Abbot's Hall Logo

Abbot's Hall Community Primary School

At Abbot's Hall all are valued and challenged in the pursuit of excellence


Abbot's Hall Community Primary School - The school is open to Reception, Years 1 and 6. If you are a key worker and feel you may qualify for childcare please email

English Learning

Friday 3rd July

Please ask an adult to test you on your spellings.  How did you do?


Here is another poetry comprehension, this time all about dragons!  Read through the poem carefully and then have a go at the answers:



Mr Aldred and Miss Bufton have been so impressed with your great poetry.  Here is a selection that has been sent through for you to look through.  

Which one did you really enjoy?

Was there a particular line or stanza that stood out for you?  

If you haven't sent yours in yet, it's not too late!

by Daisy


The Social Phone by Zack

The chatty phone solitary in a dark box why is it getting dark 

Why is he all alone 

Why is he still there 

Why was nobody calling his name 

He angrily hops leaps and bounces at the sides of his prison 

Suddenly the box flipped over and the chatty phone was free. He feels happy.

He hears a familiar voice.

His human says there you are lets go home. 

Today, we are going to revise a SPaG feature, imperative verbs.  We did some work on these back in the Autumn Term when we were writing instructions.  Let's see how much you remember!  

You are going to use the BBC Bitesize website where there are a couple of videos and three activities for you to try:

Thursday 2nd July


As always on a Thursday, we would like you to go on to Spelling Shed for at least twenty minutes and practise this week’s spellings ready for your spelling test tomorrow.


We have seen some fabulous poetry writing.  Caillen decided to change the theme of his and write it on a topical theme about the coronavirus and hand sanitiser.  What do you think?

It's good, isn't it?

 Today is going to be all about editing and improving your work. However, if you didn't get a chance to write your poem or are struggling with your editing, there is an alternative activity further down the page.  


How can you edit effectively?

Say your first line is “Whiteboard scrawled with notes.”

Use these prompts to help you develop your lines: 

- Think of a simile that you could add in

e.g. Whiteboard scrawled with notes like a trail of inky footsteps

- Change up the opening of the line

        e.g. A trail of inky footsteps scrawled on a whiteboard.

- Use an adjective to describe the whiteboard. 

        e.g. A shiny whiteboard, a stained whiteboard or a battered whiteboard.

- Think of a synonym for

e.g. instead of the word scrawled,  you could have scratched or imprinted  so that it reads A trail of inky footsteps scratched across a battered whiteboard.

Say your lines out loud before writing them down.  Make changes to them until you are really happy with them. 

Now, think about the ORDER – which is your most effective line? 

Maybe put that one first? 

Try saying them in a different order.  Which order works best?

And finally, you need to make sure that you start off your poem and end it clearly.  For example, you might start with Last night I saw the classroom ….


If you are totally happy, you could write it up on your laptop or write it out in your best handwriting.  If you wanted to take things a step further, you could even illustrate it.  Here is an example of an illustration for "Last Night I Saw the City Breathing"


Plan B

Use this picture from Pobble 365 about Professor Plum.  You are going to do half an hour of Purple Book Write.  There are some question prompts and a story starter that you can use if you would like to.  





Wednesday 1st July


We are going to be looking at another piece of poetry.  This time it is by Thomas Hardy, a very famous poet.  There are some tricky words, but focus on the meaning of the poem and what you think is happening.  When you have answered the questions, why not look up two of the words you don’t know?



Mr Aldred and Miss Bufton were very impressed with some of your ideas yesterday, you are becoming personification and poetry experts! 

Check out the photo gallery for some of those brilliant ideas!

Today, we are going to start to write our own poem using all the poetic techniques we have developed over the last couple of weeks. 

Yesterday, some of you made a list of objects that you might find in the classroom when everyone has gone home.  If you didn’t jot these down, make your list now. 


Now we are going to take each object and write a line or two lines about each one.  You do NOT need to worry about anything other than coming up with a really good personification at this stage.    


The trick to doing this really well is to give the object a real personality.  For each object, try a couple of ideas.

For example, I’m thinking of a football boot lying under a table.  I need to think about the boot as a person.  Here are some of my ideas:

A football boot lies lost and frightened under the desk, crying for his best friend (the other boot)


A sulky football boot is angrily kicking the table leg because he missed a goal at lunchtime


A football boot lies happily under the table, dreaming of goals, cheering crowds and victory.


I like the middle one, so now I’m going to look at it and try to make it more interesting. 

The trick to writing really good poetry is to make it punchy, make every word strong and every word count. 

So I might try starting in a more interesting way:

Sulkily a football boot lies under the table, kicking the table leg because he missed a goal at lunchtime. 

Or adding in more powerful words and cutting out the boring ones. 

Sulkily a football boot huddles under a table, kicking the leg and sobbing over a missed goal. 


Do as many of your ten objects as you can, but it is better to do a few of them REALLY well than all of them. 


This chart might help you get started:





Tuesday 30th June


Today we are looking at another poem – “My Shadow” by Robert Louis Stevenson.

A rhyming couplet is a pair of lines that rhyme, they're usually about the same length …



Today we are going to continue looking at the poem by Andrew Fusek-Peters.

Listen to the audio again:



Like last time, try to do it with as much expression as possible.  You could video yourself and watch it back.  Can you improve on your performance?

Try it again.

Send your line to Miss Bufton.  If we get enough, we’ll put them altogether to make class poems! 

Here are some ideas that the Year Five children came up with last year:

Tomorrow we are going to have a go at writing our own version of the poem, we are going to do it on an empty classroom so you might like to start making a list of things that might be left in the classroom when all the children leave at the end of the day. See if you can up with ten things.  Make them as interesting as possible.


  • a football boot left under a table
  • a half-chewed rubber
  • a coat with no name

Monday 29th June


This week we are going to be looking at some poetry reading comprehensions.  Read this poem about a river and then answer the questions.



This week we are going to be mainly focusing on the poem "Last night I saw the City breathing."    We are going to look at how it is written and structured, then later in the week, we will have a go at writing our own version.  We will be using everything that we learned last week about personification and imagery in poetry.   


Read the poem here.  If it helps, you can listen to this audio clip as you read.


Activity 1:

Can you match the object with the personification?  Answers will be given right at the bottom of the page. 



Activity 2:

Print off the poem.  Can you colour code all the synonyms (e.g. colour all the words for laughing in one colour, all the words for dreaming in another.)

Are there any other synonyms used?

If you have forgotten what synonyms are, look back at this BBC Bitesize lesson that we covered a couple of weeks ago to remind yourself.

Activity 3: 

Use an online thesaurus, or an actual thesaurus if you have one.

  • Type in or look up the word laughed. 
  • What other synonyms can you find?
  • Change as many of the colour coded words as you can for another synonym.
  • Can you remember what an antonym is?  Can you think of antonyms for these words?


Activity 4:  

  • Which word picture/image do you like most? 
  • Why? 

Copy it up onto paper, with an explanation of why you like that phrase/word/line.  Try to explain your ideas as fully as possible. 

If you can, use causal language, e.g. this is because, as a result, as, therefore etc.  

Here is an example to help you.

If you would like to. draw the picture that the line paints in your head.    

Friday 26th June

Spelling Test:

Ask someone to test you on this week’s spellings.  How did you do?


To finish off our Active Week, this set of reading questions is called The Outstanding Olympics.  


Today we are going to be doing some SPaG and looking at word classes.  

Have a look at the following slides:








How did you do?  Use your confidence levels to help you choose your worksheet level.  You can choose from Mild, Spicy or Hot:

Thursday 25th June


Today, as usual on a Thursday, practise your weekly spellings on Spelling Shed ready for your spelling test tomorrow!


Today we are going to be looking at imagery and figurative language in poetry using the BBC website again.  

We have covered all the different types of figurative language over the year except for hyperbole - exaggerating something to make it sound even better.  All good storytellers and poets do this!  

For example, instead of saying that the grass is green with daisies all over it, you might say that the grass is jewelled emerald studded with luminous starry white flowers....


Watch the videos on here and have a go at all three activities! You have seen the second video before so that is optional, but you can always watch it again if you would like to.   


Really understanding figurative language and imagery will help us to write brilliant, imaginative poems next week!


Wednesday 24th June


We are continuing with our Active Week theme.  Have you ever accidentally damaged something in the house or garden while playing with a ball?  If so, you will know how this character feels!



Today we are going to continue looking at  “Goodnight Stroud” by Pie Corbett.  Watch it again, noticing all the personification that he uses.  This time, you are going to watch the whole clip.


Now, think of a place and write ten objects that you might see there.  You could let your imagination run wild and imagine a jungle, or Tutankhamun's tomb, or a football stadium.  Or you could just do ten things that you can see from your window. 

For example, I’m going to imagine a school playground:

  • Bench
  • Trees
  • White lines on the playground
  • Gym trail
  • Pillars in the blue sky classroom
  • Pencil fence
  • a football that got left behind after playtime


Next week, we are going to use our personification skills to write a poem.  Today, you are going to practise your skills by using your list to write five personification sentences. 

Think about an object from your list and  how it might act if it was human. 

If I was thinking about the white lines on the playground I might write: 

The white lines march smartly across the playground in tidy rows

If you are a bit stuck, because this is tricky, here are some ideas that you could use to get you started.


bench – snoozing contentedly in the sun

trees – waving their arms at friends coming out to play

pencil fence – soldiers standing to attention


You can make your ideas really strong by using powerful verbs and adding in some descriptive detail.  Here is an example where I started with a sentence and then tried adding things in gradually:  

e.g. trees waving their arms at friends coming out to play

        trees waving their arms excitedly at friends coming out to play

        trees, rustling with excitement, waving their arms excitedly at friends coming out to



        trees, bouncing and rustling with excitement, waving their arms excitedly at            

        friends rushing out to play.


The trick with poetry is to make all your words as strong as possible and cut out any words which are boring.  You are going for maximum impact!


Tuesday 23rd June


As today is Olympics day, we are going to look at a text about inspiring olympic athletes.  Read through the text carefully, and then have a go at the questions.  






Well done everyone who sent in a video recording of themselves reading aloud yesterday!  Lovely work!

Today we are going to looking at another poem, this time it is “Goodnight Stroud” by Pie Corbett. 

This poem uses a lot of personification.  Do you remember what personification is?



  • Here are some sentences, some of which are examples of personification.  Read them through and decide which ones contain personification.  You can check by looking to see whether there is a noun/object and doing a human action. 


Now watch this video clip (up until 0.48) of Pie Corbett reading his poem "Goodnight Stroud" aloud:

  • Watch it again.  Make a list of any personification you can hear in this poem. 

Here is a written copy. 

Download it as a document if it is easier or just look at this picture. 

  • Circle and then list all the examples of personification. 


  • Which of these examples of personification do you think is the most effective? 
  • Write a paragraph saying which one you like the most and explain why. 
  • Draw a picture to illustrate it. 

Here is an example:

I like “the clock tower glowers, its hands fidget towards dawn.”  I think that this is very effective because we talk about clock faces and this makes me imagine a very bad tempered and grumpy face scowling down.  I imagine that it can’t sleep because of all the noise and this is making it even more cross.  We talk about the hands of the clock and I like the thought of the hands fidgeting because the minute hand of a clock is constantly moving and never still.”

The answers for today’s work are at the bottom of the page. 

Monday 22nd June


This week, to celebrate Active Week, all our reading texts will be sport related!   Have a go at this one about the beautiful game!



  • List ten buildings that you might find in a city.
  • Find ten important people that you might find in a city. 

Read this poem, “Block City” by Robert Louis Stevenson.  This poem was written over one hundred years ago!


  • Who do you think the speaker is? 
  • How old do you think he is in the poem?  Why?
  • What sort of a person do you think the speaker is?


Watch this video clip now of Michael Rosen reading the poem:


Block City | CLASSIC | Robert Louis Stevenson | Kids' Poems and Stories With Michael Rosen

You can safely browse more videos like Michael Rosen Chocolate Cake on the Official Michael Rosen channel Block ...

  • Choose four lines from the poem and work on reading it aloud.  Use the techniques that Michael Rosen used to make his reading come alive. 
  • Can you do those four lines from memory?
  • Try recording yourself reading it aloud.  Watch it back. 
  • What are you doing well?  What could you improve?  
  • If necessary, re-record your footage, making the reading aloud as expressive as possible. 

Friday 19th June

Spelling Test:

Ask someone to test you on this week’s spellings.  How did you do?


Today we are going to be reading about food chains . This is something that you will have previously learnt about but it will help us understand more about our science topic of living things.

Below are 3 different questions, which cover skills we have been learning in reading throughout the year.

A retrieval question is about finding information in the text.  

An inference question is where you need to read between the lines and use evidence to support what you think and why. 

A choice question is one where you make a choice and justify it with evidence.

  1.  Retrieval – What is a food chain?
  2. Inference – Why do you think we have different food chains?
  3. Choice – Why has the author used arrows in his diagrams?


Today we are going to be doing some SPaG and looking at prefixes, specifically “de-“, “dis-“ and “mis-“


Remember that a prefix goes at the front of a word to change its meaning. 

Can you think of any other words with begin with “pre-“?


“Pre-“ usually means before, eg:

  • Prepared = got ready beforehand
  • Pre-match = before the match begins
  • Premature = before something is ready






Now have a go at a worksheet.  Depending on how confident you feel, you can choose mild, spicy or hot as your challenge.  Once you have finished, check your work through against the answers.  

How did you do?  Are you a SPaG champion?



Thursday 18th June


Please spend some time today on Spelling Shed, practising your spellings for the spelling test tomorrow!


Today we are going to do a reading lesson based on “The Wolves of Willoughby Chase” by Joan Aiken which is one of Year Five’s recommended reads. 


The story is set in early 19th-century England. A large number of wolves have migrated from Europe and Russia and are terrorising the people in rural England. The first extract introduces the main house which is called Willoughby Chase. The second extract introduces some of the main characters including Sir Willoughby, his young daughter Bonnie and her new governess Miss Slighcarp, who is working with a network of criminals, forgers and snitches to carry out a terrible plan.


Watch the two video clips of musician YolanDa Brown reading extracts aloud and then have a go at activity 1, 2 and 3. 


The extracts and activities are here on a word document if you would prefer to print them off. 



Wednesday 17th June


Have a look at the text below and then read the instructions:

When we are reading new texts, particularly non-fiction, there can be new words that we do not understand. Therefore, we need to use our skills to work out what these words mean. What skills can we use?

Ready to find out….


That’s right, we can use a dictionary, a glossary (usually at the back of the text) or we can use the context of the word. Using the context means reading around the word. Sometimes, when working out what a new piece of language means, a top tip is to read around the word. When reading around the word you can try to replace the unknown word with a word you do know. This will help work out what it means.

Today, we are going to locate words in a word search and also find them in the text. Once you have found them all, choose 2/3 words and explain what they mean. Look at my example to help you.

I have found the word ‘scatter’. I know part of the text is talking about trees adapting to threats and how they grow new trees. I also know new trees are grown from seeds. If it is talking about adapting I know that trees have many seeds because not all of them will grow. I think scatter might mean move far away in lots of directions.


The word search can be printed out or played online here:


Today we are going to try to make our own form of papyrus.  Find the instructions here:

If you don’t have any brown paper bags or brown paper, try with any paper that you can find lying around.

If you don't have any glue, you can make a form of glue with flour and water!

Once the paper is dry, you have free choice as to what you would like to write on your “papyrus”.  It could be one of the suggestions from the instructions, or it could be a decorated extract from your Egyptian Fairy Tale.

Send us some pictures of how you get on!

Tuesday 16th June

Hi everyone, I cannot believe we are half way through June already!

I hope you had fun last week describing some members of your family. I am looking forward to seeing your work when you return to school.  This week we are going to be learning words to describe how we are feeling.

Watch the video using the link below, it tells you how to pronounce each emotion whether you are talking about male or female. I have also included some phrases that you would use if you were to describe yourself, someone else, a male, or a female.

  • je suis [I am],
  • tu es [you are - informal],
  • il est
  • elle est

Comment te sens-tu aujourd’hui ? [How are you feeling today?]

Hopefully you have understood that depending on whether the person is male or female you may pronounce and spell the word slightly differently. Play the video through a few times to help you.

Now have a go at playing a game of pairs, I have added a link for you to print them out but if you don’t have access to a printer you can make your own cards like the ones below.


Once you have familiarised yourself with the words, have a go at playing the following games.  You will need at least 2 players:

Game 1:

Player 1 makes a suitable facial expression and the other player/s then have to guess (in French) what emotion player one is displaying. The player who guesses correctly then has a go. Repeat this for a few rounds. Keep a tally and the player with the most points at the end is the winner.

Game 2:

Player 1 calls out a feeling. The other players then draw the emotion on a piece of paper. Take it in turns until all the feelings have been said the player with the most correct feelings is the winner.

Game 3:

Feelings bingo!   separate a piece of paper into 9 squares, in each square write a feeling. The bingo caller calls out a feeling (remember if it may be pronounced differently depending on whether its male of female). If a player has the feeling on their bingo card they can cross it off. The first player to cross all 9 off is the winner.

Or you can keep playing pairs! You can also use the word cards to help you with your spellings of the words, however, it is the pronunciation of the words that is important as some are quite tricky.

Have fun!

Remember your teachers and I are loving looking at your work so please keep emailing your teachers.

Mrs Barker ☺

Answers for Tuesday 23rd June


Today's Answers

School Awards

Useful Links