inspire home learningupload.reactcdn.co.uk/woodhill/uploads/document/yr_2... · 2020-06-14 · 15th...

15th June 2020

Inspire Home learning

Year 2

Reading

This week’s reading strategy you will be using your inferencing skills.

Inferring is when you make a conclusion using the facts and

evidence in front of you, in this instance it will be related to the text

or the pictures in the book. E.g. The word gnarled makes me think of

a knobbly, rough and twisted old tree.

When you infer, use the following sentence starters to help you: Use inferencing skills This word tells me … This part tells me… This makes me think that… I think this character… because … I think the setting is…

Read a new book or choose a book from Oxford Owls eBooks.

https://home.oxfordowl.co.uk/

First, look at the front cover and identify what you can infer.

Then, read each page and use your inferencing skills make conclusions about

the text.

After, look at the images and make inferences on what you can see.

Finally, finish reading the book and using your inferencing skills decide what you

think will happen next.

Use every sentence starter at least once.

Read for a minimum of thirty minutes daily.

Comprehension - Sophie’s favourite Outfit

Sophie loved climbing. It didn’t matter what it was, she would

climb it. She was very active and she enjoyed riding her bike,

but most of all she loved to roller-skate. She liked to do these

things, but sadly her clothes always ended up worse for wear.

Her shirt was ripped and so were her favourite blue jeans. Not only that, but her

denim jacket and matching cap were also badly torn.

Sadly, Sophie’s father looked at her clothes. “You need new ones,” he moaned.

“Those look like rags, change them now!”

“Oh no!” cried Sophie. “My clothes bring me good luck and they are my

favourite. I always want to keep them.”

Sophie’s grandfather was coming round for dinner because it was the weekend.

“Let me look at them Sophie,” he said. “I will see what I can do

so that you will always be able to keep them.”

https://home.oxfordowl.co.uk/

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Year 2

And that’s exactly what he did. He took the clothes and slowly began to cut

them up. He cut different shaped pieces and then he sewed all the pieces

together. He made them into a beautiful quilt.

Now Sophie uses her quilt every night and it always brings her good luck.

A. Choose the best ending for each sentence and write the sentence.

1. Another good name for the story is

a. A Quilt from Rags.

b. Old Clothes Must Go!

2. Sophie really wanted to

a. stop ripping her clothes.

b. Always keep the same outfit.

3. Grandfather helped Sophie keep her clothes by

a. turning them into something new.

b. making them look like new clothes.

4. You know Sophie liked her quilt because she

a. said it was beautiful.

b. used it every night.

5. The quilt brings Sophie good luck because it

a. is made from her favourite clothes.

b. keeps her warm every night.

B. Aircraft is a word that is made from two words, air and craft. The word

aircraft is called a compound word because it is made up of two words.

Put each set of two words together to make a compound word and use

that word in a sentence. E.g. An aircraft flies quickly across the ocean.

1. out + side =

2. back + yard =

3. bed + room =

4. week + end =

5. up + stairs =

C. Read the words you wrote and decide which one fits best in each of the

following sentences. Write each sentence.

6. Sophie climbed a tree in her …

7. She always likes to play … in her …

8. While Sophie’s grandfather was downstairs, she was …

in her …

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Year 2

9. He was in his … making a quilt.

10. Sophie will visit her grandfather next …

D. Sophie was as fast as a squirrel.

This sentence helps you understand how fast Sophie was. The phrase “as

fast as a squirrel” is a simile. It’s a different way of saying that Sophie was

very fast.

Choose the word from the first two sentences that best fits in the blank

and write the sentence.

1. A bee is busy. A pig is lazy. Sophie’s grandfather was as busy as a …

2. The sun is warm. Ice is cold. Grandfather’s smile was as … as the sun.

3. A rose garden is beautiful. A mud hole is ugly. The quilt was as … as a

rose garden.

4. A mouse is quiet. A dog is loud. Sophie is as quiet as a … when she

sleeps.

5. A bear is hungry. A cat is sleepy. Sophie is as hungry as a … when she

comes home.

English

Recap from last week, think about the two boys. Boy A and Boy B, looking at the

images below.

What do you predict is going to happen? Infer how the characters is feeling.

Using these sentence stems, write your predictions.

I wonder if … because …

I bet that … because …

I predict that … because …

I think that … because …

The pictures tell me that…

I imagine that…

I think…will happen

This makes me think that

I think this character … because

I think the setting is

I think the mood is

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Year 2

Using your predictions, inferences and the images write a sentence as it is from

the book.

e.g.

Prediction: I wonder if the boy is running behind the plane because the boy is

holding the other boy’s hand and is running through the field as if he is trying to

catch something.

As I was running through the field, I suddenly realised I left my bag on the plane.

So I grabbed my friends hand and tried to run after the plane so I could get my

belongings.

_____________________________________________________________________________

Carefully analyse the text below. What do you predict is going to happen? Infer

how the character is feeling.

This is what I learned throughout my last summer.

Never ever leave your socks on a washing line.

Never ever eat the last chicken at a small party.

Never ever drop anything made out of glass.

Using your predictions, inferences and the text, draw the

illustrations to match the senteces.

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Year 2

_________________________________________________________

What other books and films have influenced your writing and images this week?

I have been influenced by…

This would make a good story because…

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Year 2

Spellings

Practice spelling the words below and identify what they mean. You can use

the Say, Cover, Spell, Check method as demonstrated below.

After you have practiced spelling your chosen words, put them into sentences

ensuring you use capital letters and the correct punctuation.

Word Look Say it Cover it Spell Check

clothes

night

knight

quite

quiet

they’re

there

their

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Year 2

Phonics

This week we are going to look at the prefix mis-.

A prefix is a letter or group of letters placed at the beginning of words to

change the word’s meaning.

The prefix mis- means the opposite or incorrect

For example: the word misspell means that you did not spell the word correctly.

Add the prefix un- to the following root words and identify their meanings.

Root word Added prefix Definition

understand Misunderstand You did not understand

something or the

situation.

interpret

judge

spell

match

behave

place

Now have a go at using each of those words in a sentence.

For example: Please do not misunderstand me.

Practice your phase 4, 5 and 6 phonics sounds using interactive games!

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

Username: march20

Password: home

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

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Year 2

Grammar and Punctuation

Over the coming weeks, we will be exploring each of the 4 sentence types in

more detail. We are starting this week with commands.

Read the statements and questions and turn them into commands.

Remember to use the correct punctuations.

Your room is untidy.

The cat needs feeding.

You are talking too much.

I want a drink.

Would you like to start your work on a clean

page?

Can you please clear everything from the

tables?

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Year 2

Now apply your knowledge of commands.

Commands are also instructions.

Write three commands that explain how to make a sandwich:

e.g. Put butter on the bread.

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Year 2

Maths:

Arithmetic:

66 + ____ = 100 22 ÷ ____ = 11

45 - ____ = 2 5 x ____ = __

____ + 22 = 70 ___ x 5 = 100

99 - 11 = ___ 85 ÷ ___ =__

Use your number facts

knowledge to find the

missing numbers!

First, let’s revisit our mathematical vocabulary!

Dividend– the number that is being divided.

Divisor – the number which the dividend is being divided by.

Quotient – the answer to the division problem.

Now, let’s describe the patterns we have seen! Can you use your mathematical

vocabulary to help you describe the patterns?

A pattern I’ve spotted is…

Something I’ve noticed is…

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Year 2

Lesson 1: Fact families addition and subtraction bonds to 20

Click the link to watch the video shown in Week 3 Lesson 1: fact families addition

and subtraction bonds to 20, or use the guidance in the box below to support

with teaching. https://whiterosemaths.com/homelearning/year-2/

Lesson guidance

In this lesson we will be looking at fact families to 20, within addition and

subtraction. In an addition and subtraction fact family, there are four addition and

subtraction sentences created using three numbers.

Fact families can also be represented in different models.

For example:

The part-wholemodel and the bar model.

https://whiterosemaths.com/homelearning/year-2/

15th June 2020


Year 2

Complete the questions after watching the video or from the lesson guidance.

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Year 2

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Year 2

Lesson 2: Compare number sentences

Click the link to watch the video shown in Week 3 Lesson 2: Compare number

sentences, or use the guidance in the box below to support with teaching.


Lesson guidance

In this lesson we will be comparing number

sentences.

When comparing number sentences you have to

look at the number sentence and solve either

addition or subtraction equation. Once you have

the total of both number sentences you have to

look both numbers to identify which number is

greater or less than.

Look at the images and identify the numbers,

then add the numbers, once you have your

total, compare the numbers to identify which

number is either greather, lesser or equal to.


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Year 2

Complete the questions after watching the video or from the lesson guidance

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Year 2

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Year 2

Lesson 3: Related facts

Click the link to watch the video shown in Week 3 Lesson 3: related facts, or use

the guidance in the box below to support with teaching.


Lesson guidance

In this lesson we will be using our knowledge of one/tens and number bonds. For

example, if I know that 2 + 5 = 7, that means I know that 20 + 50 = 70

Drawing ones and tens will help to understand realted facts.

Using the part-whole model, you can solve the number sentence. For example:

Part-whole models, you just add the two numbers together to get the third number.


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Year 2


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Year 2

Lesson 4: Add and subtract ones

Click the link to watch the video shown in Week 3 Lesson 4: add and subtract

ones, or use the guidance in the box below to support with teaching.


Lesson guidance

In this lesson we will be adding and subtracting one. Using our knowledge of the

ones we will be solving word problems and number sentences.

To solve addition and subtraction number sentences we can use different methods

for example: A number line or drawing dienes.


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Year 2


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Year 2

History

Tudor England is famous for its beautiful and regal clothing, particularly during

the reign of Queen Elizabeth I. The clothing was a display of how rich a person

was as they could afford clothing made of silk linen or fine wool. Their clothes

were also embroidered with gold thread and decorated with jewels.

The wealthy during the Tudor period also wore a ruff

which is a circular collar that is made from crimped or

pleated frill which covered the neck, chin and shoulders

of women and covered the neck and shoulders of men.

Like so many other pieces of Tudor clothes, it

demonstrated the wealth and importance of the person

wearing it.

Rich ladies wore padded skirts held up with loops. Over these went bodices and

colourful floor-length gowns.

Rich men wore white silk shirts, frilled at the neck and wrists. Over this they wore

a doublet (a bit like a tight-fitting jacket), and close-fitting striped trousers (called

hose).

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Year 2

Everyone wore their hair shoulder length too.

Women's clothing gave them a triangular shape. Their corsets

were tight fitting making their waists very thin, while their

petticoats and gowns were very wide.

Men's clothes made them look square. They wore short jackets

and the shoulders of their coat were cut wide.

During the Tudor period, poor people wore simple, loose-

fitting clothes made from woollen cloth. Most men wore

trousers made from wool and a tunic which came down to

just above their knee. Women wore a dress of wool that went

down to the ground. They often wore an apron over this and

a cloth bonnet on their heads.

Use all of the information above to design your own Tudor outfits for the rich and

poor. Remember to show the wealth of your clothing using jewels, a ruff and

gold thread.

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Year 2

Rich Man Rich Woman

Poor Man Poor Woman

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Year 2

Reflection:

What is similar about the Tudor clothing to our modern clothing?

The clothing is similar because…

What is different between the Tudor clothing and our modern clothing?

The clothing is different because…

Would you rather wear the clothing from now or the Tudor period? Why?

I would rather wear the clothing from_____ because…

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Year 2

Geography

This week we are going to compare and contrast the two different localities you

have researched over the last two weeks. The first week you researched the

country Egypt and then last week you researched our own country England.

Using your research, write the similarities and differences about Egypt and

England.

England & Egypt Questions:

Which continent is it in?

Which oceans and seas are nearby?

What is the weather like there?

Who lives there? What can you see there?

Similarities Differences

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Year 2

Science

This week we are going to be learning about plants. Draw your own plant and

label it’s features.

After you’ve labeled the features, identify what the features does and why.

Keywords: roots, petal, stem, leaves.

What if plants didn’t have roots? What might

happen to the plant?

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Year 2

R.E – Judaism

Let’s recap some facts about Judaism. What can you recall? Write down some

facts that you can recall.

Over the past few weeks we have been learning about Yoni

and his family. This week we are going to explore the Jewish

celebration of Shabbat. Shabbat is the Hebrew word for

Sabbath, the Sabbath is known as a day of rest. People in the

Jewish community don’t work during Shabbat.

The start of Shabbat is Friday evening, the celebrations start

Friday evening and go through to Saturday night. It is known as a day of rest

and prayer, and the Jewish community see it as a gift from God.

Many Jewish people attend services in a synagogue on Shabbat, even if they

do not go to the synagogue during the rest of the week. Shabbat services are

held on Shabbat eve (Friday night), Shabbat morning (Saturday morning) and

late Shabbat afternoon (Saturday afternoon).

Yoni and his family say prayers and blessing over wine

and bread, as well as saying the prayers and blessing

over each other. Candles are always lit to welcome the

Shabbat every week.

At the Shabbat meal there

are always two loaves of challah which is a

plaited loaf. This is to remind the Jewish

community of the bread which God sent to their

ancestors after they escaped from slavery in

Egypt.

At the end of Shabbat, there is another ceremony called

Havdalah, this involves blessings being said over wine, a box of

spices and a special plaited candle. The candle has many wicks

which are lit during the Havdalah ceremony. After this, everyone

sniffs the spices, such as cloves, and they carry the sweetness of

Shabbat with them into the rest of the week until the next

Shabbat.

Now you have read some facts about the Shabbat, answer the

following questions and explain your answers using your

reasoning skills.

Why does the Jewish community celebrate Shabbat?

How is Shabbat celebrated?

What happens during Shabbat?

How does Shabbat compare with other religions day of rest?

What similarities and differences are there between the

Shabbat and other religions day of rest?

15th June 2020


Year 2

Art:

This week we are going to research an artist who makes sculptures out of

recycled objects.

Using the character skill of wonder, research everything you can about Michelle

Reader, a sculpture artist. Make notes about what she does, the colours she uses

and anything else that you notice. In addition, identify what she creates her

sculptures from.

This is her website.

http://www.michelle-reader.co.uk/index.html

Alternatively, look at the flowers I created below using recycled objects.

Identify what you can see, look at the colours and what you think the item is

made from, only recycled household products were used. Makes notes so you

can refer to these when you make your own.

After, think about what reminds you of summer, it could be flowers, trees, insects

or anything else you choose. Decide on what you would like to draw and then

make after.

http://www.michelle-reader.co.uk/index.html

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Year 2

I chose flowers but you can choose your own item that reminds you of summer.

Then, sketch how you would like your item to look.

Think of what you have at home to make the item.

You may have cereal boxes, clean empty toothpaste tubes, clean animal food

sachets, wrappers from tinned food (your families can remove them for you), or

any other safe items that you can use.

Next, start to create your object.

When you have finished making your sculpture, think about what you like about

it. Is there anything you would change if you had to tell somebody how to

recreate your item? (e.g. the material used to make it, or the design etc.)

Character skills

Leadership

This week our focus is going to be on aspiration. Set yourself an

achievable goal for the week (It could be to tidy your room or

to read for 30 minutes every day for example). At the beginning

of the week, think about why your goal is important to you and

decide what you are going to do to achieve your goal.

Why is your goal important to you?

How are you going to achieve your goal?

My goal is important to me because…

I am going to achieve my goal by…

At the end of the week, reflect on your goal.

Did you achieve your goal? Why/ why not?

How could you continue to work on your goal in the future?

I did/didn’t achieve my goal because…

To continue to work my goal in the future, I will...

“No copyright infringement is intended” with any of the items

used in home learning dated 15th June 2020.

15th June 2020


Year 2

This week we are going to think about the impact we have had on our lives and local

area. You are going to become a Changemaker and reflect on decisions you would

make if you had the power!

Explain your choices to someone at home and convince them why your change

would be important. Think about the positive impact it would have and who it would

be good for.

What change would you make in your

school?

Why is this change important to you?

Who would benefit from the change you

want?

The change I would want to

make is…

This change is important to me

because…

_____ would benefit from my

change because…

Now have a think about the changes you would make in other places in your life.

What would you change about your local area? What about in the UK? What about

a change that would affect the whole world?

Use the thinking questions and sentence stems above to explain your ideas and

listen to the ideas of others.

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