year 2 home learning w/c...
TRANSCRIPT
Year 2 Home Learning w/c 6/7/2020
Additional Areas of
Learning for Year 2
Spelling:
Homophones – these are words that sound the same, but are spelled differently and have different meanings. It’s not easy to remember
the correct spelling to use, so you have to find different ways to help you to remember.
1. Have a look at the poster that Mrs Shepherd has made – talk to your grown up about why she’s chosen to illustrate the words in
this way and then create your own poster.
2. Have a look at the activity sheet and choose the correct spelling of the homophone to complete the sentences.
3. Now go back to your poster and add detail to it by copying the sentences with the correct spellings in the relevant part of your
poster.
4. When you read anything this week, see if you can spot these words and add them to your poster.
This week: blue / blew; hear / here; be / bee.
Teaching Point: The key to children being able to choose the correct spelling is for them to know the meaning of each homophone.
Reading:
We will continue reading about the strange but wonderful adventures of Anna Lavinia in ‘Beyond the Pawpaw Trees’ this week. We will
read Chapter 4 on Monday, Chapter 5 on Wednesday and Chapter 6 on Friday. Remember to look at the vocabulary before you listen
to each chapter as the story was written in the 1950s and has some old-fashioned words in it that you may not know.
Keep reading your own books or ebooks as well, as much as you possibly can (four times a week is ideal). Remember that Oxford Owls are
allowing access to all of their reading books for free at the moment, you just need to register via their website: https://home.oxfordowl.co.uk/
Subject Learning
Objective
Activity & Teaching Points Key
Vocabulary
Resources
Maths Adding Two-
Digit
Numbers
Click on the link https://whiterosemaths.com/homelearning/year-2/ and scroll all the way down to Summer
Term Week 4. Then, scroll back up to Lesson 2 ‘Adding Two-Digit Numbers’ and watch the tutorial video.
From this point you can’t access the activity sheets and answers, so we’ve attached them further along
this document.
More
More than
Difference
Tens
Ones
Count
Addition
Base 10
Answer
Link and
device to
watch
tutorial
video.
Paper
Pencil
Pre-made
‘Base 10’
Writing To draw and
describe a
forest
setting.
Description of a setting
This week we would like you to draw a picture, label it and then write a description of a
wild forest like the one Anna Lavinia travels through on her train journey. Here’s a
reminder of what she saw…
Tall trees with mossy trunks, tangled up with morning glories and wild grape vines
Fireflies twinkling in the darkness
Birds singing in sunny tree tops
Wide branches covered with orange mushrooms
Shaggy branches hanging low
Have a think about other things you could have in your forest and include them in your
drawing. You could have squirrels, insects, foxes, bears, rocks, leaves, fern, deer, a wolf,
a lake, river, stream, flowers, logs, waterfall or a path. You could even make it a magical
forest with fairies, unicorns, trolls or bluebells?! Have a look at the photos below for
some ideas.
dark
mysterious
spooky
misty
trees
fireflies
birds
branches
mushrooms
mountains
rocks
path
waterfall
lake
river
stream
plants
flowers
squirrel
insect
fox
Paper
Pencil
Colouring
pencils
deer
wolf
fairy
unicorn
troll
bluebell
daisy
fern
sunlight
twinkling
mossy
rustling
soft
smooth
beautiful
tall
winding
dappled
buttercups
vines
Now follow this:
1. Draw and label your forest picture.
2. Try to put an adjective before each noun (name of thing) e.g. flowing stream, tall
trees, bright sunlight, glowing fireflies etc.
3. Now use your picture to write a description of your forest setting using the
toolkit to help you.
Setting description toolkit
Capital letters and full stops
Careful spelling
Best handwriting
Adjectives (describing words- pretty, wild, bright, tall…)
Interesting sentence starters:
In the distance
Under
Over
Along
Next to
In front of
Behind
Here’s an example to get you started:
In the dark forest, the tall trees stretch up towards the sky. In the distance the
glowing sun sets over the huge mountains. Under the trees a gentle stream flows in and
out of the mossy rocks.
Have a go!
Subject Learning
Objective
Activity & Teaching Points Key
Vocabulary
Resources
Topic I can record
my own data
and use it to
answer
questions.
We’re going to measure your four plants (grown from seeds, beans or bulbs) for the last time and fill
in your chart. If you haven’t managed to do it, you can use Mrs Shepherd’s. Discuss with an adult
what the difference has been between all four conditions that your plants have been given to grow in
and what happened to your plant. If you want to, you could record this information with diagrams,
labels and a written description.
We’re going to make a bar chart (which is something that we come across in maths) to record the
information that we have collected about our plants. Again, you can use Mrs Shepherd’s information
to create a bar chart if you like. If you have a look further along, you’ll see that we’ve created a bar
chart to record how tall in cms each plant is (this information is shown on something called the y-axis)
and the names of the four plants is shown on something called the x-axis. Your adult will show you
what this is.
Can you answer these questions using your bar chart:-
Which plant grew the tallest?
Which plant grew the shortest amount?
What is the difference in cm between the tallest and shortest plant?
What advice would you give to someone who wanted to learn how to grow plants from seeds?
Tallest
Shortest
Water
Light
Warm
Difference
Four plants
Ruler
Paper
Pencil
Creative Make a
Paper
Windmill
We found these instructions on the Met Office website. If you click on this link it will take you to
these instructions for how to make a paper windmill, but you can then also (if you scroll down on the
web page) see links to find out about ‘The Great Storm of 1987’, where the windiest places in the UK
are and about something called ‘The Helm Wind’. https://www.metoffice.gov.uk/weather/learn-
about/met-office-for-schools/other-content/other-resources/experiments/windmill
What to do:
1. Copy the windmill template (you’ll see it further along this document or use the link above to
retrieve it) and cut it out along the dotted lines.
2. Decorate with colourful patterns.
3. Put the lump of Blu-Tack under a little circle where you need to make a hole.
4. Use a pencil or knitting needle to make a hole. You need to make five holes, as shown on the
template.
5. Fold towards the centre and push a paper fastener through all five holes.
6. Thread a small bead on the back of the paper fastener.
7. Make a hole near the top of your cardboard tube.
8. Push the paper fastener in the hole and fold the ends back to stop it from coming out again.
You can decorate the cardboard tube to make it more colourful. Alternatively, there are many
different methods to make a paper windmill on Pinterest.
wind
energy
fastener
Windmill
template
Colouring pens
Scissors
Pencil or knitting
needle
Blu-Tack (or
similar)
A paper fastener
A small bead
that can go
through the
paper fastener
A cardboard
tube (from
kitchen towels
would be ideal)
Mindful-
ness
Embrace music – to switch up your mood
Harness the mood boosting power of music by making your own playlists – one that helps you feel peaceful, one to help you focus and
another to give you a feel-good hit. A good old sing always lifts the spirits, too.
SRE
Lesson
2 of 3
To explore
some of the
differences
between
males and
females and
to
understand
how this is
part of the
lifecycle.
Explain that in this lesson we’ll be discussing some differences between male and female animals. The
outcome of this lesson is intended that your child will understand that making a new life needs a male
and a female.
1. What can your child remember from the last SRE lesson? Remind them that you discussed
some of the fixed ideas that some people have about boys and girls and about how to tell the
difference between male and female babies. Let your child know what to expect to have
learnt about when you get to the end of this learning.
2. Look at the pictures of male and female animals and ask your child if they can tell from
these pictures whether each animal is male or female – how do they know? Which part of the
animal tells them? Explain that for some animals, such as lions and peacocks, it is very clear
which is the male, for example a male lion has a mane and a male peacock has a colourful fan of
feathers. However, for most animals it isn’t as easy to tell and we need to look at other parts
of their body.
3. Ask your child whether it is the male or the female which usually feeds the babies. Look at
the pictures of the cow, the bull, and the cat feeding her kittens. Ask whether your child can
tell the males from the females in these pictures; ask them to explain how they know which is
which. Introduce the words teats and udder and explain they are only found on females so
that the female can feed her babies. Remind children that, as with humans, male and female
animals also have different private parts and this is another way we can tell them apart.
4. Look at the picture of the cat feeding her kittens – give the cat a name e.g. Mogsy. Can
your child tell you if they know how a female cat might feed her kittens? Remind your child of
the word ‘teats’ and explain this is the part of the cat’s body where the milk comes out; the
kittens need to drink the milk from the teats to help them grown. Can your child tell you if
they’ve seen any other animals which feed like this?
Activity: Cats and Kittens worksheet. To complete / create the ‘draw and write’ worksheet with own
picture of Mogsy the cat feeding her kittens and then use the words to label their picture. Check
your child understands that with most animals we need a male and a female to make a baby.
stereotype
similar
different
fixed ideas
baby
babies
teats
udders
Pictures
Paper
Pencils
Subject Learning
Objective
Activity and Teaching Points Key
Vocab
Resources
Vocabulary- Chapter 4
gilt- gold paint on an object tea cosy forget-me-not flowers gardenia bush
a dozen- 12 of something windowpane- a pane of glass in dappled – marked with spots or rounded patches
a window
Vocabulary- Chapter 5
radishes – a type of vegetable almond- a type of seed fig tree fig
burlap bag – a canvas bag quince tree quince- a hard, pear shaped fruit used in jams
Morning glory plant wild grape vine fireflies- soft bodied, winged beetles with organs that glow
mossy tree trunk pine needles pink buttercups
Vocabulary- Chapter 6
desert palm tree awning Arabian turban
pasha- important person
Tasselled fabric camel saddle Arab countries
Sash –belt
Pantaloons copper (type of metal) kettle
Maths
Answers
Topic:
Topic:
Your bar chart might look something like this …
Creative: Make A Windmill
Spelling
Spelling:
Be or Bee?
Ouch! A _______ just stung me!
I think next week will ________ sunny.
The colour of the ________ is yellow and black.
I just saw a swarm of __________ flying towards the field.