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Year 2

Year Two

Teacher: Mrs Parnaby

 

Welcome to the year 2 page! We have an exciting term planned ahead! 

 

Please scroll down to find the curriculum letter to parents for the Spring Term which outlines curriculum coverage, routines and procedures for this term.

 

Lost Property

We have a small number of cardigans and jumpers which have been left in the box in the classroom along with a few hats and gloves.  Unfortunately these do not have names in.  If you think any of these items may belong to your child please speak to one of the staff.

 

PE KITS

As the weather warms up, the majority of our PE lessons will take place outdoors.  Please make sure that children have suitable outdoor trainers in their kit.  Children will also need a long sleeved top and trousers for cooler days.  PE lessons are on Tuesday each week.  Please ensure that kits are in school on this day and that all items of clothing are named.

 

Maths

We will begin the term by consolidating our calculating skills, specifically addition and subtraction. We will also be covering multiplication and division and money. During the second part of the time we will begin to look at telling the time and exploring shape. We will continue to develop arithmetic skills (addition, subtraction, multiplication and division) and reasoning and problem solving skills. Please keep up the hard work with IXL and TT rockstars at home - these are having a positive impact!

https://uk.ixl.com/signin

https://ttrockstars.com/

 

 

 

English

The children have been busy and have already written recounts and character descriptions during the first half term.

 

We will spend the first two weeks after the half term holiday writing our own version of the Three Little Pigs.  World Book day activities will be linked to this theme and children will create resources, games and activities linked to the story.

 

Spelling, grammar and punctuation skills will continue to be developed and consolidated throughout the term.  Please remember to look at Studyzone for help with grammar and punctuation skills.  This website can be very helpful especially when completing your homework! Passwords were sent home during the Autumn term.

https://www.studyzone.tv/

 

The children have been working hard to improve their handwriting and four more children have been awarded their handwriting pens so far this term - fantastic!!!!  Many more are very close - keep up the hard work! 

 

          

 

Reading
Children will continue to take part in weekly guided reading and comprehension sessions this term with a specific focus on developing comprehension skills. 

 

***Please see the 'letters and files' section below for further information about how to support your child with reading and comprehension at home. ***

 

Pupils will continue to take their reading book home every night and will be encouraged to reach the target of reading four times each week. Please ensure that your child has their reading record book in school each day.

 

 

 

 

 

Homework

Homework will be set every week. There will be a maths focus and an English focus.  We will spend the first session on Friday morning going through the homework together and marking it.  New homework will also be issued during this session for the following week.  Please ensure that homework books are in school every Friday.

 

 

 

Spellings (Tips for practising spellings at home):

The following learning strategies are useful in helping your children to learn spellings at home – Year 2 words common exception words, as well as personal inaccurate spelling need to be addressed. Please find the year 2 common exception words further down, which need to be learnt by the end of the year.

 

 

 

 

 

 

 

Look, say, cover, write, check

 

This is probably the most common strategy used to learn spellings.

Look: first look at the whole word carefully and if there is one part of the word that is difficult, look at that part in more detail.

Say: say the word as you look at it, using different ways of pronouncing it if that will make it more memorable.

Cover: cover the word.

Write: write the word from memory, saying the word as you do so.

Check: Have you got it right? If yes, try writing it again and again! If not, start again – look, say, cover, write, check.

 

 

 

 

 

 

Trace, copy and replicate

(and then check)

 

This is a similar learning process to ‘look, say, cover, write, check’ but is about developing automaticity and muscle memory.

Write the word out on a sheet of paper ensuring that it is spelt correctly, and it is large enough to trace over. Trace over the word and say it at the same time. Move next to the word you have just written and write it out as you say it. Turn the page over and write the word as you say it, and then check that you have spelt it correctly.

If this is easy, do the same process for two different words at the same time. Once you have written all your words this way and feel confident, miss out the tracing and copying or the tracing alone and just write the words.

 

Segmentation strategy

 

The splitting of a word into its constituent phonemes in the correct order to support spelling.

 

 

 

 

 

Quickwrite

 

Writing the words linked to the teaching focus with speed and fluency. The aim

is to write as many words as possible within a time constraint.

Pupils can write words provided by the teacher or generate their own examples. For example, in two minutes write as many words as possible with the /iː/ phoneme.

This can be turned into a variety of competitive games including working in teams and developing relay race approaches.

 

 

 

 

 

 

 

Drawing around the word to show the shape

 

Draw around the words making a clear distinction in size where there are ascenders and descenders. Look carefully at the shape of the word and the letters in each box. Now try to write the word making sure that you get the same shape.

 

 

 

 

 

 

 

 

 

 

Drawing an image around the word

 

This strategy is all about making a word memorable. It links to meaning in order to try to make the spelling noticeable.

 

 

 

You can’t use this method as your main method of learning spellings, but it

might work on those that are just a little more difficult to remember.

 

 

 

 

Words without vowels

 

This strategy is useful where the vowel choices are the challenge in the words. Write the words without the vowels and pupils must choose the correct grapheme to put in the space. For example, for the word field:

 

f___ld

 

 

 

 

 

 

 

Pyramid words

 

This method of learning words forces you to think of each letter separately.

 

 

 

You can then reverse the process so that you end up with a diamond.

 

 

 

 

 

 

 

Other strategies

 

Other methods can include:

 

  • Rainbow writing. Using coloured pencils in different ways can help to make parts of words memorable. You could highlight the tricky part s of the word or write the tricky part in a different colour. You could also write each letter in a different colour, or write the word in red, then overlay in orange, yellow and so on.

 

  • Making up memorable ‘silly sentences’ containing the word
  • Saying the word in a funny way – for example, pronouncing the ‘silent’ letters in a word
  • Clapping and counting to identify the syllables in a word. 

PE

 

PE takes place every Tuesday afternoon.  Where possible this will take place outdoors. As the weather is getting colder, please ensure that you have a full outdoor PE kit  and sensible trainers in school every week. You may also wish to have a plastic bag in your PE bag to put wet shoes into.

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