Year 2 Remote Learning Week beginning 25 January 2021€¦ · Year 2 Remote Learning Week beginning 25th January 2021 How to use your home learning pack: The home learning pack contains

Year 2 Remote Learning

Week beginning 25th 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 practice 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


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_-niWw


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

Comic Kids

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

Clifton Primary School YouTube

https://www.youtube.com/user/CliftonPrimarySchool/videos

https://www.j2e.com/


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



Staying Safe Online

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

PE Maths English Wider Curriculum

Mon

PE at home

Basketball

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/

user/CosmicKi

dsYoga

Andy Wilds

workouts:

https://www.b

bc.co.uk/iplay

er/episodes/p

06tmmvz/and

ys-wild-

workouts

Use arrays

https://vimeo.co

m/490417143

Handwriting:

One Armed Robot Letters – r, m

SPaG:

Spellings – Across and Down activity

English:

Write the opening of a story

Phonics:

Phase 3: - ‘ear’ Phase 5b: - ‘ow’

Reading: The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4

Science: Identify

materials that float and

sink.

https://classroom.thenat

ional.academy/lessons/

which-materials-float-

and-sink-

cdj66c?step=2&activity

=video

Tues

Recap – Make

doubles

https://vimeo.co

m/490420115

Handwriting:

One Armed Robot Letters – n, h

SPaG:

Identify the correct conjunction

English:

Write the build-up of a story

Phonics:

Phase 3: - ‘air’ Phase 5b: - ‘ie’

Reading:

The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4

IPC – Geography

L.O: Describe the

position of a place

https://www.youtube.com/watch?v=Te0Td0QVoj0

Story time: Not now, Bernard – Read by

Mrs Smith

https://youtu.be/_WfNrC5YZAE

Weds

2 times-tables

https://vimeo.co

m/490420447

Handwriting:

One Armed Robot Letters – b, k

SPaG:

Edit sentences to include conjunctions

English:

Write the problem of a story

Phonics:

Phase 3: - ‘ure’ Phase 5b: - ‘ea’

Reading:


IPC - Geography

L.O: To locate islands on

a world map

https://www.twinkl.co.uk/resource/t2-g-149-islands-information-powerpoint https://www.youtube.com/watch?v=c3VZrZe46_w

Thurs

5 times-table

https://vimeo.co

m/490421314

Handwriting:

One Armed Robot Letters – k, p

SPaG:

Use conjunctions in your writing

English:

Write the resolution of a story

Phonics:

Phase 3: - ‘er’ Phase 5b: - ‘er’

Reading:

The owl who was afraid of the dark. https://youtu.be/gIomkSLFNJ4 Story time: Gorilla – Read by Mrs Smith: https://youtu.be/Ef1_qrvf5GQ

PSHE:

Communicating online

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

bitesize/topics/zj8xvcw/

articles/z9r72hv

R.E: LO to explain what

Hajj is and why it is

important to Muslims.

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

esize/clips/z9vcd2p

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

ch/class-clips-

video/religious-education-

ks2-my-life-my-religion-

muslim-pilgrimage-

hajj/zndfcqt

Fri

10 times-table

https://vimeo.co

m/490421912

Handwriting:

One Armed Robot Letters – mixed

SPaG:

Spelling test

English:

Write the ending of a story

Phonics:

Phase 3: - ‘review’ Phase 5b: - ‘a’

Reading:


Computing:

LO To create an

algorithm in advanced

mode.

LO To debug code.

https://www.j2e.com/he

lp/videos/Y1video2

Music:

Charanga - Yr 2, Spring

1, Step 3.

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.bbc.co.uk/iplayer/episodes/p06tmmvz/andys-wild-workouts






https://vimeo.com/490417143


https://youtu.be/gIomkSLFNJ4

https://classroom.thenational.academy/lessons/which-materials-float-and-sink-cdj66c?step=2&activity=video

















https://www.twinkl.co.uk/resource/t2-g-149-islands-information-powerpoint




https://www.youtube.com/watch?v=c3VZrZe46_w






https://youtu.be/Ef1_qrvf5GQ

https://www.bbc.co.uk/bitesize/topics/zj8xvcw/articles/z9r72hv



https://www.bbc.co.uk/bitesize/clips/z9vcd2p


https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks2-my-life-my-religion-muslim-pilgrimage-hajj/zndfcqt









https://www.j2e.com/help/videos/Y1video2




Monday 25th January 2021

Monday Maths:

Practice your number formation by tracing the numbers below.

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

LO: To use arrays

Children explore arrays to see the commutativity of multiplication facts e.g. 5 × 2 =

2 × 5. The use of the array could be used to help children calculate multiplication

statements. The multiplication symbol and language of ‘lots of’ should be used

interchangeably. (Guidance taken from White Rose Maths)

Success Criteria:

• Count how there are in each group – there must be an equal amount in

each group.

e.g. there are 6 in each group.

• Write repeated addition equation.

e.g. 6 + 6 = 12

• Write multiplication equation

e.g. there are 2 lots of 6

2 X 6 = 12

It can also be written like this

• 2 + 2 + 2 +2 + 2 + 2 = 12

• 6 X 2 = 12

Mathematical Talk:

Where are the 2 lots of 3?

Where are the 3 lots of 2?

What do you notice?

What can we use to represent the eggs?

Can you draw an image to represent the equation?

Main activity:

Parent note:

• Watch the video with your child: https://vimeo.com/490417143

• 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.


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. Choose one to complete.

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

Learning Objective: To form letters from the ‘One Armed Robot Letters’ family

Success Criteria:

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.

Spelling rule:

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

Practice your spellings:

Look and say Cover Write Check

table

apple

bottle

little

middle

wobble

multiple

dazzle

Spelling activity:

Monday – English

Parent note:

In English this week, your child will retell the story ‘The Owl Who

Was Afraid of the Dark’ by Jill Tomlinson. Last week, your child’s

task was to remember the story through the use of actions

(imitating). These actions will now help them to write the story.

Here are some questions that you may want to discuss with your child when

thinking about the opening section of the story:

What happens at the beginning?

Who are the main characters?

Where is it set?

How are the characters feeling?

After having this discussion, your child will need use the text map to help

them write the story. They will need to point to each picture as they read the

sentence and think about what each picture represents. Once they have

verbalised their sentence, they will need to write it down. Remind your child

to use capital letters, full stops and finger spaces in their writing.

Here is an example:

This picture represents ‘Once’

This picture represents ‘there lived’

This picture represents ‘an owlet’

This picture represents ‘called Plop.’

The completed sentence: “Once there lived an owlet called Plop.”

Learning Objective: to write the opening of a story

Success Criteria:

1. Look at the first sentence of the text map

2. Point to each picture and think about what each picture represents

3. Say your sentence out loud

4. Write your sentence

5. Use capital letters, full stops and finger spaces in your writing

6. Repeat these steps for the rest of the sentences

The Owl Who Was Afraid of the Dark

Opening

Write the opening below. Rememeber to use the text map to help you.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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

Once_____________________________________________________________________

__________________________________________________________________________

He didn’t _________________________________________________________________

__________________________________________________________________________

One day, _________________________________________________________________

__________________________________________________________________________

Mummy Owl _____________________________________________________________

__________________________________________________________________________

She told __________________________________________________________________

__________________________________________________________________________

If your child finds this task too easy, they could edit their writing to include:

• interesting adjectives.

• conjunctions to join their sentences (and, but, or, so, because, when, if).

• extra detail / description of characters, settings and events.

Here is an example:

Original sentence:

Once there lived an owlet called Plop.

Edited sentence:

One quiet evening, in the creepy woods, on a tall tree lived a fluffy, cute

and innocent owlet called Plop.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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 ‘ear’ grapheme

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

‘ow’

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: - ‘ear’ https://www.youtube.com/watch?v=l5pPdWSeljY

Phase 5b: - ‘ow’

https://www.youtube.com/watch?v=FYW0ZTG2EBE&list=PLuGr6z2H2KN

GObda6B-T36vJlZYN06lOh&index=52

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 ‘ear’ (Phase 3) or ‘ow’ (Phase 5b)

grapheme.


https://www.phonicsplay.co.uk/resources/phase/2/flashcards-speed-trials

https://www.phonicsplay.co.uk/resources/phase/2/tricky-word-trucks

https://www.youtube.com/watch?v=l5pPdWSeljY

https://www.youtube.com/watch?v=FYW0ZTG2EBE&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=52

https://www.youtube.com/watch?v=FYW0ZTG2EBE&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=52

https://www.phonicsplay.co.uk/resources/phase/2/buried-treasure

https://www.phonicsplay.co.uk/resources/phase/5/cheeky-chimps

Phonics

Phase 3 activity:

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.

cow

blow

growl

growl owl low brown bowl

snow window show crown frown

Monday - 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

Learning Objective: 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


answers




2. Check how many

answers you need

3. Read the text


answers




2. Look for key words in

the text

3. Find the answer

4. Write the answer on the

line

Listen to the story read by Mrs Smith: https://youtu.be/gIomkSLFNJ4

So Plop stayed. The boys sang until the fire had sunk to a red glow.

Then Plop said goodbye and flew home.

“Well?” said his mummy. “Where have you been?”

“I met a boy – and he says DARK IS FUN. I still do not like it AT ALL –

but I think camp-fires are super!”

Plop woke up the next afternoon and went out on to the landing

branch. “Plop,” said Mrs Barn Owl, “go and find out about the dark

again. See what that little girl down there thinks about it.”

The Owl Who Was Afraid of the Dark (2002), Jill Tomlinson, Egmont UK

1. What did Plop say about the campfire?

Circle one.

campfires are super campfires are fun campfires are boring

2. What time did Plop wake up?

Tick one.

morning

night

afternoon

evening

3. What did Mrs Barn Owl tell Plop to do?

________________________________________________________________


Monday- Science

L.O: Identify materials that float and sink.

S.C:

1. Identify what the object is made from.

2. Make a prediction.

3. Put the object in the water.

4. Did it float or sink?

5. Record answer.

Parent note:

Today the children are going to identify materials that float and sink. This will

help with science and D.T sessions in the coming weeks.

1. Please watch the video with your child; it demonstrates how to carry

pout the activity. Pause the video and ask the children to make a

prediction about which objects they think will float and which will sink.

https://classroom.thenational.academy/lessons/which-materials-float-and-

sink-cdj66c?step=2&activity=video

2. Look at the objects and make a prediction about which ones will float

and which ones will sink.

3. Supervise your child whilst they carry out the investigation, as it may get

a little messy!

You will need:

• A bowl/sink filled with water

• Pen

• Pencil crayon

• Sponge

• Bottle lid

• Bottle filled with water

• Empty bottle

• Plastic peg

• Wooden peg

• Tin foil

• Paper



Why Do Some Objects Sink?

Density

Objects like marbles, coins and stones are more

solid (dense) than water. When you put them in

water, they sink to the bottom.

But objects like corks, wood and sponges are less

dense than water. Objects that are hollow (with air

inside) also float. This is because air is less dense than

water.

What about shape?

The shape of an object matters too. When more of the surface of an

object is touching the water, the object floats better. Let’s try that next.

Does the Shape Matter?

What do you think will happen if you drop a ball of plasticine into

water?

Yes! It sinks because the material is more dense than water.

This time, change the shape of the ball into a boat shape. Can you

make it float?

Buoyancy

When more of the shape is touching the water it is more likely to float.

The object pushes against the water, but the water pushes back! If lots

of the object is touching the water, the water will push back enough to

make the object float! This means the object is buoyant (even if the

material is dense).

Prediction

First you need to make a prediction about which objects you think will float

and which will sink.

A prediction is a guess. It doesn’t matter is your guess is right or wrong. Think

about what you already know and have a good guess.

If you think the object will float you put a tick in the “I predict it will float” box.

If you think the object will sink you put a tick in the “I predict it will sink” box.

Have a look at my example:

“I predict the pen will sink. I think this because I know some plastics float.”

I predict it will float I predict it will sink

Pen ✓

Now your turn:

I predict it will float

I predict it will sink

Pen

Pencil crayon

Sponge

Bottle lid

Plastic bottle

filled with water

Empty plastic

bottle

Plastic peg

Wooden peg

Tin foil

Paper

Investigation

Now carry out the investigation.

Look at my example:

“When I put the pen in the water it floated. It did not sink.”

I put a tick in the floated box because the pen floated.

Object Material Floats Sinks

Pen Plastic ✓

Now your turn:

Material Floats

Sink

Pen

Pencil crayon

Sponge

Bottle lid

Plastic bottle filled

with water

Empty plastic bottle

Plastic peg

Wooden peg

Tin foil

Paper

What did you find out? Did you find that all objects made from the same

materials float or sinks? Write a sentence.

Monday P.E – Basketball

Tuesday 26th January 2021

Tuesday Maths:



LO: To make equal groups.

Children explore doubling with numbers up to 20. Reinforce understanding that ‘double’ is

two groups of a number or an amount. Children show and explain what doubling means

using concrete and pictorial representations. They record doubling using the sentence,

‘Double ___ is ____’ and use repeated addition to represent doubles in the abstract. They

look at representations to decide whether that shows doubling or not. (Guidance taken

from White Rose Maths)

Success Criteria:

Double means two equal groups

• Count how many are in one group

e.g. 6

• Count the same amount again.

• Count how many altogether

e.g. 6 + 6 = 12

Mathematical Talk:

Can you sort these representations in to doubles and not

doubles? How do you know they’ve been doubled?

What comes next in my table, why?

How can we show the double differently?

If double 2 is 4, what is double 20?

What is the largest double we can roll on a normal dice?

Main activity:

Parent note:


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

sheets.



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


Fluency




Mastery


onto reasoning problems. Choose one of the tasks.

Parent note:

• Use the guidance and question prompts on the left-hand side of the


• Your child needs to complete the questions of the right-hand side of the

activity sheet.

Tuesday - Handwriting


Success Criteria:





Tuesday – SpaG

Learning Objective: To identify the correct conjunction

Success criteria:

1. Read the sentence.

2. Think about which conjunction to use.

3. Read the sentence with the conjunction.

4. Put a circle around the correct conjunction.

5. Read the sentence to see if it makes sense

Every sentence has a clause. A clause is a group of words that has a subject

and a verb.

Jessica ran to the shop.

The word ‘Jessica’ is the subject. The word ‘ran’ is the verb

When we join two clauses together, they become complex or compound

sentences. We already know at least one way to do this – by using ‘and’.

Jessica ran to the shop. She bought a chocolate bar.

Jessica ran to the shop and she bought a chocolate bar.

We join our clauses together using conjunctions. The word ‘and’ is a

conjunction. When we are joining two clauses that are as important as each

other and that could be individual sentences, we use a co-ordinating

conjunction. There are many co-ordinating conjunctions, but we are going

to look more carefully at three of them:

and but or

Each of these co-ordinating conjunctions has a different job.

and is used when we are adding more information to a sentence.

but is used when we are contrasting things.

or is used when we are writing about alternatives.

Activity: Molly Monster is feeling blue. She has to choose the

correct conjunction – either ‘and’, ‘but’, ‘or’ – to use in the

following sentences but she is confused.

Please help her by circling the correct conjunction.

Here is an example:

Molly Monster was feeling blue and / but / or she wanted to cry.

Remember:




The correct conjunction is ‘and’.

There is more information about how Molly Monster was feeling – we know

that she wanted to cry. We are not contrasting in this sentence or writing

about alternatives.

1. My favourite TV show is on and / but / or I’m too tired to watch it.

2. We’ll go on Saturday and / but / or we could go on Sunday.

3. I bought the cake and / but / or I forgot to buy the candles.

4. Should I wear shorts and / but / or should I wear trousers?

5. I like swimming and / but / or I don’t like running.

6. I think he is three and / but / or he might be four years-old.

7. I fell over and / but / or I hurt my knee.

8. I ordered a burger and / but / or it was burnt.

Tuesday – English

Parent note:

In English this week, your child will retell the story ‘The Owl Who Was Afraid of

the Dark’ by Jill Tomlinson. Last week, your child’s task was to remember the

story through the use of actions (imitating). These actions will now help them

to write the story.


thinking about the build-up section of the story:

What happens next?

How does the story hint at a problem?







Here is an example:

This picture represents ‘So Plop took a deep breath’

This picture represents ‘and glided down.’

The completed sentence: “So Plop took a deep breath and glided down.”

Learning Objective: To write the build-up of a story

Success Criteria:








Build-up

Write the build-up below. Rememeber to use the text map to help you.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


So Plop ___________________________________________________________________

__________________________________________________________________________

He landed ________________________________________________________________

__________________________________________________________________________

The boy _________________________________________________________________

__________________________________________________________________________

Plop _____________________________________________________________________

__________________________________________________________________________

The boy _________________________________________________________________

__________________________________________________________________________


• interesting adjectives

• conjunctions to join their sentences (and, but, or, so, because, when, if)

• extra detail / description of characters, settings and events

Here is an example:

Original sentence:

So Plop took a deep breath and glided down.

Edited sentence:

So Plop who was very nervous took a long, deep breath, opened his wings

and glided down carefully.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Tuesday - Phonics:





this week.

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


‘ie’



username: jan21

password: home





sound:

Phase 3: - ‘air’ https://www.youtube.com/watch?v=BOdSE-ATXI8

Phase 5b: - ‘ie’

https://www.youtube.com/watch?v=d9V0zAeX4oI&list=PLuGr6z2H2KN



today’s sound)


today’s sound)

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

grapheme.




https://www.youtube.com/watch?v=BOdSE-ATXI8

https://www.youtube.com/watch?v=d9V0zAeX4oI&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=61

https://www.youtube.com/watch?v=d9V0zAeX4oI&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=61



Phonics

Phase 3 activity:

Phonics

Phase 5b activity:



pie field

tried

tried fried cried chief replied

theif shield

denied belief shriek

Tuesday - Reading:

Parent note:







themselves


Success Criteria:

1. Read the text







2. Check how many

answers you need

3. Read the text


answers

5. Choose the best

answer



2. Check how many

answers you need

3. Read the text


answers

5. Choose the best

answer



2. Look for key words

in the text

3. Find the answer

4. Write the answer on

the line


Plop landed by the little girl with a bounce. “Hello!” he said. “I’ve come to

ask about the dark. Do you like it?”

“Of course I do!” she replied. “DARK IS NECESSARY. Without the dark, Father

Christmas wouldn’t come. You’d have an empty stocking on Christmas day.”

“I don’t have a stocking,” said Plop. So the little girl took off her wellington

and gave him her sock.

“Here,” she said, “hang it up on Christmas Eve.” “Oh, thank you!” said Plop

and returned to his mummy.

“Well?” said Mrs Barn Owl. “The little girl says DARK IS NECESSARY, because of

Father Christmas coming,” Plop said. “I still do not like it AT ALL – but I am

going to hang up this sock on Christmas Eve.”


1. What did the girl say about the dark?

________________________________________________________________

2. What did the girl give to Plop?

Tick one.

a sweet

a sock

a shoe

a present

3. What is Plop going to do with the sock?

Circle one.

hang it up eat it wear it give it to his mummy


Tuesday- IPC – Geography:

L.O: Describe the position of a place.

S.C:

1. Complete compass point

2. Name countries of United Kingdom

3. Answer the questions

Parent note:

As part of the national curriculum, children in key stage 1 need to be

confident with naming the countries and capital cities of the United

Kingdom. Therefore, it is important that we recap these often so they

become more confident. Today we will do that whilst developing the

children’s compass point skills.

1. Recap compass point with your child: watch this video again:


2. Ask your child to tell you the four countries that make up the United

Kingdom:

England

Scotland

Wales

Northern Ireland

3. Then the capital cities for each country:

England - London

Scotland - Edinburgh

Wales - Cardiff

Northern Ireland - Belfast

4. Show the children how to find the countries and cities in the United

Kingdom

5. Complete the compass below to remind the children of the compass

point.

6. Complete the questions. It is important that the children speak in full

sentences.

For example,

Question: What country is north of England?

Answer: “Scotland is north of England”


Activity 1:

To remind yourself of the compass points complete the compass points

again

Top Tip: Naughty Elephants Squirt Water

Activity 2: Name the four countries that make up the United Kingdom

E_________________________

S_________________________

W_______________________

N_________________ I___________________

Activity 3: Use the compass points and country names to answer these

questions.

Example:

What country is north of England? Scotland

Your turn:

What country is east of Wales?___________________________________________

What country is west of England?_________________________________________

What country is south of Scotland? ________________________________________

What country is north west of Wale? _______________________________________

What country is north east of Northern Ireland? _____________________________

Use this map to help you

Wednesday 27th January 2021

Maths:



LO: To understand the 2 times table

Children should be comfortable with the concept of multiplication so they can

apply this to multiplication tables. Images, as well as number tracks, should be used

to encourage children to count in twos. Resources such as cubes and number

pieces are important for children to explore equal groups within the 2 times-table.

(Guidance taken from White Rose Maths)

Success Criteria:

• Group objects into groups of 2.

• Count how many groups altogether

e.g. There are 4 equal groups.

• Count in 2’s, how many altogether.

“2, 4, 6, 8. There are 8 cubes altogether.”

• Write equation

e.g. 2 X 4 = 8

Mathematical Talk:

If 16p is made using 2p coins, how many coins would there be?

How many 2s go into 16?

How can the images of the 5 bicycles help you to solve the problems?

Main activity:

Parent note:


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

activity sheets below.




Fluency




Mastery


onto reasoning problems. Choose one of the tasks below.

Parent note:




activity sheet.

Wednesday - Handwriting


Success Criteria:





Wednesday – SPaG

Learning Objective: To edit sentences to include conjunctions

Success criteria:

1. Read the sentence.

2. Think about which conjunction to use.

3. Write your sentence with the conjunction.

4. Remember to take out the first full stop and the second capital letter.

5. Read the sentence to see if it makes sense.

and but or

Each of these co-ordinating conjunctions has a different job.




Activity: Kate’s teacher has asked her to improve her work by joining her

simple sentences using ‘or’, ‘but’ or ‘and’ to make a compound sentence.

Can you help her by turning her sentences into compound sentences?

Remember to take out the first full stop and the second capital letter.

Here is an example:

Read the sentence:

Jake was at the park. It was sunny.

Think about which conjunction to use.

and but or

Write your sentence with the conjunction. Remember to take out the first full

stop and the second capital letter.

Jake was at the park it was sunny.

Jake was at the park and it was sunny.

Read the sentence to see if it makes sense.

Jake was at the park and it was sunny.

1. John went to the shop. He bought some sweets.

__________________________________________________________________________

2. Should Rachel buy sweets? Should she buy chocolate?

__________________________________________________________________________

3. Terry missed the bus. He still managed to get to school on time.

__________________________________________________________________________

4. Jennifer might win the competition. Tracy could win too.

__________________________________________________________________________

5. Peter needed to wear sun cream. He had forgotten to pack it.

__________________________________________________________________________

6. The children went to fly a kite. It wasn’t windy outside.

__________________________________________________________________________

7. The teacher sat at his desk. He marked some books.

__________________________________________________________________________

Wednesday – English

Parent note:

In English this week, your child will retell the story ‘The Owl Who

Was Afraid of the Dark’ by Jill Tomlinson. Last week, your child’s

task was to remember the story through the use of actions

(imitating). These actions will now help them to write the story.


thinking about the problem section of the story:

What is the problem withinthe story?







Here is an example:

This picture represents ‘Plop’

This picture represents ‘thought for a moment’

The completed sentence: “Plop thought for a moment.”

Learning Objective: to write the problem of a story

Success Criteria:








Problem

Write the problem below. Rememeber to use the text map to help you.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Plop______________________________________________________________________

Then _____________________________________________________________________

__________________________________________________________________________

The boy _________________________________________________________________

He ______________________________________________________________________

__________________________________________________________________________

Plop _____________________________________________________________________

__________________________________________________________________________

He ______________________________________________________________________

__________________________________________________________________________





Here is an example:

Original sentence:

Plop thought for a moment.

Edited sentence:

Plop closed his beady eyes and thought deeply for a moment about what

the boy had said about the dark.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Wednesday - Phonics:





this week.

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


‘ea’



username: jan21

password: home





sound:

Phase 3: - ‘ure’ https://www.youtube.com/watch?v=dVau1GoS8wQ

Phase 5b: - ‘ea’

https://www.youtube.com/watch?v=0wVqAKgocB0&list=PLuGr6z2H2KN



today’s sound)


today’s sound)

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

grapheme.




https://www.youtube.com/watch?v=dVau1GoS8wQ

https://www.youtube.com/watch?v=0wVqAKgocB0&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=48

https://www.youtube.com/watch?v=0wVqAKgocB0&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=48



Phonics

Phase 3 activity:

Phonics

Phase 5b activity:



eat bread

sea

sea meat

head deaf repeat

reading feather

steam instead treat

Wednesday - Reading:

Parent note:







themselves


Success Criteria:

1. Read the text







2. Check how many

answers you need

3. Read the text


answers

5. Choose the best

answer



2. Check how many

answers you need

3. Read the text


answers

5. Choose the best

answer




in the text

3. Find the answer


the line


Plop slept nearly all day. By evening he was wide awake. “It’s getting-up

time, Daddy!” he shouted, butting his father in the tummy.

Mr Barn Owl looked up at the sky. “Not quite yet, Plop,” he said. “Wait till it’s

dark.”

That night, Plop watched his parents take off to go hunting again. Looking

through the leaves, he saw a man standing on the ground below. So Plop

flew down, landing with a gentle bump.


1. By evening he was ___________________.

Tick one.

wide awake

sleepy

tired

excited

2. What did Plops parents do?

___________________________________________________________

3. Who did Plop see?

Circle one.

a girl a boy a man


Wednesday- IPC – Geography:

L.O: To locate islands on a world map.

S.C:

5. Read the information

6. Identify the contents

7. Search for the country name

8. Identify where on the map it is

9. Label the island

Parent note:

As part of the national curriculum, the children need to be confident in

naming and identifying the continents. Therefore, it is important that we

recap these often so they become more confident. Today children will

name and label the continents before finding islands on a world map.

Read through the information with your child. Ask your child what they think

an island is.

Support your child when using an atlas or google maps.

What is an island song: https://www.youtube.com/watch?v=c3VZrZe46_w

What is an island?

• An island is a piece of land that is

surrounded on all sides

by water.

• Continents (like Europe or

Australia) are also surrounded

by water, but because they are so

big we don’t consider

them islands.

• Islands come in all different sizes –

some are huge countries

and others are small and exist in a group.

Can you name any islands?


Where do islands come from?

Most islands were formed millions of years ago when the sea levels rose. This

broke away pieces of land from the main continent they were attached to.

There are some types of islands that were formed in different ways.

Volcanic Islands

Volcano islands are created from volcanoes

erupting layers of lava and solidifying over

millions of years. They eventually become so tall

that they reach the surface of the sea.

Coral Islands

Coral islands are made of lots of tiny corals. They make rocky reefs that

eventually pile up to make islands over thousands of years. They are

sometimes ring shaped.

Hot Islands

Hot islands usually have hot, tropical climates.

They often have white, sandy beaches and palm

trees.

Cold Islands

Cold islands have a cold climate. One example is Iceland.

Activity: Find the island on this world map.

S.C:

Read continents names

Label the continents

Read island names

Label the Islands

Top Tip: these continents and islands are names of places, they are proper

nouns, so they must begin with capital letters.

Continents:

North America South America Africa Antarctica

Australasia Europe Asia

Islands:

Greenland Cuba Madagascar

New Zealand Sri Lanka Japan

Thursday 28th January 2021



LO: To understand 5 times-tables

Children can already count in 5s from any given number. They will also have

developed understanding of the 2 timestable. This small step is focused on

the 5 times table and it is important to include the use of zero. Children

should see the = sign at both ends of the calculation to understand that it

means ‘equals to’. (Guidance taken from White Rose Maths)

Success Criteria: • Group objects into groups of 5.




“5, 10, 15, 20. There are 20 cubes altogether.”

• Write equation

e.g. 5 X 4 = 20

Mathematical Talk:

If there are 30 petals, how many flowers? Can you count in 5s

to 30? How many 5s go into 30?

How many 5s go into 35?

What does each symbol mean?

Main activity:

Parent note:


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

main activity sheets below.




Fluency




Mastery


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?

Test style question:

Parent note:

• Read the question carefully with your child

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


Parent note:



Q1.

Ben has five marbles.

Kemi has seven times that number.

How many marbles does Kemi have?

Thursday - Handwriting


Success Criteria:





Thursday – SpaG

Learning Objective: To use conjunctions in your writing

Success criteria:

1. Look at the picture.

2. Think of a sentence.

3. Use a conjunction to add more information to your sentence.

4. Use capital letters and full stops correctly

Activity: Use the picture to write sentences using conjunctions.

Here is an example:

Many years ago, in a faraway magical kingdom, there lived lots of talking

creatures, but they were kept hidden from the rest of the world. The weather

for a while had been gloomy. One day, the sun appeared behind the

clouds, but it was still cold. They all decided to go outside and have some

fun. The brave, warrior princess fought a battle with the mighty, ferocious

dragon and saved the frog from being eaten. The witch flew through the air

and she thought about flying to the clouds or somewhere even higher.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Thursday – English

Parent note:




to write the story.


thinking about the resolution section of the story:

How is this problem resolved/sorted out?







Here is an example:

This picture represents ‘Mummy Owl’

This picture represents ‘was excited to hear about’

This picture represents ‘what the boy said’

This picture represents ‘about the Dark.’

The completed sentence: “Mummy Owl was excited to hear about what the

boy said about Dark.”

Learning Objective: to write the resolution of a story

Success Criteria:








Resolution

Write the resolution below. Rememeber to use the text map to help you.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Mummy Owl _____________________________________________________________

__________________________________________________________________________

Plop _____________________________________________________________________

__________________________________________________________________________

After _____________________________________________________________________

__________________________________________________________________________

When he _________________________________________________________________

__________________________________________________________________________

Plop _____________________________________________________________________

In delight _________________________________________________________________





Here is an example:

Original sentence:

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

Edited sentence:

Mummy Owl was extremely excited to hear about what the kind, young boy

said about Dark.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Thursday - Phonics:





this week.

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


‘er’



username: jan21

password: home





sound:

Phase 3: - ‘er’ https://www.youtube.com/watch?v=avg7f4o6Zb0

Phase 5b: - ‘er’

https://www.youtube.com/watch?v=Ffjnh3muZow&list=PLuGr6z2H2KNG

Obda6B-T36vJlZYN06lOh&index=59


today’s sound)


today’s sound)

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

grapheme.




https://www.youtube.com/watch?v=avg7f4o6Zb0

https://www.youtube.com/watch?v=Ffjnh3muZow&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=59

https://www.youtube.com/watch?v=Ffjnh3muZow&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=59



Phonics

Phase 3 activity:

Phonics

Phase 5b activity:



farmer her

letter

letter hammer

herbs feather stern

germ summer

ladder supper boxer

Thursday - Reading:

Parent note:







themselves


Success Criteria:

1. Read the text.

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

3. Read the question.

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


answers

5. Choose the best

answer



2. Check how many

answers you need

3. Read the text


answers

5. Choose the best

answer




in the text

3. Find the answer


the line


“Heavens!” cried the man, “You startled me.”

“Hello!” said Plop. “What’s that you’ve got there?”

“A telescope,” said the man. “For looking at stars and planets at night.”

“I don’t like the dark very much,” said Plop. “Really?” said the man. “But

DARK IS WONDERFUL. I’ll show you!

The man with the telescope showed Plop lots of stars and how they made

patterns in the sky. He pointed out the bright Pole Star, the Plough, the Dog

Star and Orion the Great Hunter.


1. What is a telescope used for?

Circle two.

looking at stars looking at oceans looking at planets

2. What did the man say about the dark?

________________________________________________________________

3. What made patterns in the sky?

Circle one.

the telescope the paint the stars


Thursday- PSHE – Communicating online

L.O: To understand how we can communicate through technology

Outcome Criteria:

I am able to describe how you might send a message to someone you know

using technology.

I can list ways people might use technology to talk to:

• a pen pal in another school

• someone in a game (suitable for their age)

• an agreed adult (e.g. getting help with a game or interest) with adult

help/supervision

I can name some of the risks in doing this.

Questions to Ask:

• What does online mean? What does offline mean?

• Why might someone want to communicate online with someone they

already know offline?

• Why might someone want to do this? What would be good about this?

• Can you think of any problems this might cause?

• What might they be?

• Is it sometimes ok to communicate with people you don’t know online?

• How would you check whether it was ok or not?

• What are the things you need to think about to stay safe when

communicating with people you don’t know well?

Video to watch with your child:



Being safe online:

Parent note:

Before you start the session, ensure you have a discussion with your child

about the importance of not sharing personal information online.

For example:

• Never giving someone your full name

• Never telling someone where you live

• Never give your date of birth

• Not sharing photos of yourself online

Stress to your child that if something makes them feel uncomfortable to tell

an adult straight away.

What words mean the same as communicate?

Parent note:

Introduce the activity by explaining to the children that the session will be

looking at how we use technology to communicate and the people we might

communicate with. Think about different words that we can use instead of

‘communicate’. An example has been done for you.

Parent note:

Next, have a discussion about who the children know. Who do they know

well? How do they know they know them well? (e.g. I know where they live, I

know who their family are etc.). Who are the people that they know, but

don't know well? What is the difference?

Know well Know, but not well

School friend

Communicate

Chat

Who might you communicate with online?

Parent note:

Ask the children to consider who they might communicate with online that

they don't know well.

Is it ok to communicate with these people?

What sorts of things would they talk about/not talk about?

Draw out that fact that it might be

ok to communicate online with

people they don't

know well depending on context

e.g.

People may be helpful to me.

They don't need to know everything

about me.

It could be useful to my learning.

It can help entertain me (gaming etc.)

It can help to build an online community.

Complete the following grid.

Who might you communicate with

online

Why?

Teacher To share my work with them

How could you communicate with people online?

Parent note:

Ask your child to name as many different communication technologies

and/or apps/software that they know. Have a brief discussion regarding

which ones might be suitable for different people e.g. Facetime for family.

Use the table to describe the different people you might use technology to

communicate with. How you would do this (what technology you might use)

and why you would communicate that way?

Who? How? Why?

Teacher J2E Share work

How can you

communicate

with people

online?

Nintendo Switch

Mobile phone:

WhatsApp

Thursday- R.E

LO: To explain what Hajj is and why it is important to Muslims.

Success Criteria:

5. Read the information about Hajj.

6. Underline the important information you will use in your poster.

7. Think about what Hajj is and why it is important to Muslims.

8. Think about how Hajj encourages unity and harmony between Muslims.

Parent note:

The five pillars of Islam are the defining practices of being a Muslim. This lesson is

about the special clothing Muslims wear during Hajj called the Ihram.

Hajj is the fifth pillar of Islam;

1.Shahadah (Belief in one Allah and Mohammad صلى الله عليه وسلم the last prophet of Allah)

2. Salah (Five daily prayers)

3. Zakah (Charity)

4. Sawm (Fasting)

5. Hajj (Pilgrimage)

The five pillars of Islam help each Muslim to form a personal relationship with Allah

(God) and understand the central principles of Islam; equality, justice and human

dignity.

Ask your child to think of situations where people wear the same clothes and

achieve a form of equality (e.g. school children, prisoners, nurses). Discuss the

advantages of looking the same (identity, equality, visibility).

Explain that during Hajj, Muslims wear special clothing called the Ihram. For men

this consists of two white sheets: one covering the lower part of the body and the

second covering the top part of the body wrapped around in such a way that it

leaves one shoulder bare. The women can wear any clothing as long as it is very

simple. The purpose is to show equality and global citizenship. In other words,

everyone is equal irrespective of how poor or rich they may be. Everyone is equal

regardless of skin colour. No race is superior to another race. The world belongs to

everyone and everyone has the responsibility of caring for the world and

everything in it.

Help your child to think about how Hajj encourages unity and harmony between

Muslims.

Unity - the state of being joined together or in agreement.

Harmony - a situation in which people are peaceful and agree with each other.

Watch these videos to find out more about Hajj:


https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks2-my-

life-my-religion-muslim-pilgrimage-hajj/zndfcqt

A pilgrimage is a journey to a religious place. The people who go on these

special journeys are called ‘pilgrims’. Muslims live by the Five Pillars of Islam

which are rules to live a good Muslim life. One of these rules is going on a

pilgrimage to Makkah, or Mecca, in Saudi Arabia. This pilgrimage is called

Hajj and all Muslims are expected to make this special journey at least once

in life as long as they can afford to, and are fit and well. Mecca is where

Prophet Muhammad (peace be upon him) was born, making it a very

special place.

What Do Muslim Pilgrims Do during Hajj?

During Hajj, millions of pilgrims arrive in Mecca and perform a series of rituals.

The pilgrims visit the Ka’bah in Mecca and walk around it seven times.

They run between two mounts called Safa and Marwa.

The pilgrims go to the plains of Mount Arafat to stand in prayer and spend a

night on the plain of Muzdalifah.

They camp in Mina and throw seven small stones at three stone pillars, which

symbolise the devil.

The men shave their hair and sacrifice an animal as performed by the

prophet Abraham.

Finally, the pilgrims return to Mecca to the Ka’bah and circle it seven times

again.




What do pilgrims wear?

The cloth of the pilgrim is known as ihram.

White cloth is worn so all people are equal,

whether rich or poor.

The Kabah

The pilgrims visit the Ka’bah in Mecca and

walk around it seven times, anti-clockwise.

Muslims believe that the Ka’bah was built by

the prophet Abraham and his son, Ishmail,

4000 years ago. It is the first house built to

worship Allah and has been made larger over

the years.

Safa and Marwah

Safa and Marwah are two small hills, now located in the Masjid al-Haram in

Mecca, Saudi Arabia, between which, Muslims travel back and forth seven

times during the ritual pilgrimage of Hajj. Doing this helps Muslims to

remember the struggles that Hagar and Ishmael faced when they were in

the desert. A well still remains here and pilgrims drink from it.

Mount Arafat and the Plain of Muzdalifah

Pilgrims spend the night praying and

sleeping outside and gather pebbles for

the next day's ritual of the stoning of the

devil.

Mount Arafat was the scene of the prophet

Muhammad's final sermon. Pilgrims spend

the day here in prayer.

Mina

Pilgrims camp in Mina and throw small stones at three stone walls, which

symbolise the devil. The Stoning

of the Devil is where Muslim

pilgrims throw seven pebbles at

each of the three walls called

jamrah, in the city of Mina. It is

believed that at this spot, the

devil appeared and Abraham

threw stones to scare him off.

Sacrifice

Animals are sacrificed to remember the story of Abraham and his son.

After the sacrifice, the next step of Hajj is shaving heads. All male pilgrims are

expected to shave their head or trim their hair on the day of Eid and female

pilgrims cut the tips of their hair. This day is known as Eid al-Adha.

Return to Mecca

Finally, the pilgrims return to Mecca to the Ka’bah and circle it seven times

again. Once the pilgrims have completed all the rituals, they are given a

new title. They can now be known as ‘Hajji’.

Hajj brings together and unites the Muslims from different parts of the world

regardless of their race, colour and culture.

Activity: Create a poster to explain what Hajj is and why it is important to

Muslims.

Friday 29th January 2021



LO: To understand 10 times-tables

Children have counted in 10s from any given whole number. This small step is

focused on the 10 times-table and it is important to include the use of zero.

Children should see the = sign at both ends of the calculation to understand

what it means. (Guidance taken from White Rose Maths).

Success Criteria:

• Group objects into groups of 10.




“10, 20,30, 40, 50, 60. There are 60 cubes altogether.”

• Write equation

e.g. 10 X 6 = 60

Mathematical Talk:

What if there were 10 packs of crayons?

If there are 50 crayons altogether, how many packets are there?

How do you know?

How many tens go into 30? Can you count in 10s to 30?

What does greater than mean? What does less than mean?

Main activity:

Parent note:


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

main activity sheets below.




Fluency




Mastery


onto reasoning problems.

Parent note:




activity sheet.


Parent note:



Q2.

Sita puts 10 balls in each bag.

How many balls are in the bags altogether?

Friday - Handwriting


Success Criteria:





___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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: This apple is tasty.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

table

apple

bottle

little

middle

wobble

multiple

dazzle

Friday – English

Parent note:




to write the story.


thinking about the ending section of the story:

How does the story end?

Does it end happily?







Here is an example:

This picture represents ‘After the fireworks’

This picture represents ‘Daddy Owl went hunting.’

The completed sentence: “After the fireworks, Daddy Owl went hunting.”

Learning Objective: to write the ending of a story

Success Criteria:

1. Look at the first sentence of the text map.

2. Point to each picture and think about what each picture represents.

3. Say your sentence out loud.

4. Write your sentence.

5. Use capital letters, full stops and finger spaces in your writing.

6. Repeat these steps for the rest of the sentences.


Ending

Write the ending below. Rememeber to use the text map to help you.

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


After _____________________________________________________________________

__________________________________________________________________________

Plop _____________________________________________________________________

__________________________________________________________________________





Here is an example:

Original sentence:

After the fireworks, Daddy Owl went hunting.

Edited sentence:

After the loud, sparkly and colourful fireworks had ended, Daddy Owl went

on his hunting journey.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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Friday - Phonics:





this week.

Phase 3: To read words containing phase 3 sounds (review)


‘a’



username: jan21

password: home





sound:

Phase 3: ‘review’

https://www.youtube.com/watch?v=xhOU6vZYvsA&list=PLuGr6z2H2KN

G4XgGr7UylwowIcDLr-T-k&index=3

Phase 5b: - ‘a’

https://www.youtube.com/watch?v=S1joIYQ7zfw&list=PLuGr6z2H2KNG

Obda6B-T36vJlZYN06lOh&index=43

https://www.youtube.com/watch?v=mseNHdo-

Al8&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=63

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

revise all phase 3)


today’s sound)

4. Complete the sheet for either the mixed Phase 3 sounds or ‘a’ (Phase

5b) grapheme.




https://www.youtube.com/watch?v=xhOU6vZYvsA&list=PLuGr6z2H2KNG4XgGr7UylwowIcDLr-T-k&index=3

https://www.youtube.com/watch?v=xhOU6vZYvsA&list=PLuGr6z2H2KNG4XgGr7UylwowIcDLr-T-k&index=3

https://www.youtube.com/watch?v=S1joIYQ7zfw&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=43

https://www.youtube.com/watch?v=S1joIYQ7zfw&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=43

https://www.youtube.com/watch?v=mseNHdo-Al8&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=63

https://www.youtube.com/watch?v=mseNHdo-Al8&list=PLuGr6z2H2KNGObda6B-T36vJlZYN06lOh&index=63



Phonics

Phase 3 activity: First, complete the real words and nonsense words activity.

Then, have a go at reading the words.

1. Can you spot which words are real and which are nonsense below? Fill

in your key with a different colour for real words and nonsense words

and then colour in the correct boxes below.

Here is my example:

Real words Nonsense words

boat pain fizz

zart ving soil

If you do not have any colours at home, you can tick or cross. Put a tick if

it is a real word and put a cross if it is a nonsense word.

boat pain fizz

zart ving soil

Real words Nonsense words

2. Now read the words below:

Phonics

Phase 5b activity:



hat acorn what

splash

splash

grand bacon angel apricot bagel fast bath

grass after

path was squad want wander wasp

Friday - Reading:

Parent note:







themselves


Success Criteria:

1. Read the text.

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

3. Read the question.

4. Check the success criteria for that type of question.

5. Follow the success criteria to answer the question.

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:

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

Retrieval

questions:

1. Read the

question

2. Look for key

words in the text

3. Find the

answer

4. Write the

answer on the

line


Plop said thank you and flew back to his mummy and daddy. “A man with a

telescope showed me the stars!” Plop told them. “He says DARK IS

WONDERFUL!”

That morning Plop had his supper in bed and then, like a real night bird, he

slept right through the day.

When Plop woke, it was almost dark. “Now who’s a day bird!” he shouted at

the darkness. Plop looked at his sleepy parents. He wasn’t going to hang

about waiting for them. He might be missing something.


1. What did Plop say to the man?

Tick one.

please

thank you

You’re welcome

2. How long did Plop sleep for?

Circle one.

a few hours right through the day all evening

3. What did Plop shout to the darkness?

________________________________________________________________


Friday- Computing – J2E

LO: To create an algorithm in advanced mode.

LO: To debug code.

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

child with today’s lesson. https://www.j2e.com/help/videos/Y1video2

Success Criteria:

1. Select the space template.

2. Use the arrows to make the rocket move to different plants.

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

programmed.

4. Change the name of the document to your name.

5. 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

Vocabulary:

Sprite - Sprites are the images that perform actions in a Visual program.

Examples are the Penguin, rocket etc. Note however, that the backgrounds

are also sprites.

Template - Templates are files designed to help you get started with a task. In

J2Code the templates may contain just some sprites and sometimes some

code as well.

Algorithm – A precise step-by-step guide to solve a problem or achieve a

particular objective.

Code - A stored set of instructions encoded in a language understood by the

computer that does some form of computation, processing input and/or

stored data to generate output.


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

Simple mode - A setting for JIT in J2Code that means that actions for the

sprite are performed immediately. see advanced mode above.

Advanced mode - A setting for JIT in J2Code that means that none of the

actions for the sprite are performed until the play button is pressed. See

simple mode below.

Debug - To detect and correct the errors in a computer program.

How to log into J2E:

https://www.youtube.com/watch?v=5ksB0r3oPuU

https://www.youtube.com/watch?v=5ksB0r3oPuU

Step 1:

Click on the ‘Jit5’ icon.

Step 2:

Click on the green rectangle

at the top that says ‘turtle’.

The back ground will turn

green.

Step 3:

Select the big bad wolf

template.

Step 4 :

Click advanced – your wolf

will not move until you press

go!

Click on the arrows to make

the wolf move.

Can you make the wolf move

to each house?

What happens at each

house?

Step 5:

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.

Step 6:

Press the play icon to run the

code.

Step 7:

Write your name in the green

box.

e.g. Mrs. Smith Big bad wolf

Look at the example. This is where you need to write your name.

Step 8

Click on the save button.

Extra challenge:

Click on this icon in the top

left-hand corner of the screen

to create a new program.

Task 2-Click on the "*" button,

then click on the double

arrow next to "more", select

the Cinderella template.

Children then program

Cinderella to move to the

pumpkin, cat and mouse to

find out what happens to

them. They can experiment

with editing their code and

debugging each other's

algorithms.

Repeat steps 4 - 8

Challenge

Children choose the rowing

boat sprite and two or more

sharks. Write algorithms to

make the sharks chase and

catch the rowing boat at the

same time.

Click to choose a new

sprite!

This is where you need to click to save your work. Once it is saved it will fade so you know it has saved.

Friday- Music – Charanga: I Wanna Play in a Band step 3


Sign in to Charanga:

Select the correct lesson (see below):


Follow the steps on the right hand side in order:

Answer booklet

Monday -Maths Main Activity:

Fluency:

Mastery:

Tuesday:

3 2

10 1 1 10 4 X 5 5 x 4

3 lots of 10

10 lots of 3

Tuesday - Maths Main Activity:

Mastery:

Wednesday – Maths Main Activity:

Fluency:

Mastery:

8

8 4 2

10 0

22 20

10 6

10

7

Thursday – Maths Main Activity:

Fluency:

Mastery:


Q1.

35 (marbles)

4 X 5 = 20

7

5 10 15 20 25 30 35

=

<

>

Friday - Maths Main Activity:

Fluency:

Mastery:

60

It could be any of these

answers

0 X 10

1 X 10

2 X 01

3X10

4X10

Blue box answer:


answers

3X10

4X10

5 X10

6 X10

8 X10


answers

6 X10

8 X10

9 X 10

10 X 10


Q2. 100 (balls)

Geography Answers

Tuesday: Describe the position of a place.

What country is east of Wales? England

What country is west of England? Wales

What country is south of Scotland? England

What country is north west of Wale? Northern Ireland

What country is north east of Northern Ireland? Scotland

Geography answers

Wednesday:

Documents

Year 2 Remote Learning Week beginning 25 January 2021€¦ · Year 2 Remote Learning Week beginning 25th January 2021 How to use your home learning pack: The home learning pack contains