The Tyrrells School

Aspire, Care, Learn for Life



Today we will be revising the /air/ family.



Watch this clip of the Alphablocks exploring the /air/ sound using the first spelling that you were taught in Phase 3. Write down as many /air/ words as you can spot!




Now, read these words aloud with an adult which use different spellings of /air/.


/air/ as 'are'





/air/ as 'ear'





Can you make up any silly sentences using words containing all three /air/ spellings? For example, 'The bear took great care to sit on his chair'.


Today we will be learning to describe a character of our own creation.


I wonder if you have ever been to a wedding before or have a few pictures of a wedding in your family? You will probably notice that there are lots of guests who have been invited to celebrate this special occasion!


Now that we have read the story of 'The Scarecrow's Wedding', we are going to think about our own character that could attend the wedding of Betty O'Barley and Harry O'Hay.


1) Name - When creating new characters, good writers often want them to be as interesting as possible. They make sure that they choose a good name for their character so that they can be remembered. Think of a good name for your new character. Could they have a name that is made up from things that grow on the farm? Try to make their first name and last name start with the same letter, but include an O' at the start of their surname. For example, Wendy O'Wheat or Connor O'Corn.


2) Relationship - How do they know Betty O'Barley and Harry O'Hay? Are they a cousin or a friend? Is there an interesting story behind how they know each other? 


3) Special details - Authors often describe a few special details about their characters to make them stand out. Do they have a secret? Have they got a special talent? 


4) What they look like and what they say - Have a think about your character's appearance and personality and decide which adjectives you could use to describe them. Are they lazy? Excited? Happy? Rude? Polite? Helpful? Rich? Poor?


After considering your character carefully, use the sheet below to draw them and describe them.



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

Today is National Numeracy Day and to celebrate, the National Numeracy website have provided a schedule of online events designed to support and inspire the learning of Mathematics. Please see the document below for further information!

Today in Maths we are learning to exchange money for items. You will learn to understand that money can be exchanged for items and to find the correct coins to pay for an item.


Have a look at the Big Picture below.



Ask children questions about the items for sale and how much they might cost.

What is the bear buying?

How much might an apple cost?


Set up a small shop with priced items, e.g. fruit, stationery or small toys. Prices should reflect the real world, but avoid items that would cost over £1. At this point, give prices in exact coin amounts, e.g. 20p, 50p, £1. Model the language used for buying and selling at a shop with another adult or child. Children to reply in full sentences.


For example;

Customer: How much does the apple cost?

Child (shopkeeper): The apple costs 20p.

Customer: I would like to buy an apple please.

Child: That will be 20p.


Invite children into your 'shop'. Give the children a coin that matches the price of some of the items.

Ask: What can you buy with the exact amount of money that you have?

You have 50p. Is there anything else you could have bought?

Do you have enough money to buy the pen?


Give the children another coin to combine their money, e.g. 10p and 20p.

Ask: How much money do you have altogether?

Explore the idea that if they combine their coins, what can they buy with the exact amount they have?

e.g Ask: Bananas are 50p. What coins could I use to pay for one banana?


Give the children a chance to explore buying items in the shop in exchange for the coins that they have. Encourage the language that has been practised.


Now, explain that often prices don’t match the exact coin values so we need to combine coins to pay for things.

Return to the 'shop'.

Ask: A pear costs 40 pence. There is no 40 pence coin. How could we pay for this item? What coins do we need?


Remind children of the lesson in which they combined coins to find the total in each purse.


Show how to use the ten pence coins and counting in tens to reach 40 pence.


Show the purse below.



Ask: What coins can you see?  How much money do we have when we combine these coins?


Represent each coin using Dienes to help children understand the coin values.


Now, choose one of these challenges below to complete.

Children can watch this video too which helps them understand how to make 20p!