Hello everyone! We hope you are all keeping well and still enjoying the lovely weather! This week we are going to delve a bit further into our topic ‘Into the Wild’.
This weeks resources can be accessed here.
You should have received an email with guidance about our learning for Term 5. We are including a copy of the table that was sent with this week’s learning in it. Please remember this is not intended as a rigid timetable to follow, but more as guidance so you can see what is available and where it might fit in. The timings are approximate and depend on the activity. We hope it will bring some clarity to the expectations for each week and to see clearly the work that we are encouraging you to photo and send into our 2 Build a Profile platform. We are really looking forward to celebrating your work and giving some feedback.
As ever, we understand that these are trying times. Please do your best with the tasks but do not put yourselves under undue pressure! Remember any questions or queries can now be addressed using the class email address.
Reading
Learning objective: In books they are familiar with, answer questions and make some inferences
Keep up your daily reading for pleasure, if you’ve been particularly inspired by a book why not write a book review (template in resources folder)? You never know, Mrs Gibson may publish some of them in the Henleaze News – email photos.henleazei@bristol-schools.uk.
How closely have you been paying attention to our key text? Have a go at the Tin Forest comprehension challenge found in the resource folder. The questions could be answered verbally with an adult or in writing.
Grammar
This year we have been working closely with The English hub at St Peter’s Primary in Portishead. They have produced some fantastic lessons to help Year 2 children refresh their understanding of some key grammar concepts. This week the lesson is about questions. You can access it here.
Writing: ‘The Tin Forest’ by Helen Ward
This week we are continuing with our key text ‘The Tin Forest’ by Helen Ward. You can listen to the story here.
There is a Tin Forest word mat in the resource folder to help you with your writing this week.
Task 1 – Learning objective: To begin to write in character.
For the next three tasks we are going to be thinking about the old man at the beginning of the story, before the bird arrives.
Look at the image of the old man looking out of his window. How do you think he is feeling at this point in the story? What are his dreams? What is his reality? Imagine that you are the old man. How would you stand? How would you walk? What would your voice sound like?
If you can, get a member of your household to interview you as the old man. They could ask: How are you feeling? Do you like where you live? How would you like to change where you live? Record at least five of the old man’s thoughts and wishes in thought bubbles. If you want to really challenge yourself try to echo the text in his thoughts i.e. “I wish I didn’t live in this wide, windswept place, near nowhere and close to forgotten”.
Task 2: Drama and Immersion
Listen to the story up to the part where it says ‘but it was a forest just the same’. Pause at the image of the tin forest. Create the same scene as a frozen tableau. Some of your toys could take on the role of the animals that the old man has created and you could take on the role of the old man. If you can get someone to take a photo of your tableau to share with us, we would love to see it!
Task 3 – Learning objective: Write clear sentences that form simple, coherent narratives about personal experiences (real or fictional).
Read the example diary entry in the resource folder. Can you see where the writer has echoed the text? Have a go at writing your own diary entry in the character of the old man. Choose your level of challenge:
- Six clear, well punctuated sentences with accurate spelling of common exception words (see list in resource folder if unsure).
- One paragraph of clear, coherent writing using co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses.
- Two paragraphs drawing on your reading to inform the vocabulary in your writing , echoing the text.
If you need a reminder of how to write a diary entry there is a helpful hints poster in resources.
Maths
We’re trying something a little different with our maths this week. Lessons 1 and 2 will use instructions from a video tutorial. Before commencing the video ensure that your child has everything they need, including:
- the correct ‘Flashback4’ sheet (in resources drive);
- the question worksheet (the answer sheet is also available but please don’t give them this);
- a pencil.
The tutorial will ask your child to pause the video at certain points. Please ensure that they know how to do this if you are not able to sit with them.
Daily Fluency: Tasks 1 and 2 include a fluency element. Three additional fluency tasks are available in the shared drive. This week, these will focus on the 2, 5 and 10 times tables and related division facts (e.g. if 3 x 5 = 15 the 15 ÷ 3 = 5).
Task 1 – Learning Objective: To identify three quarters of numbers and shapes.
Set up the video tutorial available here (Lesson 1 – Find Three Quarters).
You will need the Flashback4 Fluency Sheet and the worksheet (available in the Resources Folder). Please go through the answers with your child after they have completed the tutorial.
If your child has difficulty following the tutorial and answering the questions independently, please use lego, counters or something similar to support them with making the groups of 4.
Extension: If your child would like an extra challenge try the word problems in the Resources Folder.
Task 2 – Learning Objective: To count in fractions.
Set up the video tutorial available here (Lesson 2 – Count in Fractions).
You will need the Flashback4 Fluency Sheet and the worksheet (available in the Resources Folder). Please go through the answers with your child after they have completed the tutorial.
Extension: If your child would like an extra challenge try the word problems in the Resources Folder.
Task 3 – Learning Objective: Identify 1/4 , 1/2, 2/4, 3/4 of a number or shape, and know that all parts must be equal parts of the whole.
The Bowl of Fruit Problem
This problem requires a sound understanding of the relationship between part and whole.
Start by showing your child the image of the bowl of fruit (in the Resources Folder) and invite them to talk about what they can see. You could steer the conversation towards fractions if they do not naturally bring it up. Asking general questions about the fractions of different fruits in the bowl and referring also to the fraction of “other fruit” will give children the confidence to tackle this problem.
Children should be encouraged to record in any way they find useful while working on this problem. Many may find it helpful to use practical equipment to represent the fruit, for example blocks or counters, perhaps with different colours standing for different types.
Key Questions: What fraction of fruit in the bowl is apples? What fraction of fruit in the bowl is not apples?
Possible Extension: Try making up any similar problems using food or other items you have at home. Top Tip: make sure your whole number is one that can be shared into halves and quarters, e.g. 12, 16, 20, 14.
Possible Support: Those experiencing difficulty with this problem may find it easier if they use the support sheet along with counters to represent the fruit.
PE
Please continue to start your day with the Joe Wicks work out or a similar activity of your choice.
Fitness: Yoga is great for strength, control, balance and flexibility. There are some great yoga sites available on YouTube such as Cosmic Kids Yoga or Yoga For Kids! Choose one and have a go – this should last at least 20 mins and remember to warm up your muscles beforehand and cool down after – don’t skip these parts as they can help to prevent injuries!
Skills: Continue to practise throwing and catching a ball, try to use different size balls such as tennis balls and football to discover which you find easier to catch. Can you throw and catch 10 times without dropping the ball? Challenge yourself by seeing how many throws and catches you can complete without dropping the ball.
This week to develop our aim when we throw we are going to try to hit a target using an underarm throw. If you need it there is a reminder about throwing technique in resources. Use a cardboard box, hula hoop or something similar (or you can draw a chalk mark on the ground) as your target. Remember the smaller the target the trickier the task! Can you throw the ball and hit the target 10 times without missing? When you can, move three steps backwards and repeat. As a further challenge ask someone to hold your target in the air and see if you can throw the ball into, or through the target.
Art
Learning Objective: Create a picture using colour to express the difference between a live animal and the inanimate forest.
Using our book, The Tin Forest as inspiration, draw a picture of your idea of a forest created with recycling which contains a live animal or bird of your choice. Using any medium you have at home (paint, coloured pencils, crayons or collage materials etc) colour the picture using brighter colours to show the difference between the living and the recycling.
If you would like a challenge, create a sculpture of an animal (real or imaginary) using only recycling.
Science
Learning Objective: Find out what is the best environment for a plant to survive and thrive.
For the next few weeks we are going to carry out an experiment. We are going to use different variables to find out what is best for plants to grow. Use three small pots and add soil and one seed in each pot. Choose three places in your home that are;
Plant A – Sunny place and warm.
Plant B – Shaded and warm.
Plant C- Shaded and Cold
I will be using a windowsill for plant A, an airing cupboard for plant B and the fridge for plant C, it would be great if you could place yours in a similar place to mine so we can make it a fair test. Make sure you label your pots A,B, C. Keep each pot in its chosen place and make sure you water each pot daily- make sure the soil is always moist. If you are unable to plant seeds you can use my photographs I will upload each week to make observations of.
Challenge: Using what you learnt last week about what plants need to survive can you record a prediction in your books in one sentence for each plant.
I think Plant A will grow/not grow because…
PSHE: Relationships
Learning Objective: I can identify the different members of my family, understand my relationship with each of them and know why it is important to share and cooperate.
As part of our social and emotional development our learning intention is to recognise that everyone’s family is different and understand that most people value their family.
Slides 1-8: Show children the PowerPoint (available in the resource folder) and/or follow this link to a book by Patricia Hegarty called ‘We are Family’ both about all different types of families. Ask the children which pictures they think show a family. Draw out that families are diverse so that children can understand that the stereotypical family or Mum, Dad and children isn’t always the case. Explain that all the pictures are families and that families come in all different shapes and sizes. Draw out that it is perfectly normal to have a family that is different from other people.
This session is mainly focused on meaningful discussion, however if you would like an extra activity it would be lovely to help your children create a family tree.