Home learning for Year 2 - Woodpeckers
Dear Woodpeckers Parents and Children
It has been lovely to see some of the 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 (only 4 this week as Friday’s a Bank Holiday), 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
This week we are going to continue to explore The Pirates Next Door.
Day 1: Reread the book so far and include the next page (9&10) where Tilda tells her parents how she feels now a pirate boy lives next door and her parents’ reaction. Ask: How does Tilda feel? What do her parents think? How do you know? Why are some words in capital letters? What do her parents mean when they say ‘NORMAL girls and boys’?
Now read the next page (11&12) - first day at school. Ask your child to imagine that they are in Tilda’s class and in comes the pirate boy. If possible, do some role play together - you could both be children in the classroom and talk about how you feel about this strange boy. Ask: how do you feel? What if you were the pirate boy – how do you feel? What if you were Tilda - how do you feel?
Look again at the page. Discuss what the different characters may be thinking and feeling, talk about the clues in the text and in the picture (how they are looking at him, their body language). Discuss any new word meanings.
Ask your child to record the different children’s thoughts. I have provided a sheet with thought bubbles on, but you could just draw some thought bubbles on paper for your child to write in.
Day 2: Again today, I’d like the children to imagine they are characters in this book - it’s a great way to develop reading understanding and this feeds into being able to write convincing characters.
Read together the next 5 double pages (13&14 to 21&22). There’s a clip of me reading from where we got up to last time to the end of these pages (The Pirates Next Door part 2), if you want to play that instead.
This section is all about the townsfolk complaining about the pirates. Take some of the scenarios and ask your child to act out being the outraged townsfolk.
Discuss why they don’t like them. Ask: What are their fears? What do they think pirates are like? Does anyone think like Tilda and feel they’re ok? Why do you think that is? How would you feel? How would you feel if you were them?
Ask your child to imagine they live there – you are one of those people and are complaining about the Jolley-Rogers – what might you say?
Ask them to write (in a speech bubble would be good) what complaint they have. This could be based on the ones from the book or something else they think of in relation to their knowledge about pirates. There are examples from the book to help.
Day 3: Spelling investigation and spellings – find out how to add the suffix ‘less’
Day 4: Look at the letter of complaint that could have been written by one of the characters. Ask: How do you know this is a letter? Encourage your child to identify as many of the features that show this is a letter as they can. There is a checklist to help if necessary.
Talk about the complaints they thought of on day 2 and ask them to write their own letter of complaint as a character from Dull-on-Sea. Again, this can be using one (or more) of the character’s from the book or something they made up on day 2. Use the checklist to help them think about their presentation of the letter.
The Pirates Next Door part 2
The Pirates Next Door (part 2) by Jonny Duddle
Maths: Unfortunately White Rose are no longer offering the free service we have been using for Maths, but are working with the BBC on a slightly different Maths project. I would like to continue our Maths by looking at the next part of our Year 2 curriculum, which is time. Telling the time is a very different skill to other maths concepts and children tend to respond in surprising ways. For each day, I have prepared a PowerPoint which guides you through, hopefully in a similar way to the videos you’ve been using, and a worksheet of questions to complete. Please feel free to do this practically or draw your own clocks - you do not have to print the worksheets. I hope this runs as smoothly as previous weeks and would appreciate your feedback, both with what works and what doesn’t.
Day 1: Recap telling the time to the hour and half past the hour
Day 2: Telling the time to quarter past the hour
Day 3: Telling the time to quarter to the hour
Day 4: Telling the time to the hour, half past, quarter past and quarter to
One of the areas of science Woodpeckers usually cover at this time of year is plants. They need to observe and describe how seeds and bulbs grow into mature plants.
If it is at all possible, I’d like the children to plant and care for a seed this week (continuing their care over the next few weeks). Good seeds to choose are those which grow relatively quickly - sweet peas, nasturtiums, marigolds, sunflowers, beans, peas. Encourage your child to look at the seed before planting and think about the size, shape and colour. It would be great if they could draw the seed. After they have planted them, I'd like them to write about what they have done (as a report, a diary or instructions) and what they expect to happen (a prediction).
The Jolley-Rogers are on land while they try to mend their ship, so for Learning Journey this week, we’re going to look at pirate ships. A pirate ship was very important to its crew.
Firstly, watch the Pirate Ship PowerPoint to find out about different pirate ships. Then try the Match Words and Meanings sheet to see what you can remember.
Next use the Label the Parts of a Pirate Ship to label the ship and add what the parts are. You can draw a ship and label it if you don’t want to print this one.
Finally, take on my Pirate Ship Challenge.