Year 3 Blog
Welcome to Lydgate Junior School.
We aim to ensure that all children receive a high quality, enjoyable and exciting education.
We feel that our school is a true reflection of the community we serve. Lydgate children are well motivated and come from a range of social and cultural backgrounds. Within the school community we appreciate the richness of experience that the children bring to school. This enhances the learning experiences of everyone and it also gives all pupils the opportunity to develop respect and tolerance for each other by working and playing together. We want your child's time at Lydgate to be memorable for the right reasons - that is, a happy, fulfilling and successful period of his/her childhood.
Welcome to Year 3!
The Y3 teachers are Mrs Dutton & Mrs de Brouwer (3D/deB), Mrs Holden (3SH), Mrs Noble & Miss Roberts (3N/R) and Miss Wall (3AW). We have three Teaching Assistants who work within the team: Mrs Allen, Mrs Dawes and Mrs Proctor.
We will use this blog to keep you up-to-date with all the exciting things that we do in Year 3, share some of the things that the children learn and show you some of their fantastic work. We hope you enjoy reading it!
The Y3 team.
Welcome to the Year 5 Blog page.
The Year 5 teaching team includes our class teachers, Mrs Loosley (5NL), Mrs Rougvie and Mrs Jones (5RJ), Mrs Webb and Mrs Ridsdale (5WR) and Miss Cunningham (5EC). Many children are supported by Mrs Hill, Mr Swain and Ms Kania (the Year 5 Teaching Assistants) who work with children across the 4 classes. Our Year 5 teaching team aims to create a stimulating learning environment that is safe, happy, exciting and challenging, where each pupil is encouraged to achieve their full potential.
As a parent or carer, you play a massively important role in your child's development and we'd love to work closely with you. Please feel free to make an appointment to see us if you want to discuss your child's attitude to learning, their progress, attainment or anything else that might be on your mind. We'd also love to hear from you if you have any skills that we could use to make our Year 5 curriculum even more exciting. Are you an avid reader, a talented sportsman, a budding artist, a mad scientist or a natural mathematician? Would you be willing to listen to children read on a regular basis? If so, please contact your child’s class teacher. Similarly, if you have a good idea, a resource, a 'contact' or any other way of supporting our learning in year 5, please let us know.
We are working very hard to ensure your child has a successful year 5, please help us with this by ensuring your child completes and returns any homework they are given each week. If there are any issues regarding homework or your child finds a particular piece of homework challenging, then please do not hesitate to come and speak to us. In order to help improve your child’s reading skills, increase their vocabulary and develop their comprehension skills, we also ask that you listen to your child read and ask them questions to ensure they have understood what they have read.
We look forward to keeping you up to date on the exciting things that we do in year 5 through our year group blog.
The Year 5 Team
We are the children in Y6 at Lydgate Junior School. There are 120 of us and our teachers are: Mrs Shaw and Mrs Watkinson (Y6S/W), Mr Bradshaw (until Mrs Parker returns) in Y6AP), Mrs Phillips (Y6CP) and Miss Norris (Y6HN). Also teaching in Year 6 is Miss Lee (Monday - Y6AP, Tuesday - Y6HN and Wednesday - Y6S/W) and Mrs Grimsley (Tuesday -Y6CP).We are also very lucky to be helped by Mrs Ainsworth and Mrs Biggs. We use this space to share all of the great things that are happening in our classrooms. Join us each week on our learning journey....
This half term in Year 3, we are working on adventure stories. Over the next few weeks, we will be reading lots of exciting stories and gathering ideas for making up our own adventures.
We started by watching a video called 'The Dreamgiver' (see https://www.literacyshed.com/dreamgiver.html). The teachers stopped the film before the end and we wrote descriptions of the scene when the boy finds himself lost in the forest (from 2:50-3:30). We used the senses and powerful verbs to build a picture of the scene for the reader. Lots of children even managed to include some subordinate clauses in some of their sentences.
Here are some extracts from our great writing:
The boy felt the soft, grassy ground. Even though he was stiff, he climbed up from the ground and stared around. It didn't look familiar but how beautiful all the nature was! - Rosie
As he pulled his transparent space helmet, he felt the fresh and clean air rush up his nose. Orange, pink and red butterflies fluttered over his head. An orange butterfly perched onto his knuckle. - Harry
He stood up from the hard floor and when he looked up, he marvelled at the sight. There were big brown trees looming over him. - Dejan
He gazed up at the long green and blue trees bending over him. They were shading him from the blazing hot sun that was peeping through the gaps in the trees. He could smell nature's fresh, sweet berries and plants. - Isabelle
He was astonished at what he saw. There were pink and orange leaves on the amazing tall trees. He took a stroll. Suddenly, he saw a small stone statue near a huge rock. Even though he was scared, he pushed ahead. - Karma
He meandered along taking every fresh smell in from the daisies to the roses. At that very moment, the sky grew paler and the air grew colder. He felt a cold shudder go up his spine. - Isla M
Butterflies came fluttering down as quiet as a feather. Immediately, the sky went from morning orange to dark gloomy grey. The little boy saw deadly bones scattered around the floor. Before he took one more breath, he ran across to the edge of the forest. - Isla D
Almost immediately, all twenty-nine butterflies flew away and the whole world seemed darker. A cold, harsh chill ran down his spine as he peered up and saw a huge totem that seemed to be staring down at him. Jo was afraid. He darted in the opposite direction yet only to see another totem and another and another. - Coralie
Although shocked, he was intrigued by it all. He walked up some stone steps and out of the darkness a dark, evil eye looked at him. What was it? - Martha
The boy felt exasperated as he tumbled down onto the ground. His eyes flickered, amazed before opening them fully to discover the magnificence of the forest. When he first looked up, he gazed at the bright light flooding in through the gaps in the colossal trees. - Phoebe
Alex could see the shimmering light piercing through the vast canopy. Alex could smell earthy moss around him, and the earthy mist lingered around the forest. - Rhys
As he looked up, Jim saw a glimmering light and twisted trees, like a witch's bent finger. He heard a humming noise. Jim looked around. Suddenly, he spied some wrecked stone faces as he crept deeper into the forest. - Charlie P
Arlo fell down on top of the mossy undergrowth where the trees swished gracefully in the gentle breeze, and the butterflies fluttered their beautiful orange wings. - Jasmine
As he found himself laid on the mossy blanketed wood, trees towered above him into the deep blue sky. Then a swarm of butterflies fluttered past him. An amazingly strong light trickled down through the trees. - Rowan
Max could feel warm UV rays reach his white distinctive costume. The colossal trees blocked the sun from Max's eyes, but instead he saw something better. He saw the slithery serpent like creature entwined in branches like a plait, but wood. - Emilia
Birds tweeted and landed on the canopy of colossal trees, and he felt the cool breeze on his face. The strong scent of the forest filled his nose. The crumbly old trees towered above him, as if they had been through a war. - Poppy
Just at that moment, he sprung up and saw dozens of orange butterflies. He slowly put out a finger hoping one would land on it and it did. Ronald was amazed. The tree's beautiful leaves blocked the shining sunlight coming into the forest. - Erin
This half term in Year 3, we have been working on how to write in paragraphs. We have learnt how to start a new paragraph in narrative writing when there is a change of Time, Place, Topic or Person (or TiPToP). We have also learnt how to include lots of detail and description in our writing using ambitious vocabulary (adjectives, adverbs and powerful verbs) as well as the senses (what the character can see, hear, feel, etc).
For homework this week, we would like you to practise your writing skills by expanding three sentences into a three paragraph story. Use your imagination to add exciting details. We look forward to sharing your stories on Friday 13th December.
This term in Year 3, we have been working on adding detail to our writing. We have worked on using 'powerful' verbs, adjectives and adverbs, as well as how to use the senses to create a description of a setting. This week we have continued to read a version of the story of Oliver Twist. We read the part when he arrived in London for the first time after running away then watched the film version of that scene. We all wrote a paragraph to describe a Victorian London street. Here are some examples of our amazing writing:
As Oliver reached London, he felt a shiver go down his spine as he was jostled about the crowd of noisy people. He looked around and gave a gasp. Oliver had just seen the biggest, most amazing building in is life. A steam train whizzed past and engulfed his nostrils with choking steam. He smelt the horrible smell of horse poo as they clattered along the grey cobblestone. He had no one to look after him. He was lonely. (Ciara)
Oliver was getting painfully overwhelmed with all his bruises from people bumping into him. The sound wasn't helping either. It was deafening. In fact, the sound of clip-clopping and shouting was so loud, he actually thought he was going to turn deaf. He staggered over to a place where he could rest. From here, he could still smell urine and smoke but it was a bit better. Just then, a steam train came over a an old bridge. Time seemed to slow down when the people on board shouted and waved. (Eddie)
Oliver was bewildered by the gigantic amount of people that were in busy London. Suddenly a train roared on a massive bridge overhead. The buildings towered over Oliver's small head. The sound of babies crying, children screaming and shopkeepers shouting filled his ears. (Daniel)
Oliver arrived in London and the first of many things caught his eye. He could see the biggest building he had ever seen in his life. Oliver was overwhelmed by the amount of people jostling in the crowd. London had one problem. It was full of people, people Oliver didn't know. But somehow he still felt alone. He could smell smoke that was so thick, he could almost taste it. Oliver quickly learned that London was full with noises. He could barely hear himself think for the sound of men shouting and babies crying. Before he could start to walk around and explore, a train came rushing along a nearby bridge. Oliver could hear it's whistle blowing in the background. The ashes and smoke from the steam train were filling Oliver's mouth and nose. Oliver wasn't sure if he liked London or not. (Coralie)
Welcome to the first blog of the new school year. The children have settled in really well and have been very busy already!
This week, we have made self-portraits, written about our favourite books, written a letter to our teachers, made up our own number systems and thought about place value, played some 'getting to know you games', designed a 'star' for the star of the week display, read the first half of 'Flat Stanley', shared our window pictures from the holiday homework, as well as learning our way around and the new timetable.
We look forward to sharing lots of the work we do on this blog every week.
In our literacy lesson today, we experimented with changing the verb in a sentence to a more 'powerful' one that gives the reader a clue about the mood of the character. The children started with a short passage about a head teacher visiting the classroom. They thought about how he might be feeling and changed the verbs to change the mood of the passage. The teachers were very impressed with the great vocabulary used. Here are some examples where the verbs have been changed. Can you tell how the head teacher was feeling in each one?
The head teacher stormed into the classroom. He glared around the room. "What's going on here?" he demanded. (Sepand)
The head teacher cartwheeled into the classroom. He floated around the room. "What's going on here?" he sang. (Molly)
The head teacher ran into the classroom. He glared around the room. "What's going on here?" he grumbled. (Oliver)
The head teacher stomped into the classroom. He scanned the room. "What's going on here?" he screamed. (Oscar)
The head teacher skipped into the classroom. He peeked into the room. "What's going on here?" he laughed. (Sophia)
The head teacher tumbled into the classroom. He glanced around the room. "What's going on here?" he cheered. (Holly)
The head teacher ran into the classroom. He tiptoed around the room. "What's going on here?" he whispered. (Ninaad)
The head teacher jumped into the classroom. He glanced around the room. "What's going on here?" he shouted. (Isabel)
The head teacher strolled into the classroom. He smiled around the room. "What's going on here?" he laughed. (Natalie)
The head teacher sneaked into the classroom. He squinted around the room. "What's going on here?" he whispered. (George)