My favourite thing to do over the summer is to sit in my garden and read. So this week’s challenge is to start the Oxfordshire Library’s Summer Reading Challenge!

We would love to hear about any books that you read. Your teachers are always looking for new and exciting books.  

 

So sit back, relax and READ! 

 

 

 

I can write an acrostic poem

 

Lost Words is a beautiful book by Robert Macfarlane and Jackie Morris.

It is a collection of spells about the natural world and words that are quickly being lost from everyday vocabulary. Have a look at the introduction to the book below and some of the wonderful spells.

 

This week your challenge is to write your own acrostic spell about the natural world. Choose a word that you think is being forgotten. e.g. dragonfly, hare or oak. 

 

 

 

 

I can write a newspaper article  

 

Nursery/Reception

Nursery
Write a letter to Mrs Peel telling her about your news. What have you been doing? Mum or Dad can scribe your letter but try to write your own name at the end.

 

Reception

Write a letter to Mrs Soper telling her about your news. What have you been doing at home or at school?

 

 

  Year 1 and 2 (and/or Reception)  

This week you are going to write a newspaper article. You can choose who to write about. You might like to pick your favourite character, superhero or sports star. Turn a story about them into a newspaper report. Don’t forget to think of a catchy headline.

 

e.g.

 

Stick Man Safe at Last

On Wednesday 24^th December, just before midnight, Stick Man returned to his family tree after months away from his family.

Stick Man has spent the last year trying to return to the tree after being carried away by a dog whilst he was on a jog. Stick Man was helped back to his family tree by none other than Father Christmas. Sick Lady said, “I am very happy to have my husband home in time for Christmas.” The family will enjoy Christmas at home together tomorrow.  

 

 

  Years 3 and 4  

This week you are going to write a newspaper article. You can choose who to write about. You might like to pick your favourite character, superhero or sports star. Turn a story about them into a newspaper report. Don’t forget to think of a catchy headline and include who, what, where and when in your opening sentence.

 

e.g

First Ticket found!

Early on Tuesday morning, Augustus Gloop, a resident of Chalgove, opened an ordinary chocolate bar to find something extraordinary inside! He was the lucky first winner of Willy Wonka’s golden tickets and will be visiting the factory very soon.

Augustus couldn’t believe his luck when he opened the chocolate bar, one of the fifty bars he eats every day! “I’d rather he ate than be a hooligan. He obviously needs it!” his proud mother commented. Augustus Gloop waved his ticket with excitement during a parade held in his honour in his home town. The people are very proud of Augustus and all the children have been given a day off school to celebrate.

“I can’t wait to visit the factory,” Augustus said as he took a large bite of a huge chocolate bar. Augustus will be visiting the famous factory next week along with the other four lucky winners!

 

 

 

 

Years 5 and 6

This week you are going to write a newspaper article. You can choose who to write about. You might like to pick your favourite character, superhero or sports star. Turn a story about them into a newspaper report. Don’t forget to: think of a catchy headline; include who, what, where and when in your opening sentence; use inverted commas (speech marks) when quoting people and your last paragraph should bring the story up to date. 

 

e.g.

First Ticket found!

Early on Tuesday morning, Augustus Gloop, a resident of Chalgove,  opened an ordinary chocolate bar to find something extraordinary inside! He was the lucky first winner of Willy Wonka’s golden tickets and will be visiting the factory very soon.

 

Augustus couldn’t believe his luck when he opened the chocolate bar, one of the fifty bars he eats every day! “I’d rather he ate than be a hooligan. He obviously needs it!” his proud mother commented. Augustus Gloop waved his ticket with excitement during a parade held in his honour in his home town. The people are very proud of Augustus and all the children have been given a day off school to celebrate.

 

“I can’t wait to visit the factory,” Augustus said as he took a large bite of a huge chocolate bar. Augustus will be visiting the famous factory next week along with the other four lucky winners!

I can write a persuasive letter

 

Nursery/Reception/Year 1

 

   

 

https://www.bbc.co.uk/iplayer/episode/p0798jzc/junk-rescue-songs-2-single-use-no-thank-you

 

Nursery
This week listen to the song about single-use plastic. Talk to your mum and dad about ideas the song has to stop using so much plastic. Can you think of changes you could make at home or at school?

 

 

  Reception and Year 1 (and/or N or Year 2)

This week listen to the song about single-use plastic. Think about ideas the song has to stop using so much plastic. Write a short letter to our school council to persuade them of ways we can stop using single-use plastic at Chalgrove. Give examples of at least two changes we could all make.

If you want to find out more about plastic pollution you could watch this video too https://www.youtube.com/watch?v=VUUUxOl715s

 

 

 

                        https://www.youtube.com/watch?v=IW3jEIYBFzg

 

Year 2 – Year 6

 

  Years 2 and 3

Listen to Sir David Attenborough’s plastic message. Write a short letter to our school council to persuade them of ways we can stop using single-use plastic at Chalgrove. Give examples of at least two changes we could all make and why these changes are important.

 

 

 

Year 4, 5 and 6

Listen to Sir David Attenborough’s plastic message. Write a short letter to our school council to persuade them of ways we can stop using single-use plastic at Chalgrove. Give examples of at least three changes we could all make and why these changes are important. Try to include persuasive language, facts and figures and rhetorical questions. 

 

 

If you would like more information visit:

https://www.bbc.co.uk/programmes/articles/11CnCQR0GJfkDgJs57sR5Ps/war-on-plastic  

I can write an innovated story  

 

 

 Nursery
This week watch For the Birds. Talk to your mum and dad about what the little birds do to the big bird? Are the little birds being kind? What could they have done differently when they met the new bird? How could they have been kind?  

 

 

  Reception and Year 1 (and/or N or Year 2)

This week watch For the Birds. What do the little birds do when they first sit on the wire?  What happens when the big bird first sits on the wire? What do the little birds do to the big bird? Are the little birds being kind? What happens at the end of the film?

Create your “small bird” and “big bird” characters. Write a story about what happens to your characters when they meet someone new and different. What do the small characters do that is not very kind? What happens at the end of your story?

 

Years 2 and 3

This week watch For the Birds. What do the little birds do when they first sit on the wire?  What happens when the big bird first sits on the wire? What do the little birds do to the big bird? Are the little birds being kind? What happens at the end of the film? Why do you think the birds in the middle peck at the big birds’ feet? What do they hope to achieve? What do you think they do achieve? Was it a good idea?

 

Create your “small bird” and “big bird” characters. Write a story about what happens to your characters when they meet someone new and different. What are your small characters doing at the beginning of your story? How is the new character different to the ‘small characters’. What do the ‘small characters’ do that is not very kind? What happens at the end of your story?

 

 

Year 4, 5 and 6

This week watch For the Birds. What do the little birds do when they first sit on the wire?  What happens when the big bird first sits on the wire? What do the little birds do to the big bird? Are the little birds being kind? What happens at the end of the film? Why do you think the birds in the middle peck at the big birds’ feet? What do they hope to achieve? What do you think they do achieve? Was it a good idea? Are all the small birds as bad as each other? Why do you think that?

 

Create your “small bird” and “big bird” characters. Write a story about what happens to your characters when they meet someone new and different. What are your small characters doing at the beginning of your story? How is the new character different to the ‘small characters’? What do the ‘small characters’ do that is not very kind? What happens at the end of your story? Remember to include how the characters emotions and how they are feeling at different parts of the story.  

I have enjoyed reading your magical stories so much this week and feel like I have been on lots of very exciting adventures. Well done Chalgrove!

 

I can use descriptive language

 

 

 

 

 Nursery
This week your challenge is to talk about who might live in this shoe? What might it look like inside? Does it look like a nice place to live? Who might the person in the picture be? Why are they there?   

 

 

  Reception and Year 1 (and/or N or Year 2)

This week, have a good look at the picture above? What makes this house different from other houses? Does it look like a nice place to live? What might it look like inside the house? Imagine that you are the child in the picture walking up to the house. When the door opens, what does it look like inside? Write at least 3 sentences describing what you can see. Try to include some adjectives (describing words) to help paint a picture with your words. Draw a picture to illustrate your writing.   

 

 

  Years 2 and 3

This week, have a good look at the picture above? What makes this house different from other houses? Does it look like a nice place to live? What might it look like inside the house? Imagine that you are the child in the picture walking up to the house. When the door opens, what does it look like inside? Write a paragraph describing what you can see. Include interesting adjectives (describing words) to help paint a picture with your words. Try to also think about what you are feeling as the door opens and you look around. Are you surprised, scared, delighted or maybe you feel something else?  You might like to draw a picture to illustrate your writing.  

 

 

Year 4, 5 and 6

This week, have a good look at the picture above? What makes this house different from other houses? Does it look like a nice place to live? What might it look like inside the house? Imagine that you are the child in the picture walking up to the house. When the door opens, what does it look like inside? Write 2 paragraphs describing what you can see. Include interesting adjectives (describing words) to help paint a picture with your words. Think about what you are feeling as the door opens and you look around. Are you surprised, scared, delighted or maybe you feel something else?

Try to create a name for your house that gives the reader a clue to what might be inside before the door is opened. E.g. ‘Goodpump Cottage’ makes me think the house is probably nice and safe. Whereas ‘Smugglers Sneakers Shack’ makes me think the people who live here might be up to no good.

You might like to draw a picture to illustrate your writing.  

I can write a story about a magical object – 1^st June 2020

 

Watch Bubbles by Gabby Zapata before you get writing.     https://www.literacyshed.com/bubbles.html

 

 

 Nursery
This week watch the short film ‘Bubbles’ and talk to your mum and dad about what is happening in the story. Choose an object that you have at home and imagine that it is magical. Take an adventure with your magical object. Where does it take you? What do you do?

 

 

  Reception and Year 1 (and/or N or Year 2)

This week watch the short film ‘Bubbles’. Imagine that you find a magical object. Write a paragraph about your adventure. What is your magical object? Where do you find it? Where does it take you? What do you do with it once your adventure is over?     

 

 

  Years 2 and 3

This week watch the short film ‘Bubbles’. Imagine that you find a magical object. Write 2 paragraphs about your adventure. What is your magical object? Where do you find it? Where does it take you? What do you do with it once your adventure is over? Use adjectives (describing words) to describe your object and where you go.    

 

 

Year 4, 5 and 6

This week watch the short film ‘Bubbles’. Imagine that you find a magical object. Write a short story about your adventure. What is your magical object? Where do you find it? Where does it take you? What do you do with it once your adventure is over?

Use adjectives, similes and alliteration to describe your object, where you go and your feelings at different parts of your story.    

I can write a poem - 18^th May 2020

 

                        THE MAGIC BOX

 

I will put in the box

the swish of a silk sari on a summer night,
fire from the nostrils of a Chinese dragon,
the tip of a tongue touching a tooth.

 

I will put in the box

a snowman with a rumbling belly
  a sip of the bluest water from Lake Lucerene,
   a leaping spark from an electric fish.

 

I will put into the box

 three violet wishes spoken in Gujarati,
the last joke of an ancient uncle,
and the first smile of a baby.

 

I will put into the box

a fifth season and a black sun,
a cowboy on a broomstick
and a witch on a white horse.

 

   My box is fashioned from ice and gold and steel,
with stars on the lid and secrets in the corners.
Its hinges are the toe joints of dinosaurs.

 

I shall surf in my box
on the great high-rolling breakers of the wild Atlantic,
then wash ashore on a yellow beach
the colour of the sun.

 

by Kit Wright

 

 

 

Nursery/Reception/Year 1

 

 Nursery
This week your challenge is to learn a new nursery rhyme. There is a lovely selection on this clip https://www.youtube.com/watch?v=1NXZnhLCzJo  .My favourite is ‘5 Currant Buns’ you might like to learn it and then draw a picture. 

 

 

  Reception and Year 1 (and/or N or Year 2)

This week listen to the poem ‘The Magic Box’. Think about what you would put in a magic box if you had one. Have a go at writing at least one verse of your own poem. Draw a picture to illustrate your writing. 

 

Year 2 – Year 6

 

  Years 2 and 3

This week read the poem ‘The Magic Box’ with an adult. Think about what you would put in a magic box if you had one. Have a go at writing at least two verse of your own poem. Try to include lots of wonderful adjectives to help build a picture in your readers mind. You might like to draw a picture to illustrate your writing. 

 

 

Year 4, 5 and 6

This week read the poem ‘The Magic Box’. Think about what you would put in a magic box if you had one. Have a go at writing your own poem. Don’t forget to include lots of wonderful adjectives to help build a picture in your readers mind. Try to also use alteration (e.g. swish silk sari summer). You might like to draw a picture

 

 

 

 

 

 

I can write instructions - 11^th May 2020

This week we are writing instructions. Your instructions can be for anything that you are interested in. You might write instructions for making a cake, build some Lego, growing some seeds, doing a science experiment or crafting something. The choice is yours. 

 

Nursery/Reception/Year 1

 

 Nursery
This week make or build something with mummy and daddy. Once you have made it tell mummy and daddy what you did. Draw a picture of what you have been doing.

 

 

  Reception and Year 1 (and/or N or Year 2)

This week make or build something. Write some instructions to go with what you have made or built so that your teachers and other children can have a go too. Try to use bossy words (imperative verbs) such as mix, stir, put, pour, sprinkle, colour and cut to start your sentences.   

 

Year 2 – Year 6

 

  Years 2 and 3

This week make or build something. Write some instructions to go with what you have made or built so that your teachers and other children can have a go too. Remember to use bossy words (imperative verbs) such as mix, stir, put, pour, sprinkle, colour and cut. You should also try to make your instructions as clear as possible by using adverbs such as first, next, then, after that and finally 

 

 

Year 4, 5 and 6

This week make or build something. Write some instructions to go with what you have made or built so that your teachers and other children can have a go too. Remember to use bossy words (imperative verbs) such as mix, stir, put, pour, sprinkle, colour and cut. You should also make your instructions as clear as possible by using adverbs such as first, next, then, after that and finally. Try to use interesting language and vary sentence length in your introductions to tantalise the reader and make them want to read more e.g. Do not despair. Help is at hand.

You may also need to use descriptive language such as three red blocks, stir gently. (Only use descriptive language where necessary.) 

 

 

 

 

 

I have had another fantastic week reading all the wonderful writing you have been doing. Thank you and well done to all the children who have sent their work in. I am so excited to see what you will do this week. Mrs Burgess

 

 

I can write dialogue - 4^th May 2020

 

Nursery/Reception/Year 1

 

 

 

Nursery
Why are they in the tree? What are they doing? What do you think these owls might be saying to each other? Tell your mum or dad. Draw a picture of the owls and write copy out the word hello.

 

 

  Reception and Year 1 (and/or N or Year 2)

Draw a picture of the owls and write a sentence, or more, in speech bubbles of what these owls might be saying to each other. Why are they in the tree? What are they doing?

 

Year 2 – Year 6

 

 

   Years 2 and 3

Write a paragraph about including the dialogue between these two characters. Use the dialogue to show: What are the characters doing?  Why are they there? How do the characters feel? What might they be thinking?

Don’t forget to punctuate your dialogue correctly including who is speaking and how they have spoken e.g. “No,” he hissed, shaking his head.

   Illustrate your writing if you would like. 

 

 

Year 4, 5 and 6

Write a paragraph about including the dialogue between these two characters. Use the dialogue to show: What are the characters doing? 

Why are they there? How do the characters feel? What might they be thinking?

Don’t forget to punctuate your dialogue correctly including who is speaking and how they have spoken. You may also want to add in the listener's reaction to what has been said to help advance the action.

e.g. “No,” he hissed, shaking his head as Milly continued down the tunnel.

  Illustrate your writing if you would like. 

Thank you so much to all the children who sent in their writing last week. If you haven’t yet done so, have a look at our writer’s gallery to see the fantastic writing you have all been doing.

 

I can write a character description -  27^th April 2020

 

 

 

Choose one of the characters from the pictures above.

 

Nursery
Describe the character in the picture? What does the character look like? Are they a nice character or a nasty character? Where do you think this character is? What has happened to them? Tell your mum or dad.  Draw a picture of your character and write their name under it.

 

Reception and Year 1 (and/or N or Year 2)

Write a sentence, or more, describing the character. What does the character look like?  How does the character move? How does the character feel? Don’t forget to include lots of describing words (adjectives). Draw a picture to illustrate your writing. 

 

Years 2 and 3

Write a paragraph describing the character. What does the character look like?  How does the character talk and move? What is your character doing? How does the character feel? What might they be thinking? Illustrate your writing if you would like. 

 

 

Year 4, 5 and 6

Write a paragraph or two describing the character. What does the character look like?  How does the character talk and move? What is your character doing? How does the character feel? Try to show not tell e.g. ‘his heart started to pound’ (here you are showing the reader) is better than ‘he was scared’ (here you are telling the reader). What might the character be thinking? Illustrate your writing if you would like. 

 

 

If you are not sure how to get started you could use one of these sentence starters.

 

Happily, wolf stared at his reflection. Starting back at him he saw ….

Twitching his fingers, Alfie………

I can write a setting description – 20th April 2020

 

 

 

Nursery
Can you describe this picture? Where do you think these characters might be? What made you think that? Tell your mum or dad.
Draw a picture of you and your family on a picnic.

Copy the word picnic.

 

Reception and Year 1 (and/or N or Year 2)

Write a sentence, or more, describing where these characters are. What can they see, hear and smell when they look around them? How do they feel when they are looking around? Draw a picture to illustrate your writing.  

 

Years 2 and 3

Write a paragraph about describing where these characters are and what they can see, hear smell and taste as they look around them? Why are they here? How are they feeling as they look about? How do you know?

Illustrate your writing if you would like. 

 

Year 4, 5 and 6

Write a paragraph or two about describing where these characters are and what they can see, hear smell and taste as they look around them? Why are they here? How are they feeling as they look about? How do you know? Hook your reader in by picking out unusual features. Illustrate your writing if you would like. 

 

If you are not sure how to get started you could use one of these sentence starters.

 

Mole sighed with delight as he looked at ….

Casting his rod carefully, Ratty could still smell….