Class 3 Learning: 11.01.21

Welcome to another week!

I hope everyone is well, keeping safe and has had a good weekend.

To start with, I wanted to let you know that the work will be moving over to solely being on Google Classroom by the end of the week. Please let us know as soon as possible if you are having any issues accessing this so we can help.

Thank you very much for all the effort you’ve put in so far. Things have changed very quickly and you’ve been wonderful!

It will seem like there’s a lot to achieve on here. Like before, work through what you can at a pace you can manage.

On to today’s learning:

English: Adverbs and Adverbials

Last week we had a look at commas for lists. I saw some really good progress with this.

This isn’t the only way we should be using commas, however. One of the other important ways we use commas is after an ‘advebr’ or ‘adverbial’ that starts a sentence.

An adverb is a word that tells us how something is done. An adverbial does the same but with a phrase rather than a word. When we start a sentence with an adverb or advebial, we need to follow that with a comma before we carry on the sentence.

Let me give you an example:


* Fiercely, the Viking warrior ran towards the battlefield without a hint of fear.


* With a fierce look, the Viking warrior stormed into battle with no fear of death.

You can see how both do the same job – they tell us how something is done.

On the sheet, you’ll be given some adverbs and adverbials.

I want you to create calligrams to show your understanding of what they mean. Understanding them will be key to helping you use them later on.

I’ve given you an instruction sheet, an adverbial sheet and an adverb sheet to help you. And I’m sorry about the song…

Maths 11.01.21: Multiplication Mysteries

I was inspired by the Viking rune puzzle last week to have a go at making something similar for us.

I’ve copied the design, but used it in a slightly different way.

There are two challenges. There are instructions on each sheet with some questions to answer. Can you crack the Viking rune code and find your multiplication answers? Can you come up with your own questions for other people to answer?

You won’t be able to type onto these as I’ve hand-drawn and scanned them. A photo or scanof how you’ve got on would be lovely though!

History: A Viking Sock!

York is one of the most important sites in Britain when it comes to the Vikings.

Known by the Norse as ‘Jorvik’, York was an important city to the Vikings. Believe it or not, during archaelogical digs in York they found a Viking woollen sock! You might not think this is anything special but it’s very unusual for facbrics to last so long underground – particularly smaller things such as socks.

Have a look at the video to find out about it, then have a think about who might have owned it. After that, have a look at the BBC website to find out about the kinds of jobs Vikings did.

Your task:

  • Draw a picture and write a little about who you think might have owned the Viking sock.
  • Think about the job they did, who their family was, why they came to England.
  • You might have some fun having a think about how they lost their sock and what’s happened to the other one!

I’ve included an example of how it could look. I’d love to see some photos of your creations!

Reading 11.01.21

For today’s reading, I’ve found a really interesting extract about giants! It tells you about giants in Scandanavian lore as well as the story of how the Giant’s Causeway in Ireland was formed.

Have a read and leave a comment to share your thoughts on the text. If you get a chance, see if you can complete the table I’ve given you.

You need to move the information I’ve given you into the correct boxes. You might also want to add more facts of your own.

Spellings: 11.01.21

This week, I will be setting different activities to do with a spelling pattern each day.

These are only short activities that are meant to take 15 minutes or so. As with any work on here at the moment, get done what you can when you can.

This week’s spellings focus on the suffix -ation. -ation is added to the end of a word to change the way you can use it.

For example ,imagine becomes imagination.

I imagine it’s going to be a cold day tomorrow.

I’ve been told he has a good imagination.

Today, I’d like you to have a look at the word list, then have a go at some of the free games on (spelling bowling is definitely my favourite!)

information, adoration, sensation, preparation, admiration, fixation, inflammation, elevation, restoration

Online Lessons: Oak National Academy and BBC

As an alternative to the activities on here, I am providing links to relevant lessons on online platforms.

These can either provide a different approach or a break from doing things on Google Classroom.

They do provide videos to help teach the concepts as well – so a certainly worth a look. I will try to choose resources in line with what we’re doing on here.

Today, we look at word classes which will help leading up to adverbs and adverbials. We look at multiplication in maths and the VIkings in history. Please find the links below.

Also, keep an eye on CBBC and Iplayer for daily lessons. There’s sure to be something worth watching.

Have a lovely day and I keep going; you’re doing an amazing job!

All the best,

Mr. Este