home learning pack week 14 monday 13 july friday 17 july

Home Learning Pack

Week 14

Monday 13th July – Friday 17th July

Year 2 Home Learning Pack Week 14 Week Commencing Monday 13th July 2020

Below is a list of some different activities you could do with your child. Please record any work in their

home learning books and include photographs where possible. Phonics, literacy and maths tasks included

for the week. Please continue with reading daily and key any words.

Daily jobs: -

Phonics sounds and key words Counting Reading

Monday

Daily jobs +

One maths task- to be recorded in their books. This may be drawing, taking a picture or recording their answers.

One writing task to be written in their books.

One phonics task – should take no longer than 20 minutes.

Tuesday Daily jobs +




Wednesday Daily jobs +




Thursday Daily jobs +




Friday Daily jobs +




There are suggestions at the end of other activities you could do with your children. Thank you for your

continued support during this difficult period.


Spellings

Week 1: contraction

can’t

couldn’t

won’t

wouldn’t

after

hour

our

Week 4: possessive (These can be any names)

Hannah’s

Jessica’s

Jack’s

Katie’s

Ben’s

Week 2: contraction

don’t

didn’t

it’s

I’ll

we’ll

parents

because

Week 5: possessive

(the) boy’s

(the) girl’s

(the) school’s

(the) castle’s

(the) man’s

Week 3: contractions

she’ll

he’ll

they’d

shouldn’t

sure

sugar

money

Week 6: Common exception

Children should now be able to

spell most common exception

words. Test this week will be

chosen at random from the

common exception word list.

(attached)


Phonics This week’s phonics is a recap of all phases. Each day’s game can be adapted to any level. They do not

need to be completed in the following order. Phonics can be practised through lots of different games. The more fun children have, the more likely the learning is

to stick in their brain. In this resource, you will find a selection of popular games which can all be adapted for the

stage at which your child is working at. In this document, the terms ‘level’ and ‘phase’ are both used. ‘Level’ refers to

the Twinkl Phonics scheme - you can find more information about it here. Use the word bank at the end of the

document to help you find words and sounds suitable for your child. All of these games are suitable for use with: •

Sounds (graphemes) • Decodable words (words you can sound out) • Tricky or Common Exception Words Where

possible, there are suggestions of how to play the games so different ages can play at the same time - even toddlers.

Day 1

BINGO! Suitable for: • Sounds (graphemes) • Decodable words (words you can sound out) • Tricky or Common Exception Words

What do I need? • Bingo base board – you can make this from a piece of paper, 1 for each player. • Pen for writing on the boards • Counters / buttons / milk carton lids – 6 for each player • Picture or word cards to match the bingo board

How do I play this game? 1. Draw lines to divide your piece of paper or card into six boxes. 2. Write one sound or word in each of the boxes. 3. Draw or find pictures to match the sound or word card. 4. Each player has a bingo board and six counters. 5. Hold up a picture/sound card. Each player must read the sounds or words on their bingo board to see if it matches. Say the sound or word if it matches and cover it with a counter. 6. The first player to cover all of their sounds or words shouts ‘bingo’ and is the winner.

Day 2

WHAT’S IN THE BOX? Suitable for: • Sounds (graphemes) • Decodable words (words you can sound out)

What do I need? • Sound or word cards • Box or bag to hide the objects or pictures in • Objects or pictures to match the sound or word cards (e.g. picture of feet to match the ‘ee’ sound)

How do I play this game? 1. Hide the objects or pictures in the box or bag. 2. Spread the sound or word cards around the box or bag. 3. Ask your child to choose one of the sound or word cards. Ask them to say the sound or sound out the word.

4. Once your child has said the sound or word, encourage them to look in the box or bag to find the picture that matches.


Day 3

SILLY QUESTIONS

Suitable for: • Decodable words (words you can sound out) • Tricky or Common Exception Words

What do I need? • Questions containing decodable words and Tricky Words • Card saying ‘yes’ • Card saying ‘no’ • Sticky tack – optional

How do I play this game? 1. Write silly questions that contain words that your child can sound out or words that can be sounded out and Tricky Words. 2. Stick the ‘yes’ card at one side of the room or space and the ‘no’ card at the other. 3. Ask your child to read the silly question. You may need to support them to sound out the words or help them read the tricky words. 4. When your child has read the word, give them some thinking time to answer the question. 5. On your say so, they can walk/run/hop to the ‘yes’ or ‘no’ card. As long as your child can read the question to you and give you a reason why they went to ‘yes’ or ‘no’, then their answer is valid. If they want to be silly, that’s ok! 6. Repeat steps 3 – 5 for other silly questions.

Day 4

DESIGN YOUR OWN BOARD GAME Suitable for: • Sounds (graphemes) • Decodable words (words you can sound out) • Tricky or Common Exception Words What do I need? • Dice • Counters / buttons / old lids • Game board – make your own How do I play this game?

1. Design your own game board using sounds or words from the word bank on page 10.

2. Have one counter for each player. The first player rolls the dice and moves that many spaces. When they land on the sound or word, they have to say the sound or read the word. If it is a decodable word, you may need to support your child to sound it out. You could also write the sound buttons underneath the word to help your child sound out the word. If they cannot read the word then they move back to the previous space.

3. Each player takes it in turns until one player gets to the end square and is the winner.


Day 5

STEPPING STONES/PUDDLE JUMPING

Suitable for: • Sounds (graphemes) • Decodable words (words you can sound out) • Tricky or Common Exception Words

What do I need? • Card or paper ‘stepping stones’ or ‘puddles’ • Pen • Wellies (for fun!)

How can I play this game? 1. Write sounds or words on the card ‘stones’ or ‘puddles’. 2. Spread the words out on the floor or outside. 3. Encourage your child to hop onto a ‘stone’ or into a ‘puddle’ and read the word they have landed on. Ensure care is taken if the surface is slippery. If you are playing the games as ‘Puddle Jumping’, your child could wear their wellies as they jump between the ‘puddles’.

Some children will also need consolidation of phase 4/5 phonics, please use the

following links to help with this as well as phase 5 cards:

Geraldine Giraffe - https://www.youtube.com/user/breakthruchris

Phonics play – phase 5 sounds https://www.phonicsplay.co.uk/Phase5Menu.htm

Phonics bloom - phase 5 https://www.phonicsbloom.com/uk/game/list/phonics-games-

phase-5

Galactic phonics http://www.galacticphonics.com/

https://www.youtube.com/user/breakthruchris

https://www.phonicsplay.co.uk/Phase5Menu.htm

https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-5

https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-5

http://www.galacticphonics.com/


Phase: Suffixes: -ing, -ed, -er, -est, -ful, -ly, -y, -ment –ness, plurals -s, -es

Homophones: there, they’re, their, to, two, too

Contractions: I’m, can’t, don’t, let’s

y saying ‘igh’, dge and ge saying ‘j’, gn, kn, wr, -le, -el –al, -il, eer saying ‘ear’, ture, mb, al saying ‘or’, o

saying ‘u’, ey saying ‘ee’, s saying ‘zh’, wa saying ‘wo’, qua, saying ‘quo’, -tion

Phase words: bushes, catches, hopped, hoping, careful, playful, runner, writer, slower, biggest, happiest,

latest, sadly, happily, brightly, lately, payment, development, sadness, happiness, darkness, funny, smoky,

sandy, knives, leaves, loaves, reply, bridge, orange, gnome, knock, wrong, bubble, camel, total, pencil,

steer, picture, lamb, hall, brother, money, treasure, watch, quality, motion

Y2 Common Exception Words: door, floor, poor, because, find, kind, mind, behind, child, children, wild,

climb, most, only, both, old, cold, gold, hold, told, every, great, break, steak, pretty, beautiful, after, fast,

last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could,

should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents,

Christmas, everybody, even, early


Reading The following activities can be completed with any book


Literacy – This week we will be looking at riddles.

Day 1

Exploring riddles allows you to be a detective and a spy, following clues, and

writing in code.

A riddle is a statement or a question with a hidden meaning that forms a puzzle to

be solved. A “riddle rhyme” is a riddle that is written in the form of a poem.

Riddles are often set out in short verse, and have been found across the world

throughout history; in Old English poetry, Norse mythology, Ancient Greek

literature, and the Old Testament of the Bible!

It’s a good idea to look at some riddles before you start to write your own, so you

can get a feel for the way they work. Have a look at the examples on resource day

1.

Read the riddles and write the answer underneath.

Day 2

Use the work sheet from resource day 2.

Read the features around the edge of the riddle. Read the riddle and when you

notice one of the features, highlight it.

Have you found all the features?

Day 3

Look at the photos on resource day 3. Write down things about each picture.

Use what you have written to write a riddle about 5 of the pictures.

The Rules

Don’t give away the answer by using the exact word in your riddle.

Try not to use more than 5 or 6 lines, because a riddle should be easy to

remember.

It doesn’t have to rhyme, but it can if you like.

Finish with the line ‘What am I?’

Day 4 Can you write your own riddle? Pick a farm animal to write a riddle about.

Writing a riddle is the reverse of solving a puzzle – you have to start with the answer. So first, choose an animal to write about.

Once you know the solution, you have to think of the clues that will lead someone to guess it. Imagine you are that thing, and describe yourself.

You can use sentences such as:I look like…

I sound like…

You find me…

I have…

I am…

I feel…’


Day 5 Today, choose anything you like to write a riddle about but we are going to extend our riddle writing.

Try to use your imagination, and think of creative descriptions – if something is round like a ball, you could say ‘shaped like the earth’, or ‘a swollen circle’.

Extend yourself further and try to add a second part to the sentences, which starts with ‘but’.

Here is my own example – I wonder if you can guess it?

I am a green ball that doesn’t bounce After I’ve been popped from my green house.

I’m good to eat, but not with a fork; I’d help teach the alphabet if I could talk.

What am I?


Day 1

I have streets but no pavement, I have cities but no buildings, I have forests but no trees, I have rivers yet no water. What am I?

You may enter, but you may not come in, I have space, but no room, I have keys, but open no lock. What am I?

What does man love more than life, fear more than death or mortal strife, what the poor have the rich require, and all contented men desire. What misers spend and spendthrifts save and all men carry to the grave?

*Answers: A Map; A Computer keyboard; Nothing


Day 2:


Day 3


Maths

Maths

Please note that because we are a mixed year group class, we re-

designed our coverage time table which means that the home learning

slides on White Rose do not correspond with our timetable this week.

This week in year 2, we’re looking at statistics.

We have touched on statistics just before Easter so children may

remember some aspects.


Day 1: Lesson 6 Children use horizontal and vertical pictograms and answer questions in

order to show their understanding of interpreting data.

Remember to look at how much each picture is worth. If the picture is worth 10 and only

half the picture is there, then you must half 10 to get the correct amount.


Answers


Day 2: Lesson 7: Today, choose which questions to answer. If you feel confident with

pictograms then skip the first set of questions and jump straight to the second page but if

you’re not quite sure then just stick with the first page 😊 Children continue to interpret pictograms and now answer true or false questions. Children on this sheet have a

variety of different statements.

First work out how many of each animal.


First work out how many of each animal.


Answers:


Day 3: Lesson 8: Bar charts.

Children now work with block diagrams or bar charts. (Ideally, they should have an

opportunity to build block diagrams using blocks, Lego or cubes.) Children check the scale

of their chart and answer questions to show their level of understanding.

Below are some different charts and diagrams. Each one goes up in a different scale. Read

the numbers on the scale to the left to see how much each block is worth before

answering the questions.


Answers


Day 4: Lesson 9 Drawing block diagrams.

Can you put the data collected into a block diagram using coloured pencils?

Remember, look carefully at the scales as each bar graph goes up in a different

amount therefore each block will be worth a different number.


The following questions are trickier. (If you do not feel secure with the

previous questions – please skip this one.)

You will need to work out what each block is worth and add your own scale to

the left.

Answers:


Day 5: Lesson 10. – Mastery. Again, today there is a choice of questions. If

you feel confident with the previous learning then skip the first set of

questions and jump straight to the second page but if you’re not quite sure

then just stick with the first page 😊

You are presented with a variety of data in the form of tally charts, pictograms

and block diagrams. Cut these out and make your own set questions for the

data. You can either answer your own questions or ask someone else to answer

them. (You must know the answer too so you can mark them right or wrong)


Page 1: Children on this sheet have all of the data and scales completed for

them.


Page 2: Children on this sheet have to decide on the number they key will

represent and the scales of their block diagrams. Children can add data if they

choose to.


As we are nearing the end of our school year, reflect on the things you enjoyed most about year 2.


So many of you enjoy drawing, have a go at these moving picture tutorials to add a twist

to your art!

https://www.youtube.com/watch?v=zk8DyJVe8fk

https://www.youtube.com/watch?v=oufXsVM1oIQ

https://www.youtube.com/watch?v=4BFzt5i1jXA

https://www.youtube.com/watch?v=lfgaJQ3z3nE

https://www.youtube.com/watch?v=zk8DyJVe8fk

https://www.youtube.com/watch?v=oufXsVM1oIQ

https://www.youtube.com/watch?v=4BFzt5i1jXA

https://www.youtube.com/watch?v=lfgaJQ3z3nE

home learning pack week 14 monday 13 july friday 17 july

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