Year 2 Parents and Carers:Homework starting from Monday 15th June 2020 that will last for 1 week (end date Friday 19th June 2020). Please follow the guidance in this pack and this will help your child to keep on track with the national curriculum for when they return to school. Daily learning expectations involve:

Reading 1 book per day Phonics speed sounds Topic- complete an activity per day Maths- complete one lesson per day Writing – complete one lesson per day Please repeat anything your child is not secure with.

ReadingPlease read a book daily from the following website: https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/?fbclid=IwAR08_sImZbWDzoo57OfcXsyZBBdBgboprOSRhpiDc6_MXL0OLl5vw6y2dlc

You will need to register and create a log in but all the eBooks are free. Please go on the website provided and scroll down to find the following:

Select “levels” and then “book band” and select the required book band colour for your child. At this point in the academic year expected standard (at age related expectation) your child would be reading book band 11: lime. However, if your child is greater depth standard (above age related expectation) they would be reading book band 12: brown. If your child is working towards standard in reading (working below age related expectations) please select a colour that is appropriate for your child’s ability. As part of parents’ evening, you received some coloured comprehension questions linked to the book bands. Please also ask your child these questions when they read to you. Phonics Phonics is an important part of year 2 curriculum and is taught daily. Please click on the following link:https://www.ruthmiskin.com/en/find-out-more/help-during-school-closure/

Once you have clicked on the link above, click on YouTube Channel which you will find under the subheading RWI Phonics lessons at home. Your child will need to compete set 2 speed sounds at 10am and set 3 speed sounds at 10:30am. TopicThis half term the Year 2 topic is Moon Zoom. Below is a list of activities for your child to complete. Please choose one of the bullet points to focus on each day:

Maths Below are some activities your child can complete on place value. Please complete one lesson per day.Here is an example:

Lesson 1

Write the value on the line of the number of beads on the abacus.

Look at the value and draw the correct number of beads on the abacus.

Lesson 2

Have a go at showing the value of each digit by writing them in the correct side of the table:

Write the value of the numicon pieces on the line:

Lesson 3

Lesson 4Write the correct number in the boxes:

Lesson 5Complete the word problems:

Writing

As part of the previous homework packs children were asked to complete 5 spellings per day from the spelling lists provided. School are aware that some children will still be working on these spellings in order to get them correct. Therefore, please continue to practise spelling the words from the previous homework. In addition to this please complete the following lessons linked to story writing. The stories we write are broken down into five parts: start, build up, problem, resolution and end. Remember when we write a story, we write it in the past tense.Try and include conjunctions, suffixes and a variety of punctuation: . , ? ! ‘Below is the end of KS1 English writing assessment framework so you are aware of what’s expected from your child:

Lesson 1

You need to pick two characters from below and keep the same two throughout the story:

You are going to write one paragraph which is going to be the start of the story. In this paragraph you need to introduce your two characters and describe what they’re wearing, what they look like and their personality. You also need to explain how your characters meet up.

Pick one of the following story languages to start your paragraph:Once upon a time OR In a land far away

Below is an example of writing for the ‘start’ paragraph:In a land far away there were two best friends called Sarah and Nigel. Sarah was slim, tall and looked glamorous. She wore a bright, white vest and tight, fitted jeans. Her best friend was called Nigel. Nigel was shorter than Sarah but he was extremely muscly. Nigel liked to wear sunglasses and a vest because he was cool. It was a bright Summer’s day and the sun was shimmering in the sky so Sarah decided to see if Nigel wanted to go for a walk. When Sarah knocked on Nigel’s door, Nigel came running down the stairs. “Hello” screamed Nigel excitedly. “Do you want to come to the woodlands for a walk?” asked Sarah. “I’d love to. That’s a fabulous idea. I’ll just go and grab my coat” replied Nigel. Nigel went upstairs but he couldn’t find his coat so he ran back down the stairs and slammed the door shut.

Lesson 2

This paragraph is going to be the build-up of the story. In this paragraph you need to pick one of the below settings and describe what it looks like, what your characters are doing and how are they feeling?

Pick one of the following story languages to start your paragraph:One day OR It was a ________________ day – use your own adjective e.g. It was a scorching, hot day

Below is an example of writing for the ‘build-up’ paragraph:

One day as they were walking to the woodland they came across a path. They were undecided which path to take. “Let’s go this way” Nigel shouted. “Do we have to?” questioned Sarah. “Yes” bellowed Nigel as he started to run down the path. Sarah chased after Nigel and finally caught up with him. The path seemed to stretch for miles and it was full of mud. As Sarah tiptoed slowly through the mud she let out a gigantic sigh. “This is horrible. My shoes are filthy” she said as she looked down. “Stop complaining!” Nigel snapped. As they walked through the woodlands they saw a bird, a squirrel and a deer. “Wow! Look at that deer” Sarah said in amazement. “It’s beautiful” said Nigel. When the deer saw both of them, it darted towards the bushes. Nigel and Sarah continued walking through the woodlands when suddenly they got to a bridge.

Lesson 3This paragraph is going to be the problem of the story. In this paragraph you need to pick one of the below problems and describe what the characters have found, how the characters are feeling, what they are going to do and what happens.

Pick one of the following story languages to start your paragraph:Suddenly OR Unfortunately

Below is an example of writing for the ‘problem’ paragraph:Suddenly Nigel noticed a mysterious stranger standing at the other side of the broken-down bridge. Nigel and Sarah stood still. They were numb and paralysed with fear. "What should we do?" whispered Nigel. Sarah couldn’t take her eyes off the stranger and a tear of cold sweat trickled down her face. Sarah gulped some air and she shrieked "RUN!" Sarah and Nigel sprinted through the woods but they couldn’t tell one part of the forest from the rest. Because Nigel wasn’t as fast as Sarah, panic bubbled in his throat. They both kept frantically running through the spidery knot of trees but Sarah clumsily tripped and landed in the sweltering mud.

Lesson 4

This paragraph is going to be the resolution of the story. In this paragraph you need to pick one of the below resolutions and describe what the characters do to solve the problem and what happens whilst they do it.

Pick one of the following story languages to start your paragraph:Fortunately OR Luckily

Below is an example of writing for the ‘resolution’ paragraph:Luckily, the cryptic stranger wasn’t as scary as Nigel and Sarah initially thought. As soon as he heard Sarah’s ear-piercing scream from a distance, he sprinted in to the direction he heard the shriek from to offer his helping hand. When he managed to catch up with them, he saw Nigel kneeling helplessly on a blanket of fallen leaves. Nigel turned around and saw the hunched backed man gazing past Nigel to try and figure out what had happened. "Do we know you?" asked Nigel. "No but I thought I would help you, my name is Tom" the stranger responded as he approached closer. Tom instantly saw that Sarah was sprawled out in the disgusting mud clutching a hold of her knee. Nigel and Sarah both looked at each other in bewilderment as Tom reached into his pocket. They were amazed to see Tom actually wanted to help Sarah with a plaster that he put on her knee.

Lesson 5

This paragraph is going to be the end of the story. In this paragraph you need to pick one of the below settings (you can make your own up) and explain what the characters did once the problem was resolved. Make sure you describe the setting and how the characters are now feeling.

Pick one of the following story languages to start your paragraph:In the end OR Finally

Below is an example of writing for the ‘end’ paragraph:

In the end, the kind stranger held out his hand and helped Sarah shuffle to her feet. She wiped the loose dirt off her striped sundress. As the tension left her body, she lowered her shoulders and uttered a heartfelt sigh. Nigel gave her a loving look and hugged her tightly. Tom showed Nigel and Sarah how to get out of the colossal woods. The two best friends were extremely grateful and they invited Tom to go to the park with them. Tom, Nigel and Sarah had an amazing time at the adventurous park and all became the best of friends.

For extra fun and engaging activities “Twinkl” have given all parents an incredible offer – all content on their website is FREE for one month! All you have to do is go to www.twinkl.co.uk/offer enter your email address and create a password and use the code: UKTWINKLHELPS

If you click on the KS1 section, there you will find a vast range of activities for your child to enjoy!

The expectation is that all parents and carers will follow this daily model so that when all children return back to school, they are all at the same point. We will be continuing with learning with the knowledge that they have been learning the above at home, so please ensure your child completes the short activities above.

This pack is for your child to begin week commencing Monday 15 th June and is designed to last until Friday 19th June. Please return this pack to

your child’s class teacher on the day of return to Royd.