Year 3 Home Learning Resources

Welcome to Year 3’s home learning page and the beginning of the Summer 2 term. Every week (on a Friday) we will be updating these pages with new ideas to use with your children at home. Please note, these are recommended activities and simply suggestions to help during this difficult time.

Here is a potential timetable you could follow to help structure your week;

Y3 Suggested timetable

The Year 3 Summer 2 Jigsaw and knowledge organiser lists all of the knowledge and skills we would like to have taught your child this half term.

Summer 2 Jigsaw

Summer 2 Knowledge Organiser

Don’t forget our Explorer project has lots of great learning opportunities too!

We hope your enjoy completing some of these learning activities. Stay safe and we’ll see you soon!

Mrs Eccles, Miss Brown and Mrs Kinsella

Please email or tweet us any work you are proud of- we’d love to see it!

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Week Beginning: 13.07.2020

Reading and Writing Focus Tasks

You can download this page as a pdf. Here: 13.07.20 Year 3 Home Learning (please note this will not download the maths worksheets)

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Week Beginning: 13.07.2020- Reading-Linked Tasks

Take a look at the front cover.

What do you think the book will be about?

What things can you see on the front cover?  

What sort of story will it be? Who might enjoy it? 

 

Read Chapter 1 and then answer the VIPERS questions:

 

Chapter 1 - Here Comes Charlie

These two very old people are the father and mother of Mr Bucket. Their names are Grandpa Joe and Grandma Josephine. 

And these two very old people are the father and mother of Mrs Bucket. Their names are Grandpa George and Grandma Georgina.

This is Mr Bucket. This is Mrs Bucket.  

Mr and Mrs Bucket have a small boy whose name is Charlie. 

This is Charlie. 

How d'you do? And how d'you do? And how d'you do again? He is pleased to meet you.    

 

The whole of this family — the six grown-ups (count them) and little Charlie Bucket — live together in a small wooden house on the edge of a great town.  

The house wasn't nearly large enough for so many people, and life was extremely uncomfortable for them all. There were only two rooms in the place altogether, and there was only one bed. The bed was given to the four old grandparents because they were so old and tired. They were so tired, they never got out of it.   Grandpa Joe and Grandma Josephine on this side, Grandpa George and Grandma Georgina on this side.   Mr and Mrs Bucket and little Charlie Bucket slept in the other room, upon mattresses on the floor. 

 

In the summertime, this wasn't too bad, but in the winter, freezing cold draughts blew across the floor all night long, and it was awful.  

There wasn't any question of them being able to buy a better house — or even one more bed to sleep in. They were far too poor for that.  

Mr Bucket was the only person in the family with a job. He worked in a toothpaste factory, where he sat all day long at a bench and screwed the little caps on to the tops of the tubes of toothpaste after the tubes had been filled. But a toothpaste cap-screwer is never paid very much money, and poor Mr Bucket, however hard he worked, and however fast he screwed on the caps, was never able to make enough to buy one half of the things that so large a family needed. There wasn't even enough money to buy proper food for them all. The only meals they could afford were bread and margarine for breakfast, boiled potatoes and cabbage for lunch, and cabbage soup for supper. Sundays were a bit better. They all looked forward to Sundays because then, although they had exactly the same, everyone was allowed a second helping.

The Buckets, of course, didn't starve, but every one of them — the two old grandfathers, the two old grandmothers, Charlie's father, Charlie's mother, and especially little Charlie himself — went about from morning till night with a horrible empty feeling in their tummies.    

 

Charlie felt it worst of all. And although his father and mother often went without their own share of lunch or supper so that they could give it to him, it still wasn't nearly enough for a growing boy. He desperately wanted something more filling and satisfying than cabbage and cabbage soup. The one thing he longed for more than anything else was . . . CHOCOLATE.   

Walking to school in the mornings, Charlie could see great slabs of chocolate piled up high in the shop windows, and he would stop and stare and press his nose against the glass, his mouth watering like mad. Many times a day, he would see other children taking bars of creamy chocolate out of their pockets and munching them greedily, and that, of course, was pure torture.   

Only once a year, on his birthday, did Charlie Bucket ever get to taste a bit of chocolate. The whole family saved up their money for that special occasion, and when the great day arrived, Charlie was always presented with one small chocolate bar to eat all by himself. And each time he received it, on those marvellous birthday mornings, he would place it carefully in a small wooden box that he owned, and treasure it as though it were a bar of solid gold; and for the next few days, he would allow himself only to look at it, but never to touch it. Then at last, when he could stand it no longer, he would peel back a tiny bit of the paper wrapping at one corner to expose a tiny bit of chocolate, and then he would take a tiny nibble — just enough to allow the lovely sweet taste to spread out slowly over his tongue. The next day, he would take another tiny nibble, and so on, and so on. And in this way, Charlie would make his sixpenny bar of birthday chocolate last him for more than a month.   

 

But I haven't yet told you about the one awful thing that tortured little Charlie, the lover of chocolate, more than anything else. This thing, for him, was far, far worse than seeing slabs of chocolate in the shop windows or watching other children munching bars of creamy chocolate right in front of him. It was the most terrible torturing thing you could imagine, and it was this:   

In the town itself, actually within sight of the house in which Charlie lived, there was an ENORMOUS CHOCOLATE FACTORY! 

 

Just imagine that!    

 

And it wasn't simply an ordinary enormous chocolate factory, either. It was the largest and most famous in the whole world! It was WONKA'S FACTORY, owned by a man called Mr Willy Wonka, the greatest inventor and maker of chocolates that there has ever been. And what a tremendous, marvellous place it was! It had huge iron gates leading into it, and a high wall surrounding it, and smoke belching from its chimneys, and strange whizzing sounds coming from deep inside it. And outside the walls, for half a mile around in every direction, the air was scented with the heavy rich smell of melting chocolate!  

Twice a day, on his way to and from school, little Charlie Bucket had to walk right past the gates of the factory. And every time he went by, he would begin to walk very, very slowly, and he would hold his nose high in the air and take long deep sniffs of the gorgeous chocolatey smell all around him.  

Oh, how he loved that smell!  

And oh, how he wished he could go inside the factory and see what it was like!

 

 

 

 

 

 

 

 

  • What is a draught? 
  • Define ‘tortured’.

 

  • The house is very small and lots of people live in it. What does this tell us about the Bucket family? 
  • Why is the house more bearable in the summer? 
  • Why does it torture Charlie to live so close to a chocolate factory?

  • Predict what will happen in this story. 

  • How does Dahl emphasise how old the people in bed are? 
  • How does Dahl make you feel sympathy for the Buckets? 
  •  

  •  Who are the people in the bed? 
  • What is Mr Bucket’s job? 
  • What did the Buckets eat most days? 
  • What is Charlie’s favourite food? 
  • When does Charlie get to eat chocolate? 
  • Who owns the chocolate factory? 

  • Summarise your first impression of the Buckets by choosing one word to describe them (don’t use poor or any synonym of poor)  and explain your choice of words.

 

 

 

 

 

 

This weeks comprehension activities:

 

Comprehension – Lightning - 13.07.2020

Comprehension – Strange Predators - 13.07.2020

 

 

Reading at home

Junior Book Club

Don’t forget that you can watch some of your teachers reading class novels three times a week. Check your parent mail for the logins to our reading YouTube channel.  Mrs Eccles is reading Matilda. Miss Pipkin is reading The Creakers. Mrs Mutch is reading Malamander. Mr Hill is reading The Explorer. Mr Uppal is reading Harry Potter. Mr Roberts and Mrs Welch are reading a variety of children’s bedtime stories and Ms Keight is reading Mr Stink.

 

Websites

We have added https://readon.myon.co.uk/to the junior home learning page. This is a fantastic free resource, which we signposted you to a few weeks ago as it links to Accelerated Reader, which we use in school. It provides digital versions of over 7000 books and 5 daily news articles for pupils of all ages and abilities. There is also the option for books and articles to be read aloud to the children, ambitious vocabulary is highlighted and there is a link to an online dictionary. The benefits of daily reading are huge: young people that read daily are 4 times more likely to read above the level expected for their age compared with those that do not read daily. Children can carry out their Accelerated Reader quizzes at home (you must use the link on the website to access the site).

There are also a variety of virtual reading ebooks on the Oxford Owl website, which you might choose to use www.oxfordowl.co.uk .

 

Accelerated Reader

Use the following instructions to help you access Accelerated Reader, where you can read a wide range of books and complete quizzes once you have finished the books.

All details and login information can be found below:

Accelerated Reader Access Information

 

Additional reading resources, such as recommended reads for ages 7-9 and 9-11 and Book Bingo for stories, text types and authors can be found here: Reading Resources

 

Week Beginning: 13.07.2020- Writing Task

To write a recount.

1. Features of a recount:

Read this type of recount:

What is this type of recount called?

What are the features of a recount?

Can you identify any of these features?

  • Uses the past tense
  • Uses first person pronouns (I, we, my etc)
  • Uses time conjunctions
  • Uses inverted commas to show direct speech
  • Describe the writer’s point of view and feelings
  • Uses ambitious describing words
  • Includes opinions (e.g. I think, I feel, I believe)

 

2. Planning your recount:

You are going to be writing a recount about your time in lock down. You might want to choose a specific week/day/event in lock down to share.

 

To plan your recount, use these road map for the time you wish to write about. You can draw icons and write notes of what you did during that day and you can even draw facial expressions of how you felt.

3. Tenses:

What tense is used in a recount?

Can you write the past tense for these present tense words?                            

  • Sit
  • Think
  • Skip
  • Learn
  • Play
  • Walk
  • Keep
  • Laugh

 

 

4. Planning your introduction:

Can you complete the 5W’s questions for the introductory paragraph for your recount- remember to write this in the past tense?

 

Who

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

 

What

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

 

Where

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

 

When

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

 

Why

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

 

 

5. Fronted adverbials:

Read these sentences and highlight the fronted adverbials?
 
1. Before the sun came up, he watched TV.
2. All night long, she danced with her friend.
3. As fast as he could, the rabbit hopped towards the vegetable patch.

GD- Why do you think fronted adverbials are included in a text?
Can you write your own fronted adverbial sentence?

 

Use this Fronted Adverbial word mat to help to write 10 sentences about your lockdown experience using your road map planning.

Can you try and use at least 1 fronted adverbial from each section of the word mat?

 

6. Writing your recount:

Using your planning map and your introduction planning, can you now write your recount for your lockdown experience? You can write it as a diary entry or a newspaper article.

 

 

Maths Home Learning:

Times Tables

Please spend 10-15 minutes each day on Times Table Rockstars: https://ttrockstars.com/

You are expected to know all of your multiplication and division facts up to and including 12x12 by the end of year 4.

 

Daily Learning

We follow the White Rose scheme of learning in school so it’s fantastic that they have created so many resources for you to continue your learning at home.

A regular daily learning routine will help you; we therefore recommend that you aim to cover just one 20-30 minute White Rose Maths session each day.

This plan shows the work that you will cover, week by week. If you have missed prior weeks, please go back and complete these first. Prior worksheets can be found at the bottom of this page.

 

We have now created a separate page for all of our White Rose Premium Resources so please use these to find the worksheets. Each week is dated so you should be able to find the correct worksheets easily.

Please click here to access the Year 3 White Rose Resources

 

Just follow these easy steps…

1. Click on the set of lessons for your year group at https://whiterosemaths.com/homelearning/

2. Watch the video (either on your own or with an adult).

3. Find a calm space where you can work for about 20-30 minutes.

4. Complete the corresponding Premium Worksheet below (these will be updated every Friday for the following week).

5. Check your answers with an adult. If you made any mistakes, see if you can work out where you went wrong.

6. Tweet us your amazing work! J We are looking to add some pictures of your work to our school website

 

This week’s Maths challenge:

Maths Challenge: 13.07.2020

Fifteen Cards Year 3

I have fifteen cards numbered 1− 15.
I put down seven of them on the table in a row.

A close up of a logo

Description automatically generated

The numbers on the first two cards add to 15.
The numbers on the second and third cards add to 20.
The numbers on the third and fourth cards add to 23.
The numbers on the fourth and fifth cards add to 16.
The numbers on the fifth and sixth cards add to 18.
The numbers on the sixth and seventh cards add to 21.

What are my cards?
Can you find any other solutions?

How do you know you've found all the different solutions?

 Maths Challenge – Fifteen Cards - 13.07.2020

 

Other Subjects:

Design Technology

Y3 Earthquake design challenge

 

PE

PE Home Learning Opportunities - Use this link

Use this document to find a wide range of PE activities you can do with your child, ranging from:

  • REAL PE workouts
  • Workouts
  • Dance
  • Health and Wellbeing
  • Movement and Mindfulness
  • Cooking (Nutrition)

 

Science

Please follow this link to find a range of fun Science activities based around our topic of Animals including Humans:

Y3 Science Activities

 

Computing

Please see the following document to help you with some ideas and activities whilst working at home with your children.

Computing Ideas – Use this link

 

Archived Home Learning:

Week Beginning 13.07.20

Reading and Writing Home Learning - 13.07.2020

Comprehension – Lightning - 13.07.2020

Comprehension – Strange Predators - 13.07.2020

Maths Challenge – Fifteen Cards - 13.07.2020

 

Week Beginning 06.07.20

Reading and Writing Home Learning - 06.07.2020

Comprehension – Captain Apparatus - 06.07.2020

Comprehension - The British Coastline - 06.07.2020

Maths Challenge – School Fair Necklaces - 06.07.2020

 

Week Beginning 29.06.20

Reading and Writing Home Learning - 29.06.2020

Comprehension - The Decider - 29.06.2020

Comprehension - The Water Cycle - 29.06.2020

Maths Challenge - Four Digit Targets - 29.06.2020

 

ARCHIVED HOME LEARNING

Year 3 Reading and Writing Focus Tasks- Fortnight Beginning: 30/03/20

We do not expect you to complete every task here. Choose the ones that you want to do. Of course, you can do them all if you wish!

Reading-Linked Tasks

  1. Before you watch the clip, make a prediction using the image below.

https://federation-of-boldmere-schools.schudio.com/images/m11.png

  1. The title for the video is ‘Spy Fox’. Look at the next image and think about the title. Write another prediction about what might happen in the video. Can you use the word ‘because’ to explain why you think this might happen?