‫مدرسة العين الناطقة باإلنجليزية‬
Al Ain English Speaking School
‘Achieving Excellence’
th
Sunday 4 of December 2016
What We Are Learning This Week in Year 5
Dear Parents/Guardians,
The Winter Concert is just around the corner! Please remember that on the day students need to wear the
following: blue jeans, white t-shirt, winter scarf and/or hat. KS2 will be performing at 12:15pm in the main hall.
We are almost at the end of the first term. By now most of the students should have completed their 50 point
challenges. We would like to ask the parents to help us in this matter and to support their children whilst they
are doing their homework. Teachers will monitor their completion only.
Writing Focus
 Poetry – winter theme
Maths
Reading Focus
 Reading circuits in classrooms
 Comprehension skills
Number Focus
 Multiplication and division
 Squared, cubed and root numbers
Other Subjects
PATHS
English
Language
Finally, to help you better support your children at home here is a summary of what we will be
teaching/learning in class this week.
Ancient Civilisations Continue
 Ancient civilisation projects

Ancient Greece and the Olympic Games.
With kind regards,
Year 5 Team
Ms. MacDonald (HOY)
Mr. Peet
Ms. Doran
Mr. Dauncey
[email protected]
[email protected]
[email protected]
[email protected]
Helpful Websites
Helpful Websites
http://www.primaryresources.co.uk/
Spelling and Grammar
http://www.cybergrammar.co.uk/
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy2.htm
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html
http://www.bbc.co.uk/skillswise/topic-group/word-grammar
http://www.bbc.co.uk/skillswise/topic-group/sentence-grammar
http://www.bbc.co.uk/skillswise/topic-group/spelling
http://www.bbc.co.uk/schools/spellits/home_y6flash.shtml
Reading
http://mrnussbaum.com/readingpassageindex/
http://web2.uvcs.uvic.ca/elc/studyzone/
http://www.bbc.co.uk/bitesize/ks2/english/reading/
http://www.bbc.co.uk/skillswise/topic-group/reading
Helpful Websites
http://www.primaryresources.co.uk/
http://www.bbc.co.uk/schools/ks2bitesize/maths/
http://www.multiplication.com/interactive_games.htm
http://www.bbc.co.uk/skillswise/numbers/wholenumbers/
http://www.woodlands-junior.kent.sch.uk/maths/index.html
http://www.mathworksheets4kids.com/
http://www.mental-arithmetic.co.uk/
http://www.worksheetworks.com/
http://www.edhelper.com/
http://www.math-drills.com/
http://www.math-aids.com/
http://www.superkids.com/aweb/tools/math/
http://themathworksheetsite.com/
http://www.softschools.com/math/worksheets/
http://www.softschools.com/math/
https://www.superteacherworksheets.com/
http://www.aplusmath.com/
Year 5 Ancient Civilisation Project
We will be studying ancient civilisations in Year 5. You will be creating a project on an ancient
civilisation of your choice. THE PROJECT WILL BE DUE ON Sunday 11th December 2016. The
students give a short 10 minute presentation during the final week of term one.
Instructions:
1. Choose one of the following ancient civilisations to research:
 Ancient China
 The Maya
 Ancient Islamic
 The Aztecs
Or another civilisation (approved by teacher).
2. Research your ancient civilisation using the headings on the attached planning sheets.
When planning and organising ideas, remember to:
 use point form
 put the information into your own words
Class time will be given to research and make point form notes. All research must be completed by
Sunday 27th November.
3. You may choose to make a poster or write at least a one page report with the following information.
If you choose to do a report, you must print it out or email it to the teacher before Sunday morning to
be on time.
Your poster/report must include:
 your point form notes (points of interest to speak about)
 relevant pictures that enhance what you are trying to share
 at least two pictures.
4. Present your poster/report information to the class, demonstrating what you have learned about your
ancient civilisation. Presentations will take place in class during the final week of term one. They
will be no more than 10 minutes.
Tips for Success:
- READ! READ! READ! We will be using books in our classroom the help with your research but this
may not be enough. We encourage you to use the local library as well as the bookshops.
-Use both books and internet sites to locate information – Here is a compiled list of websites we think
could be helpful: https://sqworl.com/cd47f0
-Good researchers take point form notes first, and then organise their information so it makes sense
-Good presenters don’t read off the screen. They add to what is already there, and engage the audience
by making eye contact.
-Follow the due date guidelines to stay on track!
DUE DATE GUIDELINES:
Research Planning due to Teacher: Sunday 27th November 2016
(We will begin this in class)
Project due date:
Sunday 11th December 2016
Final week of term 1 (11th – 15th December).
Presentations:
RUBRIC for Grading Ancient Civilisations Report/Poster
Criteria
Does the
poster/report
have a clear
title?
1
It has no title.
2
It has a title,
but a little
unclear.
3
It has a clear
placed title.
Does the
poster/report
tell the time
period and
population?
Is the poster
colourful?
It does not tell
about either.
It tells only
about the
population.
It tells only
about the time
period.
4
It has a title that is clear
and colourful (poster)
or title is centred and
starts with a capital
letter (report).
It tells about both the
population and the time
period.
It has no
colour added.
It has a little
bit of colour.
It is a very colourful
poster.
Is the report
typed or hand
written?
The report is
hand written
with messy
printing.
It has a small
amount of
colour.
The report is
hand written
using neat
printing.
The report is hand
written using neat
joined writing, or
typed.
How organized
is the poster?
It is very
difficult to
understand.
It is very
difficult to
understand.
The project
does not
include a
timeline.
It is somewhat
clear to see the
information.
It is somewhat
clear to see the
information.
The project
has a timeline
but is not in
chronological
order.
The report is
hand written
using joined
writing, but
messy.
The poster is
organized.
Does the project
include leaders
from the
civilisation?
The project
does not
include any
leader’s
names.
The project
includes one
leader from
the
civilisation.
Does the project
tell you what we
will remember
this civilisation
for?
The project
does not tell
what we will
remember the
civilisation
for.
The project
tells us one
significant
thing we will
remember the
civilisation
for.
The project
contains one
picture.
How organized
is the report?
Does the
report/poster
have a timeline?
Does the project The project
contains no
include
pictures/images? pictures.
The report is
organized.
The project
has a timeline
with at least 3
dates and facts
in
chronological
order.
The project
includes the
names of at
least 2 leaders
of the
civilisation.
The project
tells us 2
things the
civilisation
will be
remembered
for.
The project
contains 2
pictures and
each picture is
labelled.
The poster is divided
into easily read
sections.
The report is organized
into paragraphs, clearly
labelled.
The project has a
timeline with more than
3 dates and facts in
chronological order.
The project includes
names of more than 2
leaders of the
civilisation.
The project tells us
more than 2 things the
civilisation will be
remembered for.
The project contains
more than 2 pictures
and each picture is
labelled.
PRESENTATION RUBRIC for Ancient Civilisation project
Volume
You spoke at a
good volume some
of the time. Most of
the time you were
speaking too loudly
or quietly.
Speed
You spoke at a
good pace some of
the time. Most of
the time you were
speaking too
quickly or slowly
making it hard to
listen to you.
You could have
used your voice
better. You spoke
at only one tone
and didn’t use
emphasis in your
voice.
Voice
Eye Contact
You had eye
contact with your
audience some of
the time. Most of
the time you were
looking away or at
your notes.
Content
You used fillers
such as “um”,
“and” , and “er” a
lot during your
demonstration and
your instructions
were hard to
follow.
You could have
used better body
language. Most of
the time you were
leaning on
something or
fidgeting.
Body
Language
You spoke at a
good volume for
most of the time.
Most of the people
could hear what
you were saying.
Some parts were
too loud or quiet.
You spoke at a
good pace most of
the time. Some of
the time you were
speaking too
quickly or too
slowly.
You spoke at a good volume
the entire time. Everyone
could hear what you were
saying and it wasn’t too loud
or quiet.
You used your
voice confidently
most of the time.
You started to use
some expression to
add interest and
emphasis to what
you were saying.
You had eye
contact with your
audience most of
the time. You were
beginning to move
your eyes around
so you weren’t
always looking at
one person.
You gave good
instructions
throughout your
demonstration and
at times you used
words such as
“um” “and “and” to
fill your sentences.
You had good body
language most of
the time. Some of
the time you were
fidgeting or leaning
on something.
You used your voice
confidently the whole time
and used expression to add
interest and emphasis to what
you were saying.
You spoke at a good pace the
entire time. It was easy to
understand what you were
saying and you didn’t speak
too quickly or slowly.
You had eye contact with
your audience the entire
time. You made sure you
moved your eyes around so
you weren’t always looking
at one person.
You gave specific
instructions throughout your
demonstration that were in a
good order, made sense and
were easy to follow.
You had good body language
the whole time. You were
standing up straight and
confidently and you didn’t
fidget or lean.
Ancient Civilisations Research Project
Student Planning Sheets
Name of Civilisation: ______________________________________
Location, physical features, climate and time period that this civilisation thrived
(4 or 5 points and include a map!):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Physical Needs - Food, Homes, Clothing (5 or 6 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Written Language (2-4 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Social Hierarchy, Family Roles, Education, Recreation/Sport (7-10 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Values & Beliefs (forms of worship, temples, and religion) (4 or 5 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Inventions & Technological Advances (What did your civilisation create? Compare
technology during the time of your civilisation to today’s time!) (3-4 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Significant Structures and Famous People from this civilisation (4-5 points):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Anything Extra you would like to share (optional):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Spelling T1 W15 (beginning: 04.12.2016)
T-REX:
(o/o-e u/u-e)
1.
2.
3.
4.
BRONTOSAURUS:
(al, de)
1.
2.
3.
4.
5.
RAPTORS:
(ea)
1.
2.
3.
4.
5.
TRICEROTOPS:
1.
foreign prefix
2.
3.
4.
5.
not
cub
tub
us
almighty
almost
alone
along
already
eager
appear
disappear
disease
decrease
audible
audience
audition
auditorium
auditory
5.
6.
7.
cute
tube
note
also
7. altogether
8. always
9. demist
10. deflate
6. increase
7. reason
8. season
9. treason
10. breathe
6. circumference
7. circumnavigate
8. circumspect
9. circumstances
10. circumstantial
6.
use
9. cube
10. cut
8.
de-ice
12. defrost
13. decode
14. debug
15. decay
11. creature
12. feature
13. defeat
14. repeat
15. retreat
11. hydraulic
12. hydroelectric
13. hydrofoil
14. hydrogen
15. hydroplane
11.
VCOP
(Vocabulary, Connectives, Openers and Punctuation)
Vocabulary:
Level 1. They use some simple adjectives – describe colour, size, emotion. For example, ‘red’, ‘nice’, ‘scary’, ‘pretty’, ‘big’.
Level 2. They use more complex adjectives, for example, ‘beautiful’ or ‘fierce’.
Level 3. They use adjectives, adverbs and simple similes for description, for example, ‘gigantic’, ‘teeny’ or ‘determined’ ‘quietly’, ‘softly or ‘sadly’.
Level 4. They use adjectives, adverbs and similes for descriptive effect. They use powerful verbs, for example ‘Trudging’, ‘Meandering’ and
‘Bellowing.’
Level 5. They use adjectives, adverbs, similes, and powerful verbs for descriptive effect. They use metaphors, for example, ‘A wave of horror
washed over him’.
Openers:
Level 1. They use ‘The’, ‘My’ and ‘I’ to open sentences.
Level 2. They use time connectives to open sentences, for example ‘First’, ‘Next’, ‘After that.’
Level 3. They use time connectives to open sentences, for example ‘Eventually’, ‘Just then’. They may use adverbs to open a sentence, For
example, ‘Suddenly’ or ‘Angrily’
Level 4. They use time connectives to open sentences, for example, ‘Early’, ‘Meanwhile’, ‘While’ and ‘’Later’. They may use adverbs and verbs to
open a sentence, For example, ‘Swiftly, the man left the room.’ ‘Running towards the door, the man felt petrified.’
Level 5. They use time connectives to open sentences, for example, ‘At that moment’, ‘Subsequently’ and ‘Afterwards’. They use adverbs and verbs
to open a sentence. They use a question as an opener to draw the reader in.
Connectives:
Level 1. They use ‘and’ to join sentences.
Level 2. They use ‘but’, ‘then’ and ‘so’ to join sentences.
Level 3. They use ‘while’, ‘then’, and ‘also’ to join sentences.
Level 4. They use more sophisticated connectives, for example, ‘although’, ‘however’, ‘nevertheless’ and ‘as well as’ to join sentences.
Level 5. They choose and position sophisticated connectives to suit the purpose, for example, ‘despite’, ‘whereas’ and ‘as revealed by…’.
Punctuation:
Level 1. They use capital letters and full stops.
Level 2. They use capital letters, full stops and question marks.
Level 3. They use capital letters, full stops, question marks, exclamation
marks and commas in lists.
Level 4. They use capital letters, full stops, question marks, exclamation marks, commas in lists, commas to separate clauses, ellipsis, apostrophes
and speech marks.
Level 5. They use capital letters, full stops, question marks, exclamation marks, commas in lists, commas to separate clauses, ellipsis, apostrophes,
speech marks, semi-colons and brackets.
Have a great week ahead!