The Tyrrells School

Aspire, Care, Learn for Life



Today we are going to start revising the /or/ family of sounds. Can you remember the action for /or/?


We are looking at three different spellings for the /or/ sound today...


Using the sound buttons shown, can you read these words that use the 'or' spelling pattern that you first learnt in Phase 3 Letters and Sounds?



This year we have learnt that the pattern 'au' can also make the /or/ sound, can you sound out these words?



The final /or/ spelling pattern for today is 'aw' - read these words...



Your last phonics challenge for today is to write out these sentences as an adult reads them to you - listen carefully and make sure that you choose the correct spelling for the /or/ sound for each word.

The author will draw a rocket launch.

The baby horse was born in a storm.

In August the girl saw weeds on the lawn.

The old fort was haunted.


Don't forget to send us a picture of your sentences on Seesaw!




Spelling Test

*Please conduct a spelling test of the spellings given out last Thursday if you haven't already. New spellings to learn will be available tomorrow. Please test these next Thursday!*

Today we are going to write a plan for a story that you will be writing next week.


The wonderful scarecrow that you created yesterday receives an invitation to the wedding of Harry O'Hay and Betty O'Barley and they then have the dilemma of working out what to take as a present! Obviously scarecrows don't have any money (and the shops aren't open at the moment anyway!) so your scarecrow will have to have a good think about what they could take as a wedding gift in their story. They will need to use natural materials and resources that you would normally find on a farm or in the countryside and will probably have to be quite creative with joining methods: How could they make it? Who could help? Where do they need to go to get it? What troubles or problems could they encounter? (You may be able to consider the things that Harry and Betty used for the wedding to give you some clues or ideas.)


Your plan should be broken into five parts:

Introduction - introduce your character and describe the setting. What do they look like? Where do they live? 

Beginning - an invitation arrives! How does it get there? How does your character feel?

Problem - your character has got to take a gift to the wedding. What are they going to take? How will your scarecrow character make it? 

Solution - explain how your scarecrow gets the present made. Who helped them? Were there any problems on the way?

End - the wedding! Did Betty and Harry like the present from your scarecrow? Did your scarecrow enjoy the wedding? What did they all do at the wedding? Was it the best wedding yet?


For your plan today, you just need to make notes on all of these areas. There is no need to write in full sentences. You might want to jot down some WOW verbs or adjectives that you definitely want to remember to use in your story on your plan too. Feel free to illustrate your ideas in the planning format provided - and please remember to send us the finished plan through on Seesaw. We look forward to seeing them.


Here's a little sample of the start of a plan, just so you know what we are hoping for...


Problem of the Day: Can you solve it? Send us your answer on Seesaw please.


Today we are going to be finding the total cost of two items. 


Look at the Big Picture below and discuss how people often buy more than one item when they go shopping. Explain that we are going to find the total cost of two items in a shop. That means how much money two items will cost altogether.



Set up a home café with the Fairyland menu items priced at 10p, 20p, 30p, 40p and 50p.

Ask: I would like to buy a cake and an apple. The cake costs 40 pence. The apple costs 20 pence. How much will that cost altogether?

Make sure that children refer to their previous knowledge of number bonds, e.g. ‘I know that four plus two is equal to 6 therefore four tens plus two tens is equal to six tens.  40 pence plus 20 pence is equal to 60 pence.’

Model checking the calculation using paper Dienes. Represent 40 using 4 tens, counting in groups of ten. Represent 20 using 2 sticks of ten, counting in groups of ten.

Say: I have forty and I add twenty more. 40, 50, 60. 40 plus 20 is equal to 60.

Repeat this process with other examples, inviting your child to select two items from the home café . Keep referring to knowledge of number bonds within ten and ask them to apply this to work out what the total cost of the items will be before checking using the Dienes.


Task One: 

Adult selects two items from the Fairyland Menu.

Child applies knowledge of number bonds within ten to state what the price will be.

Child (and adult if needed) checks by representing the price of each item using Dienes.

Return to the items selected from the Fairyland menu.

I chose a cake and an apple. The total cost is 60 pence. What coins could I choose to pay for my items?

Give your child time to discuss and experiment with the coins.


Explain that you could pay in ten pence coins. Model counting in tens using real coins or paper cut out coins.

Say: Ten pence, 20 pence, 30 pence, 40 pence, 50 pence, 60 pence. 


Then group five of the ten pence coins together. 

What other coins could I use instead?

Exchange the five ten pence coins for one 50 pence coin. 

Discuss other ways the ten pence coins could be regrouped and exchanged to select different coins to pay for the items, e.g. using 20 pence coins.

Task Two:

Ask your child to select two items from the Fairyland Menu.

They use the paper Dienes to find the total cost.

They then decide which coins they will use to pay for the two items.

You can record your choices on the sheet below, or just draw them out in your book.


Explain that Snow White visited the café.

One of the items she bought at the café was an apple.

Ask: If Snow White spent 60 pence in the café, what else could she have bought?