We would love to receive photos of pupils completing learning at home for our next newsletter. Please email them to the following email address, with the Subject title HOME LEARNING PHOTO: [email protected]OR [email protected]. Include your child’s name, class and brief description of their activity in the photo”. YEAR 2 Learning for the week beginning: 18.05.20 MO Subject and time Lesson detail Resources 9.00- 9.30am P. E Joe Wicks https://www.google.com/ search?client=firefox-b- d&q=pe-with-joe https://www.youtube.com/channel/ UCAxW1XT0iEJo0TYlRfn6rYQ 9.30- 10.15am Reading LI: To find meaning of key vocabulary words. Read the text and identify tricky words. Have a go at figuring out the meanings by reading in context using clues from the text to figure it out. Next use a dictionary to check unfamiliar words. Complete in your writing book. Reading text Lucky Rudi https://drive.google.com/file/d/ 1pn1SD_knepWQVnO0sgQNbmHmOO5zeg7G /view?usp=sharing Dictionary 10.15- 10.30am Break time 10.30- 11.30am Maths Arithmetic Test Use the strategies and methods you remember to answer the questions e.g. count on, count back, place value, column method, use fingers, prior knowledge, multiples, images, etc 10 mins rock stars PDF Arithmetic test 4 https://drive.google.com/file/d/ 1RXcssq3TTXnw7G7BmIF4QaAU37uRyF9F /view?usp=sharing https://teachmewell.com/free- online-math-evaluation-grade- 1.asp 11.30- L.I: To create a word bank and plan an informal letter PDF Differentiated planning sheet
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We would love to receive photos of pupils completing learning at home for our next newsletter. Please email them to the following email address, with the Subject title HOME LEARNING PHOTO: [email protected] OR [email protected]. Include your child’s name, class and brief description of their activity in the photo”.
Read the text and identify tricky words. Have a go at figuring out the meanings by reading in context using clues from the text to figure it out. Next use a dictionary to check unfamiliar words. Complete in your writing book.
Use the strategies and methods you remember to answer the questions e.g. count on, count back, place value, column method, use fingers, prior knowledge, multiples, images, etc
L.I: To create a word bank and plan an informal letter
Reflect why did the crayons leave? How could we get them back?
Today you will use what you have learnt about the crayons over the weeks to plan a letter to the crayons. How could you get the crayons to stay? Or write a letter to your favourite crayon to come back or stay. Or to the box of crayons encouraging them all to stay or come back. Complete the planning sheet with support.
Today we will be considering what makes someone a ‘good person’. Many religions have stories that stress the importance of doing the right thing and being a good person. Christians tell the story of the good Samaritan: https://www.bbc.co.uk/bitesize/clips/zcyr87h
Your task today is to think about what it means to be a ‘good person’. What can you do to show you are a ‘good person’? What do you think a good person looks like? Can you tell if someone is a ‘good person’ from their outside appearance? Does being religious make you a ‘good person’? You can ask some of these questions to your family members to see what they think.
Younger Children
Draw around your hand. In each of your fingers, write something you can do to be a ‘good person’. In the palm of your hand, draw an image of you doing one of these things.
Deeper thinking:
Who do you know that is a ‘good person’? What makes them a ‘good person’?
Older Children
Consider the following 3 situations. What would a ‘good person’ do?
1) Suppose your Mum or Dad has been telling you to do stuff all day. You’re tired of it. You want to say, “No” and “I don’t have to” and “Leave me alone.” You want to walk away and do what you want to do. What will you do?
2) You’re with friends when they start teasing an unpopular kid, taking his things and calling him names. If you stick up for him, the group could turn on you. You start to slip away, but someone throws you the boy’s backpack. What will you do?
3) You’re in the middle of an intense video game. Just a few more points and you’ll beat your high score. You hear Dad say it’s time to turn off the game. The game’s loud, so it would be easy to pretend you didn’t hear. That way, you could finish the game. What will you do?
Now write in your own words what you think it means to be a ‘good person’. What values are important? How should they behave?
Deeper thinking:
Can you be a ‘good person’ if sometimes you make the wrong choices?
Challenge
Coronavirus has led to all of us having to adapt to a new way of life. How can we be a ‘good person’ during this challenging time? What could we do for others? What can we do to help our families? What can we do to help the vulnerable people? How should we treat each other?
Three vocabulary-based questions, two being a multiple choice to test the children’s understanding of the text with clues from the text and picture clues.
What key skills will you need to write an informal persuasive letter? In your writing book use the word bank and plan to write a persuasive letter. E.g.
How could you get the crayons to stay? Or write a letter to your favourite crayon to come back or stay. Or to the box of crayons encouraging them all to stay or come back.
Success criteria to Include persuasive language, rhetorical questions, adjectives, adverbs, subordinating conjunctions, first person.
Mild and Very Mild in your writing book write the letter using the support sheet filling in the missing words.
Ask pupils if they have shown any grit or determination over the past week. Invite pupils to talk about how they are progressing with their gritty goals. Introduce the following words
negative, emotions, managing, reaction, beliefs and ideas.
What do they mean to the children?
Challenge: How can you help? answer the scenario question.
Younger Children
Talk through the images and what being positive means. Explain that we are not always happy and positive and that sometimes we have other feelings which is okay. The main thing is to try and be positive even when we don’t feel happy and to get through times when we feel sad by being positive.
Ask children to give examples of when they have been positive in the last week. Eg. By doing something nice for someone, smiling, saying thank you or by trying at something which they find hard.
● When do you find it hard to be positive?
● When you find something difficult, how do you feel?
● What do you think about yourself when you find something hard?
● How could you be or what could you do to be more positive when you feel like this?
● If a friend was feeling sad what positive actions / words could you say or do?
● When you are feeling upset, sad or angry, how could you be positive using words or
actions?
● On a piece of paper children can write some strategies for helping them stay positive.
Older Children
What if you just won £1000, how would you feel?
Discuss the answers. Ask each person to write down a situation and a feeling to go with it. E.g. walking my dog in the park makes me feel happy. Each person can place their paper folded up in a pile. They take it in turns to pick a strip of paper and act. The rest of the family have to try and guess the situation and the feeling.
Using the 'hand templates' (drawing around your hands on a piece of paper) ask children to write down positive feelings on one hand and negative
feelings on the other hand. This will help them identify between them. They can draw pictures to help differentiate their positive and negative hands.
Children can fill out the 'feelings chart' and come up with ways to help manage some different feelings which they may face. Children can create a coping skills card.
Challenge
Answer the scenario questions:
What advice would you give this child to help him with his nerves?
Re-read the text. You will be identifying key aspects from the text by answering the questions on the sheet. Remember you can always go back and reread the text if you forget any of the answers. Write the correct answer only in a page in your book.
Hot and Medium
Three retrieval questions.
Mild
Two questions with clues from the text.
Very Mild
Two questions with clues from the text and picture clues.
SEE LINKS In Tuesday lesson
10.15-10.30am Break time
10.30-11.30am
Maths
Lesson 2 - Add 2-digit numbers
After the lesson ongoing task: Challenge yourself and learn your times tables online https://www.timestables.co.uk/
LI: To answer simple inference questions and sequence and make predictions about a text.
Re-read the text then have a go at answering the inference-based questions. In order to be able to answer those correctly you must make sure you understand the text, and
Hot and Medium
Two inference-based questions.
Mild and Very Mild
Continue to develop vocabulary and retrieval questions with clues from the text.
understand the context. Read around the text and hunt for clues. Write the correct answer only in a page in your book.
SEE LINKS In Tuesday lesson
10.15-10.30am Break time
10.30-11.30am
Maths
Lesson 3 - Subtract 2-digit numbers
After the lesson ongoing task: Challenge yourself and learn your times tables onlinehttps://www.timestables.co.uk/
Listen to the story again and reflect upon what you have done to help to get the crayons to either stay or to come back. How are the crayons now feeling? What did you do to help them? Are they now willing to colour in your pictures? What colour would you use for an image? E.g. crocodile, heart, water etc
Today celebrate the return of the crayons to finish off the story.
Use the crayons that you have persuaded to return to colour in the picture that you will create. Use the link to learn how to draw different characters, or it could simply be a picture to say thank you or put a smile on someone
A map is a drawing of part of the earth’s surface that shows what is on the ground, for example, roads, houses, churches, rivers, mountains, countries.
Maps are drawn from above, in 2D not 3D.
Watch what is a map and how to draw one - https://www.youtube.com/watch?v=DSnVCV4uGGQ
Younger Children
Stand on your front door step and look up and down
Older Children
Draw a map to show a familiar walk you take from
Challenge
Compare the map you have drawn to a Google map of
your street.
What can you see?
What might your street look like to a bird who was flying overhead and looking down?
Draw a simple map of your street showing the shape of your road and the buildings you can see. Label your house.
your house. Draw the shape of the roads first and then mark on any significant buildings or landmarks. Provide your map with a key and remember to label your own house.
your area. How accurate is your map? How could you improve it?
Re-read the text then have a go at answering the sequence and predict questions. Write the correct answer only in a page in your book. Once completed use a pen to mark (answers at the bottom of page). Please do not cheat as this will not benefit you.
Hot and Medium
Sequencing events from the text then making a prediction.
Mild and Very Mild
Sequencing task only with the first one done for you.
LI: To experiment with material to create a mosaic.
https://www.youtube.com/watch?v=3yQ4yQOyPrk
Older and younger children can work together to create a mosaic
Resources you could use: look at what different materials you have at home that you could use to create your own mosaic e.g. old magazines, coloured paper, cardboard, egg shells, peelings etc
Choose a reference drawing or picture that you will be using.
https://www.wikihow.com/Make-a-Paper-Mosaic
You can make squares, rectangles, triangles, or even thin strips. Avoid shapes of the same size
Younger children – draw a simple picture or trace around their hand, make a foot print, fruit, different shapes, sun, heart, initials or name etc
Older children
Use a range of different materials to create a large mosaic picture linked to a theme e.g. to say thank you, friendship, family life, environment, school life or badge etc