Y2 Learning Grid Week 5 Summer Term

Don’t forget to email one piece of work to year2@stjamesthegreat.southwark.sch.uk that you are proud of and have completed by Wednesday. Look on the school website on Friday to see the celebration of our class’s work.

English Maths RE Science History Art/DT Computing PE PHSE Lifeskills

Monday Tuesday Wednesday Thursday Friday

LI: To plan a story with a familiar structure SC: I can box up a story. I can choose characters that change.

Listen to the original story again to remind yourself what happens if you need to:https://www.youtube.com/watch?v=eKMl-a3-uNY You are going to create your own version of this story. Think of two creatures that change and try to make sure that one of your characters when it is adult will be able to eat the other!I’m going to choose the following new animal characters: the chameleon and the chick. Chameleons change colour and my chick is going to grow into an eagle so that it can eat the chameleon at the end!Change the chameleon into another animal that changes. If you use the chick think about what bird of prey your chick might change into.ACTIVITY: Create your story plan with your innovated animal characters. See resource section.Challenge: Use animals other than the chameleon and the chick that change and use them in your story plan.

LI: To write an innovated story. SC: I can use phrases that say where the story is happening. I can use a story plan.ACTIVITY: Write the opening of your story. Remember your title, your adverbial opening sentences and use a variety of verbs you learnt last week. Also think about what alternative names your characters give each other. Try to include a noun phrase in your alternative name. Remember to use appropriate punctuation.Here is an example of what I am hoping for: Chameleon’s VowWhere the tall, spiky cacti meet the salty sea, a chameleon met a chick. They stared lovingly into each other’s eyes and fell in love.The chick adored everything about the chameleon. He doted on her bright blue skin and her long, sticky tongue. He fondly told her that she was his super, shining sapphire. The chameleon adored the chick too and nicknamed her his cuddly, yellow cushion.They solemnly vowed never to change.Remember to refer to your story plan from yesterday

LI: To write the middle of a story.

SC: I can use speech marks to write dialogue for a character. I can identify when characters are speaking. I can use speech marks to write dialogue for a character. I can write the middle of a story.

Write the middle of Chameleon’s Vow focusing on the three times the promise is broken. Watch this video: https://www.youtube.com/watch?v=6-YFmLctwDY. Use speech marks in your writing to show when the characters are talking to each other. Remember to start a new line each time a different character speaks.Here is an example of what you might write:But as surely as the wind blows, the next time they met the chameleon had turned bright scarlet. “You’ve broken your promise,” said the chick.“Forgive me,” begged the chameleon.

ACTIVITY: Write the middle of your story. Write dialogue between the two characters. Remember to use speech marks (speech marks) and appropriate punctuation.Challenge: Remember your work from last week and use the Collins thesaurus to look up alternative words for said and use these words in your writing: https://www.collinsdictionary.com/dictionary/english-thesaurus.

LI: To create a conclusion for a story.SC: I can use a plan to write an ending.Don't worry if you haven’t got to this section yet. Follow on from where you left off. You story needs to be coherent.ACTIVITY: Write the conclusion to your story. Here is an example of an ending for Chameleon’s Vow:One moonlit night, the chick had finally grown huge feathers and turned into a large, hungry adult eagle. She looked everywhere for her ‘super, shining sapphire’. She saw a dull grey chameleon sitting on a cactus. But faster than he could say ‘cuddly’, she swooped down and ate him. There she perches devotedly and patiently waiting for her ‘super, shining sapphire’. When would she see him again?Challenge: Rewrite the end of your story using joined up handwriting.

LI: To create the cover and blurb for the back of your own story.SC: I can create a cover for my own story. I can use 4 different sentence type to create a blurb for the back of my own story.ACTIVITY: Create the front cover and then the blurb for the back of your own book using 4 different sentence types.You can use the four different sentence types in any order but remember that together they must flow coherently and make sense. You can also use more than 4 sentences.

Challenge:Make your front cover using a collage or by using the computer to create it!

Phonics LI: To use homophones.See resources below:

PhonicsLI: To use homophones.See resources below:

PhonicsLI: To use homophones.See resources below:

PhonicsLI: To use homophones.See resources below:

PhonicsLI: To use homophones.

See resources below:

PhonicsUse the website phonics play : https://new.phonicsplay.co.uk/

Children in Year 2 can revisit all phases on the website.

Spellings for the week: The Possessive Apostrophe

Megan’s Ravi’s

the girl’s the child’s

the man’s the woman’s

the school’s a dog’s

a teacher’s a postman’s

Reading

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text to answer questions.

See resources section.

Reading

LI: To read fluently and retrieve information from a text.SC: I can read fluently and say whether something is true or false by retrieving information from a text.

See resources section.

Reading

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text. I can match characters to the correct job by retrieving information from a text.

See resources section.

Reading

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text to answer questions.

See resources section.

Reading

LI: To read fluently and use retrieval skills to write your own questions about a text.SC: I can read fluently and use retrieval skills to write my own questions about a text.

See resources section.

Times tables2 x table practice

Remember the song:https://m.youtube.com/watch?v=850t1vjTZGg

Hit the button website: https://www.topmarks.co.uk/maths-games/hit-the-button

Time tables 5x table practice

Remember the song: https://m.youtube.com/watch?v=AVdE5O7_qf8

Hit the button website:https://www.topmarks.co.uk/maths-games/hit-the-button

Times table 10 x table practice

Remember the song:https://m.youtube.com/watch?vl=en&v=o7Jo26EyoYgHit the button website:https://www.topmarks.co.uk/maths-games/hit-the-button

Times table3 x table practice

Remember the song:https://m.youtube.com/watch?v=dzVyBQ5uTbo

Hit the button website:https://www.topmarks.co.uk/maths-games/hit-the-button

Times tablesChoose whichtable 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.topmarks.co.uk/maths-games/hit-the-button

LI: Tor recognise different coins and notes and understand their value. To use the symbols (£) and pence (p). To know the relationship between pounds and pence.

See worksheet below 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 numb

Challenge: Take these quizzes to see if you can:recognise the value of coins.

https://www.educationquizzes.com/ks1/maths/year-2-money-value-of-coins/ recognise pounds and pence:

https://www.educationquizzes.com/ks1/maths/year-2-money-recognising-pounds-and-pence/

LI: To find different combinations of coins that equal the same amount of money.

See worksheet below. 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.

Challenge: Take this quiz to see if you can find different combinations of money to make the same amount: https://www.educationquizzes.com/ks1/maths/year-2-money-combination-of-coins/

LI: To add and subtract using money.

See worksheet below. 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.

Challenge: Make up your own questions some items you might find in a shop. Write them down and answer them.

LI: To solve problems involving money in a real life context, including giving change.

See worksheet below. 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

Challenge: Take this quiz to see if you can work out what change you should be given: https://www.educationquizzes.com/ks1/maths/year-2-money-giving-change/

The challenge questions are not easy - they are given as challenges for a reason!

LI: To solve word problems involving money.

See worksheet below. 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 the 1 and 2 * questions.Silver challenge: Do the 1, 2 and 3* questions.Gold challenge: Do all the questions and try the additional challenge questions at the end.

There are challenge questions to complete. They are two step so be careful!

Maths Key Vocabulary: Moneycoins, pence (p), penny, pound (£), buy, spend, change, pay, costs, how much? calculate, calculation, problem, answer/solution, possibilities, how did you work it out?

RE: DAILY PRAYER At 12’0’clock each day join in with the rest of the school community and say the school prayer.

RE:

Questions to discuss with your family:How can we help each other do what is right?Name some of the people you think pass on the Good News in their lives? (It may be saints or people in our families or our friends.)If we act as God wants us to, what would the world be like? Why?

ACTIVITY:Have a chart titled Spreading the Good News of God’s Love. In the first column entitled fill us with put the following words: joy, love and peace. The second column entitled How I Would Show This To Others. Complete this column in your own words.

Spreading The News Of God’s love

How I Would Show This To OthersJoy

Love

Peace

RE: To consider how to pass on the Good News.

Discuss with your family:Light a candle and reflect on spreading the Good News with your family. After that share your thoughts and then do the activity below.

ACTIVITY: Decorate letters to make a banner. Go tell everyone the Good News! Use red, the Pentecost colour. What symbol for the Holy Spirit could you also decorate your banner with? What other images could you use to represent joy, peace and love on your banner?

SCIENCE

LI: To explore and compare the differences between things that are living, dead, and things that have never been alive, by thinking about life processes. SC: I can explain some of the life processes. I can explain how life processes can tell us if something is living, dead or has never been alive. I can say if something is living, dead or has never been alive. I can give reasons for my answers.

Watch this video to learn about the characteristic of living things. https://www.bbc.co.uk/bitesize/clips/zg7s39q

In a park setting, we see birds, trees and rabbits. The commentary tells us that like all living things, they react to their surroundings, grow, reproduce, feed and get rid of waste. They need air, too. These characteristics are contrasted with dead items, such as fallen leaves, and things that have never been alive at all, such as lamp posts and stones. The scene is rich with other examples of living, dead and non-living things.

Challenge: Can you spot them all?

Think about the plants we have grown in class, think about yourself and think about the owls you saw then they came into school. Watch this video to find about the names of the 7 different life processes:

https://www.youtube.com/watch?v=Q2HDJP10qSQ

Then use the information you know about the 7 life processes to consider how you know something is living, dead or has never been alive.

ACTIVITY: Complete the sheets in the resources section.

DT: To design a fruit smoothie.

ACTIVITY: See below for resources and activity.

HISTORY

LI: To put photos in chronological order of a significant historical building in Peckham. To learn about the history of a significant historical building in Peckham.SC: I can number photos in chronological order of the present day “Costa Coffee” building in Peckham Rye. I can find out about the original use of the Costa Coffee building in Peckham Rye by using the internet for research.

See resources section.

COMPUTING - Hour of codeCoding practise for children. Suitable for pre-readers to KS2. Please note website age groups are Americanised. 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 YouTubeJoe 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 know how to stay safe at home.SC: I can identify dangers in the home. I understand that household products, including medicines, can be harmful. I can identify ways to stay safe at home.

See resources section.

ACTIVITY: Complete the worksheet in the resource section. Remember the visit from the Fire Safety Officer earlier in the year too!

LIFESKILLS - Tying shoelacesPractice tying some shoelaces. If your shoes don’t have laces find some in your house that do. Time yourself and see if you can get quicker!

ENGLISH- MONDAYLI: To plan a story with a familiar structure SC: I can box up a story. I can choose characters that change.

RESOURCES

I have chosen the following new animal characters: the chameleon and the chick. Chameleons change character and my chick is going to grow into an eagle so that it can eat the chameleon at the end! If you choose these characters think about what bird of prey your chick might change into. Instead of eagle specify what bird of prey your chick changes into.

Change the nouns in green. Think about what habitat your animals might live in.

Challenge: Change both the chameleon and the chick into other animals that change and use them in your story plan. Look at the resources below for some ideas.

Animals that metamorphose: dragonfly, ladybird, fly, beetles

Think about using a stronger verb than ate. Use the Collin’s thesaurus. https://www.collinsdictionary.com/dictionary/english-thesaurus

ENGLISH- MONDAYLI: To plan a story with a familiar structure SC: I can box up a story. I can choose characters that change.

ACTIVITY: Create your own story plan with your new characters.

Challenge: Use animals other than the chameleon and the chick that change and use them in your story plan.

ENGLISH- TUESDAY

LI: To write an innovated story. SC: I can use phrases that say where the story is happening. I can use a story plan. I can create a new title for my story.

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ENGLISH WEDNESDAY LI: To write the middle of a story.

SC: I can use speech marks to write dialogue for a character. I can identify when characters are speaking. I can use speech marks to write dialogue for a character. I can write the middle of a story.

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ENGLISH- THURSDAY

LI: To write the middle of a story.

SC: I can use speech marks to write dialogue for a character. I can identify when characters are speaking. I can use speech marks to write dialogue for a character. I can write the middle of a story.

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ENGLISH FRIDAY

LI: To create the front cover and blurb for the back of your own story.SC: I can create a front cover and blurb for my own story. I can use 4 different sentence type to create a blurb for the back of my own story.ACTIVITY: Create the front cover and blurb for the back of your own story using 4 different sentence types.

Challenge: Make your front cover using a collage or by using the computer or create it!

You don’t need to have the sentences in this order but you must try and use all four sentence types to create the blurb for your own story which is coherent and makes sense. You can of course use more than 4 sentences.

What a fantastic book this is!

Read this book now. Find out what happens in this love story between a cuddly chick and a colour-changing chameleon.

Do you know what pet names the chameleon and chick give each other?

This wonderful book has a surprise twist at the end. You might need a hanky when you read this amazing story.

ENGLISH

PHONICS MONDAY

LI: To use homophones.SC: I can use homophones.

ENGLISH PHONICS TUESDAYLI: To use homophones.SC: I can use homophones.

ENGLISH PHONICS WEDNESDAY

LI: To use homophones.SC: I can use homophones.

ENGLISH PHONICS THURSDAY

LI: To use

homophones.SC: I can use homophones.

ENGLISH PHONICS FRIDAY

LI: To use homophones.SC: I can use homophones.

ENGLISH - SPELLINGS WORDSEARCH

ENGLISH - SPELLINGS AND HANDWRITING

ENGLISH READING MONDAY

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text to answer questions.

This week we shall start reading the book ‘Hotel Flamingo’ and find out more about the characters on the front text. Read the following page out to your parents, remembering to pause appropriately at punctuation and try to use expression too!

Remember to underline key words in the question and the text.

Questions:What is the name of the girl in the story?___________________________________________________________________

Circle the correct answer:The Hotel Flamingo looked different to the photo in her hand: True False

Find and copy two adjectives that describe the walls:________________________________________________

Circle the correct answer:Is the revolving door still working? Yes No

Challenge: How do you know? Explain your reasoning below:

______________________________________________________________________________________________________________________________________________________________________________

ENGLISH READING TUESDAY

LI: To read fluently and retrieve information from a text.SC: I can read fluently and say whether something is true or false by retrieving information from a text.

Read the following pages out to your parents, remembering to pause appropriately at punctuation and try to use expression too! Maybe you can try different voices for the different characters today.

Remember to underline

key words in the question and the text.

Put ticks in the table to show which sentences are true and which are false.

True False

The bear was wearing a uniform.

The bear was wearing a large, red hat.

Anna said that the Hotel Flamingo looked like new.

The bear may have been hurt by the words Anna said.

Challenge questions:What role does the bear have at the hotel?

Did this match your prediction from last week?

ENGLISH READING WEDNESDAY

LI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text. I can match characters to the correct job by

retrieving information from a text.

Read the following pages out to your parents. See if you can use act out some of the story when you are reading it. For example you could try stamping to attention. Make it more interesting for your audience!Draw lines to match the following characters to their jobs.

Anna Cleaner

Guest

Mr Bear Owner of the hotel

Doorman

2. What were ‘draped wall to wall like curtains’? __________________________________

3. Write down two actions that Mr Lemmy does to indicate that he was surprised when Anna gave his shoulder a firm poke?

_______________________________________________________________

_______________________________________________________________Challenge: Write down a definition for the role of doorman.

ENGLISH READING THURSDAYLI: To read fluently and retrieve information from a text.SC: I can read fluently and retrieve information from a text.

Read the following pages out to your parents. Read in a quiet voice first. Now read it as if you were reading to the class. Really practice at projecting your voice and making everything clear for your listener.

What job did Mr Lemmy have? _______________________________________________________________________

What characteristics did Mr Lemmy have that made him good at his job? ____________________________________________________________________________________________________________________________

Why did Mr Lemmy not know what day it was?

____________________________________________________________________________________________________________________

What material was the guestbook covered in?__________________________________________________________Find and copy the sentence that tells you that Mr Lenny thinks Anna being the hotel owner is important.____________________________________________________________________________________________________________________

ENGLISH READING FRIDAY

LI: To read fluently and use retrieval skills to write your own questions about a text.SC: I can read fluently and use retrieval skills to write my own questions about a text.

Read the following pages out to your parents. Read just the direct speech loudly today - that’s everything in speech marks or inverted commas. When a character is talking it can be a good idea to make this clear by changing the volume of your voice.

Read the text out loud to your parents and then make up some

retrieval questions of your own and write them down below. Remember the type of questions I have asked you this week and use the talk to the hand question stem to help as well.

MATHS - MONDAY

LI: To recognise different coins and notes and understand their value. To use the symbols (£) and pence (p). To know the relationship between pounds and pence.

SC: I can recognise different coins and notes and understand their value. I can use the symbols (£) and pence (p). I know the relationship between pounds and pence.

How many pence make up £1? _________________________

How many pence make up £2 __________________________

MATHS - MONDAY CONTINUED

Work out the value of the coins and notes in each picture and write it in the boxes. Then answer the

questions.

Challenge: Try taking the on-line quiz. This quiz has been given as a challenge for a reason. It is not easy!

MATHS - TUESDAY

L I: To find different combinations of coins that equal the same amount of money. SC: I can find

different combinations

of coins that equal the same

amount of money.

Challenge: Try taking the on-line quiz. This quiz has been given as a challenge for a reason. It is not easy!

MATHS WEDNESDAY

LI: To add and subtract using money.SC: I can add and subtract using money.

Draw coins to make the different amounts in the coin.

MATHS WEDNESDAY CONTINUED

Challenge: Make up your own questions some items you might find in a shop.

Write them down and answer them.

MATHS - THURSDAY

LI: To solve problems involving money in a real life context, including giving change.

SC: I can solve problems involving money in a real life context, including giving change.

Challenge: Try taking the on-line quiz. This quiz has been given as a challenge for a reason. It is not easy!

MATHS FRIDAY

LI: To solve word

problems involving money.

SC: I can solve word problems involving money. I can work out whether I should add or subtract by reading there question and underlining key words.

MATHS

FRIDAY CONTINUED

Challenge: Remember to show your working as these are two-step questions.

SCIENCE

LI: To explore and compare the differences between things that are living, dead, and things that have never been alive by thinking about life processes.

SC: I can

explain some of the life processes. I can explain how life processes can tell us if something is living, dead or has never been alive. I can say if something is living, dead or has never been alive. I can give reasons for my answers.

SCIENCELI: To explore and compare the differences between things that are living, dead, and things that have never been

alive by thinking about life processes. SC: I can explain some of the life processes. I can explain how life processes can tell us if something is living, dead or

has never been alive. I can say if something is living, dead or has never been alive. I can give reasons for my answers.

Use the work from the previous sheet about life processes to help give reasons about why these objects may be living, dead or never alive. Remember when the owls came to the school!

Word bank: movement, respiration, sensitivity, growth, reproduction, excretion, nutrition, real owl, stuffed owl, toy owl

DT RESOURCES

LI: To design a fruit smoothie.

SC: I can decide what

ingredients to use and what equipment/tools I might need. I can write instructions to make the smoothie.

HISTORY

LI: To put photos in chronological order of a significant historical building in Peckham. To learn about the history of a significant historical building in Peckham.SC: I can number photos in chronological order of the present day “Costa Coffee” building in

Peckham Rye. I can find out about the original use of the Costa Coffee building in Peckham Rye by using the internet for research.

What differences can you see between the modern day picture of the Costa Coffee building and the historical ones? What can you notice about the transport and the clothes people are wearing? Why is the older photo in black and white? Order the photos from oldest to newest using the numbers 1-3 with 1 being the oldest.

[ ]

Read below to find out about when this building was built .

Use the internet for research. Read this article to find out what clock tower this building’s one was modelled on: https://www.southwarknews.co.uk/news/time-starts-again-in-peckham-as-old-clocktower-is-brought-back-to-life/

PHSE

LI: To know how to stay safe at home.SC: I can identify dangers in the home. I understand that household products, including medicines, can be harmful. I can identify ways to stay safe at home.

Discuss these questions with your parents:Which objects in our home can be dangerous? What can we do to keep ourselves safe? Look at the objects below: Decide if they are harmful or not with your parents.

Would you be surprised to learn that they can all be harmful? For instance if you stepped on a toy car your could skid and fall.

PHSE ACTIVITYLI: To know how to stay safe at home.SC: I can identify dangers in the home. I understand that household products, including medicines, can be harmful. I can identify ways to stay safe at home.

Remember the visit from the Fire Safety Officer earlier in the year too as well as the resources provided to help you complete this sheet!