We miss you all so much and cannot wait to see your work from …fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2020-06-21 · all of your learning videos, reading

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Hello there our fantastic year 2s! We hope the home learning videos that we put up last week were useful. There are more videos this week, again linked to English and maths! This week we have also put some Black Lives Matter resources in the pack, we hope that these are helpful. This week we have got a new person joining the year 2 planning team! The wonderful Beth, who teaches in year 3, will be helping us with our planning from this week. Although Beth is helping us to plan our home learning booklet, we will still be making all of your learning videos, reading you a story each a week and communicating with you via Seesaw. So please keep using Seesaw to talk to us or to share any work you want to show us, we love chatting with you and seeing all of your lovely faces! We LOVED reading all of your riddles last week! They were amazing. We miss you all so much and cannot wait to see your work from this week on Seesaw!

Stay safe and stay kind! Lauren, Louise, Sam and Beth

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Contents

Guided Reading………………………. 3-6 Maths………………..………………………. 7-18 English………………..…………………….. 19-24 Science ………………..……………………. 25 Topic ………………..………………………… 26 Art ………………..……………………………. 27 Computing………………..……………… 28 Handwriting……………………………… 29-31 P.E. ……………………………………………… 32 P.S.H.E………………………………………… 33 French……………………………………….. 34 Phonics……………………………………… 35-38 Black Lives Matter Resources… 39-51

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Guided Reading This term we are learning about different ways we can protect our planet. This week we are going to use a book all about the oceans and the creatures that live in the oceans.

Watch and listen to Somebody Swallowed Stanley by Sarah Roberts. I wonder if you can guess what Stanley is?

Activity 1: Warm up your reading brains with this scanning activity first! Can you find all the hidden little pictures inside the big picture? Have fun.

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Activity 2: How can you stop plastics from hurting wildlife and polluting the seas? Have a think about some of the ways you might be able to do this. Look at the ideas below - did you think of some of these? Draw some pictures to go with the first 4 ideas - can you add one of your own? You can turn this into a poster if you like!

Activity 3: At the end of the story, what happens to Stanley? What is he turned into? Can you turn a plastic bag into a Stanley-kite? Use the instructions below. If you can’t make the kite, can you think of something else you could turn a plastic bag into?

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Activity 4: Stanley is a plastic bag. Today we’d like you to do a ‘Spot the Litter’ task. You can do it at home or when you go out for a walk. What litter can you spot? How many bottles, cans, crisp packets and pieces of plastic? What is the strangest thing you spotted? What are the most pieces of litter you spotted? Record your litter spots! You can record it in your home learning books or on Seesaw. Plastic Bags: Cans: Sweet wrappers: Crisp packets: Plastic lids: Other things:

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Activity 5: Stanley meets some beautiful jellyfish on his adventure in the sea:

Can you draw and decorate an amazing ocean jellyfish? There are some ideas below to get you started - some are very watery, some are made from dots, and some are completely multi-coloured!

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Maths

This week we are learning about multiplication. Activity 1- What does the word multiplication mean? Write down everything you already know about multiplication around the word below.

Watch this BBC video on YouTube to get more information: What is multiplication? | Maths – A World Without Maths

What does the multiplication symbol look like? Write it in the square. Multiplication is adding the same amount a number of times. For example, 5 multiplied by 3 is the same as 5 + 5 + 5. Here, we took the number 5 and added it together 3 times. This is why multiplication is sometimes called ‘times’. Choose a member of your family and explain to them what multiplication means. Try to use an example to help you! Activity 2 - Multiplication number sentences!

Go to folder w/c: 22.6.20 on and watch ‘MATHS: Activity 2: Multiplication’

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Can you see TWO things?

5 + 5 = 10 AND 2 x 5 = 10 What do you see now?

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Activity 3-

Using arrays! Go to folder w/c: 22.6.20 on and watch ‘MATHS: Activity 3: Arrays

This is an array: It is an array of 12 buttons. Can you see how they are organised? There are 4 across. There are 3 down. This array has some number sentences that can go with it.

What numbers sentences can you think of that go with this button array? Now have a go at these array challenges:

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You can make some arrays at home using counters, buttons, lego figures:

You could take a picture of your arrays and post it onto Seesaw with the number sentences that go with it! What number sentences can go with my LEGO array?

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Activity 4- The 2 times table! First warm up your 2 times table brains with this maze challenge! Can you help the alien find its way back to its spaceship by counting in 2s starting at 2 and ending at 22? (24 is the spaceship!).

Now use what you have learnt about arrays to help you with these 2 times table number sentences.

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I know because ………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………..

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Activity 5- The 5s time table! Yesterday you warmed your 2 times table brains up - today you need to warm up your 5 times table brains! Can you help Sam find his way to the wheelbarrow? You start on 5 and end on 55!

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How many towers has Jack built? How many cubes in each tower? How many has he used in total? What multiplication sentence can you write to go with Jack’s towers? Complete these 5 times tables challenges: Draw a picture to show 5 x 5

Finish the number line:

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Challenges

Put your brain to the test with this week’s selection of maths challenges! Challenge 1:

Challenge 2:

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English

Last week we looked at brilliant riddles. This week we are going to look at a poem and get imaginative! I love dragons! Does anyone else love dragons?

Go to folder w/c: 22.6.20 on and watch ‘English: Missing Daisy!’ You can also read it here - try to NOT laugh, it makes me giggle every time because Daisy sounds SO naughty!

Missing: DAISY

Anyone seen my DRAGON?

Scary, Scaly Tall ‘n Taily

Daisy the Dreadful Dragon.

She’s got bad breath. A temper true.

Eats old ladies. (Children too.)

She breathes out fire. She puffs out smoke.

She’ll singe your hair. She’ll make you choke.

Anyone seen my DRAGON?...

She soars about. She seeks out food.

Makes loud noises. (Mainly rude.)

Yes, she’s grumpy. Yes, she’s smelly.

Big Butt always blocks the telly.

Anyone seen my DRAGON?...

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And she’s beastly. And a pest.

But I love her. (She’s the best.)

Please send Daisy

Back to me. Treat her well. Or you’ll be tea…

Anyone seen my DRAGON?...

By James Carter Activity 1:

Go to folder w/c: 22.6.20 on and watch ‘English: Activity 1: Adjectives’ Have you listened to or read the poem? Did it make you laugh? I added a picture of a dragon in there because it was a funny picture and I loved the idea of Daisy being a silly looking dragon but she could really look any way you think. Your first activity today is to be a Dragon Word Collector . What words can you think of to describe a dragon, any dragon? These words can get you started:

If you want to challenge yourself, you can think about words to describe different characteristics of a dragon:

1) Words to describe a dragon’s legs and claws 2) Words to describe a dragon’s eyes and ears 3) Words to describe a dragon’s head 4) Words to describe a dragon’s scales and spikes 5) Words to describe a dragon’s wings 6) Words to describe a dragon’s teeth and tail

Activity 2: Did you think about those great words yesterday? Brilliant. Now look at the picture:

Look how tiny it is - can you see the fingertips it is balancing on? This is YOUR new pet dragon. What is it’s name? What colour is it?

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What type of dragon is it? Does it breathe fire? What colour fire? Can it do anything special? What does it eat? What does it like? Make your pet dragon’s passport. You can use the one here or design one of your own.

Activity 3: Today you’ve got to use A LOT of imagination! Where do you think your dragon came from? Where is it’s home? What is it like there? Imagine your dragon’s home is a secret island all of its own, somewhere out there in the world. It could be in the middle of an ocean, it could be in the clouds, it could be a land underground...it is up to you! Your challenge today is to make a map of your dragon world! You can finish this map below, but again if you want to be creative and make your own poster-map that would be amazing!

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Challenge: If you like a creative challenge, you can turn this map into a pop up map. I’ve done this with children in year 3, 4, 5 and 6 but it’s interesting how brilliant younger children with small hands can be at folding! Follow the instructions here:

YouTube Pop-Up Map Remember - practise! Even I didn’t manage to make one first time. If you practise, you can add a simple card cover to it and it can end up looking like this:

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Activity 4: Word hunting! Today’s activity is a reminder of all those words you were thinking about and collecting to describe dragons. You might have even used some to describe YOUR pet dragon in Activity 2. How many of the hidden dragon words can you find in the word search? Tick them off when you’ve found them. Remember they can go in any direction - horizontal, vertical or diagonal!

Extra challenge: Some of you might like to make your own word search using the words YOU thought of and recorded in Activity 1 and Activity 2.

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Activity 5:

Go to folder w/c: 22.6.20 on and watch ‘English: Activity 5: Dragon Poem’ Your Dragon Poem! Last week you had a go at brilliant riddle writing. Poems can be like riddles but poems can also have no rules and be exciting to write. Look back at the Daisy poem right at the start of this week’s English. Can you write a poem about YOUR dragon? Have a look at my examples and think about the words I have chosen to use: Example 1: Example 2: Anyone seen my dragon? Anyone seen my dragon? Round, silly Blood-red, horrendous Fluffy and frilly Terrifying, tremendous Coco the Snowpuff Dragon Greenhorn the Magnificent Dragon Can you see how I’ve used the structure of the original poem? I’ve just replaced the describing words and name words with my own to create two VERY different dragons - Coco the Snowpuff Dragon and Greenhorn the Magnificent Dragon! You try. Remember to describe YOUR dragon, the dragon you have created who lives in the world you have created! Anyone seen my dragon? ……………………….. ……………………………… (describing words - they don’t have to rhyme!) ………………………. ………………………………. (describing words - they don’t have to rhyme!) …………………………. the …………………………………………… Dragon (name of your dragon, type of dragon) If you want to make your poem longer and use the structure of the original poem to help, then keep going!

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Science This week as your English was all about dragons, we thought we would get you to

make your own foaming dragon! Equipment:

● A colour of your choice foam craft sheets or cardboard.

● Tape ● Googly Eyes ● Plastic wide-mouth bottle ● Vinegar ● Dishwashing liquid ● Liquid food dye ● Baking Soda

Method:

First you need to make the dragon. Draw the dragon’s tail on one of the foam sheets and cut it out. Also draw and cut out two arms and two legs from a foam sheet.

Tape tail and arms and legs onto the bottle.

Glue or tape on two googly eyes so it looks as though the dragon is looking up. Now you are ready for the experiment!

Fill the bottle half way full of vinegar and add a squirt of dishwashing liquid and a drop or two of food coloring. (You can use whatever color you want and change it up each time you do it.)

Gently mix the contents of the bottle and place in the middle of a large cookie sheet or other tray. (It will be messy so make sure it is contained in some way!)

Add a teaspoon or more (the more you use the bigger the reaction) of baking soda to the bottle and watch the dragon foam at the mouth!

So what’s happening? When you mix vinegar and baking soda it makes carbon dioxide. This forms bubbles in the vinegar and causes it to expand. The gas bubbles react with the dish soap to make a foam. The bubbles make the mixture expand and rise causing the dragon to foam at the mouth.

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Topic

This term we are learning about different ways we can protect our planet. Do you know what insects are important in our gardens? Bees, ladybirds and - yes! Butterflies! Butterflies are so important for lots of reasons. One reason is that when there are

butterflies in a garden or outdoor space, it means that environment is healthy. This week we’d like you to make a Butterfly Feeder or a Butterfly Cafe. Have a look at

these butterfly feeders that children and parents have made:

You can make a butterfly feeder from a plastic bottle, or a paper plate, or plastic lids, using string, colourful beads AND of course - cut up fruit or water mixed with sugar. Blue Peter has a butterfly cafe design here you could make if you need help but it would be amazing if you could come up with your own design using the things you have at home. Be creative and have fun!

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Art This week our whole school artist is… Lubaina Himid.

Go to folder w/c: 22.6.20 on and watch: ‘ART: Lubaina Himid’

These collages will be the inspiration for your portraits this week. You may want to create a self-portrait, a portrait of a family member, or create a new person altogether. This is how I made mine: I took two black and white photocopies of a photo ( most post offices offer photocopying). I enlarged the copy to make it bigger. I then copied, in colour, some fabrics I found around the house. I lay a selection on the photocopier to do this. Next, I cut around the figures and lay them on a blank sheet of paper (this takes out the background). Using the second photo photocopy, I cut out one of my eyes and one of my sister’s eyes and swapped them over. I did the same with our mouths. I then cut into smaller pieces the fabric photocopy (you could use real fabric or patterned paper such as wallpaper), and them, as well as coloured paper, to complete my portrait. This is just one way you could make your portraits but there are many other ways. Remember, Lubaina Himid used cutouts from magazines and, as suggested, you could use real fabric or wallpaper (DIY shops offer samples for free) to create your patterns. Remember to think about what you want to communicate through your portraits and of course, have fun!

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Computing This week we are going to continue learning about DIGITAL LITERACY.

It is extremely important that we continue to question and fact check the information that we read so that we can better understand it!

News reports come from journalists. A journalist is someone who helps to report the news. There are different kinds of journalists.

A reporter is a type of journalist who researches, writes, and reports information.

A news reporter needs to find out lots of details about a story.

Reporters always need to find the answers to 5 key questions called the 5Ws.

Who? What? When? Where? Why?

Follow the link to read a story about Ring-tailed Lemurs at Chester Zoo.

https://www.theguardian.com/environment/2020/mar/24/twin-ring-tailed-lemurs-born-at-chester-zoo

Have a go at being a news reporter yourself!

Can you find the 5Ws? Fill in the gaps below.

Who is the story about? ……………………………………………………………………………………………………………….

What is happening in the story? .……………………………………………………………………………………………….

When did it happen? …..………………………………………………………………………………………………………………….

Where did the story happen? ……………………………………………………………………………………………………….

Why did it happen? ……..………………………………………………………………………………………………………………….

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Handwriting

Reminder: Have you got yourself a sharp pencil?

Use the lines in your homework book to practise writing the letter below.

1. Check you are sitting upright, with both feet flat on the floor. 2. Make sure your non-writing hand is resting on the table. 3. Practise writing the letter in the air in front of you (sky writing). 4. Start writing the letter from the red dot.

For each activity this week, do three lines of practise for each join.

Start on the red dot and use the lines to help you! This week you will be practising a diagonal join to anticlockwise letters.

Practise sky-writing these shapes before each activity to get your fingers warmed up.

Activity 1: Today’s join is… ed

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Activity 2: Practise sky-writing to get your fingers warmed up. Today’s join is… cc

Activity 3: Practise sky-writing to get your fingers warmed up. Today’s join is… eg

Activity 4: Practise sky-writing to get your fingers warmed up. Today’s join is… ic

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Activity 5: Draw a picture underneath each of the words below. Look for and underline the joins that we have been practising this week. Then practise writing 1 line for each of these words.

vegetable plastic broccoli speed

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P.E. We also hope you are still all doing P.E. with Joe every morning! It is a great way to start the day and stay fit and healthy even when we have to stay inside so much more at the moment.

Sports Activities Hello Year 2! This week we are carrying on with a home P.E skills challenge. There are TONS of simple P.E. skills you can try at home, using things from home that keep you practising some of the important skills. This week is the toss/catch challenge. You need a scarf of some other soft fabric item. Remember to record your score for each challenge for your House. And have fun!

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P.S.H.E. Last week in PHSE we examined what racism is and how we can try to stop it. One of the reasons you might have been hearing more about racism at the moment and why it is on the news, is because of the, very important, Black Lives Matter protests which are happening all over the world. Watch this video to see Elmo finding out about the Black Lives Matter protests from his dad Louie and some friends: Sesame Street Explain Black Lives Matter This is an important video to watch. If there is anything you didn’t understand, you can go back and watch it again and discuss it with your adults. If you want to ask us any

questions, please do so on Seesaw.

Parents and carers, we have included a selection of resources at the end of the pack to help support discussion of the BLM movement with children, as well as a selection of

diverse books. Please spare a moment to look at these if you can. We want you to make a sign just like Elmo and his dad to show your love and support for the people campaigning. Take a photograph of yourself with your sign and upload it to Seesaw. We would love to see them, and we can share them with all of your friends.

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French

Please go and check out the French activities on the school website! Go to the Home Learning Resources page and look out for these sections:

Classroom Language - these are lots of the classroom phrases we use at Hitherfield. You have heard them ALL! I wonder if you can draw a line to match the classroom instruction to the correct picture below - they are muddled up:

Regardez!

Écoutez!

En silence!

En rang!

Levez-vous!

Asseyez-vous!

Répétez!

Levez la main!

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Phonics

Activity 1: Today’s tricky word is… looked Last week you started to have a look at how words went from

singular (one of something) to plural (more than one of something) by adding the suffix s or es. Did you notice that all the root words didn’t change when you added the s or es ? Have a look at these singular root words and see if you can match them with them with the correct plural spelling!

When a singular noun ends in an e what do you think happens to change it to a plural?

house horse piece Do you think you add s or es?

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house - house s or housees? horse - horse s or horsees ? Well, which looks silly?

piece - piece s or piece es ? When a noun ends in an e we just add s to make it a plural! Activity 2: Today’s tricky word is… didn’tCan you change these nouns to plurals? Think back to yesterday!

space → …………………………………………... course → …………………………………………... spice → …………………………………………... lace → …………………………………………... Look at these two singular nouns:

radio tomato What do they BOTH end in? MOST words that end in o have es added to make them a plural. Tick the right es plural.

singular noun plural nouns

potato potatos potatoes

domino dominoes dominos

tornado tornadoes tornados

torpedo torpedos torpedoes

echo echos echoes

hero heroes heros

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Challenge: Look at the these two words, the plurals ARE right:

Can you tell your adult what you can see with the plural for radio? Do you have an idea why tomato+es but radio+s? Activity 3: Today’s tricky word is… called Read these sentences and underline the plurals!

1) On my birthday I got two watches and three pairs of shoes.

2) The cakes made a big mess in Year 2’s classrooms. 3) For tea we had carrots, radishes and tomatoes. 4) The winner of the game is the person who catches all

the players. Activity 4: Today’s tricky word is… where Plurals Story Spotter! You can listen to the story being read or you can read it yourself. Tell your grown up or write down ALL the plurals that follow the rule we have been learning about: words that add s or es to make the plural.

Finally, the summer was here and the days were getting longer. The rivers that flowed around town were full of fish and the blossom trees were heavy with sweet-smelling flowers. People drove around with their windows open and their car radios blasting summer tunes.

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Just thinking about the long summer holiday made Alex feel dizzy with excitement! It would be a summer full of adventures! She felt warm and happy as she dangled her toes in the river and dreamt of treasure maps, salads full of crunchy radishes and carrots, and best of all – secret story heroes!

Just then, she heard some foxes scuttling behind her. Aha, the secret signal! She quickly put on the magic glasses and shut her eyes very tight. She stamped her sparkly red shoes on the damp grass and started making wishes.... Challenge: Did you spot a plural that DIDN’T have the + s or +es rule? Activity 5: Today’s tricky word is… other Rhyming Word Game! Find my first plurals word:

pigs Colour it in blue. Find the plural that rhymes with it and colour that in blue, too! Can you find all the rhyming plural pairs? Colour each rhyming pair in the same! Have fun spotting and reading all those rhyming plural pairs!

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Black Lives Matter Resources

Follow this link to access a Parent’s Guide to Black Lives Matter to help support you in having discussions about racism and the Black Lives

Matter movement with your children.

A Parent’s Guide To Black Lives Matter - Yoopies

Diverse Books

Diverse books are critical to enable all young people to see themselves in literature, and to ensure the lives of all young people are reflected, celebrated and honoured. This

is central to the books we choose at Hitherfield. Diverse books are essential for all children to encourage them to make connections

between their own lives to the lives of their peers. Literature is a powerful tool to tackle racism, and actively teaching/discussing diversity through books encourages young

people to become empathetic to the experiences of others. Here are a selection of some diverse books your child can listen to at home. All they

need to do is scan the QR code and they can listen away! All QR codes eventually expire, so if one is not working just search for the title in YouTube!

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Discussion

Talking to your children about difficult issues such as this is so vital, even if for some families, particularly white or non-black people of colour, discussions on race and racial inequality may feel like fairly new territory. Parents and carers must play an

integral role in ensuring children have an awareness of racial bias and the ways we can combat racism.

Follow these slides if you would like support to have a structured discussion with your child about Black Lives Matter, activism and standing up for other people.

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On the next four slides, you’ll see different situations where you could get involved to stand up for someone. Read each situation and decide what you’d do!

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Based on these scenarios, if there’s a problem, do you think it’s better to get involved, leave it to someone else or just ignore it?

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Do you know when the right time is to get involved? These kids aren’t too sure! Read each situation and tell them whether they should or shouldn’t get involved and why!

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We now want you to think about HOW you can help and get involved in causes that are important to you.

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So, after all the amazing discussion, what are your final thoughts? Should you stand up for other people or not? You could even take a vote in your house; what does

everyone else think? You can use the boxes underneath to help you decide which you agree with.

Eager for more?