Y2 Learning Grid Week 4 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 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 order key images in a story.

SC: I can put key events in a story in order by numbering them correctly in sequence.

Listen to the story:

https://www.youtube.com/watch?v=eKMl-a3-uNY

Now look at the resources section and order the images there using numbers from 1 -9.

ACTIVITY:

Children to put the key images from Tadpole’s Promise into the correct order. The first one has been numbered for you. See resources section.

Challenge questions:

How many times did the tadpole change?

How many times did the caterpillar forgive the tadpole?

What happened each time the tadpole changed?

Use these adverbs to answer this question:

LI: To retell the main events in a story in sequence.

SC: I can use repeated language from a story. I can identify the main events in a story and order them.

Listen to the story again if you need to:

https://www.youtube.com/watch?v=eKMl-a3-uNY

ACTIVITY: Children to order the sentences in the story into the correct order. The first one has been numbered for you. See resources section.

Challenge: Now write these sentences out again and add these adverbial phrases into the correct places too.

Next time they met,

One warm moonlit night,

But as surely as the weather changes,

But as surely as the word changes,

LI: To recall the story of Tadpole’s Promise.

SC: I can use my own words to retell the story of Tadpole’s Promise.

Listen to the story all the way through again shttps://www.youtube.com/watch?v=eKMl-a3-uNY .

Rewrite the story using previous work from last week, as well as the last two days, to help you. Remember to use your own words as much as possible and not copy text directly.

ACTIVITY: Retell the story of Tadpole’s Promise in your own words.

Remember to include adverbials and consider your verb choice.

Challenge: Retell the story in role as either the caterpillar or the tadpole.

LI: To improve my work.

SC: I can read my own work back and check that I have used the correct punctuation and grammar. I can check that I have used expanded noun phrases and extended sentences. I can improve my work by using my best handwriting.

ACTIVITY:

Reread your own work from yesterday. Use the resources below to help you improve your work.

Check the following:

1) Have you used the correct punctuation and grammar?

2) Have you used expanded noun phrases where appropriate?

3) Have you used a range of conjunctions to extend your sentences?

4) Have you used your best handwriting?

5) Have you spelt the year 1 and 2 common exception words correctly?

LI: To create the blurb for the back of Tadpole’s Promise.

SC: I can use 4 different sentence type to create a blurb for the back of ‘Tadpole’s Promise’.

ACTIVITY:

Create the blurb for the back of Tadpole’s Promise 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: Draw an illustration to go with your blurb similar to a real book cover. Your blurb could be written to the side of your illustration or over the top of it. You decide!

Firstly,

Secondly,

Thirdly,

Challenge: Rewrite your story using joined up handwriting.

Phonics LI: To use words with the silent ’w’.See resources below:

PhonicsLI: To use words with the silent ’k’.See resources below:

PhonicsLI: To use words with the silent ’h’.See resources below:

PhonicsLI: To use words with the silent ’t’.See resources below:

PhonicsLI: To use words with the silent ‘c’, ’n’, or ‘g’.

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: Contractions

can’t didn’tit's couldn’thasn’t wasn’twouldn’t shouldn’tMr Mrs

Reading

LI: To ‘noun’ the characters you can see on the front cover of the book and describe them.SC: I can label and name the characters on the front cover of the book and describe what they are wearing and holding.

See resources section.

Reading

LI: To make predictions about what roles or jobs the characters might have in this story and explain why you think this.SC: I can look at the front cover of a book and explain why I think certain characters might have certain roles in a story.

See resources section.

Reading

LI: To ask questions about the characters on the front cover of the book.SC: I can ask questions about the characters on the front cover of the book.

See resources section.

Reading

LI: To draw your own front cover of your own hotel and include at least 3 characters. To noun the characters’ roles on the front cover.SC: I can draw my own front cover of a hotel and include at least 3 characters. I can noun the character’s roles on the front cover.

See resources section.

Reading

LI: To write a description of your hotel and the characters on the front cover.SC: I can describe of my hotel and the characters on the front cover.

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: To recall and use all pairs of numbers with a total of 20 and within 20 and give addition and subtraction facts.

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 number.

There are challenge questions to also complete.

LI: To derive pairs of multiples of 10 with totals up to 100, using place value and knowledge ofnumber pairs that total ten and give addition and subtraction facts.

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.

Look out for the challenge if you want to have a go at stretching yourself.

LI: To recognise and use the inverse relationship between addition and subtraction to solve calculations and problems.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: Ruby questions

Silver challenge:Ruby and pearl questions.

Gold challenge:Ruby, pearl and diamond questions.

LI: To add any two two-digit numbers using an empty number line or partitioning.

If you need a reminder about using number lines watch this video link.https://www.youtube.com/watch?v=GdFAFpc1nL0

REMEMBER we write the value of our jumps inside our jump not on top like in this video.

See this link for a reminder of the partitioning method:

https://www.youtube.com/watch?v=rboeGFVD9qA

Remember you have been taught to add the tens, add the ones then add the totals.

LI: To subtract any two two-digit numbers using an empty number line.

See the resource sheet for a reminder about how to use a number line to subtract

Do NOT try the partitioning method as you will get into difficulties with some of the calculations.

See resources 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.

There are challenge questions to also complete.

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

There are challenge questions to also complete.

Maths Key Vocabulary:addition,+, add, plus, more, put, together, altogether, total, sum of,=, equals, is the same asempty number line, count on, subtraction,- , take away, subtract,minus, count back,how many are left? inverse

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 Pentecost day.

Questions to discuss with your family:How did the friends feel after Jesus had gone back to his Father?Have you ever felt like this?What happened on Pentecost day?What did the friends do?How do you think they felt then?How did they make other people feel?How might we spread the word about the Good News of Jesus’ love?ACTIVITY:Find all the words in the passage that tell how the friends of Jesus felt. Circle the sad ones in blue, circle the happy ones in red. Then create your own short prayer thanking Jesus for sending the Holy Spirit.

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

Questions to discuss with your family:What has Jesus promised?What might the Holy Spirit do for people? What is the Good News that we are asked to pass on?Why does St Paul tell us not to be sad?

ACTIVITY:Choose a way to communicate how the Good News can be used to help others. E.g. email or blog or tweet etc and write the message you would send.

SCIENCE

Assessment about materials

The children have covered this topic in class already so they should be able to answer these questions.

ART: Miro- SurrealismLI: To use a verse to illustrate a letter of the alphabet in the style of Miro.

ACTIVITY: See below for resources and activity.

DTLI: To design and make healthy sandwiches or toastSee Lifeskills section.

You can choose do either or both of these things. It's totally up to you!

HISTORY

LI: To research a significant historical building in Peckham.SC: I can find out about Peckham Road Fire Station and create an information poster about it.

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 understand what humans need to stay healthy.

Follow this link to BBC bitesize ,watch the video.https://www.bbc.co.uk/bitesize/clips/zqg7tyc

ACTIVITY: Design your own poster which tells people what they need to do to stay fit and healthy

WORDBANK: food, hygiene, clean, germs, sleep, eating a balanced diet, fresh fruit and vegetables

LIFESKILLS -Make healthy sandwiches or toastIn class we have been studied the importance of healthy eating. This week can you make healthy sandwiches or toast for yourself and the rest of your family. You will need adult supervision to do this task and remember to wash your hands!This activity is cross-curricular with PHSE and DT.

ENGLISH- MONDAYLI: To order key images in a story.

SC: I can put key events in a story in order by numbering them correctly in sequence.

[ ] [ ] [ ]

[ 1 ] [ ] [ ]

Challenge questions: 1)How many times did the tadpole change?2) How many times did the caterpillar forgive the tadpole?

3) What happened each time the tadpole changed? Use these adverbs to answer this question:

Firstly,

Secondly,

Thirdly,

[ ]

ENGLISH- TUESDAY

LI: To retell the main events in a story in sequence.

SC: I can use repeated language from a story. I can identify the main events in a story and order them.

Sequence the events in the story by numbering them from 1-9. The first one has been numbered for you.

Then the caterpillar changed into a butterfly.

Tadpole changed and broke his promise.

The caterpillar forgave him again.

A tadpole met a caterpillar and they made a promise to each other.

1

Tadpole changed and broke his promise again.

The caterpillar forgave him.

The frog ate the butterfly.

Tadpole changed and broke his promise for a third time.

Caterpillar was broken-hearted and said, “Goodbye.”

Challenge: Now write these sentences out again and add these adverbial phrases into the correct places too. You can also add in additional details from the story if you wish too.Next time they met,One warm moonlit night,But as surely as the weather changes,But as surely as the word changes,

ENGLISH WEDNESDAY LI: To recall the story of Tadpole’s Promise.

SC: I can use my own words to retell the story of Tadpole’s Promise.Challenge: Retell the story in role as either the caterpillar or the tadpole.

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ENGLISH- THURSDAY

LI: To edit and improve my work.SC: I can read my own work back and check that I have used the correct punctuation and grammar. I check

that I have used expanded noun phrases and extended sentences.

ACTIVITY: Reread your own work from yesterday. Use the resources below to help you improve your work.Check the following:1)Have you used the correct punctuation and grammar?2)Have you used expanded noun phrases where appropriate?3) Have you used a range of conjunctions to extend your sentences?

4)Have you used your best handwriting?

5) Have you spelt Year 1 and 2 common exception words properly?

Challenge: Rewrite your story using joined up handwriting.

See if you have included a question or an exclamation sentence in your writing. if

you haven’t can you add one in? Remember exclamation sentences start with a what or a

how, have a verb in them and end in an exclamation mark.

eg. What big teeth you have Grandma!

Remember to use a comma to separate the adjectives when using a noun phrase.

Linking words are conjunctions. You use these to extend your sentences and make

your work more interesting. Remember you can use and, but, or , when, if, that and

because .

ENGLISH- THURSDAY CONTINUED

ENGLISH FRIDAY

LI:To create the blurb for the back of Tadpole’s Promise.SC: I can use 4 different sentence type to create a blurb for the back of ‘Tadpole’s Promise’.ACTIVITY: Create the blurb for the back of Tadpole’s Promise using 4 different sentence types.Challenge: Draw an illustration to go with your blurb similar to a real book cover. Your blurb could

be written to the side of your illustration or over the top of it. You decide!You don’t need to have the sentences in this order but you must try and use all four sentence types to create 1 blurb for Tadpole’s Promise which is coherent and makes sense. You can of course use more than 4 sentences.

What an amazing book this is!

Read this fantastic book now. Find out what happens in this love story between a tadpole and a caterpillar.

Will you be able to guess what happens to the broken-hearted caterpillar at the end of this story?

This wonderful book is a brilliant read.

ENGLISH PHONICS MONDAYLI: To use words with the silent ‘w’.SC: I can use words with the silent ‘w’.

ENGLISH PHONICS TUESDAYLI: To use words with the silent ‘k’.

SC: I can use words with the silent ‘k’.

ENGLISH PHONICS WEDNESDAY

LI: To use word with the silent ‘h’.

SC: I can use

words with the silent ‘h’.

ENGLISH PHONICS THURSDAY

LI: To use words with the silent ’t’.SC: I can use words with the silent ’t’.

ENGLISH PHONICS FRIDAY

LI: To use words with the silent ‘c’, ’n’, or ‘g’.

SC: I can use

words with the silent ’‘c’, ’n’, or ‘g’.

ENGLISH - SPELLINGS WORDSEARCH

ENGLISH - SPELLINGS AND HANDWRITING

ENGLISH READING MONDAY

LI: To ‘noun’ the characters you can see on the front cover of the book and describe them.SC: I can label and name the characters on the front cover of the book and describe what they are wearing and holding.

Label the characters you can on the front cover and then answer the following questions for each of the characters.

Questions:Where is the character in the hotel?What are they wearing?What are they holding (if they are holding anything?)

Wordbank: giraffe, panda bear, cat, pig, brown bear, bats, girl, clothes, suitcase, hat, magnifying glass, notebook, spanner, saucepan, scarf, jacket, trousers, coat, jumper, dress, apron

Challenge: Can you use noun phrases to describe what the character are wearing?

ENGLISH READING TUESDAY

LI: To make predictions about what roles or jobs the characters might have in this story and explain why you think this.SC: I can look at the front cover of a book and explain why I think certain characters might have certain roles in a story.

Using your work yesterday think about what roles these characters might have in the story. A hotel is usually a fancy place to stay and some character might be guests and others might be people that work in a hotel.

Eg. I think the pig is a chef because he is wearing white clothes and white hat and has a saucepan in his hand.

The word bank below has some words you might like to use, however feel free to include other words if you think they’re appropriate. Just remember to justify and explain why you have chosen this job or role for your character.

Wordbank: giraffe, panda bear, cat, pig, brown bear, bats, girl, chefs, cook, cleaner, hairdresser, electrical, handyperson, maintenance person, housekeeper, receptionist, doorman, guest, inspector, detective, bell boy/girl, lift operator, waitress

Challenge: Think about how the characters might be feeling and explain why think this too.

ENGLISH READING WEDNESDAY

LI: To ask questions about the characters on the front cover of the

book.SC: I can ask questions about the characters on the front cover of

the book.

Today you are going to be hotel inspectors. Your job is to explore the front cover of the book in order to create some questions about the hotel for when you make their inspection. Remember your work from previous sessions identifying the characters on the front of the book and also think about how the characters might be feeling.

Use Talk to the Hand question stems to help you come up with your

questions.For example: Who is the girl with the suitcase at the door?

ENGLISH READING THURSDAY

LI: To draw your own front cover of your own hotel and include at least 3 characters. To noun the characters’ roles on the front cover.SC: I can draw my own front cover of a hotel and include at least 3 characters. I can noun the character’s roles on the front cover.

Draw you own front cover with at least 3 characters. You can include more if you want too.

Remember to include your title. Look at the front cover of the hotel again - there are clues in the features of building to its name ‘Hotel Flamingo’. When you draw your picture can you put in similar clues to the name of your hotel? Also consider what material your hotel might me made from (stone, brick, concrete etc).

Think about what roles you characters might have and draw suitable clothes for them wear to give clues to the reader about what role they have in your story.

ENGLISH READING FRIDAY

LI: To write a description of your hotel and the characters on the front cover.SC: I can describe of my hotel and the characters on the front cover.

Use your picture from yesterday write an opening for a story about your hotel and introduce a few of your characters, describing what they are wearing and what they do in the hotel.

Describe the hotel. What material is it made from? What size is it? Is it old or new? Think about what key jobs a hotel needs and remember that they also need guests.

Describe your characters:- What are they wearing?- What jobs do they do? - How are they feeling?

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MATHS - MONDAY

LI: To

recall and use all pairs of numbers with a total of 20 and within 20 and give addition and subtraction facts.

SC: I can remember and use all pairs of numbers with a total of 20 and within 20 and give addition and subtraction facts.

MATHS - MONDAY CONTINUED

Challenge questions:

MATHS - TUESDAY

LI: To derive pairs of multiples of 10 with totals up to 100, using place value and knowledge of

number pairs that total ten and give addition and subtraction facts

SC: I can work out and use addition and subtraction facts to 100 using multiples of 10.

1) Find pairs of cards the make 100 as fast as you can. Use your number bonds to 10 to help you

eg. If 1 + 9 = 10 then 10+ 90=100 as 1 ten add 9 tens = 10 tens = 100

2) Try to write them in order and write the related addition and subtraction facts

e.g. 0+100 = 100 so 100 + 0 = 100 and 100- 0 = 100

10+90= 100 so 90 + 10 = 100 , 100-90 = 10 and 100-10= 90

CHALLENGE:

Now get ten 10ps.

Turn a card over and look at what the item costs. Work put how much change you will have left out of £1 if you buy that item,

Prove your thinking with a number line or with coins. Write a number sentence to go with it in your book.

Eg: Eggs

1. £1- 70p = 30p.

MATHS - WEDNESDAY

LI: To recognise and use the inverse relationship between addition and subtraction to solve calculations and problems.

SC: I can use inverse relationship between addition and subtraction to solve calculations and problems.

SHOW YOUR

WORKING OUT ON A DIFFERENT PIECE OF PAPER.

MATHS - THURSDAY

LI: To add any two two digit numbers using an empty number line or the partitioning method.

SC: I can add any two two digit numbers using an empty number line or the partitioning method.

MATHS - FRIDAY

LI: To subtract any two two digit numbers using an empty number line.

SC: I can subtract any two two digit numbers using an empty number line.

QUESTIONS:

1) 28- 12=

__________________________2) 24- 13= ___________________________3) 47- 16= ___________________________4) 49-17= ___________________________5) 58-28= ___________________________6) 88-14= ___________________________7) 88-44= ___________________________8) 76-27= ___________________________ChallengeA) 108-19= ___________________________B) 115 -30= ___________________________C) 115-37= ___________________________

SCIENCE

REVISION ABOUT MATERIALS

ART- RESOURCES

LI: To use a verse to illustrate a letter of the alphabet in the style of Miro.

SC: I can use a verse to inspire me to draw a letter of the alphabet in the style of Miro.

RESOURCES

ACTIVITY

As many of you may may not have paint please feel free to use the colours you have available in your house and draw these pictures. Use this verse or one of the ones below as the basis for the inspiration for your pictures.

HISTORY

LI: To research a significant historical

building in Peckham.SC: I can find out about Peckham Road Fire Station and create an

information poster about it.

ACTIVITY: Use the internet to research the Peckham Road Fire Station and create an information poster about it. Remember to make your poster interesting you should consider using the four different sentence types. If you need reminding what these are please look at the Friday’s English

resources.

This link will help you to find out information about this building. https://www.southlondongallery.org/history-collections/fire-station/

You have actually already visited it as it is part of the South London Gallery! Do you recognise it in this picture?

Your poster should answer the following questions:

When was the Fire Station built?

What was Peckham Fire Station originally called?

What were the lower floors used for?

What were the upper floors used for?

Why was there a new fire station built in the 1920s?

Who used the building from 1934 to 2007?

How did the building become part of the South London Gallery?

What is really significant about the Peckham Road Fire Station? Use this link to find out the answer to this particular question:

https://www.southlondongallery.org/your-visit/our-spaces/fire-station/

DT/ LIFESKILLS

LI: To design and make healthy sandwiches or toastSC: I can design and make healthy sandwiches or toast.

Please ensure you have parental supervision and that you follow good hygiene for this task.Last term we looked at making toast to a design specification. This week the children can make your parents some toast to their specification! Or they can design a new, healthy sandwich. I’d love to see pictures or photos of their final products!