Hello Year 2,
I hope you have had some lovely family time over Easter. Did you decorate eggs or do any Easter crafts?
I’ve been seeing some lovely projects appearing on the twitter account and through our class email! I always enjoy seeing all your hard work. If you haven’t shared any of your successes yet then feel free to tweet us @eastbierleyPS with some photos or email me on our new class email address of firstname.lastname@example.org.
While at home, I have been looking on our online platforms to see which of you have been using MyMaths, Numbots, TTRS and spellingshed. It isn’t necessary to complete these during holidays but it’s nice to see that you have been keeping up the hard work. It seems the Kahoots is the most popular choice and many of you are challenging yourself to beat your previous scores! Well done for having another attempt at something you have struggled with.
I have been doing some extra craft activities with Lucy this week and thought it might be nice to challenge you to make a better rocket that ours. Send in your results and we will upload them to the website for you all to see! This week we are going to be learning more about how we understand other people’s viewpoints. We will continue to develop our exploring skills, our empathy skills and our geography skills. I look forward to looking at all your aerial drawings and maps.
Keep yourselves safe and look after the people around you, I look forward to hearing from you all.
Weekly Maths Tasks
Working on Numbots - your child will have an individual login to access this.
Play on The Mental Maths Train Game - practise adding, subtracting, multiplying or dividing.
Practise counting in 2s, 5s and 10s. This game could support this.
Look in different rooms and go on a number hunt. How many items can you find that have numbers on them? What is the largest number you can find? What is the smallest number you can find?
Choose a number between 0 - 50. Make a poster showing how many different ways can you represent this number?
Draw a grid on a piece of paper and place your child’s favourite toy on the bottom left square as the start. Can your child think of 4 different ways to get from the start to the finish using positional language?
For example: Turn one quarter clockwise. Take 2 steps forward. Turn quarter anti-clockwise. Take 1 step forward.
You could make it harder by adding objects in the way that they need to move around such as trees.
Design a Zoo
Draw your own zoo on a grid (you can use mine if you like). Can you write a set of instructions to get from one place to another and see if your child can move their character following your instructions to tell you where you went? Can your child write some instructions to help someone to plan their route around the zoo to see certain attractions? For example: I am at the pond and I want to see the gorillas and then the elephants and then the rhinos. Can you plan me a route?
Have a go at this topmarks game! You can focus on any of the level two practice questions, you can focus on your Olympic maths timetables if you do the multiplication questions.
Weekly Reading Tasks
Reading a variety of books at home. Your child could share a book everyday. This can be reading a book aloud everyday or sharing a book with an adult.
Listen to the traditional story ‘Jack and the Beanstalk’.
Find a set of instructions for planting a seed or a bean. Read the instructions out aloud. Can you follow the instructions and plant a seed? Remember to keep watering it!
Read a non-fiction book – What can you find out about? Could you write a summary of your findings?
Read an article from a newspaper or magazine to an adult.
Read Chapter 4 of Georges Marvellous Medicine. Discuss the illustrations and complete the Kahoot guided reading quiz using the pin below.
Weekly Phonics and Spelling Tasks
Point to an item in the house, practice sounding out the word and blending back together. (i.e. train would be tr-ai-n)
Weekly Writing Tasks
Draw a picture of your house and label it
Write sentences using adjectives to describe a room in your house.
Hide and seek: Write a set of instructions on how to find something in your bedroom. Think about the positional language to help find the object.
Can you use this positional language to give directions from your house to somewhere you know? You could do the journey to school, the local shop or a friend’s house.
Diary: Keep a diary of things that happen outside one of the windows in your house. Write down sentences using suffixes. Try to use exclamation marks.
Other Learning Resources
Additional phonics support can be found here:
Animals and plants and their habitats – 05872501
Maps and compass points – 05252213
Finishing patterns – 06651036
Sequencing Shape patterns – 01505545
Conjunctions – 06696232
Phonics Phase 3 recap – 07160512
Guided Reading – Recap Comprehension – 08362845
Reading Comprehension Practice – 03815989
Common Exception Words - 06480538
Learning Project - to be completed through the week
The project this week aims to provide opportunities for your child to learn more about different viewpoints. Learning may focus on physical viewpoints in terms of what you can see outside of the window at home, what others can see looking into your home and then progress onto personal viewpoints and of others.
Using your senses: Ask your child to pick a window in the house. Ask them to stand there for a few minutes and take a look at what they can see and write or draw them down. Now ask them to try this activity again but this time ask them what they can hear? Write or draw these down. Ask your child to help find a piece of material in the house and then blindfold them. What can they see? Which sense do they use now? Ask them to now cover their ears and look outside the window. What do they hear?
A ‘feely bag’ - find six objects, such as a hairbrush, a tube of toothpaste, a packet of biscuits, an ice cream scoop, a packet of tissues and a wooden spoon. You will also need something to act as a blindfold. Imagine what it would be like if you could never see because you were blind and you had to learn to rely on your other senses instead. Play with a partner and see who guesses most of the objects. We have played this at school during our materials topic.
Find a mirror in the house: What can they see? Imagine if they were able to walk into the mirror. What do they think you would see? Listen to the story ‘Through the Magic Mirror’ by Anthony Browne. Look at the illustrations in the book and discuss what is different. Can they create a story similar to ‘Through the Mirror’? Draw a story map first and plan their story. Using their story map, create their story and remember to think about your illustrations.
Find a place in the house. Look around what they can see. Sketch what they can see. What is on the left hand side of them? What is the right hand side of them? Does it change if they sit in another part of the house? Make a list of all the things and compare.
Read the stories: Goldilocks and the Three Bears, Jack and the Beanstalk and Cinderella. The characters will be going to see Judge Jenny. Can they persuade Judge Jenny to see the story from their point of view. Watch these links to help Judge Jenny to decide. Now it’s their turn… read the stories Little Red Riding Hood, Three Little Pigs and Gingerbread Man. Imagine they are going to be one of the characters from the story and an adult is going to be Judge Jenny. What would they say to Judge Jenny? How could they persuade her?
School Uniform: Tell your child that they will be presenting to the School Council about the school uniform. Do they think it is a good idea to wear a uniform or are they against wearing a uniform? Can they write down why they think they should have a uniform and then write down why they shouldn't? Design a new uniform. What would they wear? Would it be the same for girls and boys? What would they say to the school council? How would they campaign? Would they have badges, posters, events and banners to help their debate.
Draw a map of your bedroom in your house. What symbols could you have? Where will you place items? What view is this called? Why is it called that? Challenge: Can you draw another room in your house?
Could you design a new school logo? Ask your child to think about their current logo now. What does it represent ? What could they add or change? Is there something that represents their school or area recently that people would recognise? Look at the shape of the logo. Would they keep it the same or change it?