Home learning for Year 2 - Woodpeckers
Dear Woodpeckers Parents and Children
Thank you for sharing the fantastic work you have been doing over the last few weeks. Once again, this week the idea is to do a lesson of Maths and a lesson of English each day to help with the routine of learning, to do the ‘frequently’ section a few times a week and then to do other Learning Journey and Science lessons when the mood is right across the week.
Good luck, shipmates!
From Captain May!
● Practice this week’s spellings using the type of activities we usually do in our spelling journals
● read, read, read
● card games, board games or cookery
● telling the time
This week we are going to use The Pirates Next Door to help in writing a story. This is much harder than you might think. There are so many things to think about at the same time - how the story is going to progress; using description to keep the interest of the reader (explaining what’s in the writer’s head - a tricky concept to appreciate that the reader doesn’t have the knowledge that the writer does); making sure each sentence makes sense; punctuating sentences (including capital letters); spelling; handwriting.... So the week is set up to help with some of that. By describing the boat, the children will be able to use what they write to feed into their story. By planning, they can know how they want their story to progress and have a clear beginning, middle and end. By editing after writing, they have chance to look back and check it makes sense and address spelling errors. It is quite tricky to add in full stops at this point, so when your child is writing their story it is important to support them in thinking of a sentence at a time.
Day 1: Look at the image of the Jolley-Rogers’ ship. Ask: How could we describe the ship? Write down (either you or your child could write) words and phrases to describe the boat to begin to build a word bank. Play the sounds of a boat on water (you could use this: https://www.youtube.com/watch?v=UNSGz1Zt0g0 start after about 30 seconds) – ask your child to close their eyes and imagine being there. Thinking about different senses, once again ask your child to describe what they can hear, what it feels like, etc and record words and phrases for the word bank. Ask: How could we describe the journey on a boat? Finally, ask your child to use the word bank they’ve created to write sentences describing the Jolley Rogers’ boat and what it’s like to travel on it.
Day 2: Look at the last page of the book again, especially the letter from Jim Lad to Tilda. Ask: When do you think he wrote it? How do you think Tilda will feel when she receives the letter? Imagine being Tilda, waiting on the wall and fishing for bottles with notes. Ask: How do you think she feels? How do you think she feels once she has got the letter from Jim Lad? What will she do? Will she want to go? Will her parents let her?
Explain that they will be writing a story on day 4 and that today they will plan it. Ask: What adventures might Tilda and Jim Lad have if she went on the boat with him? What might happen? Talk through any ideas your child has. If ideas are slow in coming, talk about how stories need something to happen, a problem (in The Pirate Next Door it was that they weren’t liked) which is sorted in the end (everyone liked them and missed them when they left). Perhaps Tilda and Jim Lad find something, go somewhere unusual, meet someone or something…
Once they have an idea, ask them to plan it out by drawing a story map (they’ve done loads of these before), making sure they have a beginning (Tilda going on the boat - where they can use their descriptive writing and word bank from yesterday and how she feels from today's discussion), a middle (the problem) and an end (how the problem is resolved).
Day 3: Spelling investigation and spellings – find out how to add the suffix ‘ment’
Day 4: Today they can write their story, but first use their story map to tell you their story. Encourage them to add detail - ask questions like, how did she feel, what did it look like, etc. In class, we often write parts of the story at different times, as writing for an extended period of time is tricky, so you may need to do this too. Ask them to write the beginning then take a break. They may then be able to write the middle. Again break and possibly write the end. Or you may want them to write those the following day.
Day 5: You may want to use this session to complete the story from yesterday. If possible, it’s a good idea to spend some time editing - checking it makes sense, looking at spellings, etc.
Maths: This week, we’re looking at hours and minutes, durations of time and associated problems. If your child is not yet secure in telling the time to the nearest 5 minutes, then please focus on that rather than moving on to this week’s work.
Day 1: understanding hours and minutes
Day 2: durations of time
Day 3: durations of time problems
Day 4: comparing durations of time Apologies the challenge should read ten past 8 not ten past 9
Day 5: comparing durations of time problems
This week, I’d like you to record what is happening to the seed you planted and have been looking after. You could describe how you have looked after it and think about what seeds need in order to germinate and grow. You could draw what it looks like now and compare it to when it was first planted. You could watch this video clip https://www.bbc.co.uk/programmes/p00pyhfq to help you understand what happened to the seed. You could then write an explanation of what has happened to your seed.
Use the Flags PowerPoint to find out about pirate flags
Imagine you are a pirate and need your flag for your ship. Design your own pirate flag by drawing and labelling your drawing. Remember it needs to be slightly different from other pirates, but does still need to show you are a pirate. Think about the colours pirates use and the type of things they add.
If you can, have a go at making it either from material or paper. Try cutting out the parts which make yours unique and sticking, or even sewing, them on.
Create a fair test to find out either which material makes the best flag or which size of flag flies the best. Remember to make it a fair test, you only change one thing (the same one thing every time). Record your results in any way you like.