Please make a note of the following:
PE: Our allocated PE slots are on a Wednesday morning and on a Thursday afternoon, however, occasionally routines may change so I recommend leaving your PE kit in school all week.
Homework: Homework will be given out each Friday to be returned by the following Thursday. In year 2 weekly homework will consist of: daily reading (10 minutes), spellings, mental maths, one piece of English homework and one piece of Maths homework (usually to consolidate the previous weeks learning). Homework relating to our Topic may also be given to replace either Maths or English work. Spellings and Maths Facts will be tested each Friday morning. To adhere to the homework policy, homework must be completed on a Thursday dinner time if it is not handed in by Thursday morning (the homework policy is on our web site). Also, please can your child bring their current reading book and orange homework diary to school every day - this will help me to identify which children need to move up our class 'Reading Beanstalk' and who deserves a reward on a Friday afternoon for reading 4 or more times during the week.
For you kind donations for 'Children in Need' :)
Circle Time Discussion
On the 11th hour of the 11th day of the 11th month of 1918, an armistice, or truce was declared between the two sides fighting in the First World War. We also call armistice day Remembrance Day because it is the day World War One ended. A two-minute silence is held at 11am to remember all the people who have died in wars. We wear a poppy next to our hearts as a symbol of remembrance, to remember all the men and women killed and injured in the wars. We looked very smart in assembly and we were respectful, sympathetic and very mature. We listened carefully to the Key Stage 2 children's presentations and we reflected on the incredible sadness caused by the events of the Great War and other conflicts around the world.
When painting Flanders Fields, we concentrated hard on perspective. We drew the horizon and used different shades of green to make the foreground bright (yellowy green) and the background dull (bluey green). We then finger painted poppies of different sizes to achieve a sense of perspective (larger poppies in the foreround, smaller poppies in the distance and tiny poppies on the horizon). We think our watercolour paintings are simple and effective and we also, think they are very beautiful and thought provoking. We hope you agree.
Our new topic this term is 'Footprints from the Past'. We brainstormed how to find out about the past and the children discussed using computers and the internet, looking in books, pictures, photographs, maps, visiting the library, museums, talking to older people and looking at objects from the past. Just after we'd mentioned artefacts... a dinosaur dig and excavation site happened to appear in the classroom after lunch break! We carefully unearthed the fossils that pieced together to make a complete skeleton of a dinosaur but what species was it? It's head looked fierce with pointy teeth like a T-Rex, it's tail was long like a Brachiosaurus and it's claws were sharp and pointy like a Velociraptor (but it smelled of biscuits! How strange!)
Mary Anning came to visit our class this week and we asked her lost of questions. What a roller-coaster of a life she had. Did you know her father fell off a cliff in Dorset and died when they were fossil hunting together? She was only 11 years old at the time. Also, when she was a baby, a lady who was holding her, was struck by lightning! However, she did have some good luck too, she told us all about the day she found a giant ichthyosaurus fossil on the beach and how fossil hunting took over her life and she became known as the 'mother of paleontology'. She used to sell the shells and fossils she found on the beach - she was very poor but very clever. She taught herself to read and write and she studied the anatomy of creatures. Her discoveries altered scientist's beliefs and ideas about evolution, how old the world was, and prehistoric life on Earth. Mary Anning is the 'she' in the following tongue twister:
"She sells sea shells by the sea shore,
The shells she sells are sea shore shells."
We will be writing about Mary Anning's life and considering how she effected history.
To describe some of the key events in historical person's life;
To recount the life of someone famous from Britain that lived in the past, explaining key events chronologically.
we were veloci'rap'tors and have written a class dinosaur rap! Yo innit!
To be able to do this, we first had to explore the difference between beat and rhythm.
We know that 'the beat stays the same, but the rhythm changes with the words'.
Here's our uptown funky rap! and a link to the instrumental backing track.
We are also appraising and using Saint Saens 'Carnival of the Animals' to learn all about different musical elements. One of his pieces is called 'fossils' and we will be using this composition to help us to develop the following skills:
we have started looking at Pop Art! We expressed out opinions about different works of Pop Art and discussed the features of the style. Bold, bright, fun, 'cartoony', 'quirky', complementary colours, dots, speech bubbles, black outline, everyday objects,
We have begun to look at print as a means of creating our own 'pop artwork'. We noticed how lots of Pop Art uses complimentary colours and repeat prints of the same stamp so we made an outline mono-print using a subtractive transfer (it all sounds very clever doesn't it but it's very similar to how tracing paper works by colouring in the reverse side of an image and applying pressure to the front to print onto a sheet of paper underneath). Easy and effective!
we have been sorting living things (including dinosaurs) into groups according to a range of criteria suggesting more than one way of grouping them). We chose one dinosaur as 'the odd one out' from a group of three and explained why. We looked closely at models, and we researched in books and found out lots of new information to help us to group and sort them. Do you know that l plant eater usually have square teeth for stripping leaves and chewing whereas carnivores have sharp teeth for ripping flesh!!!!!! Yack! We looked at features as well as characteristics and noticed different markings, head crests, spines, horns, spikes, wings, number of claws, different markings, patterns etc but we still can't agree or decide if some dinosaurs had feathers or not! We created a classification key to identify and classify dinosaurs by asking yes/no questions.
We have looked at food chains and what dinosaurs ate but how do how do we know for sure which dinosaurs were carnivores, herbivores and omnivores? That's easy... coprolites!!!!!! If what goes in must come out then coprolites (fossilised jurassic poop) is the most accurate way to classify and name animals by what they ate!
From studying fossils, paleontologists even know what period of the Mesozoic era different dinosaurs belonged to (Triassic, Jurassic, Cretaceous).
We are beginning a short unit of report writing on giants! These super-sized mythical beasts aren't all evil, some are big, friendly giants who dedicate their lives to ensuring children have happy, peaceful dreams! Our reports will tell you everything you need to know about giants, what they look like, behave like, their personality, which to avoid and which are safe, their habits (good and bad), where they live (so that you can track them down or avoid them) and their diet (keep away from the Bone Cruncher!)
2.2.a.4 Develop positive attitudes towards and stamina for writing by: writing for different purposes.
2.2.b.1 Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.
2.2.c.1 Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.
2.2.c.2 Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.
2.3.b.1 Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but).
2.3.b.2 Learn how to use: sentences with different forms: statement, question, exclamation, command.
2.3.c.1 Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns (e.g. the girl’s name).
2.1.a.4 Spell by: distinguishing between homophones and near homophones.
2.1.b.2 Spell by: learning to spell more words with contracted forms.
2.1.a.3 Spell by: learning to spell common exception words.
2.1.a.1 Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
2.1.a.2 Spell by: learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.
2.1.b.3 Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly
Our 'Recommended Reads' so far...
This week's 'recommend a read' is going to be chosen by...
**** Chloe L! :) ****
We can't wait to hear all about you chosen text. Please bring your book in and share it with us!
Over the second half of this half term, we will be moving on to measures: Money and Mass.
2.1.3 Recognise and use symbols for pounds (£) and pence (p);
2.3.2 Combine amounts of money to make a particular value including different combinations of coins that equal the same amount of money.
2.1.4 Compare and order measurements of mass and record the results using >, < and = as well as simple multiples
2.2.3 Choose and use appropriate standard units to estimate and measure mass (kg/g) to the nearest appropriate unit, using scales;
2.3.4 Solve problems involving comparing measures of mass.
Don't forget to keep practising counting forwards and backwards in multiples of 2,3,5 and 10...
0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24.................24, 22, 20, 18, 16, 14, 12, 10, 8, 6, 4, 2, 0
0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60.......60, 55, 50, 45, 40, 35, 30, 25, 20, 15, 10, 5, 0
0, 10, 20, 30, 40, 50, 60, 70, 80. 90, 100.................100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0
0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36..............36, 33, 30, 27, 24, 21, 18, 15, 12, 9, 6, 3, 0
Maths facts challenge cards will be coming home with your child this term for them to practise facts and work towards achieving Bronze, Silver and Gold certificate awards;
Instant recall of number bonds to 10 and 20 and associated subtraction facts;
Instant recall of 2, 5, 10 times table facts in and out of sequence and associated division facts;
Instant knowledge of doubles to 20 and halves;
Instant recall of bonds to 10, 20 and 100;
Instant recall of 2, 3, 5, 10 times table facts inand out of sequence and associated division facts (four fact families) and makes links to multiples of 10 (eg. 2 x 3 = 6 so 20 x 3 = 60 or 60 divided by 2 = 30);
Instant knowledge of near doubles by adjusting;
Instant recall of 2, 3, 4, 5, 10 times table facts and associated division facts in and out of seguence (four fact families) and makes links to multiples (eg. 2 x 3 = 6 so 2 x 6 must be double 2 x 3!)
Common multiples found easily from known times table facts.
multiples of two digit numbers are found easitly by partitioning and using known times table facts and multiples of facts (eg, 3 x 24 = 3 x 20 and 3 x 4 = 60 + 12 = 73)
Chloe Rogerson - Amber Power for Cooperation.
Well done Chloe you deserve this for being so kind and friendly towards everyone. You are an absolute asset to Dahl Class and you work hard and play hard with everyone. Whatever I ask of you, you do it to the best of your ability and you help and support all the members of our class members and contribute well to group work. You are a real team player :)