y2 learning grid week 3, 4th may 2020 summer...
TRANSCRIPT
Y2 Learning Grid Week 3, 4th May 2020 Summer Term
Don’t forget to email one piece of work to [email protected] that you have completed, and are proud of,by Wednes-
day. Look on the school website on Friday to see the celebration of our class’s work.
English Maths RE Science Geography Art/DT Computing PE PHSE Lifeskills
Monday Tuesday Wednesday Thursday Friday
LI: To write a simple ex-
planation of how some-
thing changes when it
grows.
SC: I can use adverbs to
sequence my ideas. I
can describe a change
and order my ideas.
The new class book we
will be studying is Tad-
pole’s Promise. Think of
something you know that
has changed or changes
(maybe a caterpillar, a
seed, a baby). Then de-
scribe what happens
when it grows up - e.g.
When a tadpole changes,
it becomes a frog. You
can extend these sen-
tences using because, so
etc or other causal con-
junction to explain why,
if possible, e.g. When a
seed changes, it becomes
a plant so that it can
make flowers. What
causal conjunctions do
you know?
Watch this BBC bitesize
clip about the lifecycle
of frogs.
https://www.bbc.co.uk/bi
tesize/topics/z6882hv/ar-
ticles/zttckqt
ACTIVITY: Discuss
how the tadpole might
change in a story with
your parents. What
would happen when a
tadpole grows up?
Children to write a sim-
ple explanation of the
lifecycle of a tadpole us-
ing simple sequencing
adverbs/adverbials, e.g.
first, next, finally. Re-
member though that you
are writing about a cycle
so be careful about how
you use finally…
See resource section.
LI: To draw the lifecycle
of a caterpillar and ex-
plain below it what hap-
pens when it grows.
SC: I can use adverbs to
sequence. I can describe
a change and order my
ideas.
Listen to the story up un-
til the first promise is
made. (47s into the clip)
https://www.youtube.co
m/watch?v=eKMl-a3-
uNY
Who is the other main
character in this story?
Do you think it will
change? Describe the
lifecycle of a caterpillar
and remember to extend
your sentences using cas-
ual conjunctions e.g. be-
cause, so etc to explain
why, if possible
e.g. A caterpillar has to
eat a lot of leaves so it
can become big enough
to make a chrysallis.
Watch this BBC bitesize
clip about the lifecycle
of caterpillars.
https://www.bbc.co.uk/bi
tesize/clips/zxcmp39
ACTIVITY: Children to
draw a picture showing
the lifecycle of a frog
and write a simple expla-
nation of this below, us-
ing simple sequencing
adverbs/adverbials, e.g.
first, next, finally. Re-
member though that you
are writing about a cycle
so be careful about how
you use finally…
See resources section.
LI: To use effective verbs
to describe actions
SC: I can identify a verb
in a story. I can make an
appropriate verb choice.
Listen the story all the
way through until “Ex-
cuse me…”
shttps://www.youtube.co
m/watch?v=eKMl-a3-
uNY . Go up to 4mins 9
seconds in the video.
What is a verb? Reread
and collect all the verbs
in the story on a piece of
paper, e.g. begged, gazed,
crawled, promise, for-
give, changed.
Choose at least 3 verbs
from those you have
noted and create an ac-
tion for each of the verbs.
Verbs are sometimes ac-
tions as well as states of
being.
Now reread the story, and
act out the action verb in
each sentence, creating
actions for each one.
ACTIVITY: Look at the
pictures in the resource
section and describe what
is happening.
Improve the verbs in
these sentence using the
thesaurus.
use the link below:
https://www.collinsdic-
tionary.com/diction-
ary/english-thesaurus
Challenge: Try to write
speech for the characters
in the story using differ-
ent verbs.
LI: To use an apostrophe
for singular possession
and for simple contrac-
tions.
SC: I can identify when
something belongs to
someone. I can identify
when letters are missing
and words are shortened.
What is the the punctua-
tion mark used in Tad-
pole’s Promise? ’. It is a
possessive apostrophe
and it tells us that it is
the promise of the tad-
pole… ‘tadpole’s prom-
ise’.
Watch this video to un-
derstand how apostro-
phes are used for posses-
sion.https://www.bbc.co.
uk/teach/super-
movers/ks1-english-
apostrophes-with-sasha-
tyler/z49hd6f
There is also another use
of the apostrophe in the
text. What is it? Listen to
the story via this link and
identify other words that
contain apostrophes:
https://www.youtube.co
m/watch?v=eKMl-a3-
uNY
Some of these words
have been shortened or
contracted (the other use
of the apostrophe).
Watch this video to see
how apostrophe’s are
used for contractions
https://www.bbc.co.uk/bi
tesize/top-
ics/zvwwxnb/arti-
cles/zcyv4qt
ACTIVITY: Sort con-
tractions in resources
section and write sen-
tences using them.
Challenge: Use some of the verbs you learnt yes-terday in your sen-tences.
LI:To use adverbial
phrases for place to cre-
ate setting descriptions
SC: I can use descriptive
adjectives and adverbs I
can write a setting de-
scription. I may use al-
literation.
Watch this video if you
need to remind yourself
about what alliteration is:
https://www.youtube.co
m/watch?v=y-koivS_aho
What is the setting of the
story? Watch previous
video link if you need to.
We are going to adapt
this opening adverbial
phrase ‘where the willow
meets the water’. Iden-
tify the nouns in the sen-
tence. Identify some
other nouns that describe
‘where’, e.g. water.
Use the painting below (
Monet’s Water Lily
Pond and Weeping Wil-
low) to identify creatures
and plants that live near
the pond.
ACTIVITY:
Noun what you can see
in the picture in the re-
source section. Complete
the table in the resource
section listing the ani-
mals and plants that live
near ponds under the pic-
ture and then write sen-
tences about them.
See resources section for
worksheet.
Challenge: Alter the words and try to remem-ber any new vocabulary you have learnt this week and incorporate these words into your sentences.
Phonics
Plurals - words end-
ing in o.
See resources be-
low:
Phonics
Plurals - more
words ending in o.
See resources be-
low:
Phonics
Plurals - no change.
See resources below:
Phonics
Plurals - to make
plurals of words
ending in f or fe.
See resources be-
low:
Phonics
Plurals - more work
on plurals.
See resources be-
low:
Phonics Use the website phonics play : https://new.phonicsplay.co.uk/ Children in Year 2 can revisit all phases on the website.
Spellings for the week: Words ending in ‘tion' (N.B. There is one word that doesn’t end in ion but has it within it!)
station addition fiction subtraction motion potion national option section introduction
Reading
Comprehension
about Pentecost.
See resources be-
low.
This will help you
with your RE too!
Reading
Comprehension
about St David.
See resources be-
low.
This will help you
with your geography
too!
Reading
Comprehension
about St Andrew.
See resources below.
This will help you
with your geography
too!
Reading
Comprehension
about St George.
See resources be-
low.
Do you remember
who shares a birth-
day with him ?
This will help you
with your geography
too!
Reading
Comprehension
about St Patrick.
See resources be-
low.
This will help you
with your geography
too!
Times tables
2 x table practice
Remember the
song:
https://m.youtube.
com/watch?v=850
t1vjTZGg
Hit the button
website:
https://www.top-
marks.co.uk/maths
-games/hit-the-
button
Time tables 5x ta-
ble practice
Remember the
song:
https://m.youtube.
com/watch?v=AV
dE5O7_qf8
Hit the button
website:
https://www.top-
marks.co.uk/maths
-games/hit-the-
button
Times table
10 x table practice
Remember the
song:
https://m.youtube.c
om/watch?vl=en&
v=o7Jo26EyoYg
Hit the button web-
site:
https://www.top-
marks.co.uk/maths
-games/hit-the-but-
ton
Times table
3 x table practice
Remember the
song:
https://m.youtube.
com/watch?v=dzV
yBQ5uTbo
Hit the button
website:
https://www.top-
marks.co.uk/maths
-games/hit-the-
button
Times tables
Choose which
table to practise
out of the 2 10, 5
or 3 times tables.
Remember the
songs from earlier
in the week!
Hit the button
website:
https://www.top-
marks.co.uk/maths
-games/hit-the-
button
LI : To find frac-
tions of shapes.
What are fractions?
Watch this link to
remind yourself
about them:
https://www.bbc.co.
uk/bitesize/top-
ics/z3rbg82/arti-
cles/zq2yfrd
See worksheet be-
low in resources
section. If you can’t
print these then
complete it on a
piece of paper and
just make sure you
include the date and
question number.
LI : To find 1/2, 1/3
or 1/4 of numbers,
objects or shapes.
See worksheet be-
low, If you can’t
print these then
complete it on a
piece of paper and
just make sure you
include the date and
question number.
Bronze challenge:
Ruby questions
Silver challenge:
Ruby and pearl
questions
Gold challenge:
Ruby, pearl and dia-
mond questions.
LI: To find equiva-
lent fractions.
See worksheet be-
low, If you can’t
print these then com-
plete it on a piece of
paper and just make
sure you include the
date and question
number.
Bronze challenge:
Ruby questions
Silver challenge:
Ruby and pearl
questions
Gold challenge:
Ruby, pearl and dia-
mond questions.
LI: To solve word
problems involving
fractions.
See worksheet be-
low, If you can’t
print these then
complete it on a
piece of paper and
just make sure you
include the date and
question number
Bronze challenge:
Do at least 3 ques-
tions
Silver challenge:
Do at least 5 ques-
tions
Gold challenge:
Do all the questions.
Remember to show
your working out.
Arithmetic test
See resources be-
low, If you can’t
print these then
complete it on a
piece of paper and
just make sure you
include the date and
question number.
RE: DAILY PRAYER At 12’0’clock each day join in with the rest of the school community and say the school prayer.
RE: To learn about Jesus promising to send the Holy Spirit.
Think about the following questions and discuss them with your family. Who did Jesus return to? What did He promise to do for His friends? What was the new friend called? Can you name some of the ways the Holy Spirit helped the friends of Jesus? How do you think Jesus’ friends felt when he gave them the news of the Holy Spirit? How do you think the Holy Spirit helps us? ACTIVITY: Think about special jobs you have done around school, such as helping at lunchtime, playing nicely with friends, getting the register, working hard in class. Write down the reasons why you have done these special jobs and how the Holy Spirit has helped you to be good news for others. You can use the sentence starter: ‘The Holy Spirit is helping me when I …….…’ Challenge: Can you draw pictures to go with your sentences.
RE: To learn about Ascension.
Think about these questions and discuss them with your family: Can you remember what was promised to the disciples? How do you think the disciples felt when Jesus blessed them? How do you think they felt when Jesus was taken from them? Where was Jesus going? What do Christians do to remember the Ascension of Jesus into Heaven? ACTIVITY: Write a short paragraph for the parish newsletter to announce the feast of the Ascension, describ-ing what happened and giving reasons why this is important to Christians.
SCIENCE
LI: To learn about a balanced diet.
SC: I know what proportion of different types of food I should have on my plate.
Design your own healthy lunch plate. See resources section below for slides and activity.
ART: Miro- Surealism LI: I can draw a Surrealist picture from my imagination. I can use simple bold colour, shapes and lines, to create a
picture in the style of Joan Miro.
ACTIVITY: See below for resources and activity.
GEOGRAPHY -
LI: To know that United Kingdom is made up from a union of 4 countries.
SC: I can name the 4 countries that make up the United Kingdom and identify the flags of those countries.
Union means joined together. The United Kingdom is a union of four countries. The four countries in the United Kingdom
are: England, Northern Ireland, Scotland and Wales. Each of these countries has a different flag, elements of each of them
were used to create the Union Jack, or Union Flag. The Union Jack is the national flag of the United Kingdom. Each
country also has a patron saint that you will answer comprehension questions about during reading this week.
ACTIVITY: See resources section. Look up each country’s flag that makes up the United Kingdom. Colour in the flags
and answer the question in the worksheet below in the resources section.
Challenge:Design your own flag for your family or the school.
Key vocabulary: England, Ireland, Scotland, Wales,United Kingdom, Union Jack, Union Flag, union
COMPUTING - Hour of code Coding practise for children. Suitable for pre-readers to KS2. Please note website age groups are American-ised. We have been attempting grade 2 in class and this is approximately equivalent to Year 2/3.
https://hourofcode.com/uk/learn
PE - Staying healthy at home:
Joe Wickes on YouTube
Joe does a 1/2 hour workout every week day morning. Join in if you can. I’m trying to and it’s not
easy to keep up with him. Modify some of the moves if you need to or have a little rest in between if it
is too challenging.
https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
PHSE
LI: To learn about the importance of self-belief and managing your emotions.
Follow this link to BBC bitesize ,watch the videos and try the tasks.
https://www.bbc.co.uk/bitesize/articles/zmmgrj6
LIFESKILLS -Do you know your address?
Learn it off by heart and see how many times you can write it out in 10 minutes. Remember to set it
out as you would in a letter and use capital letters appropriately.
ENGLISH- MONDAY
LI: To write a simple explanation of how something changes when it grows.
SC: I can use adverbs to sequence my ideas. I can describe a change and order my ideas.
There are two characters in the new class book Tadpole’s Promise: the tadpole and the caterpillar. Discuss
how these characters might change in a story. Children to write a simple explanation of either the lifecycle
of a butterfly or a tadpole, using simple sequencing adverbs/adverbials, e.g. first, next, finally.
Lifecycle of frogs weblink: https://www.bbc.co.uk/bitesize/topics/z6882hv/articles/zttckqt
Wordbank:
eggs tadpole froglet frog arms legs tail disappears
first then next after that after a while finally
ENGLISH- TUESDAY
LI: To draw the lifecycle of a caterpillar and explain below it what happens when it grows.
SC: I can use adverbs to sequence. I can describe a change and order my ideas.
There are two characters in the new class book Tadpole’s Promise: the tadpole and the caterpillar. Discuss
how a caterpillar might change in a story with your parents. Draw the lifecycle of a caterpillar and write a
simple explanation of the lifecycle of a butterfly using simple sequencing adverbs/adverbials, e.g. first, next,
finally.
Lifecycle of caterpillars and butterflies weblink:
https://www.bbc.co.uk/bitesize/clips/zxcmp39
Wordbank:
butterfly chrysalis metamorphose emerge caterpillar emerges
first then next after that after a while after a few weeks finally
ENGLISH WEDNESDAY
LI: To use effective verbs to describe actions
SC: I can identify a verb in a story. I can make an appropriate verb choice.
Use the link below to look up alternative verbs for the verbs in these sentences.
https://www.collinsdictionary.com/dictionary/english-thesaurus.
Create spider diagrams putting the verbs in the middle. See image for
an example of work from last year.
Rewrite the sentences using appropriate verbs from the new words you
have found.
eg.
“I cherish everything about you,” declared the caterpillar.
Challenge: Use an adverb to describe the verb.
“I cherish everything about you,” declared the caterpillar lovingly.
You should write at least 3 sentences. Remember to use speech marks
and other punctuation correctly too.
ENGLISH- THURSDAY
LI: To use an apostrophe for singular possession and for simple contractions.
SC: I can identify when something belongs to someone. I can identify when letters are missing and words
are shortened.
Sort these words or phrases into the correct place in the table below. Remember to put the apostrophe
in the correct place. The first two have been done for you.
tadpole’s promise you’ll that’s
don’t each other’s tiny eyes couldn't
caterpillar’s body you’ve butterfly’s wings
tadpole’s tail he’d won’t
Apostrophe used for possession
Apostrophe used for contraction
tadpole’s promise you’ll
Now use some of the words to write sentences about ‘Tadpole’s Promise’. You should write at least 3-5
sentences.
Challenge: Write speech for the characters in ‘Tadpole’s Promise’ using speech marks. Remember to use
punctuation correctly and identify who is speaking. Each time a different character speaks you need to start
a new line. See below for an example:
“Promise you’ll never alter,” asked the caterpillar adoringly.
The tadpole responded, “I vow I’ll never transform”.
ENGLISH FRIDAY
LI:To use adverbial phrases for place to create setting descriptions
SC: I can use descriptive adjectives and adverbs I can write a setting description. I may use alliteration.
Label the picture below (Monet’s Water Lily Pond and Weeping Willow) by ‘nouning’ the items you can
see. The bright yellow tree is quite likely to be a lime tree and the plant floating on the water are water lilies.
There is also a willow tree and a pond in the picture.
ACTIVITY:
Complete the table listing the animals and plants that live near ponds under the picture and then write sentences about them by
changing the adverbial phrase: “Where the willow meets the water, a tadpole met a caterpillar”.
Animals that can be found near ponds
Plants that can be found near ponds
duckling willow tree
Example
Where the willow meets the water, a tadpole met a caterpillar.
Innovated sentence: Where the hazel tree meets the stream, a duckling encountered a dragonfly larva.
ENGLISH PHONICS MONDAY
LI: To make plurals of words ending in o.
ENGLISH PHONICS TUESDAY
LI: To
make
plu-
rals of
more
words ending in o.
ENGLISH PHONICS WEDNESDAY
LI: To use plurals of words that have no change when plural.
ENGLISH PHONICS THURSDAY
LI: To
make plu-
rals of
words end-
ing in f or fe
ENGLISH PHONICS FRIDAY
LI: To make
plurals of
words and
use them
within
sen-
tences.
ENGLISH - SPELLINGS WORDSEARCH
ENGLISH - SPELLINGS AND HANDWRITING
ENGLISH READING
This week you will be reading about Pentecost and the patron saints of the UK. Can you remember which saint I share a birthday with?
MONDAY
ENGLISH READING MONDAY
ENGLISH READING- TUESDAY
ENG-
LISH READING- TUESDAY
ENGLISH READ-ING- WEDNES-DAY
ENGLISH READING- WEDNESDAY
ENGLISH READING- THURSDAY (last week was St George’s day)
ENGLISH READING THURSDAY
ENGLISH READING -FRIDAY
ENGLISH READING -FRIDAY
MATHS - MONDAY
LI: To find fractions of shapes.
SC: I can divide
an object into the
correct amount of
equal parts by
shading or col-
ouring.
MATHS MONDAY CONTINUED
Challenge questions:
MATHS - TUESDAY
LI: To find 1/2, 1/4 or a 1/3 of numbers, objects or shapes.
SC: I can divided a number, shape or quantity into equal parts.
MATHS - WEDNESDAY
LI: To find equivalent fractions.
SC: I know that 2/4 is the same as a 1/2 and can use this to solve problems.
MATHS - THURSDAY
LI: To solve word problems which involve fractions.
SC: I can read questions and solve them by underlining key words and numbers and work out which method to use. I can divide numbers, objects and shapes into equal parts and show my working out.
MATHS - FRIDAY
ARITHMETIC TEST - REMEMBER TO SHOW YOUR WORKING OUT.
YOU CAN USE NUMBER LINES, GROUPING, SHARING AND THE BAR MODEL FOR FRACTIONS AND
ADDITION AND
SUBTRACTION
QUESTIONS.
SCIENCE
LI: To learn about a balanced diet.
SC: I know what proportion of different types of food I should have on my plate.
SCIENCE ACTIVITY
LI: To learn about a balanced diet.
SC: I know what proportion of different types of food I should have on my plate.
Design your own healthy eating meal. Choose some of the items from the word bank below and place them on your
plate.
Wordbank:
ART - RESOURCES
ART- RESOURCES
ART
LI: To draw a Surrealist picture from my imagination. I can
use simple bold colour, shapes and lines, to create a picture in
the style of Joan Miro.
SC: I can draw a Surrealist picture from my imagination. I can use
simple bold colour, shapes and lines, to create a picture in the style
of Joan
Miro.
GEOGRAPHY
LI: To know that United Kingdom is made up from a union of 4 countries.
SC: I can name the 4 countries that make up the United Kingdom and identify the flags of those countries.
ACTIVITY: Colour in the flags and answer the question in the worksheet below Also identify
which flag belongs to which country and name the patron saint of each country (your reading will
help with this!)
Challenge: Design your own flag for your family or the school.