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Fourth Class

End of Year Message

Dear parents and students,


We have now reached the last day of our online teaching and learning. I would like to thank and congratulate you all for your incredible engagement and dedication over the past few months. It has been a learning curve for us all, adapting to new and strange ways in order to keep ourselves and our loved ones safe during these unusual times. We are so lucky to have the technology we do as it has allowed us teachers to stay connected with our students and continue to teach as best as we can. I really enjoyed my short time working with fourth class in Kildalkey and I wish all of my students all the luck in the world with all their future endeavors. I hope everyone has a fantastic and well deserved summer break. 


Best Wishes and kind regards,


Ms. Loane.


Work schedule 15/06/20 - 19/06/20

Dear Parents and Students,

I hope everyone had a lovely weekend. Thanks again to everyone on all the work that was emailed to me and uploaded to Seesaw. As we approach the end of the summer holidays we will begin to wind down and reduce the workload as we would do in a normal school year due to sports days, school tours etc. So, for the next week I will upload a list of fun activities to Seesaw each day for you to choose from. If you have any questions or queries, please do not hesitate to get in contact with me via my email or on Seesaw. I hope you enjoy them!


Ms. Loane.


Thursday 11.06.20

Today is Virtual Activity Day!

Use the link below to access the Sligo Education Centre website for plenty of activities and demonstrations!

Suggestions of Sports Day Activities
 Three legged race
 Sack Race
 Long Jump
 Standing Jump
 Egg and Spoon Race
 Long Puck
 Long Throw
 Sponge Race – Filling up a Bucket with Water using Sponges
 100 metres, 200 metres, laps of field etc.
 Wheelbarrow Race
 Penalty Shoot Out
 Chin Race – Running with a ball under Chin
 Obstacle Course
 Hula Hoop Race
 Hopping Race
 Crawling Race
 Frog Leap
 Treasure Hunt
 Long Kick
 Rounders
 Welly Throw
 Soloing Competition
 Basketball Shooting
 Musical Chairs
 Kangaroo – (Ball between feet)
 Bottle Bowling – Using Football and Bottles
 Timed Jigsaw making
 Create an obstacle course for you and your siblings
 Flip Cup!
 Keepy Uppies!
 Dances from ‘Just Dance’. Or create a new dance!
 Skipathons
 Dribbling ball around obstacles in the garden.


4th Class Work List 08.06.20 - 12.06.20

Hi everyone,


I hope everyone is keeping well and that you all enjoyed the weekend. Thanks again to everyone on all the work uploaded. On Thursday we are holding a whole school virtual sports/activities day. You will find a list of activities to choose from on the homepage of the school website. Please find attached the list of work for this coming week 8th-12th June. If you have any questions or queries, please do not hesitate to get in contact with me via my email or on Seesaw.

Again, I would like to remind parents that it is important to go with your own child’s pace of learning. Do not feel under pressure to have all the work complete each week.


Many thanks,

Ms. Loane


Monday 8th June


Tables: /11 & /12


Planet Maths Topic 30 Problem-Solving 2 pg 181

Active Maths:

Some of the following may be available to investigate (exercise due care) – local cinema/theatre schedules, length of time it takes to walk from home to X, swimming pool prices, compare prices of 3 items in 2 shops, post box collection times, street signs and what they mean, local library opening times, fines for books returned late, admittance fee to local attraction, approximate area of local park/playing ground, estimated height of tallest local building, estimated length of local street (bring a trundle wheel), number of cars passing on local road, busiest intersection, how long the ‘green man’ displays on the local pedestrian crossing and if this is long enough for an elderly person to cross, weather conditions (measure temperature), parking restrictions, car park charges, hospital information, doctor/dental appointments, public phones and emergency phone numbers, accessibility of buildings for visually/mobility impaired citizens, prevalence of litter and litter bins, bin collection day, refuse charges, local river (measure speed of flow, estimate height of bridge, etc.), public transport, take photos of interesting signs/sightings, loudest sound heard, quietest place, etc. 

Use problem-solving strategies, e.g RUDE (read, underline, draw, estimate), make a pattern, work backwards.

Activity A: Discuss the purchase of goods online with the class: online safety and perhaps fraud, usernames and passwords, post and packaging charges, etc.


Starlight 15b Read story pg 176 - 178& Activity A pg 179

Give children a minute to look at the whole text. After this, what can they tell you about the purpose of the text? Who do they think it’s aimed at? What gave them clues about this? Explain if necessary that it’s a persuasive text aimed at children their age, intending to persuade readers to do more to protect their local environment. How many persuasive features can children see on p. 176?


Spellbound Wk 33 Ex. 1 (Across only)


Fuaimeanna Agus Focail lch 101 revise Aonad 8


Abair Liom lch. 152 G



Follow the link below to access the Dabbledoo website. You can enroll for free now and there are some amazing music lessons for you to browse. Choose from any of the suggested lessons or follow my link to the special project ‘John Cage’ Composing Challenge. Enjoy!


Tuesday 9th June


Tables: /11 & /12


Planet Maths pg 182

Topic suggestions 

1. Use any element of the environment (including photos, video and audio) to stimulate interest and discussion in maths. Maths is not only about number operations. Look at 2D and 3D shapes, estimating and measuring, ways of collecting and displaying data, chance, patterns, etc.

2. Each of the dog’s ears in the photo on page 182 measures 29.2cm.


Starlight 15b re-read story pg 176 - 178 & Activity B pg 179

Ask children why they think the text is divided into sections such as: ‘If you like being crafty ...’ etc. (Example: This is because the text is trying to help the reader find an idea that appeals to them personally, so people who like craft can look at the ideas in that section, and so on.) Which section would appeal most to them? Which idea would they choose? Why?

Ask children to look at the section that begins, ‘Additionally’. Can they put in their own words the benefits which the text says they would get from helping the environment?

Ask children to look back across the whole text. Can they explain in one or two sentences how it persuades the reader? Which part of the text do they find most persuasive, personally? Why? Do they find any parts less persuasive? What would make the text even more persuasive?


Spellbound Wk 33 Ex. 1 (Down)


Fuaimeanna Agus Focail lch 101 revise Aonad 9


Abair Liom lch. 153 H


Unlocking SESE: Chapter 18 The Travelling Community


Wednesday 10th June


Tables: /11 & /12


Planet Maths pg 183

Oral and Mental Activities:

1. Use flyers from pizza shops, local swimming pools, cinema timetables, catalogues, etc. Pose problems like: How much will 2 cost? What if they are half price? How many items can you buy with €50 from a certain page in the catalogue. 

2. Use old receipts to retrieve information: What date was the shopping done? How many items were bought? What time is the shop open? Which assistant was serving? How much was tendered? What change was received?


Starlight 15b pg 179 C

Ask children to look at the word ‘collaborating’. Can they tell you what this means (working together with others)? Point out that the word contains two clues that help us work out its meaning: the prefix ‘co-’, which means ‘together’; and the root word ‘labor’, which comes from the Latin word for ‘work’. Can children think of other words using either ‘co-’ or ‘labor/labour’ (‘coexist’, ‘cooperate’, ‘laborious’, etc.)?


Spellbound Wk 33 Ex. 2 (a - k)


Fuaimeanna Agus Focail lch 101 revise Aonad 10


Abair Liom lch. 153 I


Religion:Chapter 11: The Mass. Lesson 2: We go from Mass to Live Like Jesus


P.E. Follow the link below for some rainbow yoga with Adriene.


Thursday 11th June


Tables: /11 & /12

Planet Maths pg 184

Higher attainers: Design a maths magazine front page, like the one in this unit, to include maths trivia, puzzles, information, strange photographs, bizarre stories that have a number element, interesting problems, etc.


Starlight 15 A pg 180 D

Ask children to look at the word ‘noticeboard’. What two words make up this word (‘notice’ and ‘board’)? Explain to children that ‘noticeboard’ is a compound noun – a noun made up of two or more words (revise what a noun is, if necessary). Explain that compound nouns are sometimes two words, like ‘bus stop’, and sometimes one word, like ‘firefly’. How many other one-word compound nouns can the children name (‘toothbrush’, ‘haircut’, ‘bedroom’, etc.)?


Spellbound Wk 33 Ex. 2 (l - v)


Fuaimeanna Agus Focail ch 102 revise Aonad 11


Abair Liom lch. 154 J


Art: Choose from any of the Arthub activities in the link below to complete. Looking forward to seeing what you picked!


Friday 12th June


Spellings and tables Test

Choose any 15 of your Spellbound revision spellings for your test.


Planet Maths pg 185

Can anyone give me 5 examples of maths at home?


Starlight 15b activity E pg 180

Ask children to find a word that they do not know on the page and to look up its meaning in their dictionary. (You could have a race to see who can find the meaning first.) Ask them to list all the words beginning with ‘p’ in the section headed ‘If you like being active ...’ (‘plant’, ‘pond’, ‘permission’, ‘party’, ‘project’, ‘paper’, etc.). Can they put these into alphabetical order (‘paper’, ‘party’, ‘permission’, ‘plant’, ‘pond’, ‘project’, etc.)?

Ask children to look at the final section of the text, starting ‘There’s no limit’. Which personal pronoun does this use (‘you’)? Can they rewrite it using ‘we’ instead? (‘There’s no limit to the ways we can help the environment in our local areas ...’, etc.)


Abair Liom lch. 155 K

Write about your own pastimes.


SPHE: Use link below to access Walk Tall, Unit 4 Making Decisions, Lesson 1: How we make decisions.


Work List 02.06 - 05.06

Hi everyone,


I hope you are all keeping well and had a lovely bank holiday weekend. Please find this week's work list below. 


Many thanks,

Ms. Loane


Tuesday 2nd June


Work it out: Choose a day that you missed to complete.


Tables: /7 & /9


Planet Maths Topic 29: Number sentences pg 176

Teaching points 

1. Use a scale balance to demonstrate equality. Whatever action happens to one side of the balance, the same must happen to the other if they are to remain balanced. The same principle applies to number sentences. 

2. Remind the children that there is very little new here, that they have been working with sums such as 6 + = 10 since 1st class.

Activity A What number must be placed with the weight on the left to make the two weights balance?


Starlight 15a read story pg 170 - 172 & Activity A pg 173

Before children read the text, briefly discuss the features of a persuasive text. (Examples: It normally uses informal language. It directly addresses the reader using ‘you’, ‘your’, etc. It uses a mix of facts and opinions to persuade the reader. It normally asks the reader to do something as a result of reading the text. It uses emotive language, including questions to draw the reader in.) Look together at A Plant’s Plea. Which of these features can children spot? How is this different from a normal persuasive text? (It’s from the point of view of a sunflower!)


Spellbound Wk 32 Ex. 1&2


Fuaimeanna Agus Focail lch 101 revise Aonad 5


Abair Liom lch. 149 B


Unlocking SESE: Chapter 17 The Maori


Wednesday 3rd June


Work it out: Choose a day that you missed to complete.


Tables: /7 & /9


Planet Maths pg 177

With a partner, roll three numbers and an operation dice. How many number sentences can you make? Record your answers.


Starlight 15a Re- read story pg 170 - 172 & Activity B pg 173

Ask children to read the whole page and to tell you who they think this text aims to persuade. Although it’s addressed to a child in the garden, it’s really aimed at persuading the reader to look after garden plants. Which part of the plant’s speech on this page do they personally find most persuasive, and why?

Ask children to find the sentence: ‘So flowers like me are fascinating, beautiful and good for wildlife.’ Ask them to find the parts of the text on p. 171 where the plant is persuading the reader of these three different things. Then look at the illustrations on the page. How do these help to back up the plant’s arguments? (Examples: The photo of the sunflower shows they are beautiful. The photo of the blue tit eating sunflower seeds shows they’re good for wildlife.


Spellbound Wk 32 Ex. 3


Fuaimeanna Agus Focail lch 101 revise Aonad 6


Abair Liom lch. 150 C


Religion:Chapter 11: The Mass. Lesson 1: At Mass We Give Thanks


P.E. Follow the link below to learn the Maori Haka dance.


Thursday 4th June


Work it out: Choose a day that you missed to complete.


Tables: /7 & /9

Planet Maths pg 178

Topic suggestions 1. Using < or > in a number sentence is easier than using = because there are lots of possible right answers. 4 + 5 <12 and 4 + 7 <12 are equally valid. It gets a little harder when we require the greatest possible whole number to fill the blank (or the smallest possible in 4 + >12, for example). Children will soon see that the easiest way to do this is to solve 4 + = 12 and then add or subtract 1 unit. 2. Note that the curriculum expressly says ‘frame not in initial position’. Confine the number sentences to having the blank second or last. 

Starlight 14b pg169 G


Starlight 15 A pg 173 C&D

Ask children to find the word ‘blaze’. What does this word normally mean (‘burn like a fire’)? Do they think this word is meant literally here? (No, the sunflower is saying that its petals would be as bright as a fire, not that it would actually catch fire.) Point out that sometimes authors use words like this in a way that is figurative, rather than literal – ‘figurative’ means that the word is

used for an imaginative effect. Ask children if they can think of other examples of figurative language. (Examples: ‘I died of embarrassment’; ‘I’ve told you a million times’; ‘My head is spinning’; etc.)

Ask children to look for the word ‘descendants’. Do they know what this means (people, plants or animals who are in the same family but live later, e.g. this plant’s children and grandchildren)? Can children find a small word within this word which gives a clue about what it means (‘descend’, which means ‘come down’ – so the plants that live later ‘come down’ from this plant)?


Spellbound Wk 32 Ex. 4


Fuaimeanna Agus Focail ch 101 revise Aonad 7


Abair Liom lch. 150 D


Art: Design a Maori Mask


Friday 5th June


Work it out: Choose a day that you missed to complete.


Spellings and tables Test


Planet Maths pg 179

Find uses of the words ‘minimum’ and ‘maximum’ in the world: Maximum weight, maximum temperature, maximum speed, maximum size, maximum height, etc. Minimum wage, minimum effort, minimum time, minimum speed, minimum price, etc


Starlight 15a activity E pg 174

Ask children to find the words: ‘I can see you love playing in the garden’. Which words are personal pronouns (‘I’, ‘you’)? Ask children who the ‘I’ is in this text (the sunflower). Who is ‘you’ (a child playing in the garden)?


Abair Liom lch. 151 E & F


SPHE: Use link below to access Walk Tall, Unit 5 My Friends and Other People, Lesson 3: Dealing with Bullying.


Work List 25.05 - 29.05

Hi everyone,


I hope you are all keeping well and had a nice weekend. Please find this week's work list below. This week in Maths the children are doing problem solving. This topic can be tricky so it’s completely fine if higher level maths are more comfortable sticking to the fourth class Planet Maths textbook. I will upload higher maths to Seesaw, if anyone has trouble accessing it please contact me via email. 


Many thanks,

Ms. Loane


Monday 25th May


Work it Out: Choose a day that you missed to complete.


Tables: /4 & /8


Planet Maths Topic 27 Problem-Solving pg 162

Activity A

Eight simple problems – small numbers, no tricks. The children should be able to answer these in their heads. D

After completing Activity A, proceed to the 8 problems on the bottom part of the page. These problems are the same as those in Activity A but with larger numbers. One elegant and very useful problem-solving strategy is to simplify the problem by making the numbers more manageable. Avoid being mesmerised by large numbers. Problem solving requires figuring out which operation (+, –, x, ÷) or operations to use and in which order. This decision is easiest when numbers are small. The student solves the harder problems on the lower part of the page using the same operations as on those in Activity A. 

Calculator use: It is a fact that many children get problems wrong because of an error in calculation. This can be very frustrating when they use the right method. Children might be asked to check their answers with a calculator. Children who have difficulties with number operations (e.g. those with dyscalculia) might use a calculator throughout. 

Reading ability: Success at problem solving is tied to reading ability. Children who are very competent mathematically can fail at problem solving if they have difficulty reading the question. It might be prudent to allow some children to work in pairs, putting a ‘good reader’ with a ‘good numbers’ student.


Starlight 14a pg 163 F

About the genre: Narrative

Recap the features of funny fantasy stories (see Genre prompt, Unit 14a). Ask children why they think good descriptions are important in this kind of story – they help the reader to imagine the setting, characters, action and atmosphere very clearly. Explain that children are going to write their own fantasy stories, including a description of a place and its atmosphere.

Writing skills: Describing places 

You could scaffold the student textbook activity for children by tackling Question 1 as a group. (Example: ‘The sun shone brightly on an overgrown, green field full of bright flowers and long, waving grass.’) Encourage children to include adjectives and adverbs in each sentence.


Spellbound Wk 31 Ex. 1&2


Fuaimeanna Agus Focail lch 101 revise Aonas 1


Abair Liom lch. 147 I

Read the poem and translate the verses.



Follow the link below to access the Dabbledoo website. You can enroll for free now and there are some amazing music lessons for you to browse. Choose from any of the suggested lessons or follow my link to the special project ‘Who’s in the house? Hip Hop special and Rap Challenge. Enjoy!


Tuesday 16th May


Work it out: Choose a day that you missed to complete.


Tables: /4 & /8


Planet Maths pg 163

Teaching points: 

Visual analogies might be introduced with some examples of verbal analogies. 

1. Fly is to spider as mouse is to ___________. (cat) 

2. Train is to station as ship is to ___________. (harbour) 

3. Sea is to water as desert is to ___________. (sand) 

4. Soldier is to army as sailor is to ___________. (navy/crew) 

5. Remote control is to TV as keyboard is to ___________. (PC/laptop/netbook) 

6. See is to eye as hear is to ___________. (ear) 

7. Black is to white as minus is to ___________. (plus) 

8. Speaker is to sound as torch is to ___________. (light) 

Make a set of operation signs, plus, minus, multiplication and division and place them about the classroom. Make up a set of problems involving all the operations or use problems from the book. Children identify what operation they would need to use in the problem. Children stand beside the operation they would use. 

Starlight 14a pg 163 G

Writing genre: Planning a fantasy narrative

Before children create sensory mind maps of their own, you could model the activity by working on a brief example as a class, such as a sensory mind map of your classroom. Invite children to think about what they can see, hear and smell in their classroom. Encourage them to suggest appropriate adjectives for each sense (‘quiet’, ‘tidy’, ‘busy’, ‘calm’, ‘bright’, etc.). You could also have children make a list of adverbs that describe the actions being carried out in the classroom (‘quietly’, ‘busily’, ‘helpfully’, ‘eagerly’, etc.).


Spellbound Wk 31 Ex. 3


Fuaimeanna Agus Focail lch 101 revise Aonad 2


Abair Liom lch. 147 J



Use the recipe below to bake some soft chewy cookies or any recipe of your choice.


Wednesday 27th May


Work it out: Choose a day that you missed to complete.


Tables: /4 & /8


Planet Maths pg 164

Problem solving integrates with many elements of the school curriculum and of course with real life issues that arise in the classroom and at home: How do we make fair teams for sports day without omitting anyone? How do we adapt the recipe if we only have half the flour required? What’s the best way to position our desks for the cake sale? 


Starlight 14b pg169 F

Writing skills: Describing atmosphere

Give children time to discuss the picture in pairs and refine their word lists. You could bring the whole class back together to share some of the most effective descriptive words and phrases, before children write the opening of a story using the image as their setting. Before moving on to the writing genre, encourage children to think about the atmosphere of their own fantasy story. Will it be humorous, scary or atmospheric? Encourage them to think about descriptive words and phrases appropriate to their chosen atmosphere.


Spellbound Wk 31 Ex. 4


Fuaimeanna Agus Focail lch 101 revise Aonad 3


Abair Liom lch. 148 

Read the story and translate any new vocabulary.


Religion:Chapter 10: Reconciliation. Lesson 2: God Calls Us to Forgive Others pg 85 - 87


P.E. Follow the link below to put some of your new yoga exercises and poses into practice.


Thursday 28th May


Work it out: Choose a day that you missed to complete.


Tables: /4 & /8


Planet Maths pg 165

Find a puzzle: Most homes have a wealth of maths and logic problems and puzzles in books, magazines, games consoles, online and of course in the heads of parents, siblings and other relations. Ask the children to find a puzzle or task that requires logic to solve with the stipulation that they must understand it and be able to explain the answer.


Starlight 14b pg169 G


Spellbound Wk 31 Ex. 5


Fuaimeanna Agus Focail ch 101 revise Aonad 4


Abair Liom lch. 149 A


Spelling & Tables Test


Art: Design a pair of flip flops or sliders for the summer. Be creative!!


4th Class Work List 18.05.20 - 22.05.20

Hi everyone,

So sorry about the delay on fourth class work list this week. I needed a replacement laptop and could only get access to the school today. Thank you for your patience and understanding. I'm going to put up work for today also but absolutely no pressure to get any of the work done, please just do what you can.


Many thanks,

Ms. Loane


Monday 18th May


Work it out: Wk 30 Monday


Tables: x3 & x6


Planet Maths Topic 26 Capacity pg 157

1. Give the children plenty of opportunities to measure quantities of water. It is through hands-on measuring that they become truly familiar with capacity. This experience is of huge value in problem solving by helping them to recognise that an answer might be ‘ridiculous’, e.g. they wrongly calculate that the capacity of a bottle is 18.7 litres! They should realise that such an answer is not likely to be right and should be revised. 2. Underpin work involving operations on capacity with real-life action. How much water will we have if we pour 0.7 litres on top of the 0.8 litres. Let’s do it and see.

Activity A: Place a counter on the picture that best matches the sentence: 1. I am the same as 1 litre. (1,000m¬) 2. Wasting water (running tap) emphasises that brushing teeth is important. 3. I hold 500m¬. (milk carton) 4. I hold about 5m¬. (teaspoon) 5. ____ teaspoons might fill an egg cup. (10) 6. I hold around 400m¬. (cup) 7. Petrol is sold by the ____. (litre) 8. Use these to measure small amounts of liquid. (millilitres) 9. I hold about 50m¬. (eggcup) 10. 500m¬ is the same as ____. (1 2 litre) 11. A bath holds ____. (more than 25 litres) 12. You would fit lots of litres in me. (barrel)


Starlight 14b pg 164 – 166 Read story. Pg167 A


Ask children if they have ever read or heard a Paul Bunyan story. Explain that Paul Bunyan is a mythical giant lumberjack from American stories known as ‘tall tales’. In these stories, the writer has fun playing with exaggerations and highly descriptive language, and a lot of the humour comes from this. Ask children to scan p. 164 for examples of exaggerations and unusual language. (Examples: ‘mightiest, strongest and best’, ‘boomed so loudly that it emptied a whole pond full of frogs’, etc.) Ask children if they think the writer wants the reader to take this story seriously. Ask children to explain their answer.


Spellbound Wk 30 Ex. 1


Fuaimeanna Agus Focail Aonad 30 A & B


Abair Liom lch. 144 D

Write the sentences.



Use the link below to learn about Tempo.



Follow the link below to lyrics and music for ‘The Best Day of my Life’ by The Authors and sing along.


Tuesday 19th May


Work it out: Wk 30 Tuesday


Tables: x3 & x6


Planet Maths pg 158

The teacher might call out something that can be measured and the child identifies what unit of measurement to use, e.g. milk – litres and millilitres, petrol – litres, ribbon – metres and centimetres. 


Starlight 14b pg 164 – 166 re-read story. Pg 167 B

Ask children to pick out one detail on p. 165 that really helps them build up a mental picture of Paul. Challenge them to describe their mental picture and explain how the detail helped them to form it.

Ask children why they think Babe and Paul became such great friends. What did they have in common (enormous size, brave attitude, massive appetite, etc.)


Spellbound Wk 30 Ex. 2 & 3


Fuaimeanna Agus Focail Aonad 30 C, D & E

Abair Liom lch. 144 E


Unlocking SESE Chapter 22 Nineteenth Century Ireland

If you would like to learn more about The Great Famine please see the link below for the Twinkle lesson pack.


Wednesday 20th May


Work it out: Wk 30 Wednesday


Tables: x6 & x3


Planet Maths pg 159

Topic suggestions 

1. Estimating games are always great fun. For example, to play an individual or team game, with as many players as you like on a team: Pour a quantity of water into a vessel and the children have to estimate the amount. The nearer the estimate, the more points are earned. You might have a scoring scheme as follows: Within 300ml of actual amount: 1 point Within 200ml of actual amount: 2 points Within 100ml of actual amount: 3 points 2. Vary the game by using vessels of different shapes and sizes. You can test their understanding of conservation by pouring a known amount of liquid from a squat container to a tall container and asking if the quantity increased or reduced. 


Starlight 14b pg167 C

Ask children to look at the phrase ‘one swishing swing of his axe’. Why do they think the author chose the words ‘swishing swing’? Point out that it is an example of alliteration (‘swishing swing’) and also onomatopoeia, as the word ‘swishing’ sounds like the sound the axe would make. Challenge children to find another phrase in the story where they could add alliteration.


Spellbound Wk 30 Ex. 4


Fuaimeanna Agus Focail Aonad 30 F & G


Abair Liom lch. 145 F


Religion:Chapter 10: Reconciliation. Lesson 1: God Forgives Us pg 82 - 84


P.E. Follow the link below to try out some Super Troopers fun indoor activities


Thursday 21st  May


Work it out: Wk 30 Thursday


Tables: x3 & x6


Planet Maths pg 160

Give the children two imaginary containers and ask them to list the quantities they could correctly measure. The containers should have no markings and should only measure full litre quantities. For example, suppose you have a 2-litre and a 5-litre container. You could measure: 1. 2l, 4l, 6l, 8l, 10l, etc. (i.e. 2 + 2 + 2 …)

2. 5l, 10l, 15l, 20l, 25l, etc. (i.e. 5 + 5 + 5 …) 

3. 7l, 14l, 21l, 28l, 35l, etc.(i.e. 2 + 5 + 2 + 5…) 

4. 3l (fill the 5-litre container. Fill the 2-litre container from the 5-litre container, leaving 3l).


Starlight 14b activity D pg168

Ask children to find a word on p. 164 where the letter ‘g’ has two different sounds (‘gigantic’). What other words can they think of where ‘g’ has a soft sound (‘giraffe’, ‘giant’, etc.)? What other words can they think of where ‘g’ has a hard sound (‘gate’, ‘gap’, ‘good’, etc.)?

Ask children to find the word ‘giant-sized’. Can they think of a synonym (‘enormous’) and an antonym (‘miniature’) for this word? How many ways of saying ‘small’ can they find on this page?


Spellbound Wk 30 Ex. 5 & 6


Fuaimeanna Agus Focail Aonad 30 H


Abair Liom lch. 146 G

True or False?


Art: Create a pirate outfit for a character from Pirates of the Caribbean.


Friday 22nd May


Work it out: Wk 30 Friday Test


Spellings and tables Test


Planet Maths pg 161


Starlight 14b activity E pg 168

Ask children to remind you what adverbs are, and what information they give (words such as ‘happily’ and ‘sadly’, which add information to verbs). Can they find an adverb on p. 166 (‘quickly’)? Ask children to think of an adverb that could be added to this phrase: ‘They laughed ____ at the same jokes.’ (Examples: ‘loudly’, ‘heartily’, etc.)


Fuaimeanna Agus Focail Aonad 30 lch 90


Abair Liom lch. 146 H


SPHE: Use link below to access Walk Tall, Unit 5 My Friends and Other People, Lesson 2: When Friendships Go Wrong.


Kildalkey GAA

gaa crest

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