y2 learning grid week 3, 4th may 2020 summer...

Y2 Learning Grid Week 3, 4th May 2020 Summer Term

Don’t forget to email one piece of work to year2@stjamesthegreat.southwark.sch.uk 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-

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.

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:

m/watch?v=eKMl-a3-

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

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:

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-

Phonics

Plurals - more

words ending in o.

See resources be-

Phonics

Plurals - no change.

See resources below:

Phonics

Plurals - to make

plurals of words

ending in f or fe.

See resources be-

Phonics

Plurals - more work

on plurals.

See resources be-

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-

This will help you

with your RE too!

Reading

Comprehension

about St David.

See resources be-

This will help you

with your geography

Reading

Comprehension

about St Andrew.

See resources below.

This will help you

with your geography

Reading

Comprehension

about St George.

See resources be-

Do you remember

who shares a birth-

day with him ?

This will help you

with your geography

Reading

Comprehension

about St Patrick.

See resources be-

This will help you

with your geography

Times tables

2 x table practice

Remember the

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

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

https://m.youtube.c

om/watch?vl=en&

v=o7Jo26EyoYg

Hit the button web-

https://www.top-

marks.co.uk/maths

-games/hit-the-but-

Times table

3 x table practice

Remember the

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

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

question number

Bronze challenge:

Do at least 3 ques-

Silver challenge:

Do at least 5 ques-

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

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

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.

“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

rals of

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

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

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

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

SCIENCE ACTIVITY

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

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

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.

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