These are just 3 days! What a busy term!These are just 3 days! What a busy term!

Please look at the Year 2 page of our website if you haven’t Please look at the Year 2 page of our website if you haven’t already already

had the chance.had the chance.

Literacy Literacy Maths Maths Science – Electricity Science – Electricity ICT ICT History – Gunpowder plot and Remembrance dayHistory – Gunpowder plot and Remembrance day R.E. – JudaismR.E. – Judaism PSHE – SEAL – ‘Getting on and falling out’PSHE – SEAL – ‘Getting on and falling out’ Design and Technology- fabric skills – joining, sewing, designing and Design and Technology- fabric skills – joining, sewing, designing and

making decorations.making decorations. Art and Design – various Christmas crafts and skills Art and Design – various Christmas crafts and skills Music – Pinocchio unit linked to Literacy traditional tales Music – Pinocchio unit linked to Literacy traditional tales P.E. Gymnastics, Dance and Games – designing our own games linked P.E. Gymnastics, Dance and Games – designing our own games linked

to the literacy instructions unit.to the literacy instructions unit.

There are some fun links to the Literacy, Numeracy and Science on ourThere are some fun links to the Literacy, Numeracy and Science on ourwebsite to give you extra ideas on how to help at home. website to give you extra ideas on how to help at home.

Our curriculum – TERM 2 Our curriculum – TERM 2 20112011

An overview: An overview:

Reading –Reading – shared and guided group reading and independent reading shared and guided group reading and independent reading opportunities.opportunities.

Phonics – Phonics – Daily differentiated sessions working at word, sentence and text level.Daily differentiated sessions working at word, sentence and text level.

Grammar Grammar

Spelling - Spelling - using the ‘look, read, cover, write, check’ method.using the ‘look, read, cover, write, check’ method.

Different genreDifferent genre

Narrative unit 2 – Traditional stories Narrative unit 2 – Traditional stories

Non-fiction unit 1 – Instructions linked to PE games work.Non-fiction unit 1 – Instructions linked to PE games work.

‘‘Big Write’ opportunities.Big Write’ opportunities.

Handwriting – Handwriting – Continued regular practice joining letters to develop a fluent, fast Continued regular practice joining letters to develop a fluent, fast and legible handwriting style.and legible handwriting style.

Speaking and ListeningSpeaking and Listening – Activities to promote confidence speaking in front of – Activities to promote confidence speaking in front of an audience and improve listening skills in all areas of the curriculum.an audience and improve listening skills in all areas of the curriculum.

This week we have started to send home weekly spellings linked to your child’s phonic ability. To help learn these we use the look, read, cover, write, check method.

Look at the shape of the word, make a picture of it in your mind, Look at the letter patterns making each phoneme (sound), Look for words within words and break into syllables if possible.

Say the whole word, say the phonemes (sounds), say the letter names.

Cover the word up and picture it in your mind.

Write the word, saying the phonemes as your write.

Check the word. Is it right? If not, try it again.

Please encourage your child to join the letters correctly on Please encourage your child to join the letters correctly on their spelling sheet and use the ‘Look, say, cover, write, their spelling sheet and use the ‘Look, say, cover, write,

check’ method.check’ method.

Word Monday Tuesday Wednesday Thursday Friday

belt

gold

fork

storm

horse

forty

sort

goes

does

morning

Please note that the spelling test may not test all spellings sent home but rather the spelling pattern and rules. We have found that this helps children apply their knowledge in general writing activities more easily.

Maths will be the main focus for the next pop-in atMaths will be the main focus for the next pop-in at

the start of term 3 and so we won’t go into depth the start of term 3 and so we won’t go into depth

today. However, the website will be a useful way oftoday. However, the website will be a useful way of

following up your child’s learning and the homeworkfollowing up your child’s learning and the homework

will show a little of each weekly focus. In thewill show a little of each weekly focus. In the

meantime, please come and see us about any meantime, please come and see us about any queriesqueries

you have, however small!you have, however small!

ReadingReading New graded reading books are chosen by your child on Fridays. Please try and do some reading each day. New graded reading books are chosen by your child on Fridays. Please try and do some reading each day.

Once your child has read their school reading books two or three times it is good to look at other books Once your child has read their school reading books two or three times it is good to look at other books from home, our castle book area or the town library. from home, our castle book area or the town library.

WritingWriting We encourage children to write a book review each week which they can bring into school by Thursday We encourage children to write a book review each week which they can bring into school by Thursday

each week.each week.

MathsMaths Maths homework sheets are also differentiated and given on Fridays to be returned by the following Friday. Maths homework sheets are also differentiated and given on Fridays to be returned by the following Friday.

SpellingsSpellings New differentiated spellings will be given out on Mondays. The ‘spelling test’ the following week will be New differentiated spellings will be given out on Mondays. The ‘spelling test’ the following week will be

given as a sentence dictation during their phonics lesson. It will allow us to assess your child’s ability to given as a sentence dictation during their phonics lesson. It will allow us to assess your child’s ability to use the spelling patterns learnt.use the spelling patterns learnt.

Other homeworkOther homework Sometimes your child will come home with ‘Big Write’ homework – this is always about talking through Sometimes your child will come home with ‘Big Write’ homework – this is always about talking through

their ideas – part of the planning stage of writing. This should be a short verbal activity and we do their ideas – part of the planning stage of writing. This should be a short verbal activity and we do not not want you or your child to do any writing for this. want you or your child to do any writing for this.

There may occasionally be some other homework such as Science. If we send additional pieces such as There may occasionally be some other homework such as Science. If we send additional pieces such as these they will usually be in place of another piece of homework e.g. Science instead of maths. these they will usually be in place of another piece of homework e.g. Science instead of maths.

Targets will be sent home within the next week. Targets will be sent home within the next week.

Your child has 3 writing targets matched to the Your child has 3 writing targets matched to the level in which they are currently working.level in which they are currently working.

In numeracy, your child has an Ma2 target In numeracy, your child has an Ma2 target (number) and an Ma1 target (Using and applying (number) and an Ma1 target (Using and applying all areas of maths). As in previous terms Ma3 all areas of maths). As in previous terms Ma3 (shape, space, measure) and Ma4 (handling data) (shape, space, measure) and Ma4 (handling data) are on the target sheet. We teach and assess these are on the target sheet. We teach and assess these regularly but do not set targets in them. This is regularly but do not set targets in them. This is just for your information. just for your information.

What do the target levels What do the target levels mean?mean?

The levels are National curriculum levels used to explain the knowledge, skills and The levels are National curriculum levels used to explain the knowledge, skills and understanding that understanding that

the children have attained so far. These levels are used in school as an overall guide for all the children have attained so far. These levels are used in school as an overall guide for all subjects. subjects.

In Numeracy and Literacy these levels are further broken down into sub-levels.In Numeracy and Literacy these levels are further broken down into sub-levels.

c = just beginning to work within the levelc = just beginning to work within the levelb = becoming much more secure within the levelb = becoming much more secure within the levela = working towards completing the levela = working towards completing the level

Level 1c, 1bLevel 1c, 1b These levels are below the level expected when compared to most Year 2 children at

this point in the year.

Level 1aLevel 1a indicates that a child is working slightly belowslightly below the average for Year 2 at this point in the

year. Level 2cLevel 2c indicates that a child is working at the averageaverage level for Year 2 at this point in the year.

Level 2bLevel 2b indicates that a child is working slightly aboveslightly above the average for Year 2 at this point in the

year.

Level 2aLevel 2a indicates that a child is working well above the average expected for a Year 2 child at

this point in the year.

I can link my ideas together. (1a)I can link my ideas together. (1a) I can use some connective words like ‘and’. (2c)I can use some connective words like ‘and’. (2c) I can use words to help me describe an object or person. (2c)I can use words to help me describe an object or person. (2c) I use different ways to start my sentence for effect (2b)I use different ways to start my sentence for effect (2b) I am able to use some wow words in my writing (2a)I am able to use some wow words in my writing (2a)

I went to the park. I saw a cat. Could become; I went to the park. I saw a cat. Could become;

I went to the park I went to the park andand saw a saw a stripy, gingerstripy, ginger cat. cat. ororLast weekLast week I I racedraced off to the park near my house and off to the park near my house and suddenlysuddenly a a stripy, stripy, gingerginger cat cat leaptleapt out and out and hissedhissed at me. at me. Just thenJust then…………

Now have a go together at improving this one by playing writing Now have a go together at improving this one by playing writing tennis;tennis;

I went to Macdonalds.I went to Macdonalds.

With support I am able to use apparatus, role play With support I am able to use apparatus, role play and diagrams to help show a problem. (2c)and diagrams to help show a problem. (2c)

With support I am able to explain how to solve a With support I am able to explain how to solve a simple problem. (2b)simple problem. (2b)

I can think of my own way of showing how I have I can think of my own way of showing how I have solved a problem. (2a)solved a problem. (2a)

Have a look at our problem ‘‘Rucsac’’!Have a look at our problem ‘‘Rucsac’’!