Year 2 Blog
Welcome to the blog for our Year 2 classes. The year group blogs are a great communication tool. Teachers will be posting news, photographs, details of homework, examples of work, and anything they wish to share with their pupils and parents. Please speak to your class teacher if you have any question, feedback or concerns.
Hello Year 2, I hope you had a fantastic weekend. Here are the learning tasks for today. Have a great day.
Verbs are action words. They describe the action of a person, animal or thing.
Watch the following video on verbs:
Play the game below the video and test you verb knowledge by trying the quiz.
How many verbs can you think of that describe how a cat moves?
Choose 5 verbs and write full sentences describing a cat’s movement. Underline the verb in your sentences.
***Can you link any of your sentences using a connective?
Connective examples: and, so, but, because, then, when, that, if, although
This week we are revising multiplication and division strategies. From your house or garden you will need to find small objects for counting (up to 20 for today). This could perhaps be stones, counters, beads, buttons, cars, dried pasta etc. Keep them safe for use this week. Start with 6 objects, arrange these equally into groups of 2. Count how many groups of 2 you have.
2 + 2 + 2 = 6
There are 3 groups. This is the same as saying 3 groups of 2 is 6. “Groups of” can be recorded using the multiplication sign (x). The groups can be written in a number sentence as 3 x 2 = 6
This is a useful link may help to explain the idea visually. https://www.youtube.com/watch?v=dpFOvoiYDaQ
Using your counting objects, arrange them in groups to work out the repeated addition and multiplication number sentence. Then complete the grid below:
|Number of groups||How many in a group||Total number of objects altogether||Repeated addition||Multiplication|
|3||2||6||2 + 2 + 2 = 6
|3 x 2 = 6|
|2||10||_ + _ + _ + _ + _ = 10||_ x _ =
Why not challenge yourself to put some of your counting objects equally into groups of 3. Can you say the repeated addition and multiplication number sentences?
When you next go outside for a walk, or maybe in your garden, use the leaf identification sheet that was in your learning pack or here https://www.woodlandtrust.org.uk/media/48345/leaf-id-sheet.pdf to find out what trees grow near your house. Can you explain to a grown up the difference between deciduous and evergreen trees?
I have set a spelling quiz as a 2Do on Purple Mash as usual and you have until Friday to complete this. Here is the Look, Say, Cover, Write, Check sheet and the dictations
Hello Year 2, I hope everyone is well today. Remember there will be no blog post tomorrow, check back again on Monday for next week’s challenges. Have fun doing today’s work – we would love to see some examples so do email any pictures to your class email account.
Imagine that you have just been to a street party in celebration of VE Day. Write a diary entry describing where you went, what you did, what you saw/heard, your favourite part and how you felt celebrating the end of WWII.
Remember to write in first person (I, me, we, us) and in the past tense (‘ed’ words)!
Today we are thinking about the length of the sides of regular 2D shapes.
Looking at the chart below, can you use the clues to work out which regular 2D shape they are describing? What would be in the missing boxes?
It may help to ‘make’ the shapes using thin strips of paper of similar centimetre length (no need to be perfectly accurate if you don’t have a ruler available.) Could you make a curved side using a piece of string or thread?
circle square triangle hexagon pentagon rectangle
|Name of shape||Sides in length||Number of sides||Number of corners|
|3cm, 3cm, 3cm||3|
|8cm, 4cm, 8cm, 4cm
|3cm, 3cm, 3cm, 3cm, 3cm||5|
|1 curved side of 10 cm||none|
|5cm, 5cm, 5cm, 5cm, 5cm, 5cm||6|
|5cm, 5cm, 5cm, 5cm||4|
Challenge: If you have a ruler at home you may wish to challenge yourself to have a go at drawing the shapes. Some of them are very difficult to draw accurately! Don’t worry if it’s too tricky, but why do you think some 2D shapes are easier than others?
D & T
During the war food was rationed and people were encouraged to grow their own fruit and vegetables. Cartoon characters called Potato Pete and Dr. Carrot encouraged people to eat more vegetables. Design and make a sandwich for a VE day party and try to include vegetables in your filling. Remember to wash your hands before making your sandwich.
Good Morning to you all. I hope everybody is well today. Here is the work for today.
Across the country, many communities held street parties as a way to celebrate VE Day. Create a party invitation for your own street party. Remember to include: Who (is it to), What (you are celebrating), Where (it is being held), When (it is happening) and Why (you are having a party). You could also create a ‘to do’ list to help you get ready for your party that could include: a menu of the foods you could have for the party, decorations and any entertainment.
Yesterday we measured online using centimetres. When we have 100 centimetres (cm) we can also call the length 1 metre (m). 100cm = 1m. This fun video shows us why it can be helpful to know how to measure length.
Can you put these things in height order from tallest to shortest?
giraffe house car radiator book mug
You may wish to challenge yourself to match them up with their approximate height in centimetres or metres.
12m 5m 50cm 9cm 1.6 m 20cm
Remember: 100cm = 1 m.
People made decorations and bunting for their street parties. Bunting can be made from fabric, plastic, or paper and is usually triangular and hung in brightly coloured strings. Make your own bunting to celebrate VE day. How will you decorate it? Perhaps with the Union Jack or a brightly coloured pattern or maybe you could recycle some fabric or use collage?
Use the music from the post below this one and these tasks
Please find attached the link you need for the audio clip to go alongside your music activity – The Cuckoo
Good Morning Year 2. Apologies for the late posting of the blog today – I’ve been having problems with my internet at home. Today is the day that the new packs are available. If you have not yet let us know that you would like a pack, do email and we can email the pack back to you. In fact, if you have any questions or concerns about any of the work from the blog or the work packs, please do not hesitate to contact us. We are sending packs as well as doing the blog as some people don’t have internet access. Please do not feel that you need to complete the pack and the blog. You can pick and choose which activities you would like to complete. It’s really what works for your child and your routine. We understand that parents may still be trying to work full time as well as being a teacher so please don’t stress about school work – life is hard enough at the moment! Have a lovely Tuesday.
Sir Winston Churchill was Prime Minister during the war and during the VE Day celebrations. Look at the link below to learn about him:
Create a fact file of interesting facts about the former leader of Britain.
Watch the fun supermovers song to tune into some important maths vocabulary.
Length can be measured in centimetres. 1 centimetre = 1 cm. In your house, you may have a ruler or tape measure which are used for measuring in centimetres. See if you can find one to look at and have a go measuring. Always make sure you start from 0 cm. Don’t worry if you do not have one at home.
Using the link below, have a try at measuring in centimetres- beginning on level 1.
Challenge: Why not try level 2? ½ of 1 cm can be written as the decimal 0.5 cm.
During World War II the army needed to send messages to their allies (friends) but they didn’t want the enemy to be able to read them so they used codes.
Bletchley Park, Milton Keynes was the top secret home of the codebreakers. Can you help them crack this code?
20,8,5 23,1,18 8,1,19 5,14,4,5,4.
Do you need a clue? A=1, B=2…..Z=2
Try making up your own code or use this one to send a message to someone.
Good morning Year 2. It was so lovely to see some of you on the quiz yesterday – we really miss you all! Today our class photos would have been taken, maybe you could take a photo of yourself in lock down instead to show how different this year has been! This week is also all about VE day so all the literacy learning will be about that this week as well some other activities to do. As it is a Bank Holiday on Friday and we would not have been at school, there will be no blog post on Friday.
I would also like to take this opportunity to re-iterate that for some families, it will be impossible for you to complete all the blog tasks and the learning packs and that is OK. Some families are saying it’s too much, some families are asking for more, some are saying it’s just right. The Year 2 team are working hard together to provide enough work for you but if you can’t do it all, please do not worry. Everyone is trying their best under different circumstances and we absolutely appreciate that. The well being of the children and their families is the most important thing so just do what you can and don’t feel guilty if some days you don’t do much or even anything at all. Wishing you all a lovely Monday.
Click on the link below to learn about VE day.
This was an extraordinary time in British history. WWII had finally ended and the Allied forces were victorious! After years of war and struggle, people were ready to celebrate, making VE Day an important day for the people of the United Kingdom.
What questions would you ask the people who had lived through the war? What questions would you ask the people who were celebrating VE Day?
Record at least 5 questions you would ask a person during the VE Day celebrations.
*Push yourself and try to include at least one ‘Why’ question and one ‘How question’.
This week we are practising measuring. Find a pencil to use as a ‘measuring tool’. Use your measuring tool to measure lengths of surfaces or items within your house or garden. The length is the longest side of an object. Careful measuring means using the pencil on its side, measuring across from the furthest point of the rubber… to the lead at the end of your pencil = 1 pencil in length.
- Make a list of 5 items that are shorter/less than = 1 pencil in length.
For the next questions first predict and then measure…
- My table is __ pencils in length
- My sofa is __ pencils in length
- My bed is __ pencils in length
- My television is __ pencils in length
- How many pencils tall are you? Do you need an adult to help you measure this accurately?
Challenge: Can you work out the difference. How many more pencils tall is an adult in your home, when compared to you?
If you have any seeds at home, plant them and keep a seed diary. You could try collecting and planting seeds from some of your food for example apple pips, seeds from a tomato or strawberry. If you have no soil, you can just put the seeds on some wet paper towel in a dish but remember to keep the paper wet. Have a look what happens? Do seeds even need soil to start germinating?
Make a list of the things you need to make your seed germinate and grow. Can you write a set of instructions on how to plant and grow a seed?
The week 3 spellings have been set as a 2Do on purple mash and here is the practise sheet
and the dictation sheet
Hello Year 2.
Can you believe it’s May already? April has flown by. I’m hoping we will get some of that lovely sunny weather back again soon. Today’s work is below. Thanks again to those who have let us know about the next round of learning packs, please email your respective classes if you haven’t already to let us know if you prefer an email copy or are happy to collect a paper copy from school on an allocated date and time slot. Have a fantastic weekend!
Read the passage below.
When no one was looking, he crept up on to the roundabout and put himself between a wooden lion and a fearsome dragon. He sat up a bit on his back legs and he kept very still. He looked exactly like a wooden crocodile on the roundabout. Soon, all sorts of children came flocking into the fair. Several of them ran towards the roundabout. They were very excited.
“I’m going to ride on a dragon!” cried one.
“I’m going on a lovely white horse!” cried another.
“I’m going on a lion!” cried a third one.
And one little girl, whose name was Jill said, “I’m going to ride on that funny old wooden crocodile!” The Enormous Crocodile kept very still, but he could see that little girl coming towards him. “Yummy-yum-yum,” he thought. “I’ll gulp her up easily in one gollop.”
Suddenly there was a swish and a swoosh and something came swishing and swooshing out of the sky. It was the Roly-Poly Bird.
He flew round and round the roundabout singing, “Look out Jill! Look out. Look out. Don’t ride on that crocodile!” Jill stopped and looked up.
“That’s not a wooden crocodile!” sang the Roly-Poly Bird. “It’s a real one! It’s the Enormous Crocodile from the river and he wants to eat you up!”
Jill turned and ran. So did all the other children. Even the man who was working the roundabout jumped off it and ran away as fast as he could.
The Enormous Crocodile cursed the Roly-Poly Bird and waddled back into the bushes to hide. “I’m so hungry now,” he said to himself, “I could eat six children before I am full up!”
***Should the Enormous Crocodile give up or keep trying to trick children so he can eat them? Write a paragraph persuading the Enormous Crocodile to either give up and go home to the river or to try one last clever trick.
Remember to use:
Capital letters and punctuation.
Persuasive language and arguments (convince the Enormous Crocodile!)
Examples from the text to help you convince the crocodile.
Three birds laid some eggs. Each bird laid an odd numbers of eggs.
Altogether they laid 19 eggs. How many eggs did each bird lay?
Write all possibilities in your books.
*If 19 seems like a too easy of a number to make, try 31.
Last week we practised giving instructions. This week the instructions will make objects move in a game on the computer. Try the purple mash programming on Week 1 of the daily activities or challenge yourself on computing 2go. Both activities will be available in your 2Do’s.
A blog from Herts for Learning which you might find helpful and reassuring.
It has been wonderful seeing the innovative and resilient approaches taken by schools in supporting their pupils and their parents. There needs to be some serious rounds of back patting going on for all involved. Thanks to the Herculean effort from teachers, our children are continuing their education despite the circumstances we have found ourselves in.
There has also been a wonderfully overwhelming number of resources made freely available via the internet from all manner of educators, companies and celebrities ensuring that, in addition to materials provided by schools, parents, carers and home-educators can provide some fantastic learning opportunities whilst juggling other demands. In addition, all of our education teams here at HfL have been busy creating resources and blogs that can further support schools and learning.
To try to complement this array of wonderfulness, we, in the Assessment Team wondered whether some tips and ideas for making home-learning even more effective could be useful for the parents of your children – a sort of ‘pedagogy-lite’ set of blogs that could help ensure that some of the learning behaviours we have created can remain as habits while we wait for ‘normal service’ to be resumed. A lot of the work we’ve all been doing on meta-cognition, developing independence and self-efficacy, mindsets and so on can be effectively applied in the home.
So, to get the ball rolling, here are nine thoughts and ideas for helping parents to make home-learning successful:
- Be flexible with what works best. Home-learning does not have to be exactly arranged as a school day or be as strict in the duration of each ‘lesson’ or activity. Schedule in breaks and variation to help focus. Working at home can feel far more intense than being in an energetic classroom and so it will be more challenging to stick on one task for as long as in school. Breaks and incorporating learning into other every-day activities will make it all more successful and enjoyable.
- Step back sometimes. Leading on from this, everything else going on in the world and home, focus is likely to be harder and tempers more easily frayed. Accept where your child is on any particular day and let their learning meet them there rather than worrying about getting every last piece of ‘work’ done. Your child can still be learning if they are helping with cooking, having conversations, out on walks or through play. Every activity can be a learning activity – especially when we consider the social and emotional development that can be supported though all manner of activities and talk.
- Talk talk talk. Speaking of talk, do lots of it. Talk supports reading and writing as well as all other subjects (since they all need language!). Exposure to different vocabulary and grammar through conversations with adults is a key part of learning. Talk can be about what is going on in the home, or on walks, or in the world, or about more abstract things involving reasoning and providing justifications (eg. What is your favourite flavour and why? Would you rather be a pirate or a dinosaur and why? Which Marvel character is most like your Grandad and why?). This can also include debate which is great for supporting language learning but also practising reasoning skills (this may actually deserve a blog in its own right). Bridging the space between conversation and reading, this time could also provide opportunity for storytelling in a lovely cosy way. If telling stories off the top of your head is a little daunting, perhaps a version of jackanory could be fun, or choosing pictures from the internet with your child as the basis for both of you making up a story that doesn’t need to be written.
- Read dear reader. We know reading is essential. Reading enriches all other aspects of learning and school subjects and mental health, whatever the age of your child. As our children get older we tend to sit and read with them less, but this could be a great opportunity to get back into the habit of cuddling up to read or sharing a book even with teens. Using a kindle or other ebook is fine. A lot of publishing houses and ebook outlets have made accessing books for children and young people free during this period so hopefully there are plenty of options available.
- Try not to give the answer when your child is stuck. It is tempting, I know, but it actually is better for learning if there is some ‘struggle’ or ‘working out’. These sorts of questions/approaches may be useful to support this process:
- Ask them to talk through where they are stuck and what they can do up to the point of where they are stuck (explaining it out loud may help them realise that they can do it or apply similar thinking to this sticky bit)
- Ask what they recognise from the question/task and what seems to be the tricky bit
- Ask if there is something they have learned before that may help (previously taught or encountered strategies, sounds, facts from another subject etc)
- Ask them what would be a good place to find out the answer and support them trying to find it for themselves (online or looking back at previous work they have done or in a dictionary and so on).
- If these things aren’t successful, model for your child how you would find out the answer or the method/strategy you would take. Pause regularly and ask them to recap or get involved so that they can learn from you.
- It is ok to not know an answer. There are plenty of things that our children will be doing that we aren’t necessarily familiar with. It is important for our children to understand that learning is an ongoing process throughout our life, so it is actually really helpful for you to say ‘I’m not sure about that, how would I be able to find out?’ and then model that finding-out with them.
- Encourage your child to explain what they are doing. By talking through an activity, task, question, thought process or answer and explaining why they think what they think, their learning will be even further embedded. Ask them to teach you – by teaching others we deepen our understanding.
- Checking over work. If your child is writing, ask them to read their sentences or paragraphs out loud (can do at the end, or even better, in little ‘check-stops’ as they go). In doing this, they may notice a spelling, punctuation or grammar mistake and be able to edit it. This sort of process builds a self-awareness in children as well as developing their sense of self-empowerment – that they can identify and fix things themselves.
- Do a ‘daily roundup’. This is something that is positive for developing that self-awareness mentioned above and is beneficial for supporting mental health as well as learning. The idea is that each evening you spend some time going round those in the household asking them for some of their ‘positives’ from the day. I like the idea of doing it as a ‘high-five’ with five things to report (but of course can be fewer – ‘take three’ perhaps – if more appropriate):
- One thing that you learned today (could be something you didn’t know before or a skill that you learned or got better at)
- One thing that made you curious or interested you (could be in the context of school-learning but also could be from any activity)
- One time you were proud of yourself today (eg. trying hard at the maths question even when I was stuck, or, sharing with my sister)
- One positive experience today when you were happy (could be as simple as eating something tasty or seeing some pretty flowers, or something bigger like spending lovely time with family or winning a game with siblings)
- One thank you (something you would like to thank someone in, or out, of the household for, eg. thank you to Grandma for telling me a story on the video call)
Hope you found it useful.
Good Morning Year 2.
We are preparing new home learning packs for you for the week after next. Please let us know if you would like a copy emailed to you or whether you prefer to pick a paper copy up from school. Many thanks to those of you who have already let us know. The email addresses are email@example.com or firstname.lastname@example.org. Here is today’s learning. Have a great day and stay safe.
Read the passage below.
Suddenly there was a tremendous whooshing noise. It was Humpy-Rumpy, the Hippopotamus. He came crashing and snorting out of the jungle. His head was down low and he was galloping at a terrific speed.
“Look out, Toto!” shouted Humpy-Rumpy. “Look out Mary! That’s not a coconut tree! It’s the Enormous Crocodile and he wants to eat you up!” Humpy-Rumpy charged straight at the Enormous Crocodile. He caught him with his giant head and sent him tumbling and skidding over the ground.
“Ow-eeee!” cried the crocodile. “Help! Stop! Where am I?”
Toto and Mary ran back to the town as fact as they could. But crocodiles are tough. It is difficult for even a hippopotamus to hurt them. The Enormous Crocodile picked himself up and crept towards the place where the children’s playground was.
“Now for Clever Trick Number Two!” he said to himself. “This one is certain to work!”
There were no children in the playground at the moment. They were all in school. The Enormous Crocodile found a large piece of wood and placed it in the middle of the playground. Then he lay across the piece of wood and tucked in his feet so that he looked almost exactly like a seesaw. When school was over, the children all same running on to the playground.
“Oh look!” they cried. “We’ve for a new seesaw!” They crowed round, shouting with excitement.
“Bags I have the first go!”
“I’ll get on the other end!”
“I want to go first!”
“So do I! So do I!”
Then, a girl who was older than the others said, “It’s rather a funny knobbly for of seesaw, isn’t it?” Do you think it’ll be safe to sit on it?”
“Of course it will!” the others said. “It looks strong as anything!”
The Enormous Crocodile opened one eye just a tiny bit and watched the children who were crowding around him. Soon, he thought, one of them is going to sit on my head, then I will give a jerk and a snap and after that it will be yum, yum, yum.
At that moment, there was a flash of brown and something jumped into the playground and hopped up on to the top of the swings. It was Muggle-Wump, the monkey.
“Run!” Muggle-WUmp shouted to the children. “All of you run, run, run! That’s not a seesaw! It’s the Enormous Crocodile and he wants to eat you up!”
The children screamed and ran for their lives. Muggle-Wump disappeared back into the jungle and the Enormous Crocodile was left all alone in the playground.
He cursed the monkey and waddles back into the bushes to hide. “I’m getting hungrier and hungrier!” he said, “I shall have to eat at least four children now before I am full up!”
The Enormous Crocodile crept around the edge of the town taking great care not to be seen.
He came to a place where they were getting ready to have a fair. There were slides and swings and dogem-cars and people selling popcorn and candy-floss. There also a big roundabout.
The roundabout had marvellous wooden creatures for the children to ride on. There were white horses and lions and tigers and mermaids with fishes’ tails and fearsome dragons with red tongues sticking out of their mouths.
“Now for Clever Trick Number Three,” said the Enormous Crocodile, licking his lips.
***Write a paragraph describing what you think Clever Trick Number Three should be.
How many 2-digit numbers can you make using the following digits? Record in your book.
1 2 3 4
Chose two of your new two digit numbers. Add them together. Show you working out in your books.
Continue until you have added all the numbers to each other.
Can you name the capital cities of England, Scotland, Wales and Northern Ireland? Test your knowledge on the purple mash quiz Capitals of the British Isles.
Draw the points of a compass to show north, south, east and west. These might help you remember the order – Never Eat Shredded Wheat or Naughty Elephants Squirt Water. For an extra challenge try the purple mash compass game.
Where am I?
I am in the capital city of Scotland.
I travelled south from Scotland. Which country am I in now?
I am in London and am going west. Which country will I visit next?
I am also going to visit the capital city in Northern Ireland. What is it called?
Hello Year 2. Here is Wednesday’s work for you. Did you know 29th April is International Dance Day? Maybe you could spend some time making up a dance routine to your favourite song today. You could get your brothers or sisters involved if they like dancing too and even put on a performance or a dance competition. Why not get your grown-ups to give you a score like on Strictly Come Dancing. I’m sure you will all get perfect 10’s! Have a wonderful day.
Read the passage below.
Soon, two children came along. They were brother and sister. A boy called Toto. His sister was called Mary. They walked around looking for fallen coconuts, but they couldn’t find any because the Enormous Crocodile had gathered them all up.
“Oh, look!” cried Toto. “That tree over there is much smaller than the others! And it’s full of coconuts! I think I could climb that one quite easily if you help me up the first bit.”
Toto and Mary ran towards what they thought was the small coconut tree.
The Enormous Crocodile peered through the branches, watching them as they came closer and closer. He licked his lips. He began to dribble with excitement.
***What do you think will happen next? Write a paragraph describing your prediction.
Practice your number bonds to 10, 20 and 100 using ‘Hit the Button’
Working with a grown-up, chose a target number (either 10, 20 or 100). Have your grown-up call out a number, how much do you need to add to it to make your target number?
Target number is 10.
Partner A: 3
Partner B: 7
Partner A: 8
Partner B: 2
Once you are confident making 10, move onto 20 and then 100. Start with multiples of 10 when making 100 (Partner A: 20 Partner B: 80).
Need something trickier? Can you make 100 using multiples of 5?
Make a sketch book by folding a few pieces of paper in half and joining them together and use it to collect ideas for your artwork. These are some ideas you could try:-
Just using a pencil press, begin colouring but press as lightly as you can. Gradually press harder and harder. What happens?
Look around your house and copy some patterns you like. I found some thick and thin stripes on my cushions, some swirly shapes on the pasta and zigzags on the soles of my shoes.
Make a collection of different rubbings.
Practice drawing different 2D shape and try colouring them in without leaving any white spaces or going outside the lines!