Friday 26^th February

L.O. To identify and use co-ordinating and sub-ordinating conjunctions

Gruffalos

Today we are going to recap and reinforce our learning from before the half term holidays. We are going to have another look at the different conjunctions (WOW words) that we can use in our writing to make our sentences better.

TASK 1: I would like you to have a look through the ‘co-ordinating conjunctions’ and ‘sub-ordinating conjunctions’ PowerPoints with an adult at home which can be found in the ‘Spring 2 Home Learning’ folder under ‘English’, ‘Week 1’ and ‘Friday 26^th February’. This will help you refresh your memory on how and why we use different conjunctions in our writing.

TASK 2: After looking at the PowerPoints above, I would like you to see if you can spot my mistakes in the ‘silly conjunction sentences’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘English’, ‘Week 1’ and ‘Friday 26^th February’. For each sentence on the worksheet, I would like you to circle the conjunction that doesn’t make sense and replace it with the conjunction that will make the sentence make sense. Please do this for all the sentences on the worksheet.

TASK 3: Now that you understand why and how we use different conjunctions in our sentences, I would like you to complete the ‘missing conjunctions’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘English’, ‘Week 1’ and ‘Friday 26^th February’. Please read each sentence on the worksheet or get an adult to read them to you if you are struggling, and then I would like you to choose the correct conjunction for each sentence.

CHALLENGE: Now it’s time to stretch your brains a little bit further. I would like you to use your knowledge of conjunctions and write your own sentences using each conjunction at least once. Please try to link your sentences to our English topic all about growing plants.

For example:

If I don’t water my plant, it will die.

A plant needs water and sunlight to help it survive.

Once you have finished all your activities, please send me a photograph of your work!

Hungry Caterpillars

Today we are going to recap and reinforce our learning from before the half term holidays. We are going to have another look at the conjunction word ‘and’ which helps us to join words and link ideas in our sentences.

TASK 1: Here I have two sentences. Can you discuss with an adult how I might join them together using the conjunction ‘and’?

‘A plant needs water. A plant needs sunlight.’

There are a few steps we should follow when we want to join two sentences together that are separate to begin with.

STEP 1: First we need to remove the full stop in the middle of the two sentences. So now we have:

A plant needs water A plant needs sunlight.

STEP 2: For the final step, we need to add our ‘and’ conjunction, but I am not sure where to put it! Can you have a think and see if you can select the right option?

1. A plant needs and a plant needs sunlight.

2. A plant needs water and a plant needs sunlight

3. A plant needs water a and plant needs sunlight.

That’s correct! The right answer is:

A plant needs water and a plant needs sunlight

TASK 2: Now that you have seen an example, I would like you to have a go at completing the ‘Using and’ worksheet in our ‘Spring 2 Home Learning’ folder under ‘English’, ‘Week 1’, ‘Friday 26^th February’ and ‘Hungry Caterpillars’.

Once you have completed the worksheet, don’t forget to send me a picture of your spectacular sentences!

Week Commencing 22^nd February

Phonics lessons will now take place on our LIVE online sessions with your teachers! So please do log on to our online meetings at 9:30am EVERY morning and join in our year 2 phonics lessons.

If you would like to do some extra phonics during the day at home, please have a look at these sounds in the videos below:

Miss Bretherton’s Group:

• ir - The /ir/ spelling pattern - Mr Thorne Does Phonics - YouTube

• air, are and ear - air, are, ear words - YouTube

• are - The /are/ spelling pattern - Mr Thorne Does Phonics - YouTube

Miss Scott’s Group:

• oi - Geraldine the Giraffe learns /oi/ - YouTube

• ear - The /ear/ - Mr Thorne Does Phonics - YouTube

• air - The /air/ - Mr Thorne Does Phonics - YouTube

Miss Pomfret’s and Mrs Vacchiyat’s Group:

• ss - The /ss/ spelling pattern - Mr Thorne Does Phonics - YouTube

• j - The /j/ - Mr Thorne Does Phonics - YouTube

• v - v sound - Mr Thorne Does Phonics - YouTube

Week commencing 22^nd February

L.O. To spell common exception and high frequency words

Gruffalos

This week I would like you to practise these words for your spellings.

• house

• our

• beautiful

• after

• fast

• last

• past

• father

• class

• grass

It's very important that you practise these spellings every day. When you are practising your spellings, you can practise writing the words, practise putting the words into sentences and practise writing sentences with those words in them.

Monday 22^nd February: Practise writing the words 5 times by looking at them and copying them.

Tuesday 23^rd February: Practise writing the words 5 times by looking at them, covering them up and then writing them.

Wednesday 24^th February: Practise saying sentences that include your spelling words.

Thursday 25^th February: Write sentences with your spelling words in them.

Friday 26^th February: Get an adult at home to test you on writing your spellings without looking at the words.

Each day when you have completed your spelling tasks, please send me a photograph!

Hungry Caterpillars

This week I would like you to practise these words for your spellings.

• one

• once

• friend

• school

• house

• our

It's very important that you practise these spellings every day. When you are practising your spellings, you can practise writing the words, practise putting the words into sentences and practise writing sentences with those words in them.

Monday 22^nd February: Practise writing the words 5 times by looking at them and copying them.

Tuesday 23^rd February: Practise writing the words 5 times by looking at them, covering them up and then writing them.

Wednesday 24^th February: Practise saying sentences that include your spelling words.

Thursday 25^th February: Get an adult at home to test you on writing your spellings without looking at the words.

Each day when you have completed your spelling tasks, please send me a photograph!

Week commencing 22^nd February

L.O. To form my letters correctly, starting and finishing in the correct places

Instructions for Letter Join

STEP 1: Log into Letter Join with your login details below:

Robins Class Login

Username: intack_5

Password: robins

Sparrows Class Login

Username: intack_6

Password: sparrows

STEP 2: When you have logged in, click on the green tab for the ‘harder words’.

STEP 3: Then click onto the words that you need to practise each day.

STEP 4: Then you can click on the picture of the speaker under each word to remind yourself of how we pronounce and read the word.

STEP 5: Then click onto the word to see a video of how to write the word correctly, starting and finishing in the correct places.

STEP 6: Once you have watched the video on how to write each word, click on the blue icon underneath that is labelled 'try'.

TASK 1: Which letters should you practise?

Monday 22^nd February: ‘Harder words’ – yell eye jaw jay

Wednesday 24^th February: ‘Harder words’ – huge going quay queen

Friday 26^th February: ‘Harder words’ – bap kept apple back

TASK 2: When you have practised writing the letters/words on an iPad/computer/laptop, please find the letter/word formation worksheets for each day in our 'Spring 2 Home Learning' folder under 'Handwriting' and 'Week 1'.

When you have completed your daily handwriting tasks, please send me a photograph of your beautiful handwriting!

Week commencing 22^nd February

This week we are going to have a look at a range of reading activities. Please find the different reading activities that I would like you to have a look at this week.

Monday 22^nd February

L.O. To discuss the meaning of unfamiliar words, using words that we already know

Whilst we have been reading the ‘Charlie and the Chocolate Factory’ book together during our online sessions, we have come across some new words that you may have never seen or heard before. Today you are going to have a look at the new words that we have heard during chapters 1 and 2 of our story. I would like you to write a definition for each word (writing about what each word means). Please see the words below and write their definitions on a piece of paper. You could either use a dictionary or google to help you find the meaning of these words. If you struggle to read any of the words, please get an adult to help you and try and use your phonics where you can.

REMEMBER: If you are using google, it is really important that you work with an adult at home.

• poor

• steel

• starving

• pleased

• draughts

• greedily

• inventor

• tremendous

• shrivelled

• delicate

• eager

• refrigerator

• chuckling

• rich

• absurd

Once you have found the definitions for each word and have written them down, I would like you to keep them safe so that you can try and use some of these words in your own writing. Please send me a photograph of your definitions when you have finished this activity.

Tuesday 23^rd February

L.O. To demonstrate an understanding of a text

Starting from this week, each week you are going to have a go at answering comprehension questions about each chapter of our class book ‘Charlie and the Chocolate Factory’. Today we are going to start from chapter one.

TASK 1: I know that it has been a while since we have read chapter one, so before you have a go at answering the questions please click on this link to listen to chapter 1 again - Charlie and the Chocolate Factory, Chapter 1 - YouTube

TASK 2: Once you have listened to chapter 1, I would like you to have a look at the ‘Chapter 1 Charlie and the Chocolate Factory comprehension questions’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘Reading’, ‘Week 1’ and ‘Tuesday 23^rd February’. I would like you to have a go at answering these questions yourself. If you are struggling to read the questions, you can get an adult at home to read the question to you.

REMEMBER: You can listen to the chapter as many times as you like to help you answer the questions.

Once you have had a go at answering all the comprehension questions and you have written your answers down, please send me a photograph of your work.

Wednesday 24^th February

L.O. To read common exception words

This week you are practising SPELLING some of your common exception words. Today you are going to practise READING some of those common exception words with an adult.

Please get an adult to send me a photograph of those words that you could read and a photograph of those words that you struggled with and need to keep practising.

GRUFFALOS: Please find the ‘list of common exception words’ sheet in our ‘Spring 2 Home Learning’ folder under ‘Reading’, ‘Week 1’ and ‘Wednesday 24^th February’.

HUNGRY CATERPILLARS: Please find the ‘list of common exception words - HC’ sheet in our ‘Spring 2 Home Learning’ folder under ‘Reading’, ‘Week 1’, ‘Wednesday 24^th February’ and ‘Hungry Caterpillars’.

Thursday 25^th February

L.O. To apply phonics knowledge and skills to read words

The last week before the half term holidays, we had a look at 5 new sounds in phonics together during our online sessions.

Today I would like you to practise reading words that include those sounds that we have learnt with an adult at home.

Please find the list of ‘phonically decodable words’ in our ‘Spring 2 Home Learning’ folder under ‘Reading’, ‘Week 1’ and ‘Thursday 25^th February.

Good luck year 2, and don’t forget to use your ‘Fred Talk’ to sound out the words if you are struggling!

Friday 26^th February

L.O. To make inferences about characters using evidence from the text

Today I would like you to think about how Charlie Bucket is feeling and what he might be thinking during chapter 11.

TASK 1: I would like you to listen to chapter 11 again. Whilst you are listening to it, I would like you to think about how Charlie is feeling and what he might be thinking during the events that happen in the chapter. Please click on this link to listen to chapter 11 - Charlie and the Chocolate Factory, Chapter 11 - YouTube.

TASK 2: Once you have listened to the chapter, I would like you to write 3 sentences about how Charlie might be feeling and what he might be thinking during the events that happen in chapter 11. When you are writing your sentences, I would like you to give reasons why he might be thinking or feeling the things he is, for example ‘Charlie Bucket will be feeling excited because he has found a golden ticket’. Use all the things you know about what happens in chapter 11 to give your reasons why.

REMEMBER: You can listen to chapter 11 as many times as you need to help you think about all the different feelings that Charlie might be feeling and all the different things that Charlie might be thinking.

When you have finished writing about how you think Charlie is feeling and what you think Charlie is thinking, please send me a photograph of your sentences.

Friday 26^th February

L.O. To calculate mathematical statements for multiplication

Gruffalos

Today we are going to learn a strategy that will help us recall our 2, 5 and 10 times tables.

REMEMBER: the multiplication symbol (x) can represent lots of key words. These key words are:

• Multiply

• Times by

• Lots of

• Groups of

Today we are going to be using our fingers a lot to help us calculate our times table questions.

TASK 1: Just like we do every day, I would like you to watch a few short videos to help you understand how we can calculate mathematical statements for multiplication. Please watch the following videos my clicking on this link: Spring Week 2 - Number: Multiplication and Division | White Rose Maths

• 2 times-table

• 5 times-table

• 10 times-table

TASK 2: I would like you to look at my ‘step by step guide for using our fingers and different counting methods to solve mathematical statements for multiplication’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’ and ‘Friday 26^th February’.

TASK 3: When you are confident with knowing how to use your fingers and counting methods to calculate your times tables, I would like you to have a go at completing the ‘times tables challenge’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’ and ‘Friday 26^th February’. Don’t forget to count in 2s, 5s and 10s to help you work out your answers.

CHALLENGE 1: I would like you to pick 3 of the times table questions that you have completed, and I would like you to draw an array for each multiplication number sentence that you have chosen.

CHALLENGE 2: Now I would like you to pick another 3 of the times table questions that you have completed, and I would like you to write the repeated addition calculation for each one that you have chosen.

For example: 6 x 2 would be the same as 2 + 2 + 2 + 2 + 2 + 2 because I have 6 lots of 2.

TASK 4: Now that you understand how to use your fingers and your counting methods to help you solve your times table calculations, I would like you to have a go at completing some or all of the ‘multiplication problems’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’ and ‘Friday 26^th February’. Remember, don’t forget to use the pictures in the problem, your counting strategies and your fingers to help you solve the problems.

Once you have finished all today’s activities, I would like you to send me a photograph of your work!

Hungry Caterpillars

Today we are going to learn a strategy that will help us recall our 10 times tables.

REMEMBER: the multiplication symbol (x) can represent lots of key words. These key words are:

• Multiply

• Times by

• Lots of

• Groups of

Today we are going to be using our fingers a lot to help us calculate our times table questions.

TASK 1: Just like we do every day, I would like you to watch a short video clip to help you understand how we can calculate our 10 times tables. Please watch the ’10 times-table’ video by clicking on this link: Spring Week 2 - Number: Multiplication and Division | White Rose Maths

TASK 2: I would like you to look at my ‘step by step guide for using our fingers and our counting in 10s method to solve our 10 times tables’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’, ‘Friday 26^th February’ and ‘Hungry Caterpillars’.

TASK 3: When you are confident with knowing how to use your fingers and counting in 10s method to calculate your 10 times tables, I would like you to have a go at completing the ’10 times tables activity sheet’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’, ‘Friday 26^th February’ and ‘Hungry Caterpillars’. Don’t forget to count in 10s to help you work out your answers.

TASK 4: Now that you understand how to use your fingers and your counting in 10s method to help you solve your 10 times table calculations, I would like you to have a go at completing the ’10 times tables multiplication problems’ in the ‘Spring 2 Home Learning’ folder under ‘Maths’, ‘Week 1’, ‘Friday 26^th February’ and ‘Hungry Caterpillars’. Remember, don’t forget to use the pictures in the problem, your counting strategies and your fingers to help you solve the problems.

Once you have finished all today’s activities, I would like you to send me a photograph of your work!

Monday 22^nd February

L.O. To describe how seeds and bulbs grow into mature plants

Gruffalos

Today we are going to start our new topic ‘growing plants’.

Before we start today’s activities, I would like you to have a think about and discuss with an adult at home what you already know about growing plants. You can use the questions below to help you think about what you already know. Remember, DO NOT research any of the answers, I just want to know what you know already.

• What are plants?

• Can you think of any examples of plants?

• What do plants need to grow?

• How do plants grow?

• What are the different parts of a plant?

During today’s activities you are going to learn all about how a seed can grow into a mature plant. Linking to our English topic, all about writing an explanation text about sunflowers, in science you are going to learn the different stages of a sunflower life cycle.

QUESTION: What is a life cycle?

Think back to when we learnt about animals and their young, can you think of how a sunflower begins?

TASK 1: I would like you to have a look with an adult at home at the ‘Sunflower Life Cycle’ PowerPoint in the ‘Spring 2 Home Learning’ folder under ‘Science’, ‘Week 1’ and ‘Monday 22^nd February’. When you are looking through the PowerPoint, I would like you to think about what is happening during the different stages of the life cycle.

TASK 2: When you are confident that you know the sequence of events in the sunflower life cycle, I would like you to have a go at sequencing the stages of the life cycle in the correct order. Please use the ‘6 Sunflower Life Cycle Pictures’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘Science’, ‘Week 1’ and ‘Monday 22^nd February’ to help you complete this activity. I would like you to cut the 6 pictures out and stick them in the correct order on a piece of paper or in your school workbook.

TASK 3: Once you have been able to stick the stages of the life cycle in the correct order, I would then like you to write a sentence about each stage of the life cycle underneath each of your pictures.

For example: Stage 1: A sunflower starts as a tiny, stripy seed in the grainy, soft soil in a plastic flower pot.

Once you have been able to write your sentences about each stage of the sunflower life cycle, please send me a photograph of your work!

Hungry Caterpillars

Today we are going to start our new topic ‘growing plants’.

Before we start today’s activities, I would like you to have a think about and discuss with an adult at home what you already know about growing plants. You can use the questions below to help you think about what you already know. Remember, DO NOT research any of the answers, I just want to know what you know already.

• What are plants?

• Can you think of any examples of plants?

• What do plants need to grow?

• How do plants grow?

• What are the different parts of a plant?

During today’s activities you are going to learn all about how a seed can grow into a mature plant. Linking to our English topic, all about writing an explanation text about sunflowers, in science you are going to learn the different stages of a sunflower life cycle.

QUESTION: What is a life cycle?

Think back to when we learnt about animals and their young, can you think of how a sunflower begins?

TASK 1: I would like you to have a look with an adult at home at the ‘Sunflower Life Cycle’ PowerPoint in the ‘Spring 2 Home Learning’ folder under ‘Science’, ‘Week 1’ and ‘Monday 22^nd February’. When you are looking through the PowerPoint, I would like you to think about what is happening during the different stages of the life cycle.

TASK 2: When you are confident that you know the sequence of events in the sunflower life cycle, I would like you to have a go at sequencing the stages of the life cycle in the correct order. Please use the ‘Sunflower Life Cycle 4 Pictures’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘Science’, ‘Week 1’, ‘Monday 22^nd February’ and ‘Hungry Caterpillars’ to help you complete this activity. I would like you to cut the 4 pictures out and stick them in the correct order on the sunflower life cycle worksheet or in your school workbook.

TASK 3: Once you have been able to stick the stages of the life cycle in the correct order, I would like you to use the ‘key words for sunflower life cycle’ worksheet in the ‘Spring 2 Home Learning’ folder under ‘Science’, ‘Week 1’, ‘Monday 22^nd February’ and ‘Hungry Caterpillars’ to help you label each stage of the life cycle. Please cut out each label and stick the label under the correct stage of the life cycle.

Once you have labelled each stage of the life cycle, please send me a photograph of your work!

Tuesday 23rd February

There is no topic work this week. Please look at the 'Art project' tab below to see your art work for today.

Please complete the activity which asks you to choose and copy a piece of artwork from one of the 6 artists in the art project folder. Don't forget to send me a picture of your artwork once you have completed it.

Over the next few weeks we will be focussing more on our art work.
We will be carrying out an art project called ‘A View from my Window.’

I would like you to create a piece of art work that represents a view from your window.

Please complete tasks below each week:

To be completed at the start of each art activity every week
Task 1: Choose and complete one of the drawing warm-up activities in our 'Spring 1 Home Learning' folder under 'Art', 'Art Project' and 'Drawing Warm-Up Activities'.

Week Commencing 8th February
Task 2: Look at the art work that has been put into the art project folder, choose the one you like the most and find out some interesting facts about the artist. Complete the 'Artist fact file sheet' in our 'Spring 1 Home Learning' folder under 'Art' and 'Art Project'

Week Commencing 22nd February
Task 3: Look closely at a piece of art work from the artist you like the most and have a go at copying it.

Week Commencing 22nd February
Task 4: Now look out of a window of your choice. What can you see?

• The actual view from your window?

• An imaginary view from your window? (e.g. a window into your dreams)

• The view you want for the future when you look out of your window?

It is completely up to you what you create. You can use any materials and resources in your house. This could include crayons, paint, paper, fabrics etc. It is your art work so be as creative as you can.

I would like to see your amazing art work by 26^th February 2021. Good luck year 2!

Useful Websites

https://www.accessart.org.uk

https://classroom.thenational.academy/

http://gomersalprimaryschoolart.blogspot.com

https://www.youtube.com/channel/UCW4BB8xCUzOx7ayi3kACG1w

https://theartyteacher.com

Wednesday 24th February

There are no RE activities this week. Please complete the activities under the 'Art Project' tab above.

Please complete the activity which asks you to create your own piece of artwork based on 'A view from your window'. This can be the actual view or an imaginary view from your window.

Don't forget to send me photographs of your amazing artwork!

Thursday 25^th February

L.O. To understand that medicines can sometimes make people feel better when they are ill

L.O. To be able to give examples of things that people can do to make them feel better without taking medicine if they are feeling ill

L.O. To explain simple safety issues about medicines and their use

Today we are going to be looking at a story all about ‘Harold the Giraffe’ who you have met in school before.

Before you start to have a look at the story, I would like you to have a think about and discuss the following questions with an adult.

ADULTS: the text in [ ] symbols are possible answers that you could use if your child is struggling to think about their own answers.

• If I had a headache what sort of things might make me feel better?

[Rest, quiet space, sleep, water, medicine etc. Make sure that your child understands that there are other alternatives to just using medicine]

• When have you felt ill? What was the matter with you? What sort of things helped you to feel better?

• What medicines have you heard of? If you haven’t heard of any medicines before that is fine!

• How do medicines get into/onto the body?

[As a liquid or tablet that you swallow, inhaler, injection, or creams/ointments that are rubbed onto the skin]

• Where should medicines be kept?

[Out of reach and sight of children, preferably in a locked cupboard]

TASK 1: Now I would like you to have a look at the story ‘Harold’s Picnic’ in the ‘Spring 2 Home Learning’ folder under ‘PSHE’, ‘Week 1’ and ‘Thursday 25^th February’. In this story you will hear about the time that Harold planned a special picnic for his friends Tania, Jocko and Ed6. I would like you to read the story or get an adult to read the story to you. As you read or listen to the story, for each picture there will be a set of questions for you to think about and discuss. Please find the ‘Harold’s picnic questions’ in the ‘Spring 2 Home Learning’ folder under ‘PSHE’, ‘Week 1’ and ‘Thursday 25^th February’. When you answer each question, you should jot down a few of your thoughts onto a piece of paper.

TASK 2: Now I would like you to think back to what you have learnt about the importance of keeping us safe when using medicine. I would like you to make a poster all about the rules of medicines, such as keeping medicines out of reach of children, only taking medicine when we are ill and really need it etc. On your poster I would also like you to include ideas of what else we could do to make ourselves feel better rather than just taking medicine.

Please complete your poster on a piece of paper and when you have finished completing your activities, please send me a photograph of your work!

Please click here for your PE lessons with Mr Fogarty

REMEMBER: exercise is really important for our bodies to keep ourselves healthy.

Click on the link to do PE with Joe Wicks - https://www.youtube.com/c/TheBodyCoachTV/featured

Please click here for your Forest School lessons with Miss Haworth