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6S go Hunting for Modal Verbs and other stories

Friday 22nd September | Comments are off for this post

Another super week in Year 6 this week!


Maths: Addition and subtraction money word problems; due in on Friday 29th September. Homework

Spelling: -able/ible. Homework.

Learning Log (to be handed out Monday and due in Wednesday 4th October.): Towards the end of the half term, we shall be finding out about earthquakes as part of our learning in geography. Due in on Wednesday 4th October, we would like children to find out about the earthquake in Mexico on Tuesday 19th September, 2017. How did it happen? What is the impact? Why was there so much damage?

  • Focus on specific vocabulary linked to earthquakes.
  • You may present your findings any way you wish.
  • Make your information clear and detailed.
  • Use two pages. Keep it neat and well-organised.
  • You may wish to stick in maps and pictures. Please write a caption or description to explain why you’ve used them.

In literacy this week, the children have learnt all about modal verbs. Modal verbs are an auxiliary verb that usually come before the verb to explain how likely/certain something is.

Tomorrow it might rain so I must remember my umbrella.

The words in bold are modal verbs as these describe how likely it is to rain or how certain the character will remember their umbrella. Other modal verbs include might, should, may could, can, must and ought to. Can you think of any more?

Reflecting on our day at Yeadon Tarn, children used the vocabulary they generated to describe the weather and aspects of nature to create a shape poem. I was really impressed not only with the creativity of the children but also the use of expanded noun phrases and verb phrases to describe. Children also demonstrated they could use personification to make it seem like the weather had human qualities. The angry waves angrily punched the boat in the nightmare storm  was a particular favourite sentence of mine.

Children have also begun studying Michael Morpurgo’s novel Kensuke’s Kingdom in more detail and have begun to explain why the author has used certain phrases in the writing to create mood.

Well done to those children who have already completed books from the 100 Books List. 6S have created a ‘book tower’ in class to document the class’ progress with this challenge. Although the ‘tower’ is only small now, Rome wasn’t built in a day!

In maths, children have reviewed their knowledge of the formal columnar methods of addition and subtraction. The expectation in Year 6 is that children should be able to do this with 6 digit numbers (413, 291 + 137, 865 for example.)  Children have also worked systematically and solved problems such as the following (I wonder whether you can work out the answers!)

  • Fifteen Numbers 
  • Two 6 digit numbers add up to 631, 255. Which two numbers could you choose and why?
  • Three pandas are eating bamboo sticks. There are 51 altogether. They all eat an odd number of sticks. How many bamboo sticks did they each eat? How many different ways can you do it?

Answers in the comments below!

In geography, children read Chapter 3 of Kensuke’s Kingdom and then have begun to map out Michael’s journey from the Solent in Southampton to the Coral Sea to the east of Australia. Children were required to locate the different locations mentioned (Bay of Biscay, Cape Verde Islands, St Helena among many others!) in an atlas before plotting these onto a map of the world.

Thank you for a wonderful week! Children have been sent home with groups for Bikeability that starts next week. Children who have said they will bring in a bike and helmet will need to do so on the day of their Bikeability sessions.

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