentence. By using these devices children make their writing more cohesive.
- Introduce concept of cohesion (a video has been attached below to share with your child).
- Cohesive devices allow text to flow smoothly and hang together well.
- Children should read through the extracts, identifying the pronouns in the extract; then rewrite it but replace the pronouns they have found with nouns and read it back – is it easier to read or more difficult.
- Finally identify the determiners in the extract and then replace them with ‘those/these’, ‘this/that’.
- Your child then has a challenge: to write a short paragraph about Eric containing exactly 15 pronouns/determiners.
LI: To be able to draft a letter
Your child shall be able to create a letter as Eric by the end of today's lesson.
- Read the final part of Eric again from ‘Nevertheless’ to the end.
- Ask why the family were ‘bewildered’ and what other feelings, such as annoyance and disappointment, may have been present at that time.
- Why does your child think Eric left? Could Eric have done anything differently? Could he have left a letter? Talk to your child about why Eric may have found this difficult – language difficulties.
- Imagine that Eric can speak and write clearly. What might he have wanted to say to the family before he left? Your child is going to pretend to be Eric and write this letter. Aim for your child to create three paragraphs:
Paragraph 1- a thanks and apology
Paragraph 2 – an explanation for leaving (using imaginative and thoughtful explanations as to why he might have left so suddenly).
Paragraph 3 – what Eric is doing now & any future plans.
- An example of an informal letter structure is shown below:
LI: I can improve the letter through punctuation and cohesion
Today your child shall look over their letters from yesterday and make improvements to them through punctuation and conjunctions.
- Re-read yesterday’s letter. Does the letter ‘flow’ smoothly? Is there unnecessary repetition?
- Tell child that today they shall focus on another way of writing cohesively – through conjunctions. Your child should be able to recall conjunctions such as ‘and’, ‘or’ and ‘but’. Others they can use are: because, if, since, when, although, after, until and before. These are called subordinating conjunctions.
- Tell your child that a conjunction can come at the start of a sentence as a dependent clause (a phrase that does not make sense by itself) but should be separated by a comma.
- Get your child to read through their work and attempt to insert conjunctions where they are effective in adding detail. Further edits could be spelling, ensuring punctuation is used and varying their vocabulary.
Awards we have received so far.