Year 2 Home Learning w/c 6/7/2020

Additional Areas of

Learning for Year 2

Spelling:

Homophones – these are words that sound the same, but are spelled differently and have different meanings. It’s not easy to remember

the correct spelling to use, so you have to find different ways to help you to remember.

1. Have a look at the poster that Mrs Shepherd has made – talk to your grown up about why she’s chosen to illustrate the words in

this way and then create your own poster.

2. Have a look at the activity sheet and choose the correct spelling of the homophone to complete the sentences.

3. Now go back to your poster and add detail to it by copying the sentences with the correct spellings in the relevant part of your

poster.

4. When you read anything this week, see if you can spot these words and add them to your poster.

This week: blue / blew; hear / here; be / bee.

Teaching Point: The key to children being able to choose the correct spelling is for them to know the meaning of each homophone.

Reading:

We will continue reading about the strange but wonderful adventures of Anna Lavinia in ‘Beyond the Pawpaw Trees’ this week. We will

read Chapter 4 on Monday, Chapter 5 on Wednesday and Chapter 6 on Friday. Remember to look at the vocabulary before you listen

to each chapter as the story was written in the 1950s and has some old-fashioned words in it that you may not know.

Keep reading your own books or ebooks as well, as much as you possibly can (four times a week is ideal). Remember that Oxford Owls are

allowing access to all of their reading books for free at the moment, you just need to register via their website: https://home.oxfordowl.co.uk/

Subject Learning

Objective

Activity & Teaching Points Key

Vocabulary

Resources

Maths Adding Two-

Digit

Numbers

Click on the link https://whiterosemaths.com/homelearning/year-2/ and scroll all the way down to Summer

Term Week 4. Then, scroll back up to Lesson 2 ‘Adding Two-Digit Numbers’ and watch the tutorial video.

From this point you can’t access the activity sheets and answers, so we’ve attached them further along

this document.

More

More than

Difference

Tens

Ones

Count

Addition

Base 10

Answer

Link and

device to

watch

tutorial

video.

Paper

Pencil

Pre-made

‘Base 10’

Writing To draw and

describe a

forest

setting.

Description of a setting

This week we would like you to draw a picture, label it and then write a description of a

wild forest like the one Anna Lavinia travels through on her train journey. Here’s a

reminder of what she saw…

Tall trees with mossy trunks, tangled up with morning glories and wild grape vines

Fireflies twinkling in the darkness

Birds singing in sunny tree tops

Wide branches covered with orange mushrooms

Shaggy branches hanging low

Have a think about other things you could have in your forest and include them in your

drawing. You could have squirrels, insects, foxes, bears, rocks, leaves, fern, deer, a wolf,

a lake, river, stream, flowers, logs, waterfall or a path. You could even make it a magical

forest with fairies, unicorns, trolls or bluebells?! Have a look at the photos below for

some ideas.

dark

mysterious

spooky

misty

trees

fireflies

birds

branches

mushrooms

mountains

rocks

path

waterfall

lake

river

stream

plants

flowers

squirrel

insect

fox

Paper

Pencil

Colouring

pencils

deer

wolf

fairy

unicorn

troll

bluebell

daisy

fern

sunlight

twinkling

mossy

rustling

soft

smooth

beautiful

tall

winding

dappled

buttercups

vines

Now follow this:

1. Draw and label your forest picture.

2. Try to put an adjective before each noun (name of thing) e.g. flowing stream, tall

trees, bright sunlight, glowing fireflies etc.

3. Now use your picture to write a description of your forest setting using the

toolkit to help you.

Setting description toolkit

Capital letters and full stops

Careful spelling

Best handwriting

Adjectives (describing words- pretty, wild, bright, tall…)

Interesting sentence starters:

In the distance

Under

Over

Along

Next to

In front of

Behind

Here’s an example to get you started:

In the dark forest, the tall trees stretch up towards the sky. In the distance the

glowing sun sets over the huge mountains. Under the trees a gentle stream flows in and

out of the mossy rocks.

Have a go!

Subject Learning

Objective

Activity & Teaching Points Key

Vocabulary

Resources

Topic I can record

my own data

and use it to

answer

questions.

We’re going to measure your four plants (grown from seeds, beans or bulbs) for the last time and fill

in your chart. If you haven’t managed to do it, you can use Mrs Shepherd’s. Discuss with an adult

what the difference has been between all four conditions that your plants have been given to grow in

and what happened to your plant. If you want to, you could record this information with diagrams,

labels and a written description.

We’re going to make a bar chart (which is something that we come across in maths) to record the

information that we have collected about our plants. Again, you can use Mrs Shepherd’s information

to create a bar chart if you like. If you have a look further along, you’ll see that we’ve created a bar

chart to record how tall in cms each plant is (this information is shown on something called the y-axis)

and the names of the four plants is shown on something called the x-axis. Your adult will show you

what this is.

Can you answer these questions using your bar chart:-

Which plant grew the tallest?

Which plant grew the shortest amount?

What is the difference in cm between the tallest and shortest plant?

What advice would you give to someone who wanted to learn how to grow plants from seeds?

Tallest

Shortest

Water

Light

Warm

Difference

Four plants

Ruler

Paper

Pencil

Creative Make a

Paper

Windmill

We found these instructions on the Met Office website. If you click on this link it will take you to

these instructions for how to make a paper windmill, but you can then also (if you scroll down on the

web page) see links to find out about ‘The Great Storm of 1987’, where the windiest places in the UK

are and about something called ‘The Helm Wind’. https://www.metoffice.gov.uk/weather/learn-

about/met-office-for-schools/other-content/other-resources/experiments/windmill

What to do:

1. Copy the windmill template (you’ll see it further along this document or use the link above to

retrieve it) and cut it out along the dotted lines.

2. Decorate with colourful patterns.

3. Put the lump of Blu-Tack under a little circle where you need to make a hole.

4. Use a pencil or knitting needle to make a hole. You need to make five holes, as shown on the

template.

5. Fold towards the centre and push a paper fastener through all five holes.

6. Thread a small bead on the back of the paper fastener.

7. Make a hole near the top of your cardboard tube.

8. Push the paper fastener in the hole and fold the ends back to stop it from coming out again.

You can decorate the cardboard tube to make it more colourful. Alternatively, there are many

different methods to make a paper windmill on Pinterest.

wind

energy

fastener

Windmill

template

Colouring pens

Scissors

Pencil or knitting

needle

Blu-Tack (or

similar)

A paper fastener

A small bead

that can go

through the

paper fastener

A cardboard

tube (from

kitchen towels

would be ideal)

Mindful-

ness

Embrace music – to switch up your mood

Harness the mood boosting power of music by making your own playlists – one that helps you feel peaceful, one to help you focus and

another to give you a feel-good hit. A good old sing always lifts the spirits, too.

SRE

Lesson

2 of 3

To explore

some of the

differences

between

males and

females and

to

understand

how this is

part of the

lifecycle.

Explain that in this lesson we’ll be discussing some differences between male and female animals. The

outcome of this lesson is intended that your child will understand that making a new life needs a male

and a female.

1. What can your child remember from the last SRE lesson? Remind them that you discussed

some of the fixed ideas that some people have about boys and girls and about how to tell the

difference between male and female babies. Let your child know what to expect to have

learnt about when you get to the end of this learning.

2. Look at the pictures of male and female animals and ask your child if they can tell from

these pictures whether each animal is male or female – how do they know? Which part of the

animal tells them? Explain that for some animals, such as lions and peacocks, it is very clear

which is the male, for example a male lion has a mane and a male peacock has a colourful fan of

feathers. However, for most animals it isn’t as easy to tell and we need to look at other parts

of their body.

3. Ask your child whether it is the male or the female which usually feeds the babies. Look at

the pictures of the cow, the bull, and the cat feeding her kittens. Ask whether your child can

tell the males from the females in these pictures; ask them to explain how they know which is

which. Introduce the words teats and udder and explain they are only found on females so

that the female can feed her babies. Remind children that, as with humans, male and female

animals also have different private parts and this is another way we can tell them apart.

4. Look at the picture of the cat feeding her kittens – give the cat a name e.g. Mogsy. Can

your child tell you if they know how a female cat might feed her kittens? Remind your child of

the word ‘teats’ and explain this is the part of the cat’s body where the milk comes out; the

kittens need to drink the milk from the teats to help them grown. Can your child tell you if

they’ve seen any other animals which feed like this?

Activity: Cats and Kittens worksheet. To complete / create the ‘draw and write’ worksheet with own

picture of Mogsy the cat feeding her kittens and then use the words to label their picture. Check

your child understands that with most animals we need a male and a female to make a baby.

stereotype

similar

different

fixed ideas

baby

babies

teats

udders

Pictures

Paper

Pencils

Subject Learning

Objective

Activity and Teaching Points Key

Vocab

Resources

Vocabulary- Chapter 4

gilt- gold paint on an object tea cosy forget-me-not flowers gardenia bush

a dozen- 12 of something windowpane- a pane of glass in dappled – marked with spots or rounded patches

a window

Vocabulary- Chapter 5

radishes – a type of vegetable almond- a type of seed fig tree fig

burlap bag – a canvas bag quince tree quince- a hard, pear shaped fruit used in jams

Morning glory plant wild grape vine fireflies- soft bodied, winged beetles with organs that glow

mossy tree trunk pine needles pink buttercups

Vocabulary- Chapter 6

desert palm tree awning Arabian turban

pasha- important person

Tasselled fabric camel saddle Arab countries

Sash –belt

Pantaloons copper (type of metal) kettle

Maths

Answers

Topic:

Topic:

Your bar chart might look something like this …

Creative: Make A Windmill

Spelling

Spelling:

Be or Bee?

Ouch! A _______ just stung me!

I think next week will ________ sunny.

The colour of the ________ is yellow and black.

I just saw a swarm of __________ flying towards the field.