Year 2 Home Learning Week 5: Save our planet/Mental Health Week

Day 1

Day 2

Day 3

Day 4

Day 5

Literacy

To use -er and –est suffix

Words can alter the intensity of their meaning by adding a ‘suffix’ to the end of the root word. The ‘er’ and ‘est’ morphemes – a morpheme means the word will change.

https://video.link/w/X1gJb

Talk to your child about the rules involved with adding –er and –est.

If a word ends with a consonant you just add –er/-est,

If it ends with a y change it to an ‘I’ and then add –er/-est,

If it ends with an –e then take it off and add –er/-est.

Look at a sentence from the book Tidy, accompanied by a picture: Pete liked to keep everything neat. Discuss the adjective – which word is the adjective? What if the forest was the most neat, how would be say that? It is the neatest.

It could also be neater than other forests. Repeat with another image and the sentence: Everything to be clean. Which word is the adjective? Change with –est and –er words.

Easy Harder

Children to then be given a selection of different images from the story, and using their new –er and –est words to write sentences about the images.

Commands

To use commands with imperative ‘bossy’ verbs.

Part 1: Adult to give commands BUT – don’t tell them they are being commanded! Can you play ‘Simon Says’? The child has to follow the instructions but ONLY if you say ‘Simon Says’ first… if not they are out! The verbs in commands are bossy, or imperative, verbs.

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z8strwx

Part 2: Think of some commands that you would give to Pete to stop him clearing the forest. Eg Peter stop cutting down the forest. Don’t pull all of the leaves off of the trees. When you have 5 or 6 create a poster of commands which tell Pete what to do!

A poster should be clear and easy to read. You could use colours and pictures to show what you mean.

To use adverbs to describe HOW an action was carried out.

https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z8strwx

Look at the activities that help us make and identify adverbs.

Finally today we are going to think of adverbs that describe HOW Pete was working. There are some examples on the slide for you.

Plan for a letter of advice to Pete to let him know how to improve the forest.

It is better if your child talks about what they could include in a letter and just draw pictures or write key words on the plan. This is because if they write sentences on the plan they just copy them onto the letter tomorrow and the quality and length of the letter is not so good.

A plan is used to jog their memory and expand on with more detail so that the sentences in their final letters are really interesting.

Write a letter of advice to TELL Pete how to improve the forest after his over-tidying session!

We will look at some ‘chatty’ letter examples. Can you spot the introduction of the letter, the main messages and then the sign off?

In this letter we are being bossy and TELLING Pete how he can make the forest better so add the learning that you have completed so far this week… suffixes, commands, adverbs. Of course all our usual writing expectations.

Phonics

Homophones – to/two/too

Introduce the 3 words. Explain that each of the words has a different meaning, but that they all sound the same.

Today we are looking specifically at two and to.

Two is the number 2

To is when you are wanting something to happen.

Children to then have the following sentences read to them and they are to try and write the sentences using the correct two/to

I have two sisters.

I am going to the park.

Go to the hall.

I am looking forward to going on holiday.

I bought two apples today.

Homophones – to/two/too

Revise to and two from the previous session

Explain to children that there is another word too which means ‘excessive’ or ‘also’. We use it when we say something or someone is too hot, too cold, too busy, to show that it is too much!

Children to the practise writing ‘too’

Children to then have a go at writing the following sentences using the correct to/two/too

The other day I went to the post office.

While I was there I bought a shirt and two pairs of shoes.

I went to the cash register to pay and to have the items put in a bag.

As I was leaving the store, the bag broke open because it was too thin.

Have a go

Children today are going to be looking at using their known sounds to try and fill in the gaps in some words.

Children are to be looking at which sounds would be the best fit for each of the gaps.

p____k

h______d

d_____r

Once children have looked at the best fit sounds, they can then have a go at writing some sentences using the new words.

Sentence creation

Using the words below, children are to come up with a variety of sentences using these words. (Could you could use different sentence types like a question or exclamation?)

rainforest, physical, force

Sentence creation

Using the words below, children are to come up with a variety of sentences using these words. (Could you could use different sentence types like a question or exclamation?)

human, pushes, bounce

Number

Year 2

Sequencing events

Children are to begin todays session by listing the days of the week in order. If they get stuck with this, they can watch the following video that will help them to remember the order in which they go: https://video.link/w/lBNIb

Children are to then be thinking about their day. What things do they get up to during their day? What order do they go in?

Children can then draw their day in order i.e. wake up, wash, eat breakfast, brush teeth, writing, reading, break, maths, phonics, lunch, topic, home, snack, play, chill, tea, bath, story, teeth, bed.

Once children have drawn their day, they can look at the language that can be used when sequencing a day i.e. later, first, then.

Time

https://video.link/w/Ka9Kb

Today the children are looking at time in general.

What do they already know about time?

How many seconds in a minute?

How many minutes in an hour?

How many hours in a day?

How many days in a month?

How many months in a year?

Can the children recognise when there birthday is?

What time do they wake up? What time is lunch? What time is dinner/tea? What time do they go to bed

Can the children go on a hut around the house to try and find different clocks?

Are the children able to order their day from yesterday based on the time of the day and to put the time they do events with it?

Ext.

Time – o’clock

https://video.link/w/sR8Kb

Children today are going to be learning about o’clock.

When do we think it will be important to know when it is o’clock?

Children to draw in a circle on a piece of paper where the hour hand and the minute would need to be for the time to show o’clock.

Hour hand (longer hand) on the 12, Minute hand (shorter hand) on any of the other numbers.

Children to then look at a variety of clock faces… can they write down the time that the different clock faces are showing?

What events in their day might they do at the different o’clock times?

Ext.

Time – half past

Children to be reminded of o’clock and where the hands on the clock need to be for a clock to read o’clock

https://video.link/w/Gh9Kb

Once the children have watched the video, they are to look at a clock face and identify that for half past, the hour hand has moved half way around the clock face. What do they recognise to do with the minute hand? Has it moved? [the minute hand will now be rested between 2 numbers on the clock face to show it is half way around the clock face]

Children to look at a variety of clock faces showing half past times… can they write down the time that the different clock faces are showing?

What events in their days might they do at the different half past times?

Ext.

Measurement – length

https://video.link/w/hr9Kb

Children today are going to explore length in standard units and non-standard units.

Children are to collect a selection of items from around the home/class.

Children then pick a non-standard unit that can be used to measure these different items. Once children have measured using a non-standard item, they can measure them again, but this time using either a ruler or a tape measure.

What do they notice about the measuring? Which is more accurate? How do we know this?

Ext.

Topic

https://video.link/w/qBAHb

“Create a picture of how we are feeling today”

Draw the shape of your body, pause and notice how we are feeling. Close your eyes or just look at your page. Deep breath in, deep breath out. What do your legs, tummy, chest feel like? What colour would they be? When you are ready let’s start drawing your feelings. You can use different colours shapes or words if you like. “My feet are blue coloured as I am chilly.” You could share your picture with someone else or keep it for yourself.

https://video.link/w/3IAHb

Children are to create a squiggle on their page.

Once the children have created their squiggle they are to then look at the image and see what it is that they can create from this squiggle.

It might be a person, or a building, or an animal… it is their creativity, their imagination that they are trying to use to create the pictures.

https://www.bbc.co.uk/teach/supermovers/pshe-super-mood-movers-coping-with-feelings/z28strd

Naming feelings: Ask children to name all the feelings they can. Prompt children with: 'How would you feel if you were on your way to an adventure park? Or waiting in a long supermarket queue?' Tell children: 'We're emotional creatures and that's OK. That's human. That's how we all are.'

How do we show our feelings?: List all the children' suggestions for different feelings, such as: 'happy, sad, bored, excited, confident, safe, scared, thrilled'. Ask: 'How do people show their feelings?' Children could mime a simple action in response, for example eating an apple hurriedly, happily, dreamily, lazily, confidently, hungrily, thoughtfully.

Are some feelings 'bad' feelings?: Ask children to identify feelings that are sometimes called 'bad' feelings. Ask: 'Why might somebody feel like this?' Encourage children to identify story characters who feel sad, lonely, angry or jealous. What made them feel that way? Guide the children's replies with: 'Are there times when it's OK to feel angry, or sad?' Gather the children's responses and make it clear that sometimes it's OK to have these feelings: no-one is happy all the time. Remind children bad times come and go and if they feel down, sad or angry, these feelings can pass in time.

Ways to cope: Ask - 'Are there ways we can cope with feeling angry or unhappy? If I feel angry for instance, what could I do to feel better?' Prompt children to suggest things you could do to help you deal with negative feelings, such as: 'take time out if you're angry'; 'take some deep breaths'; 'walk away from an argument if you can' or 'tell someone you trust if you're feeling sad or anxious.' You could end this discussion with, 'Exercise is good if you are feeling frustrated. Sports, games and playing can really raise your mood.' The class could try singing and dancing along to a Super Movers track of their choice, to see if it raises their mood.

Someone who cares: Ask children to draw a picture of 'someone who cares'. It could be a friend, a mum or dad, a granny, brother or a sister, or a grown-up you trust, who can help if you feel sad or worried. Remind the class: 'Don't keep those feelings bottled up inside. Tell someone you trust about your feelings. Sharing your feelings may not solve all your problems, but it can help.'

How you are feeling…?

Today we are going to be thinking some more about how you are feeling.

What feelings words can you think of that can describe how you are feeling at the moment?

Are you feeling happy, sad, confused, lonely, excited?

Why are you feeling this way?

Today we would like for the children to write a letter to talk about how they are feeling.

Here is a format that they may like to follow [this will also be attached so that children can work from it]:

At the beginning of the week the children were asked to draw a body shape and to write/talk about how they were feeling.

To finish the week we would like them to complete the same activity and see how they are feeling at the end of the week compared to the beginning. They may want to think about why they feel like they do now, whats different etc

https://video.link/w/qBAHb

“Create a picture of how we are feeling today”

Draw the shape of your body, pause and notice how we are feeling. Close your eyes or just look at your page. Deep breath in, deep breath out. What do your legs, tummy, chest feel like? What colour would they be? When you are ready let’s start drawing your feelings. You can use different colours shapes or words if you like. “My feet are blue coloured as I am chilly.” You could share your picture with someone else or keep it for yourself.

Handwriting and Spelling activities

Year 2

Handwriting

Spelling

Practise spelling:

sugar, sure

Do three rows of each and/or put them into a sentence with a capital letter and a full stop.

Practise spelling:

told,water

Do three rows of each and/or put them into a sentence with a capital letter and a full stop.

Practise spelling:

whole,who

Do three rows of each and/or put them into a sentence with a capital letter and a full stop.

Practise spelling:

wild, would

Do three rows of each and/or put them into a sentence with a capital letter and a full stop.

Practise spelling:

Please practise any of the words you have found tricky.

Do three rows of each and/or put them into a sentence with a capital letter and a full stop.