Hub A Year 2 Home Learning

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth

Reading

Lesson 1

This week, we will be revisiting the reading strategy of making

connections. This means thinking of time that we have felt or experienced something like the character has. Or it could be thinking about what other books this one reminds us of. Can you continue to read the story each day and then answer the questions at the end?

The train came to a stop at the foot of a tall, rocky mountain. Mr. Han secretly nodded. Then we slipped away from the train and into the night. Up the mountain we walked, with the cries of wild animals in our ears and the moon in our eyes. The woods were all around us.

Hub A Year 2 Home Learning

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Lesson 2

Read the next part of the story. Have you ever felt like the main character? Does this remind you of anything you’ve read before?

All at once footsteps were upon us! Mr. Han and I crouched in bushes, not breathing. We watched the long shadows of soldiers creeps along a row of rocks. Were we in danger?

When the shadows disappeared and the footsteps grew distant, Mr. Han whispered, “The soldiers can spot our shadows on the ground because the moon is bright

tonight.” Sorrowfully, he squeezed my hand. “We must hide here, Soo, until the moon has fallen from the sky.”

Mr. Han opened his sack. Then he put a blanket around me and began peeling fruit in the moonlight. How I longed for my father! How I wished he could come and carry me across the river to the freedom

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land. How I longed for my mother! How I wished I was back home playing yut with her. In a gust of wind, her last words came to me – Be brave, Soo!

Lesson 3

In time the moon vanished behind the mountain. All was dark over Korea. Mr. Han took my hand. We were like owls, looking everywhere. We walked until daylight touched the mountainside with grass and wildflowers and four-leafed clovers, until the sound of rushing water reached my ears. “I can hear the river,” I whispered.

Mr. Han nodded knowingly. “You are close to freedom, Soo.”

Suddenly, leaves rustled. We stopped and listened for footsteps. Mr. Han’s hand trembled in min. Were we in danger?

A soldier leaped into our path! His eyes darkened as he raised his weapon.

“Halt!” he demanded. “Turn around and go back to you village!”

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Mr. Han pleased with him. “I will go back. But please let the child go. Her father is waiting for her across the river.”

“No one is allowed to cross the river!” the soldier shouted.

“I beg you, let the child go,” Mr. Han continued to plead. “She has come a long way without sleep.” The soldiers attention turned to me. I did not move. I did not speak. The mountain was so quiet I could hear a breeze pass through the trees. It carried my mother’s message – Be brave, Soo!

Lesson 4

After a long, silent spell, the soldier lowered his weapon. He looked away from. I heard him whisper, “Go quickly, child.” Mr. Han guided me toward a dark, mossy opening in woods. “I must go back, but you are free, Soo. Go! Go!”

I ran without thinking. I was so frightened I forgot where I was going. Then I saw the river. The water was so blue, my eyes were swimming in every direction! And there was my father, waving wildly from the other side. The freedom land!

“Soo! Soo!” he cried out. “Apa!” I cried back.

I rushed into the river, embracing the sun and the sky. I was free!

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Shortly after my freedom trip, soldiers were posted all along

the border, and my mother was forced to stay in North Korea. Soon the Korean War broke out. The war was bigger than any mountain and more haunting than any sky. When the fight ended, my country was still divided. I never saw my mother again. How could we have known that the river I crossed would separate us forever?

Many years have passed. I am no longer a little schoolgirl. But I still think about Mr. Han, my gentle guide, and about the soldier who set me free. Mostly, I think about my mother. When the evening is full of moon and warm winds, I can still hear her cry – Be brave, Soo! Brave for the rest of my life.

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Now that we have finished the book, let’s write a book review! You can re-read the story from the previous days to help you. Think about what you liked about the book. Why did you like it? Perhaps you didn’t like the book. That is also ok! What didn’t you like about the book? What about the ending? Did it end the way you wanted it to?

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Writing:

Lesson 1:

LI to write an interesting recount

Today you are going to finish your recount. It will end with your hopes for the future in the new country:

Before long, we had arrived at the most majestic, vibrant and beautiful place I had ever seen in my life! I knew that we would be safe here. I was filled with excitement and wondered what new adventures might be around the corner.

Once you have written your few sentences, you will need to go back through and read the whole recount, checking your steps to success and your writer’s toolkit. Maybe you could read it out loud to a grown up or family member and ask them what they think you could improve?

Step: Did I include it:

Introduction

Events are in chronological order (the order they happened)

Interesting vocabulary choices Fronted adverbials (sentence openers) to tell us when, where or how something happened

Character’s emotions Subordinating conjunctions (because, so, when, if, although) Writer’s toolkit

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Lesson 2

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If you haven’t finished your writing yet, please make sure that you have written your entire story before carrying on with this week.

Today you are going to edit your work to improve it, but we are going to take it step-by-step.

First; We are going to start by checking our story makes sense. Read it out loud or to a

grown up and check that your sentences make sense and you aren’t missing any words! If you are missing any, add them in the correct place!

Next: Now you can check your punctuation. This includes . , ! ? ‘ throughout your writing.

Can you spot where my missing punctuation is?

My heart was beating so fast and I wanted to cry then my mother cuddled me to make me feel better.

Now go back through your work and read it out loud. Have you got the correct punctuation?

After: it is time to check your spellings! Use your phonics to help you, or if you’re not too

sure you can google a spelling too. Below is a list of the Year 2 Common Exception words which we should know by July:

Remember, when you correct a spelling, we draw a line through the word and write the new spelling on top

Then: it’s time to think about improving your word

choices and sentence openers. Can you spot any words that you could improve? Ask an adult if you’re finding it hard to up-level it, or use the internet to search ‘synonyms for..’ and your word.

Finally have one last read of your whole story to check

it still makes sense with all of your changes! Lesson 3

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth LI: to evaluate a piece of writing

Today’s task is all about reflecting on your own writing. You will need to re-read your story and think carefully about what you have included that works well, and what you could improve.

Use the sentence stems below to write 2 things you think you succeeded in, and one next step for your writing.

Lesson 4

LI: to use our physical oracy skills

Last week, you worked so hard on your recounts!! We are so proud of you! If you haven’t managed to finish your recount, you can use some of today’s lesson to catch up and

finish off. If you have finished, we would like you to present your story so that other children in our class can listen to it! You will hopefully get a chance to listen to theirs too.

Task: today you will need to record yourself reading your story.

Remember to think carefully about your physical oracy skills, which we have spoken about a lot this half term!

- Speaking clearly

- Speaking loud enough - Standing tall

- Using expression in your voice to make it interesting.

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LI: to identify and spell contracted words.

What is a contracted word? These are where we use two words and join them to make one, shorter word. We use them all the time, but we don’t often think about it too much!

Wouldn’t it be funny if you could spot them in today’s learning? You’ll be surprised at how

often we use them!

Can you use the explanation to help you identify what these words would be when you contract them:

Don’t forget your apostrophes to show the missing letters!

Do not --- ________________

Can not --- ________________

Should not ---- ________________

I am ---- ________________

You will --- _________________

Can you think of any other contractions? Which words are they made from?

___ ---- they’re

___ ---- you’re

___ ---- didn’t

___ ---- that’s

If you’re finding this tricky, try putting the word into a sentence and look for clues in the letters they’ve used e.g.

They’re going to the zoo. They are going to the zoo.

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Maths: Lesson 1:

Today we are going to be finding the difference between amounts. Finding the difference is another way of explaining we will be subtracting. Find the difference between these amounts:

For example:

I need to work out how much money I have in each box. I will start by adding the amounts together.

Box 1  £10 + £5 + £1 + £1 = £17 Box 2  £10 + £2 = £12

Now I have my totals, I need to work out the difference. I do this by subtracting. (remember – always start with the biggest amount)

£17 - £12 = £5

I worked this out by using counting back.

1.

2.

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth Leo is saving to buy a football. He thinks he needs another £1. Is he correct? Prove it.

Mr Ryan has £5 and 31p. Some money has fallen out of his pocked.

These are the coins that he has left. What coins could have dropped out?

Give two possibilities.

Lesson 2:

Today we are going to be looking at finding change from an amount. This involves “subtracting” to find your answer.

For example:

Mrs McClelland has the coins below:

She buys a chocolate bar for 23p. How much change does she receive? (20p + 10p + 20p + 20p = 70p)

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth 1. Clare has these coins in her purse.

She buys a toy car for 50p. How much change will she have?

2. Miss Cafferkey had 95p. She buys a bucket and space for 61p. How much change will she have?

3. Monika has 100p and is given the coins below as change.

Which item did Monika buy?

Explain how you worked out which toy Monika bought. I knew that Monika bought the __________.

I know this because I … Then I had to ….

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Lesson 3:

Today we will continue to looking at finding the change from an amount.

Did you know that £1 is the same as 100p. Use this information to help you with question 1?

1. Lauren is given £1 (100p) to buy milk. She is allowed to spend the change, what can she buy?

2. Niamh has the coins below to go shopping.

Niamh has spent 39p. The shopkeeper gives Niamh her change. What coins could she have?

Prove it by drawing out the coins Niamh could have.

3. Ellie has 93p. She buys a book that costs the amount shown below.

“I have 26p change”. Is Ellie correct? Explain your answer. Ellie is _________ because…

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Lesson 4:

Today we will be using our knowledge of money to solve word problems.

Steps to remember:

 Read the word problem.

 Read it again and underline any key information.

 Work out if you are + , - or x

 Remember to show you working out.

1.) James had 33 pence.

His mum gave him 25p more.

How much does James have altogether? Draw the coins James might have.

2.) Mrs Cass had £4.44.

Mrs Cass found a 50 pence coin.

How much does Mrs Cass have altogether?

3.) Miss Giles had 57 pence.

She bought a bouncy ball for 25p. How much does she have left?

Show at least 2 different ways to make the amount Miss Giles has left. 4.) Mrs McClelland had £1and 38 pence.

She was given £2 and 50 pence for her birthday. How much money does Mrs McClelland now have? Draw the coins Mrs McClelland might have.

Lesson 5:

Today we will be looking at multi- step word problems.

You need to read the questions carefully. Underline any key information.

Then work out what needs to be done first.

(Remember – think about the calculation – will you need to + , - or x )

1.) Mrs McClelland has 65 pence.

She buys three buns for 20 pence each. How much does Mrs McClelland have left?

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth 2.) Jessica has £5 (remember £1 = 100p)

She buys 9 apples at 10p each. Jessica then buys 5 bananas as 5p each. Finally, she buys 6 oranges for 2p each.

a.) How much does Jessica spend altogether? b.) What did Jessica have left from the £5?

3.) Annie had 95 pence.

She bought a book for 14 pence and a bag of sweets for 33 pence.

How much does Annie have left?

4.) Leia bought a cake for 12p on Monday, Tuesday and

Wednesday. On Thursday and Friday, she bought a fruit salad for 27p each.

How much did Leia spend altogether?

Show at least 2 different ways to make the amount Leia spent.

History

Today we are going to investigate the role of a volunteer within the local community. First, have a look at the key words below- can you remember what these mean? Can you share some

examples to someone at home?

Volunteer means… Charity means…

A charity that I know about is… An example of… is…

There are lots of ways in which we can volunteer and give our time to help others in both our school community and our local community. For example, at school we might help out in the library by being a librarian or in our local community we might help out in our local charity shop. What different examples of volunteering can you think of? You could

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ask a family member or do your own research on Google to help you find examples to complete the table below. The first two have been done for you.

Examples of volunteering in our school community:

Examples of

volunteering in our local community:

Helping out in the school

library by being a librarian Working at a local charity shop like Barnardos

Now that you have completed the table, reflect on the impact that volunteering has within our community.

Art

Think back to last week’s learning and the stencils of wheels and cogs that you created using cardboard or polystyrene. Today we are going to use those stencils to do some printing! You will need some paint or ink pads (look back at Week 4’s remote learning

pack when we made our own paint if you have not got any at home) and some old newspapers or magazines.

First we are going to create our background to print on using old newspapers and magazines. You can rip these up and collage them onto paper or card to create an interesting effect, a bit like this:

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Once you have your background ready, then you can start printing your wheel and cogs designs on there! You can use more than one colour to print if you like to add depth and layers. When you have printed on your newspaper collage background, experiment by printing on different backgrounds like fabric or paper to compare the effect. Which do you prefer? Why?

Science

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Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth For this week’s science activity, you are going to apply everything you have learned about your learning to design a suitcase to carry the family’s belongings on The Journey! You’ll need to think carefully about what properties the suitcase will need to have, then choose suitable materials. Will you use different materials for each part? Why?

Draw and label your suitcase design below:

Now you can write some sentences explaining which material you chose and why: e.g. I chose to use _______ for the _______ because…

I thought that _____________ would be good for the _________ because… I didn’t choose ____ for the ____ because…

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PE:

As this is our last lesson of the term, we are going to be putting all of our skills into practice today.

For this session you will need a ball, 7 objects and a partner.

Warm up:

Ask your partner is they can shout out 1,2,3 or 4. Jog

around the room, when you hear the number 1 – you need to freeze. Number 2 – you need do 2-star jumps, number 3 – you need to touch your head, shoulders, knees then toes 3 times. Number 4 – you need to jog on the spot for 4 seconds.

Let’s play:

Set up your game. You need two objects to form the goal, then in front set up the 5

objects, with 5 gaps between so you can practise your dribbling technique. Race against your partner to see who can dribble the ball and score a goal in the quickest time. To make it harder, at the start, get your partner to pass the ball to you first, dribble around the cones, then shoot into the goal. Can you do the whole sequence in 30 seconds?

RE:

At the start of the term we looked at this question;

Why is Jesus important to Christians?

Using what you have learned this term, can you now create a mind map with everything you have learnt and try and answer this question? Use the key vocab to help you.

The Good Samaritan The Bible The Golden Rule The Ten Commandments

I think Jesus is important to Christians because… I believe…

I know that … I have learnt …

Last lesson we looked upon random acts of kindness and your task was to carry one out. In this lesson, can you reflect upon how it made you feel and how it made the other person feel?

My random act of kindness was … When I carried it out I felt …

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Hub A Year 2 Home Learning

Hub A Year 2 Home Learning

Do not --- ________________

Can not --- ________________

Should not ---- ________________

I am ---- ________________

You will --- _________________

Can you think of any other contractions? Which words are they made from?

__________ _____________ ---- they’re

__________ _____________ ---- you’re

__________ _____________ ---- didn’t

__________ _____________ ---- that’s

___ ---- they’re

___ ---- you’re

___ ---- didn’t

___ ---- that’s