Year 2 Remote Learning Week beginning 18 January 2021...Year 2 Remote Learning Week beginning 18th January 2021 How to use your home learning pack: The home learning pack contains

Year 2 Remote Learning

Week beginning 18th January 2021

How to use your home learning pack: The home learning pack contains work for you to

complete during the week.

Parents: Please establish a timetable that suits you and your family. Try to stick to a daily

routine and use the timetable/schedule to help children keep on top of your child’s daily

learning. Children should take regular breaks and, if possible, encourage them to get

some fresh air/exercise throughout the day.

The timetable sets out the activities for each day. Please try and complete the lessons for

each day while you are at home.

TOP TIP: Every time you complete a lesson cross it off the timetable.

The Year 2 teachers are on Twitter! If you would like to share what you have done, find us

on:

@MrsSmithClifton @MissShafiq_1

@MissHuntClifton @MissRoachford

Maths: Please watch the video before completing the worksheet. The link for the video is

on the timetable and on the worksheet. The video will explain and teach you the lesson.

It will also help you complete the worksheet.

Fluency: Some lessons may be tricky; these extra sheets help you practise your fluency

skills a little more.

Mastery: Once your child is confident with the

tasks completed, you can then move onto reasoning problems.

Please continue to use Times Tables Rock Stars!

Reading Success Criteria: Use the success criteria to help you answer the reading

comprehension questions.

Tick success criteria:

1. Read the question

2. Check how many

answers you need

3. Read the text

4. Cross off any ‘silly’

answers

5. Choose the best

answer

Circle success criteria:


2. Check how many

answers you need

3. Read the text

4. Cross off any ‘silly’

answers

5. Choose the best answer

Retrieval questions:


2. Look for key words in the

text

3. Find the answer

4. Write the answer on the

line

Phonics: Please use the link for the Letters and Sounds YouTube page and select the

appropriate sounds for that day.

Once you have watched the videos login onto PhonicsPlay and play games based on

the sounds learnt for that day. Your child can then complete the sheet attached.

Websites you will need:

Letter and Sounds – Phonics videos

https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw

Phonics Play -

https://www.phonicsplay.co.uk/

username: jan21

password: home

https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWwhttps://www.phonicsplay.co.uk/

J2E - Computing

Log into J2E: https://www.j2e.com/

Charanga – Music lessons

https://charanga.com/site/log-in/

Pupil Home Access Login – 5 a day TV- P.E

https://5-a-day.tv/

Username: clifton-primary-school-b128ly-home

Password: LZYR6bVd

Joe Wicks

https://www.youtube.com/user/thebodycoach1

https://www.j2e.com/https://charanga.com/site/log-in/https://5-a-day.tv/https://www.youtube.com/user/thebodycoach1

Staying Safe Online

When using the computer remember to follow our keeping safe rules!

PE Maths English Wider Curriculum

Mon

PE at home

Athletics

Choose from:

Daily Mile

5 a day

https://5-a-

day.tv/

Username:

clifton-

primary-

school-b128ly-

home

Password:

LZYR6bVd 5 a

day

Joe Wicks:

https://www.y

outube.com/

user/thebody

coach1

Cosmic Kids

Yoga:

https://www.y

outube.com/

channel/UC5

uIZ2KOZZeQD

Qo_Gsi_qbQ

Andy Wilds

workouts:

https://www.b

bc.co.uk/iplay

er/episodes/p

06tmmvz/and

ys-wild-

workouts

Recognise equal

groups

https://vimeo.co

m/488106597

Handwriting:

Long ladder letter – l.

SPaG:

Spellings– Pyramid activity

English:

Imitate and short burst write (beginning).

Phonics:

Phase 3 – ‘ar’

Phase 5b - i

Reading: The owl who was afraid of the dark.

Science: What is a

material used for?

To know what material

are used for.

To know what objects

are made out of which

materials.

To know the same

objects can be made

out of different

materials.

https://www.bbc.co.uk/

bitesize/topics/zrssgk7/a

rticles/z9pgcdm

Tues

Make equal

groups

https://vimeo.co

m/488108584

Handwriting:

Long ladder letter – t.

SPaG:

Identifying capital letters and full stops

English:

Imitate and short burst write (build-up).

Phonics:

Phase 3 – ‘or’

Phase 5b - o


IPC – Geography

To name and label The

Seven Continents of the

World.

https://www.youtube.c

om/watch?v=wYYakyS_

HOg

Weds

Add equal

groups

https://vimeo.co

m/488110327

Handwriting:

Long ladder letter – i.

SPaG:

Identifying capital letters and full stops

English:

Imitate and short burst write (problem).

Phonics:

Phase 3 – ‘ur’

Phase 5b - g


IPC - Geography

To name and label The

Five Oceans of the

World.

https://www.bbc.co.uk/

bitesize/topics/z849q6f/

articles/zmqwscw

Thurs

Multiplication

using the ‘x’

symbol

https://vimeo.co

m/488111269

Handwriting:

Long ladder letter – j.

SPaG:

Writing sentences using capital letters and full

stops

English:

Imitate and short burst write (resolution).

Phonics:

Phase 3 – ‘ow’

Phase 5b - c


PSHE:

Online Issues

R.E:

Christianity

The story of The Good

Samaritan.

https://www.youtube.com/

watch?v=aSfm2xdKau4

Fri

Multiplication

sentences from

pictures

https://vimeo.co

m/488113679

Handwriting:

Long ladder letter – u / y.

SPaG:

Spelling Test

English:

Imitate and short burst write (ending).

Phonics:

Phase 3 – ‘oi’

Phase 5b - u


Computing:

To know that an

algorithm is a set of

instructions.

To create a simple

algorithm to make a

rocket move.

https://www.j2e.com/la

unch

Music:

Charanga - Yr 2, Spring

1, Step 2.

https://charanga.com/s

ite/log-in/

Additional supporting hyperlinks are included in individual lessons.

https://5-a-day.tv/https://5-a-day.tv/https://www.youtube.com/user/thebodycoach1https://www.youtube.com/user/thebodycoach1https://www.youtube.com/user/thebodycoach1https://www.youtube.com/user/thebodycoach1https://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQhttps://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQhttps://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQhttps://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQhttps://www.youtube.com/channel/UC5uIZ2KOZZeQDQo_Gsi_qbQhttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://www.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workoutshttps://vimeo.com/488106597https://vimeo.com/488106597https://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdmhttps://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdmhttps://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdmhttps://vimeo.com/488108584https://vimeo.com/488108584https://www.youtube.com/watch?v=wYYakyS_HOghttps://www.youtube.com/watch?v=wYYakyS_HOghttps://www.youtube.com/watch?v=wYYakyS_HOghttps://vimeo.com/488110327https://vimeo.com/488110327https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscwhttps://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscwhttps://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscwhttps://vimeo.com/488111269https://vimeo.com/488111269https://www.youtube.com/watch?v=aSfm2xdKau4https://www.youtube.com/watch?v=aSfm2xdKau4https://vimeo.com/488113679https://vimeo.com/488113679https://www.j2e.com/launchhttps://www.j2e.com/launchhttps://charanga.com/site/log-in/https://charanga.com/site/log-in/

Monday 18th January 2021

Maths:

Practise your number formation by tracing the numbers below.

Top tip: start writing the number at the red dot.

LO: To recognise equal groups.

It is important that children know which groups are equal and unequal, and why they are equal or

unequal. The addition and multiplication symbols are not used within this small step but use of the

language of addition and multiplication will support them in understanding repeated addition

and multiplication. The examples included refer to the times tables facts that Year 2 children need

to know. (Guidance taken from White Rose Maths)

Success Criteria:

• Count how many groups there are.

• Count how many objects are in each group.

• Count how many there are altogether. Use your times tables to do this e.g. counting in 2s if

there are 2 in each group.

Mathematical Talk:

What does the 2 represent? What does the 3 represent?

I have ___ equal groups, with ___ in each group.

Which image am I describing?

Why are these groups equal/unequal?

Main activity:

Parent note:

• Watch the video with your child: https://vimeo.com/488106597

• Pause the video if/when told to and complete the questions on the main activity sheets

below.

• Encourage your child to refer to the success criteria.

• Use the ‘Mathematical Talk’ prompts (above) to support your child.

https://vimeo.com/488106597

Fluency

Please complete the additional fluency questions as part of the lesson.

Parent note: Continue to use the success criteria above to complete these additional questions.

Mastery

Once your child is confident with the tasks completed you can then move onto reasoning

problems.

Parent note:

• Use the guidance and question prompts on the left hand side of the sheet to support your

child’s understanding.

• Your child needs to complete the questions of the right hand side of the activity sheet.

Monday- Handwriting

LO: To form letters from the long ladder letters family

S.C:

First, with your finger, follow the arrow to trace over the letters.

Next, trace over the letters with your pencil.

Then, have a go at writing your letters on the line.

Don’t forget to use your finger spaces.

Monday- SPaG – Spellings

Parent note:

It is important your child practices their spellings every day. Below you will find the spellings and

an activity that your child has done in school and should be familiar with.

Watch the video and practice your spellings:

https://www.bbc.co.uk/bitesize/topics/zt62mnb/articles/zwwwfcw

Step 1: Look & Say

Look at the word you

want to learn

Say the word out loud

Spell the word out loud

Step 2: Cover & See

Cover the word

See the word in your mind

Trace the letters in the air

Spell the word out loud

and trace again

Step 3: Write & Check

Cover the word

Write the word

Check the spelling

Write the word 2 more

times if correct; if not, go

back to step 1

https://www.bbc.co.uk/bitesize/topics/zt62mnb/articles/zwwwfcw

Spelling activity:

Miss Roachford’s example:

Challenge:

If you finish all of your spelling try doing the same thing with different coloured pencils.

Monday- English

Parent Note:

The English over the next week will consist of your child learning a new text called ‘The

Owl Who Was Afraid of the Dark’ by Jill Tomlinson. We will be asking you to help your

child to remember the text through the use of actions, (in school we call this imitating). Below, we

have included the text that your child needs to learn for today along with the text map, so they

can remember the story by looking at the pictures. They can create actions to go with each

picture.

Here is a link which further explains how to imitate with your child:

Imitation

Learning Objective:

To imitate the opening of a text

Success Criteria/How to guide:

• Read the text below.

• Use the text map to point to each picture as you read each sentence.

• Think of actions to go with each picture.

• Get an adult to read the text whilst you do the actions.

• Keep practising until you are confident with the text and can remember the text by looking

at the text map.

Opening

Once there lived an owlet called Plop.

He didn’t want to be a nocturnal bird because he thought Dark was scary.

One day his mum told him that he needed to find out about the dark before he made up his

mind.

Mummy Owl looked down from their branch and spotted a boy on the ground below.

She told Plop to go and ask the boy what he thought about the dark.

https://www.youtube.com/embed/p_NI2jD-5Es

Short Burst Write:

Learning Objective: To use a conjunction to join two sentences together

Success Criteria:

• Think about if you would like to be a nocturnal animal and why.

• Use the word ‘because’ in your sentence to join your sentences together.

• Remember your capital letters and full stops.

Watch the video below: https://www.bbc.co.uk/bitesize/clips/zsshfg8

Here is a list of nocturnal animals:

• Owls

• Hedgehog

• Mouse

• Fox

• Bat

• Badger

• Moles

Write a sentence to explain if you would like to be a nocturnal animal and use a conjunction to

explain why.

Remember a conjunction links to

sentences together and today we are

going to be using the conjunction ‘because’

in our sentences.

Example:

I would like to be a hedgehog because they

are prickly, spiky and small.

I would not like to be a mouse because

they are small, fast and scary.

Try to have a go at your sentences:

______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

https://www.bbc.co.uk/bitesize/clips/zsshfg8

If your child needs help with their writing – use this template below:

I would like to be a ___________________________________________________________________

_______________________________________________________________________________________

I would not like to be a __________________________________________________________________

_______________________________________________________________________________________

Monday- Phonics:

In December, we wrote to all parents and advised you on your child’s Phonic Screening

Check score. If your child passed their check (by scoring 32 or above), they will work on

Phase 5b sounds this week. If your child did not pass their check (by scoring 31 or below),

they will work on Phase 3 sounds this week.

Phase 3: To read and write words containing the ‘ar’ grapheme

Phase 5b: To read and write words containing the alternative pronunciation ‘i’

You will need to login onto PhonicsPlay to access some of the required

resources. https://www.phonicsplay.co.uk/

username: jan21

password: home

Please complete the following with your child:

1. Complete the Speed Trial and Tricky Word Trucks games to review prior learning

(select either Phase 3 or Phase 5b)

2. Watch the appropriate video with your child to help them to learn the

sound:

Phase 3: ar - https://www.youtube.com/watch?v=Jf2dx5IbeZE

Phase 5b: i - https://www.youtube.com/watch?v=nrfIicoB7ro

3. For phase 3 – please complete Buried Treasure (make sure to click

today’s sound)

For phase 5b – please complete Cheeky Chimps (make sure to click

today’s sound)

4. Complete the sheet for either the ‘ar’ (Phase 3) or ‘i’ (Phase 5b)

grapheme.

https://www.phonicsplay.co.uk/https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trialshttps://www.phonicsplay.co.uk/resources/phase/2/tricky-word-truckshttps://www.youtube.com/watch?v=Jf2dx5IbeZEhttps://www.youtube.com/watch?v=nrfIicoB7rohttps://www.phonicsplay.co.uk/resources/phase/2/buried-treasurehttps://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Monday- Phonics

Phase 3 activity:

Monday- Phonics

Phase 5b activity:

Read the words below with both pronunciations and decide which column the word

goes in. The first one has been done for you.

tin mind

remind

remind

pint chill wig behind

this

pin sick child chip

Monday- Whole Class Reading

Parent note:

• Read the text with your child

• Discuss the meaning of any words your child does not understand

• Read the text again this time with your child joining in

• Ask them simple questions about the text

• Discuss the success criteria with your child

• Your child can then have a go at answering the questions by themselves

LO: to answer retrieval questions

Success Criteria:

1. Read the text

2. Discuss the meaning of any words you are not sure about


4. Check the success criteria for that type of question

5. Follow the success criteria to answer the question



2. Check how many answers

you need

3. Read the text

4. Cross off any ‘silly’ answers





you need

3. Read the text






text

3. Find the answer


line

“I don’t want to be a night bird,” Plop told his mummy. “Dark is nasty.” “You

don’t know that,” she said. “You’d better find out about the dark before you

make up your mind.” Look, there’s a little boy down there. Go and ask him.”

So Plop, who was quite new at flying, took a deep breath and flew down.

(The Owl Who Was Afraid of the Dark – Jill Tomlinson - Egmont – 2000)

1. Find the missing word:

Dark is ___________________.

Circle one

kind nasty unkind scary

2. Who did Plop’s mummy tell Plop to ask about the dark?

Tick one

Daddy

Uncle

A little boy

A little girl

3. What was Plop quite new at?

Circle one

dancing breathing flying learning about the dark

Monday- Science

LO – To know what material are used for

Success Criteria:

• Think about the object.

• Think about what materials that object can be made out of.

• Write down the different materials each object can be made out of.

Watch the video: https://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdm to find out

what we use materials for.

Parent Note:

Ask your child these questions and think about what different materials each object can be made

out of. The first one has been done as an example.

For further explanations on materials and what objects are made out of, click on the link.

https://www.youtube.com/watch?v=JCKSMsbpn1Y

Questions:

• What materials can a spoon be made out of?

Spoons can be made out of plastic, metal or wood

• What materials can chairs be made out of?

• What materials can cups be made out of?

https://www.bbc.co.uk/bitesize/topics/zrssgk7/articles/z9pgcdmhttps://www.youtube.com/watch?v=JCKSMsbpn1Yhttps://commons.wikimedia.org/wiki/File:Kawaii_paper_coffee_cup_clip_art.svghttps://commons.wikimedia.org/wiki/File:Kawaii_paper_coffee_cup_clip_art.svghttps://creativecommons.org/licenses/by-sa/3.0/https://creativecommons.org/licenses/by-sa/3.0/http://www.pngall.com/chair-pnghttp://www.pngall.com/chair-pnghttps://creativecommons.org/licenses/by-nc/3.0/https://creativecommons.org/licenses/by-nc/3.0/

Activity:

Fill in the table below with the different materials that the objects could be made out of – think of

as many materials as you can for each object. The first one has been done for you.

Activity:

Using the pictures on the next page, think about which material each object is made out of and

then cut them out and put them into the correct column.

This is a

_____________

This is a

________________

This is a

__________________

This object can be made

out of:

______________________

______________________

This object can be made out

of:

This object can be made out of:

• Plastic

Tuesday P.E - Athletics

Tuesday 19th January 2021

Maths:



LO: To make equal groups.

Children should be able to make equal groups to demonstrate their understanding of the word

‘equal’. With the examples provided to the children, it is important that they are exposed to

numerals and words, as well as multiple representations. (Guidance taken from White Rose Maths)

Success Criteria:

• Count/draw how many groups there are.

• Count/draw how many are in each group.


there are 2 in each group

Mathematical Talk:

How else could you represent these in equal groups?

How many ways can you represent this?

How have you grouped your items?

Main activity:

Parent note:



below.



• You may hear/ see the terminology ‘base 10’ - we call this ‘dienes cubes’ at school.


Fluency



Mastery


problems.

Parent note:




Tuesday- Handwriting


S.C:





Tuesday- SPaG

Learning Objective: To identify capital letters and full stops.

Success Criteria:


• Think about where the capital letter goes.

• Think about where a full stop goes.

• In a coloured pencil find and highlight all the capital letters and full stops in the text.

Activity: Fill in the key using a coloured pencil and using the same colour highlight the capital

letters and full stops.

Example

“I don’t want to be a night bird,” Plop told his mummy. “Dark is nasty.” “You don’t know that,” she

said. “You’d better find out about the dark before you make up your mind.” Look, there’s a little

boy down there. Go and ask him.”

So Plop, who was quite new at flying, took a deep breath and flew down.

Key:

Capital letters

Full stops

Try to have a go at finding your capital letters and full stops:

Once there lived an owlet called Plop. He didn’t want to be a nocturnal bird because he

thought Dark was scary. One day his mum told him that he needed to find out about the

dark before he made up his mind. Mummy Owl looked down from their branch, and

spotted a boy on the ground below. She told Plop to go and ask the boy what he

thought about the dark.

So Plop took a deep breath and glided down. He landed next to the little boy with a

thump. The boy was very surprised to see Plop and he gasped when he heard the loud

sound. Plop explained that he had come to find out about Dark. The boy said that he

thought Dark was EXCITING.

Key:

Capital Letters

Full Stops

Tuesday- English

Parent Note:

The English over the next week will consist of your child learning a new text called

‘The Owl Who Was Afraid of the Dark’ by Jill Tomlinson. We will be asking you to

help your child to remember the text through the use of actions, (in school we call this imitating).

Below, we have included the text that your child needs to learn for today and the text map so

they can remember the story through looking at the pictures. They can create actions to go with

each picture.


Imitation

Learning Objective:

To imitate the ‘build up’ of a text







at the text map.

Build up

So Plop took a deep breath and glided down.

He landed next to the little boy with a thump.

The boy was very surprised to see Plop and he gasped when he heard the loud sound.

Plop explained that he had come to find out about Dark.

The boy said that he thought Dark was EXCITING.


Short burst write

Learning Objective: To use adjectives

To gather ideas

Success Criteria:

• Think of adjectives to describe the dark.

• Use capital letters, full stops and finger spaces.

Example:

Example of using my adjectives to write sentences:

The dark is scary and terrifying.

Example of using the power of 3 (3 adjectives in my sentences):

The dark is quiet, spooky and eerie.

Dark is….

Scary

Terrifying

Spooky

Eerie

Quiet

Think of your own adjectives to describe the dark and create a mind map:

Using your adjectives write a sentence about the dark:

If you can challenge yourself – use the power of 3 in your writing

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


The dark is ________________________________________________.

The dark is _________________________________________________.

Dark is….

Tuesday- Phonics





Phase 3: To read and write words containing the ‘or’ grapheme

Phase 5b: To read and write words containing the alternative pronunciation ‘o’



username: jan21

password: home





sound:

Phase 3: or - https://www.youtube.com/watch?v=X2C_ANTT7zs

Phase 5b: o - https://www.youtube.com/watch?v=aFiC_rRk0AI

3. For phase 3 – please complete Buried Treasure (make sure to click

today’s sound)


today’s sound)

4. Complete the sheet for either the ‘or’ (Phase 3) or ‘o’ (Phase 5b)

grapheme.

https://www.phonicsplay.co.uk/https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trialshttps://www.phonicsplay.co.uk/resources/phase/2/tricky-word-truckshttps://www.youtube.com/watch?v=X2C_ANTT7zshttps://www.youtube.com/watch?v=aFiC_rRk0AIhttps://www.phonicsplay.co.uk/resources/phase/2/buried-treasurehttps://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Tuesday- Phonics

Phase 3 activity:

Tuesday- Phonics

Phase 5b activity:

Read the words below with both pronunciation’s and decide which column the word

goes in. The first one has been done for you.

hot no

clock

clock spot song not fold

Cold

shock go rot rocket

Tuesday- Whole Class Reading

Parent note:








Success Criteria:

1. Read the text








you need

3. Read the text






you need

3. Read the text






text

3. Find the answer


line

“Ooh!” cried the little boy as Plop landed with a somersault. “Hello!” said Plop. “I’ve come

to find out about the dark.” “Oh!” said the boy. “DARK IS EXCITING, especially tonight.

We’re going to have fireworks!” “Does is have to be dark?” asked Plop. “Of course!”

replied the boy. “You can’t see the fireworks unless its dark. Look out for them later!”

“Well?” said Mrs Barn Owl when Plop arrived back at the nest. “The little boy says DARK IS

EXCITING,” said Plop. “I still do not like it AT ALL! But I will watch the fireworks if you will sit by

me.” “We will sit by you,” said his mummy and daddy.

So that is what they did.


1. What did the boy say about the dark?

Find the missing word.

Dark is ___________________.

Circle one

exciting nasty nice lovely dark

2. What can’t you see unless it is dark?

Tick one

Stars

Fireworks

The moon

Lights

Sparklers

3. Plop arrived back at the ______________.

Circle one

tree house nest

Tuesday- IPC – Geography:

LO: To name and label the seven continents of the world.

Read the information about continents:

Watch the video about continents: https://www.youtube.com/watch?v=wYYakyS_HOg

Listen to and learn the words to this song about the seven continents:

https://www.youtube.com/watch?v=K6DSMZ8b3LE

Parent note:

Here is the link to a PowerPoint about the continents on Twinkl:

https://www.twinkl.co.uk/resource/au-g-47-continents-of-the-world-powerpoint

The PowerPoint goes into more detail about the different continents. This information is also

available on the videos above.

https://www.youtube.com/watch?v=wYYakyS_HOghttps://www.youtube.com/watch?v=K6DSMZ8b3LEhttps://www.twinkl.co.uk/resource/au-g-47-continents-of-the-world-powerpoint

Look at where the different continents are on the world map:

Main activity

Label the world map below with the names of the seven continents.

Success Criteria:

1. Look at the word bank.

2. Choose a continent and find it on the map.

3. Copy the continent’s name in the box pointing to the correct continent.

4. Try to use your memory but you can use the videos or world map above to help you if you

need to.

Challenge

Complete the tasks on the activity sheet below.

Success Criteria:

1. Read the question.

2. Use the map or videos to help you to find your answer.

3. Write the answer down.

Wednesday 20th January 2021

Maths:



LO: To add equal groups.

Children begin to connect equal groups to repeated addition. At this point children have added

3 one digit numbers together, therefore they can add up to 3 equal groups when each group is

any one digit number. If there are more than 3 equal groups, the examples must be limited to 2s,

5s, 10s and 3s. (Guidance taken from White Rose Maths)

Success Criteria:



• Write a number sentence to match.



Mathematical Talk:

What do the two 3s represent?

Why are we using the addition symbol?

How else can we show the equal groups?

What is the total?

Main activity:

Parent note:



below.




Fluency



Mastery


problems.

Parent note:




Wednesday- Handwriting


S.C:





Wednesday- SPaG

Learning Objective: To identify capital letters and full stops.

Success Criteria:

• Remind yourself what a full stop is and what a capital letter is and where we use them in

our writing.

• Read the sentence below.

• Think about where the capital letters need to go in the sentence.

• Think about where the full stops need to go in the sentence.

• Use your pencil and edit the sentence, putting the capital letters and full stops in the

correct place.

• Rewrite the edited sentence using your corrections.

Example:

Sentence before editing:

“Oh!” cried the littlE boy as Plop landed with a somerSault. Hello! said Plop. I’ve come. to finD out

about the dark.

Edited sentence:

“Oh!” cried the littlE boy as Plop landed with a somerSault. Hello! said Plop. I’ve come. to finD out

about the dark.

Sentence rewritten with corrections:

“Oh!” cried the little boy as Plop landed with a somersault. Hello! said Plop. I’ve come to find out

about the dark.

Use a coloured pencil to edit the sentence below:

Plop thought For a moment and Then he askEd the boy what was. so exciting abouT the dark.

Rewrite the sentence with the corrections – Remember to use your best handwriting.

_____________________________________________________________________________________

_____________________________________________________________________________________

Wednesday- English

Parent Note:

The English over the next week will consist of your child learning a new text called ‘The Owl Who

Was Afraid of the Dark’ by Jill Tomlimson. We will be asking that you help your child to remember

the text through the use of actions, (in school we call this imitating). Below we have included the

text that your child needs to learn for today and the text map so they can remember the story

through looking at the pictures. They can create actions to go with each picture.



Learning Objective:

To imitate the ‘problem’ of a text







at the text map.

Problem

Plop thought for a moment.

Then he asked the boy what was so exciting about the dark.

The boy said that he loved fireworks.

He explained that you could only see the sparkly, bright and colourful

fireworks when it was dark.

Plop still wasn’t sure if he liked Dark because it still seemed rather frightening.

He thanked the boy for his advice and flew back to Mummy Owl.


Short burst write

Learning Objective: To use adjectives

To gather ideas

Success Criteria:

• Think of adjectives to describe fireworks.

• Use capital letters, full stops and finger spaces.

Watch the video to gather adjectives to describe the fireworks.

https://www.youtube.com/watch?v=MpJIg_3DnLk

Example:

Example of using my adjectives from my mind map to write sentences:

The fireworks are spectacular and sparkly.

Example of using the power of 3 (3 adjectives in my sentences):

The fireworks are pretty, incredible and loud.

Fireworks

Loud

Incredible Pretty

Spectacular

Sparkly


Watch the video and create a mind map of adjectives to describe the fireworks. Use your mind

map to write sentences. https://www.youtube.com/watch?v=MpJIg_3DnLk

Using your adjectives write a sentence about the fireworks:

If you can challenge yourself – use the power of 3 in your writing

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


The fireworks are ________________________________________________

The fireworks are _________________________________________________

Fireworks


Wednesday- Phonics









username: jan21

password: home





sound:

Phase 3: ur - https://www.youtube.com/watch?v=pcNgbnrvWqo

Phase 5b: g – https://www.youtube.com/watch?v=XGUQQMil-vg

For phase 3 – please complete Buried Treasure (make sure to click

today’s sound)


today’s sound)

3. Complete the sheet for either the ‘or’ (Phase 3) or ‘o’ (Phase 5b)

grapheme.

https://www.phonicsplay.co.uk/https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trialshttps://www.phonicsplay.co.uk/resources/phase/2/tricky-word-truckshttps://www.youtube.com/watch?v=pcNgbnrvWqohttps://www.youtube.com/watch?v=XGUQQMil-vghttps://www.phonicsplay.co.uk/resources/phase/2/buried-treasurehttps://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Phonics

Phase 3 activity:

Phonics

Phase 5b activity:

Read the word below with both pronunciation’s and decide which column the word goes

in. The first one has been done for you.

got gent

groan

groan danger good grunt gloat

gear tragic gap energy magic

Wednesday- Whole Class Reading

Parent note:








Success Criteria:

1. Read the text








you need

3. Read the text






you need

3. Read the text






text

3. Find the answer


line

When the very last firework had faded away, Mr Barn Owl went hunting. All

night he brought food back to Plop, until daylight came and it was time for

bed.

Halfway through the morning, Plop woke up. Mrs Barn Owl opened one

bleary eye. “Plop, dear,” she said, “why don’t you find out some more about

the dark?” Go and ask that old lady in the deck chair.”


1. Where did Mr Barn Owl Go?

Circle one

shopping flying hunting school

2. When did Plop wake up?

Tick one

Halfway through the night

Halfway through the day

Halfway through the morning

Halfway through the afternoon

3. Who did Mrs Barn Owl tell Plop to ask about the dark next?

Tick one

A little boy

A little girl

An old man

An old lady

Wednesday- IPC – Geography:

LO To name and label the five oceans of the world.

Read the information about oceans:

Watch the video and read the information about oceans:

https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscw

Listen to and learn the works to this song about The Five Oceans:

https://www.youtube.com/watch?v=X6BE4VcYngQ

Parent note:

Here is the link to a PowerPoint about the oceans on Twinkl: https://www.twinkl.co.uk/resource/t-

tp-5976-oceans-of-the-world-facts-powerpoint

The PowerPoint goes into more detail about the different oceans. This information is also available

on the videos above.

https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscwhttps://www.youtube.com/watch?v=X6BE4VcYngQhttps://www.twinkl.co.uk/resource/t-tp-5976-oceans-of-the-world-facts-powerpointhttps://www.twinkl.co.uk/resource/t-tp-5976-oceans-of-the-world-facts-powerpoint

Look at where the oceans are on the world map:

Main activity

Label the world map below.

Success Criteria:

1. Look at the word bank.

2. Choose an ocean and find it on the map.

3. Copy the ocean’s name in the box pointing to the correct ocean.

4. Try to use your memory but you can use the videos or World map above to help you if you

need to.

Challenge:

Use your knowledge of continents and oceans to complete the world map jigsaw. You might

need to look at your work from yesterday to remind you of where the different continents are on

the map.

Success Criteria:

• Cut out the pictures of the continents and stick them in the correct place on the world

map.

• Cut out the names of the continents and match them to the correct picture and then stick

them down.

• Cut out the names of the oceans and put them in the correct place and then stick them

down.

Top tip: If you do not have any glue at home – place the pieces in the correct place on the map

and then take a photo of it when you have finished. Then, you can recycle the bits of paper.

Thursday 21st January 2021



LO: To write multiplication sentences using the x symbol.

Children are introduced to the multiplication symbol for the first time. They should link repeated

addition and multiplication together, using stem sentences to support their understanding. They

should also be able to interpret mathematical stories and create their own involving

multiplication. The use of concrete resources and pictorial representations is still vital for

understanding. (Guidance taken from White Rose Maths)

Success Criteria:



• Write an addition number sentence to match.

• Write a multiplication number sentence to match.



Mathematical Talk:

What does ‘lots of’ mean?

Does 18 = 3 × 6 mean the same?

How is 6 + 6 + 6 the same as 3 × 6? How is it different?

Main activity:

Parent note:



below.




Fluency



Mastery

Once your child is confident with the tasks completed you can then move onto this reasoning

problem.

Parent note:

• Read the question to your child.

• Ask your child what they could do first to answer the question.

• Top tip: Work out the answers to each side of the equation separately first. Are they equal?

Draw images to help you:

Mo is correct/ incorrect because

_______________________________________________________________________________________________

_______________________________________________________________________________

Test style question:

Parent note:

• Read the question carefully with your child

• Continue to use the success criteria above to complete this question.

A classroom has 6 tables.

Each table has 5 children sitting at it.

Complete the number sentence to show how many children there are altogether.

Thursday- Handwriting


S.C:





Thursday- SPaG

Learning Objective: To use capital letters and full stops correctly.

Success Criteria:

• Remind yourself what a full stop is and what a capital letter is and where we use them in

our writing.

• Look at the picture and think of some sentences to describe what is happening in the

picture.

• Use adjectives

• Remember capital letters and full stops

Example

The boy is wearing a dark green coat with shiny gold buttons.

The boy and girl are having lots of fun in the snow.

Activity:

Use the picture below to create sentences about what you can see.

Top Tip – don’t forget your capital letters and full stops

Challenge – can you put adjectives in your sentences.

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Thursday- English

Parent Note:




Below we have included the text that your child needs to learn for today and the text map so

they can remember the story by looking at the pictures. They can create actions to go with each

picture.


Imitation

Learning Objective:

To imitate the ‘resolution’ of a text







at the text map.

Resolution

Mummy Owl was excited to hear about what the boy said about Dark.

Plop told her that the boy thought Dark is EXCITING.

After a while, it began to get dark and Plop suddenly heard a loud bang.

When he turned around, he was shocked to see a huge burst of colour in the sky.

Plop was amazed by the colourful and fascinating firework.

In delight, he shouted that he loved Dark.


Short burst write

LO – To write a thank you card

Success Criteria:

• Think about who you are writing the card to.

• Think about who you are writing the card from.

• Remember what features we need to remember when we are writing a card.

• Remember capital letters, full stops and finger spaces.

Top Tip – Don’t forget we need a capital letter for names!

Example:

Who are we writing to?

Miss Hitchcock

What are we writing the card

about?

Helping to look after all the

children in Clifton

Who is it from?

Miss Roachford

To Miss Hitchcock,

Thank you for looking after all the children in Clifton Primary School and for making sure we are all

safe. All the children love coming to school because you are so kind.

From Miss Roachford

Today, we are going to pretend to be Plop and write a thank you card to the boy for helping Plop

realise that Dark is not frightening and that he loves the dark.

Who are we writing to?

(Think of your own name for the

boy)

What are we writing the letter

about?

Who is it from?

____________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________


To ____________________________

Thank you for ________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

From ________________________________________

Thursday- Phonics









username: jan21

password: home





sound:

Phase 3: ow - https://www.youtube.com/watch?v=DV3vzwk9E_Q

Phase 5b: c – https://www.youtube.com/watch?v=DKjqnwLdc80


today’s sound)


today’s sound)

3. Complete the sheet for either the ‘ow’ (Phase 3) or ‘c’ (Phase 5b)

grapheme.

https://www.phonicsplay.co.uk/https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trialshttps://www.phonicsplay.co.uk/resources/phase/2/tricky-word-truckshttps://www.youtube.com/watch?v=DV3vzwk9E_Qhttps://www.youtube.com/watch?v=DKjqnwLdc80https://www.phonicsplay.co.uk/resources/phase/2/buried-treasurehttps://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Phonics

Phase 3 activity:

Phonics

Phase 5b activity:



cat cell

creep

creep can

crust icy coat

acid

cent cream cycle central

Thursday- Whole Class Reading

Parent note:








Success Criteria:

1. Read the text








you need

3. Read the text






you need

3. Read the text






text

3. Find the answer


line

Plop landed by the old lady with a thump. “Hello!” he said. “I’ve come to ask you about

the dark. I want to go hunting with Daddy, but he always goes hunting in the dark and I’m

afraid of it.”

“How very odd,” said the lady. “Now, I love the dark. DARK IS KIND. I can forget that I am

old and I can sit and remember all the good times.” “I haven’t much to remember, yet,”

said Plop. “I’m rather new, you see.”

“Well?” said his mummy, as Plop flew up to the landing branch. “The old lady says DARK IS

KIND,” said Plop, “but I still do not like it AT ALL.”


1. What did the old lady say about the dark?

Find the missing word.

Dark is ____________________.

Circle one

exciting kind fun nasty unkind nice

2. Why does Plop not have much to remember yet?

Tick one

He’s rather new

He’s rather old

He’s rather forgetful

He’s rather young

3. Where did Plop fly up to?

Circle one

tree landing branch nest house

Thursday- PSHE – Issues Online

LO: To discuss issues online and to know where to go to seek help if needed.

Outcome Criteria:

• To recognise issues online that might make me feel sad, worried uncomfortable or

frightened.

• To know who I can go to for help.

• To know how to ask for help.

Questions To Ask

• What do you like to do online?

• What do you not like to do?

• What can you do if something makes you feel sad/ embarrassed or upset online?

• Who can help you if something ever worries or upsets you online?

• How can you ask for help? What would you say?

Parent note:

• Complete the following activities with your child.

• Read the PowerPoint slides that are copied into this document with your child. This is the link

for the full PowerPoint: https://www.twinkl.co.uk/resource/t-t-25933-ks1-safer-internet-day-

information-powerpoint

• Use the questions above to talk about staying safe online with your child.

Write a list of the games/ apps/ websites that you like to use:

https://www.twinkl.co.uk/resource/t-t-25933-ks1-safer-internet-day-information-powerpointhttps://www.twinkl.co.uk/resource/t-t-25933-ks1-safer-internet-day-information-powerpoint

Main activity

Think about how these activities make you feel and colour-code them by colouring the boxes.

Success criteria:

• Choose a different colour to represent each emotion and colour in the key.

• Read an example of an online activity.

• Think about how that activity would make you feel.

• Colour the box in with the same colour for that emotion that you selected for the key.

• Repeat for the next example of an online activity.

Talk about this with somebody that you live with.

Write a list of the people that you could talk to if something worries you online:

One is done for you.

teacher

Practice talking to somebody about your worries online using the sentence stems below:

Thursday- R.E

Christianity is a religion. Christians believe that Jesus is the son of God. They believe that Jesus was sent to

Earth by God to teach people.

Read the information below:

Samaritan is a word that you will see/ hear a lot during R.E today. It has two different meanings. Read the

definitions below:

Christians believe that The Good Samaritan story was told by Jesus to teach people about the importance

of caring for others. Read the story below.

You can also listen to the story by clicking on this link: https://www.youtube.com/watch?v=aSfm2xdKau4

Think about The Good Samaritan story and discuss the questions below with somebody that you live with.

You could write your ideas next to the questions on the page.

https://www.youtube.com/watch?v=aSfm2xdKau4

Main activity

Draw and write about what you think Jesus was trying to teach Christians in the story of The Good

Samaritan.

1. Success Criteria:

2. Read the story

3. Find an example of where The Good Samaritan helped the Jewish man.

4. Draw a picture of this part of the story in the box.

5. Write a sentence to explain what is happening and what you think Jesus was trying to teach

Christians.

6. Repeat for another example.

Use the word bank below to help you:

Challenge:

Write sentences to match the pictures to describe what happened in the story.

Friday 22nd January 2021

Practice your number formation by tracing the numbers below.


LO: To write multiplication sentences using pictures.

Children will use the multiplication symbol and work out the total from pictures. They should also

be able to interpret a multiplication word problem by drawing images to help them solve it. Coins

could be used within this small step too (Guidance taken from White Rose Maths).

Success Criteria:

1. Count/draw how many groups there are.

2. Count/draw how many are in each group.

3. Write a multiplication number sentence to match.

4. Count how many there are altogether. Use your times tables to do this e.g. counting in 2s if


Mathematical Talk:

What does the 4 represent?



Can you think of your own story for 3 × 4 = 12?

Main activity:

Parent note:



below.




Fluency



Mastery


problems.

Parent note:





Parent note:

• Read the question carefully with your child

• Continue to use the success criteria above to complete this question.

Match each egg box to the correct multiplication.

One is done for you.

Friday- Handwriting

Friday- SPaG – Spelling Test

Ask a grown up to help you with your spelling test.

How to administer a spelling test:

Say the word to your child

Say the word again

Children to write the word

Write one word on each line

When the spelling test is finished, go through the answers on the next page.

Now check your spellings:

Can you use these words in sentences?

For example: The television is loud.

_______________________________________________________________________________________

_______________________________________________________________________________________

________________________________________________

television

division

vision

confusion

invasion

Fast

Last

past

English

Parent Note:




Below we have included the text that your child needs to learn for today and the text map so

they can remember the story by looking at the pictures. They can create actions to go with each

picture.


Imitation

Learning Objective:

To imitate the ‘ending’ of a text


1. Read the text below.

2. Use the text map to point to each picture as you read each sentence.

3. Think of actions to go with each picture.

4. Get an adult to read the text whilst you do the actions.

5. Keep practising until you are confident with the text and can remember the text by looking

at the text map.

Ending

After the fireworks, Daddy Owl went hunting.

Plop was no longer afraid of the dark so he asked his dad if he could join him.


Now can you perform the whole text to an adult, use the text map and your actions to help you

remember the story.

Story:

Opening

Once there lived an owlet called Plop. He didn’t want to be a nocturnal bird because he thought

Dark was scary. One day his mum told him that he needed to find out about the dark before he

made up his mind. Mummy Owl looked down from their branch, and spotted a boy on the

ground below. She told Plop to go and ask the boy what he thought about the dark.

Build-up

So Plop took a deep breath and glided down. He landed next to the little boy with a thump. The

boy was very surprised to see Plop and he gasped when he heard the loud sound. Plop explained

that he had come to find out about Dark. The boy said that he thought Dark was EXCITING.

Problem

Plop thought for a moment. Then he asked the boy what was so exciting about the dark. The boy

said that he loved fireworks. He explained that you could only see the sparkly, bright and colourful

fireworks when it was dark. Plop still wasn’t sure if he liked Dark because it still seemed rather

frightening. He thanked the boy for his advice and flew back to Mummy Owl.

Resolution

Mummy Owl was excited to hear about what the boy said about Dark. Plop told her that the boy

thought Dark is EXCITING. After a while, it began to get dark and Plop suddenly heard a loud

bang. When he turned around, he was shocked to see a huge burst of colour in the sky. Plop was

amazed by the colourful and fascinating firework. In delight, he shouted that he loved Dark.

Ending

After the fireworks, Daddy Owl went hunting. Plop was no longer afraid of the dark so he asked his

dad if he could join him.

Text map:

Friday- Phonics









username: jan21

password: home





sound:

Phase 3: oi - https://www.youtube.com/watch?v=8-t0pHoi-O8

Phase 5b: u - https://www.youtube.com/watch?v=Xi3jCWYzGT4


today’s sound)


today’s sound)

3. Complete the sheet for either the ‘oi’ (Phase 3) or ‘u’ (Phase 5b)

grapheme.

https://www.phonicsplay.co.uk/https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trialshttps://www.phonicsplay.co.uk/resources/phase/2/tricky-word-truckshttps://www.youtube.com/watch?v=8-t0pHoi-O8https://www.youtube.com/watch?v=Xi3jCWYzGT4https://www.phonicsplay.co.uk/resources/phase/2/buried-treasurehttps://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Phonics

Phase 3 activity:

Phonics

Phase 5b activity:



but unit

stupid

stupid push full humor tuck

tuba

human awful duty future

Friday- Whole Class Reading

Parent note:








Success Criteria:

1. Read the text








you need

3. Read the text






you need

3. Read the text






text

3. Find the answer


line

That evening, when both his parents went hunting, Plop closed his eyes and tried to

remember something to remember. Suddenly he heard a happy shout and Plop forgot

about being afraid of the dark. He peered through the leaves and saw a boy sitting by a

fire. Plop flew down, landing with an enormous thud.

“Hello!” said Plop. “I’ve come to see what’s going on.” “I’m guarding the camp-fire,” said

the boy. “The others have gone to play games in the dark, in the dark, lucky things.” “Do

you like the dark?” asked Plop. “It’s super!” the boy replied. “DARK IS FUN. We’re going to

make cocoa and sing around the fire. Would you like to stay?”


1. Where did his parents go?

Tick one

Flying

Sleeping

Hunting

Shopping

2. Find the missing word.

Suddenly he heard a ________________ shout.

Circle one

loud huge incredible happy exciting

3. Where did Plop see the boy?

_______________________________________________________________________

Friday- Computing – J2E

LO to know that an algorithm is a set of instructions.

LO to create simple algorithms to make a rocket move.

Parent Note: Watch the video for step by step instructions on help to help you child with todays

lesson. https://www.j2e.com/help/videos/Y1video1

Success Criteria:

• Select the space template

• Use the arrows to make the rocket move to different plants

• Press play and watch the rocket move using the instruction that you programmed.

• Change the name of the document to your name

• Save the document by clicking on the save symbol (your teacher will be able to see all of

your work)

What is an algorithm?

You use code to tell a computer what to do. Before you write code you need an algorithm.

An algorithm is a list of rules to follow in order to solve a problem.

Algorithms need to have their steps in the right order. Think about an algorithm for getting dressed

in the morning. What if you put on your coat before your jumper? Your jumper would be on top of

your coat and that would be silly! When you write an algorithm the order of the instructions is very

important.

To find out more information about what an algorithm is, watch the video:

https://www.bbc.co.uk/bitesize/topics/z3tbwmn/articles/z3whpv4

How to log into J2E:

https://www.j2e.com/help/videos/Y1video1https://www.bbc.co.uk/bitesize/topics/z3tbwmn/articles/z3whpv4

Click on the ‘Jit5’ icon.

Click on the green rectangle at

the top that says ‘turtle’.

Select the space template.

Click on the arrows to make the

rocket move.

Can you make your rocket

travel to each planet?

Your code is created on the

left-hand side.

Top tip: you can edit your code

by clicking the ‘x’ to delete

steps. You can also click on

steps and drag them to a

different place.

Press the play icon to run the

code.

Step 1:

Write your name in the green

box.

Step 2:

Click on the save button.

Look at the example. This is

where you need to write your

name.

This is where you need

to click to save your

work. Once it is saved it

will fade so you know it

has saved.

Extra challenge:

Click on this icon in the top left-

hand corner of the screen to

create a new program.

Select another template and

explore programming.

You can choose any template

that you like!

Friday- Music – Charanga: I Wanna Play in a Band step 2


Sign in to Charanga:

Select the correct lesson (see below):

Follow the steps on the right hand side in order:


Science/ Wider Curriculum Answers:

Parent note:

• Use the answers to mark your child’s work.

• Mark it with them so that you can discuss any mistakes.

Monday -

Tuesday-

LO: To name and label The Seven Continents of the World.

Answers:

Wednesday-

LO: To label The Five Oceans of the World.

Answers:

Maths Answers:

Parent note:

• Use the answers to mark your child’s work.

• Mark it with them so that you can discuss any mistakes.

Monday -

Main activity:

Fluency:

Mastery:

Tuesday:

Main activity -

Fluency:

Mastery:

Wednesday:

Main activity -

Fluency:

Mastery:

Thursday:

Main activity -

Fluency:

Mastery:


Friday:

Main activity-

Fluency:

Mastery:

Documents

Year 2 Remote Learning Week beginning 18 January 2021...Year 2 Remote Learning Week beginning 18th January 2021 How to use your home learning pack: The home learning pack contains