Primary Home Learning

Resources for Home Learning

Year 5 – Summer Learning


Some resources on this page have been produced by Twinkl who have kindly let Starbank School use them for the home learning pages during the school closure. If you want to access more resources made by Twinkl please visit www.twinkl.com/offer and use offer code: CVDTWINKLHELPS for free access to their entire resource collection.

Weekly Online Curriculum

Week 1

20-07-2020 to 24-07-2020

Maths

Focus / Task 1

Understand place value to 1,000,000 and identify the value of each digit

Resource:

https://www.youtube.com/watch?v=jLStbTHKyEU

Complete Worksheet: Maths Week 1 Task 1

Focus / Task 2

Understand place value to 1,000,000 and identify the value of each digit

Resource:

Week 1 (lesson 1) – https://whiterosemaths.com/homelearning/year-5/

Focus / Task 3

Understand place value to 1,000,000 and identify the value of each digit

Resource:

https://www.bbc.co.uk/bitesize/articles/z4kwjhv

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: Wolfman

Create a piece of art (a picture, a model or a drawing) showing the scene at the top of blackberry hill. What items are described in the story? What colours would represent the mood of the story? Which characters do you need to include and what emotions do those characters need to show? Use the language in the story to help you make these choices and to create an accurate scene.

Resource:

Focus / Task 2

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: Wolfman

The story ends of a cliff hanger, we don’t know what will happen next – will the narrator become a werewolf?

If you were to continue the story what would happen next?

Have a go at writing the next paragraph of the story. Remember to write from the narrator’s point of view and try to answer the questions, What happens next? Where does the narrator go? How do the events happen? And what does the narrator do about it?

Focus / Task 3

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: Wolfman

Use the story to answer questions:

  1. What phrase suggest the narrator has been to that hill before?
  2. What is different about his visit to the hill this time?
  3. What time of day is the story set? How do you know?
  4. What is it that is revealed by the clouds?
  5. Why do you think the author has referred to it as a circle of magic and madness?
  6. “as I watched from behind a blackberry bush” what does this tell you about the narrator’s feelings at this time?
  7. Find 2 more pieces of evidence that also suggest the narrator feels this way.
  8. At what point in the story has the author chosen to use bold font? Why has it been used at that point?
  9. Who is Peter to the narrator?
  10. The narrator shot the werewolf, how do you think he feels about doing this? Why might his feelings be conflicted?
  11. Why might the curse of the werewolf not be over?
  12. “only time and the next full moon will tell” explain what the narrator means by this?

 

 

Spelling

Focus / Task 1

Spell a range of words using the y5/6 suffixes from Spelling Appendix 1

Resource:

Focus / Task 2

Form verbs using a range of prefixes (e.g. dis–, de–, mis, over– and re–).

Resource:

Focus / Task 3

Spell a range of y5/6 homophones, and other words which are often confused, from Spelling Appendix 1.

Resource:

 

SPaG

Focus 1:  Verb Tenses

Resource:

Focus 2 : Present perfect and perfect forms of verbs

Resource:

Focus 3 : Modal verbs

Resource:

 

Week 2

27-07-2020 to 31-07-2020

Maths

Focus / Task 1

Round whole numbers and decimals to the nearest 1, 10, 100, 1000 and to 1 decimal place

Resource:

https://www.bbc.co.uk/bitesize/topics/zh8dmp3/articles/zpx2qty”

Focus / Task 2

Round whole numbers and decimals to the nearest 1, 10, 100, 1000 and to 1 decimal place

Resource:

Task 2

Focus / Task 3

Round whole numbers and decimals to the nearest 1, 10, 100, 1000 and to 1 decimal place

Resource:

Week 2 (Lesson 2) – https://whiterosemaths.com/homelearning/year-5/

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: Volcanoes

Read the text about volcanoes. The author has chosen to use certain descriptive words, such as beast, rage, blazing anger, devouring, wrath, unleashed, fury and unstoppable to describe the volcanoes.

What do these words mean?  What other words are similar in meaning? Why have they mean used? What image is the author trying to create in the reader mind? Why?

Activity

Using these words and other words from the text, draw an image of the volcano that is created in your head.

Resource:

Resource Sheet for Task 1 and 2

 

Focus / Task 2

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: Volcanoes

Skill – To answer questions using information from the text.

Look at the diagram and answer the following questions:

  1. When rock is very holt it melts. What do we call molten rock if it is below the Earth’s crust? If it is above the Earth’s crust?
  2. As well as lava, What else do volcanoes ‘spew’ out?

Now look at the table and answer the following questions:

  1. In which year did Mount Etna erupt?
  2. Which volcano killed 25 000 people?
  3. Where and when was the world’s biggest volcanic eruption? How many people tragically died?
  4. Which volcano killed more people, Mount Etna or Krakatau? By how many?

Evaluative questions

  • Which parts of this page confirm that the text is from a web page?
  • Why do you think the writer has included a poem on this page?

Resource:

Resource Sheet for Task 1 and 2

Focus / Task 3

In age appropriate texts, infer about a character’s feelings, thoughts and motives from their actions and dialogue, justify with evidence (2d).

Reading Extract and Questions: Hail Caesar

Skill – To make inferences

  1. Highlight the word ‘Hail’. Do you think this is a strong or weak word? What do you think it means, ‘hello’ or ‘praise’? Why?
  2. Who do you think Caesar was, a foot solider, an army officer or the Emperor? Why do you think this?
  3. Who gives the speech at the start if the text? Why do you think he gave this speech?
  4. Using the evidence from the text, how do you know that the soldiers were well-armed? Were they prepared for all weather condition? Were they well fed? Were their camps well protected?
  1. Why do you think the Roman Empire was so successful?
  2. Imagine you were the solider in the picture. What effect would this speech have on you? Why?

Resouce:

Resource Sheet for Task 3

 

 

Spelling

Focus / Task 1

Spell words ending in –cious or –tious.

Resource:

Focus / Task 3

Spell words ending in –ant,  –ance/–ancy, –ent,  –ence/–ency

Resource:

 

SPaG

Focus 1: Subordinating Conjunction 

Resource:

Focus 2 : Different Types of Conjunctions

Resource:

 

Focus 3 : Coordinating Conjunctions

Resource:

Week 3

03-08-2020 to 07-08-2020

Maths

Focus / Task 1

Mentally multiply and divide whole and decimal numbers with up to two digits by 10, 100 and 1000

Resource:

https://www.bbc.co.uk/bitesize/articles/z7r492p

Focus / Task 2

Mentally multiply and divide whole and decimal numbers with up to two digits by 10, 100 and 1000

Resource:

Week 9 (lesson 3) – https://whiterosemaths.com/homelearning/year-5/

Focus / Task 3

Mentally multiply and divide whole and decimal numbers with up to two digits by 10, 100 and 1000

Resource:

Week 9 (lesson 4) – https://whiterosemaths.com/homelearning/year-5/

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: The Magic of The Brain

Read the poem to yourself, in your head and out loud. Is there a rhythm?  What feeling is the poet intending to create?

Choose six words that you would like to explore. Note down what you know about them. What word class? Other words that mean something similar? What image is created through that word choice?

Here are some in case you are struggling to think of ideas: streaming, poured out a song, soothing, silkily, juicy.

Questions:

1. ‘Its eight tails streaming out as if they were one’. Describe what this would actually look like. Can you draw a picture of it?

2. ‘through dim winter light’ – Which word most closely matches the meaning of ‘dim’? 

Bright,     Dull,     Twinkling,     Blazing    

3.  Find and copy a phrase that shows the fur was comforting.

4. Choose three of the words you explored in the poem and use them in your own interesting sentences. 

Resource:

THE MAGIC OF THE BRAIN POEM

Focus / Task 2

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: The Magic of the Brain

Questions:

  1. Which word describes the way the Kite travels into the sky?
  2. Where was the bird singing?
  3. Why did her skin need soothing?
  4. How is the food made to sound delicious?
  5. Choose your favourite verse from the poem. Why did you choose this one? Give at least two reasons.

Focus / Task 3

In age appropriate texts, infer about a character’s feelings, thoughts and motives from their actions and dialogue, justify with evidence (2d).

Reading Extract and Questions: The Magic of the Brain

1. Why do you think the tree is ‘empty’? What does that actually mean?

2. What kind of activities do you think the poet usually does with her friends? Use evidence from the poem to justify your thoughts.  

3.   Why do you think all five senses were used to describe the world?

4. Can you write your own version of the ‘feel’ verse, imagining that it was summer instead of winter?

 

 

Spelling

Focus / Task 1

Spell words ending in –able, –ible,–ably and  –ibly

Resource:

Focus / Task 3

Spell words containing the letter-string ‘ough’. Though, Although, Dough, Through, Cough, Trough, Rough, Tough, Enough

Resource:

 

SPaG

Focus 1: Subordinate Clauses

Resource:

Focus 2: Relative clauses

Resource:

 

Focus 3: Subordinate and Relative clauses

Resource:

Week 4

10-08-2020 to 14-08-2020

Maths

Focus / Task 1

Multiplication and Division

Resource:

https://www.bbc.co.uk/bitesize/articles/zjbyvk7

Focus / Task 2

Multiplication and Division

Resource:

https://www.bbc.co.uk/bitesize/articles/zdynscw

Focus / Task 3

Multiplication and Division

Resource:

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: The Stormbreaker

Read the short extract. List any unfamiliar words.

What strategies can you use to help you to find meaning of these words?

Questions:

  1. Why does the author use the phrase, “Run like hell” What does this mean?
  2. Give the meaning of the word acrid in this sentence:

“Then a wisp of acrid smoke twisted upwards in the air, the metal sizzled and a jagged hole appeared.”

  1. Which of these words is a synonym for “harmless”?

  friendly, kind, exciting or safe

  1. Find and copy one word meaning “spreading.”

Resource:

Stormbreaker-words-in-context-skill- Task 1

Focus / Task 2

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: Listen to the Moon

 

Questions:

Retrieving Information

  1. Use a dictionary to find the definition of:
    a)    fronds
    b)    intently
    c)    perplexed
  2. Find and copy a word that shows the noise that Alfie hears is a sad one.
  3. What is the relationship between Jim and Alfie?

Making Inferences

  1. How do you know that Alfie spends a lot a time out on the coast?
  2. Have Alfie and Jim just arrived or have they been out for a while? How do you know?

Why do you think that Alfie whispers to his father at the end of the extract?
Writer’s choices

  1. Why do you think the writer has started with the line, “It was a long while later that Alfie first heard it.”? What mood does this create?
  2. Why do you think the author describes the weed as “waving mockingly”?

Challenge question

  1. Why might Jim think that is not possible for a child to be on the island?

Resources

 

Focus / Task 3

In age appropriate texts, infer about a character’s feelings, thoughts and motives from their actions and dialogue, justify with evidence (2d).

Reading Extract and Questions: Cogheart -Harry Potter.

Familiarise yourself with the characters. What’s the relationship between them?

Questions – Extract 1

I can make inferences from the text and justify using evidence from the text.

  1. How does Kraken react to Lily reading in her class? (1 mark)
  2. She took The Oxford Guide to Perfect Poise from her head and threw it at Lily. (p.14) What impression do you get of Kraken from pg.14? Use evidence to support your answer. (2 marks)
  3. Find and copy a phrase that shows that the girls make Lily feel unsafe. (1 mark)
  4. What impression does Kraken have of Lily’s father? (2 marks)

Extract – Cogheart extract – Task 3

Questions – Extract 2

I can make inferences from the text and justify using evidence from the text.

  1. Describe Ron’s and Malfoy’s relationship. Use evidence from the text ( 2 marks)
  2. Find and copy a word that means a sign or glimpse that something terrible may come. (1 mark)
  3. Read from , Malfoy gave Professor….to… Oh no-er-Professor. What does Malfoy think of Professor Lupin. ( 2 marks)
  4. Professor McGonagall is stern looking. What other impression does she give?
    (2 marks)

Extract – Harry Potter extract- Task 3 – Extract 2

 

 

 

 

Writing

Writing Focus: A characterisation

Resource:

Spelling

Focus / Task 1

Spell words with ‘silent’ letters

Comb, Autumn, Listen, Castle, Tomb, Climb, Numb, Gnarl, Subtle, Design

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

Resource:

WB 10.08 SPELLINGS TASK SHEET

Focus / Task 2

accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward

Focus Spellings

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

Resource:

WB 10.08 SPELLINGS TASK SHEET

Focus / Task 3

bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond

Focus Spellings

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

Resource:

WB 10.08 SPELLINGS TASK SHEET

SPaG

Focus 1: Noun and noun phrases

Resource:

Focus 2: Adverbials and adverbials

Resource:

 

Focus 3: Prepositions

Resource:

Week 5

17-08-2020 to 21-08-2020

Maths

Focus / Task 1

Fractions

Resource:

Week 4 (Lesson 2) – https://whiterosemaths.com/homelearning/year-5/

 

Focus / Task 2

Fractions

Resource:

Week 4 (Lesson 2) – https://whiterosemaths.com/homelearning/year-5/

Focus / Task 3

Fractions

Resource:

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: Birds of Pray

Questions:

  1. The writer describes birds of prey as ‘living, breathing hunting machines.’ What does this tell the reader about them?
  2. The rear talon of a bird of prey ‘plunges into its victim’s body.’ Which of the following meanings of ‘plunges’ most closely matches its meaning in this text?    

Crashes    Dives    Stabs     Swoops    Plummets

  1. Find and copy two or more phrases that tell the reader birds of prey have excellent vision?
  2. Write interesting and ambitious sentences using three of the words you chose to explore.

Resource:

Birds of prey text

Focus / Task 2

Reading Extract and Questions: Birds of Pray

Questions:

  1. Why doesn’t the bald eagle have feathers on its legs?
  2. Why aren’t owls considered to be birds of prey?
  3. How does the secretary bird catch and kill a snake?
  4. What do birds of prey use their beaks for?
  5. Why do vultures fly in circles above a dead or dying animal?

Resource:

Birds of prey text

Focus / Task 3

Reading Extract and Questions: Birds of Pray

Questions:

  1. Why do you think a bird of prey doesn’t eat its prey where it killed it? Why might it return to its nest or a feeding post?
  2. What does the writer mean when he or she says that birds of prey ‘have made the heavens their own’?
  3. ‘Powerful and strong, its wingspan is wider than a man’s height!’ Why has the writer used an exclamation mark at the end of this statement about the bald eagle?
  4. Imagine an eagle has just spotted a rabbit’s ears twitching two miles away. Write what could happen next. Include interesting language and as much detail as you can.

Resource:

Birds of prey text

Writing

Spelling

Focus / Task 1

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

criticise (critic + ise) curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, especially, exaggerate

Resource:

WB 17.08 SPELLINGS TASK SHEET

Focus / Task 2

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate(ly)

Resource:

WB 17.08 SPELLINGS TASK SHEET

 

Focus / Task 3

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy

Resource:

WB 17.08 SPELLINGS TASK SHEET

SPaG

Focus 1: Question and Exclamation marks

Resource:

Focus 2: Commas

Resource:

 

Focus 3: Inverted commas

Resource:

Week 6

24-08-2020 to 28-08-2020

Maths

Focus / Task 1

Fractions

Resource:

https://www.bbc.co.uk/bitesize/articles/z42vgwx

 

Focus / Task 2

Fractions

Resource:

https://www.bbc.co.uk/bitesize/articles/zknvgwx

Focus / Task 3

Fractions

Resource:

https://www.bbc.co.uk/bitesize/articles/zhs9d6f

Reading

Focus / Task 1

Explore the meaning of words in context (2a).

Reading Extract and Questions: Colour Blind

Questions

  1. The poet says that Deborah’s fingers ‘walked’ across his face. What is the effect of choosing this word? What images or ideas does it suggest?
  2. Later the poet says her fingers ‘chanced upon’ his eyes. What do you think this means?
  3. In the poem, red is described as ‘a blazing row’. Which of the following meanings of blazing’ most closely matches its meaning in this text?

    Burning     Furious     Brilliant     Glowing

  4. Choose one of the colours described, then draw a picture of the images the description brings to your mind.
  5.  

Resource:

Colour blind poem

Focus / Task 2

Ask and answer a range of who, what, when, where, why, which and how questions in both fiction and non-fiction, with reference to the text (2b).

Reading Extract and Questions: Colour Blind

Questions

  1. Which words in the poem tell us that Deborah touches the narrator’s face gently?
  2. Blue is described as three things; what are they?
  3. Which senses are used to describe the colours? Give an example for each one you identify.
  4. Has Deborah always been blind? How do you know?
  5. Choose your favourite few lines of the poem. Why do you like this part best?
  6.  

Resource:

Colour blind poem

Focus / Task 3

Reading Extract and Questions: Colour Blind

Questions

  1. Why is the narrator surprised when Deborah says she dreams in ‘rainbow pots and polka dots’?
  2. Why do you think Deborah closes the narrator’s eyes and tells him to listen?
  3. Why does Deborah pause after describing the colours to the narrator?
  4. What does the narrator mean when he says, ‘Yes. I see clearer than I have ever done before.’?
  5. Choose three of the colours from the poem and write another image or idea for each. If you prefer you can use colours that aren’t in the poem, such as orange or purple.
  6.  

Resource:

Colour blind poem

 

Writing

Spelling

Focus / Task 1

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation

Resource:

WB 24.08 SPELLINGS TASK SHEET

Focus / Task 2

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere(ly)

Resource:

WB 24.08 SPELLINGS TASK SHEET

Focus / Task 3

  1. Using a dictionary find out what the word means and write down the definition.
  2. Write the newly learnt word in a super sentence.
  3. Find a synonym ( another word with the same meaning) for the word.
  4. Find an antonym (another word with the opposite meaning) for the word.

Soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht

Resource:

WB 24.08 SPELLINGS TASK SHEET

 

SPaG

Focus 1: Apostrophes

Resource:

Focus 2: Brackets and dashes

Resource:

 

Focus 3: Colons and semi-colons

Resource: