We sent home indoor shoes at the end of last term for you to check that they still fit. If you have not either returned or replaced the indoor shoes, please could you do this as soon as possible. Thank you for your support with this.
This week we have been learning:
Maths
This week we have been learning about pattern. What is a pattern, follow a pattern, finding the rule of a pattern, etc. A pattern can involve shapes, symbols and numbers.
Ideas to do at home:
Look for patterns at home or when on a walk. Ask your child to try to find the rule of the pattern.
Please continue to practise number formation as we are finding that children are reversing numbers when writing them.
Literacy
We have been learning about soft c. Soft c is when the letter c makes the ‘s’ sound. Magic e is making the a say its name. Also, when ce come together the sound is always s and the e is silent.
Tricky words: school, before, because.
Our reading books are non- fiction books and we are focusing on reading for information.
The writing focus this week has been ‘My home’. Children are learning to use interesting describing words. We will continue to develop this skill for several weeks.
Ideas to do at home:
Practice the tricky words: school, because and before.
Watch this video:
Practice cursive letter formation. Please reinforce how to hold the pencil correctly and the right letter formation.
It was so fantastic to see so many of you at our carol singing yesterday. We hope you enjoyed it!
IMPORTANT INFORMATION
Please send in a carrier bag on Monday. We will send home your child’s indoor shoes so that you can check that they still fit for next term. We will also send home any items left in trays e.g. tupperware from snacks. Thank you for your support with this.
Here is a summary of our learning.
Literacy
In phonics we have continued to learn about ‘magic e’. The magic e rule, sometimes known as silent ‘e’, is when the ‘e’ at the end of the word is silent but changes the way that the word is spoken. The vowel says its name rather than its sound.
This week we have focussed on the ‘long e’ sound with ‘magic e’ for example theme, these.
In handwriting we formed the letters r and v in cursive script.
In Writing we wrote a set of directions for Santa to get to where our stockings are on Christmas Eve!
At home:
Try to find examples of magic e words in print around the house or on signs when you are out and about.
Create a Christmas lights picture similar to the one below. Can you spell magic e words to fill in each light bulb?
Continue to work on the ORT word walls sent home.
Continue to practise Tricky Words Blocks 1-4. An idea for a spelling activity is to see the photo below. Choose a few words that your child is finding most tricky. Ask them to look at the word, say it out loud, cover it with their non-writing hand, write it in the present box then check to see if they have it correct. This method is called look, say, cover, write, check.
In maths we have continued to learn about directional language. We are enjoying working with the Beebots and in particular making mazes for the beebots.
In our number work we have been revising the core skills covered this term.
At home:
Continue to talk to your child about giving directions and using left and right correctly.
You could create a dot to dot puzzle. Make it more challenging by having the numbers count in 2s or in 10s.
Pick a number between 1-100. Ask your child to say the 2 numbers before and the 2 numbers after your chosen number.
Roll a dice. Ask your child to say what number you need to add on to make 10. Write the sums down. What do you notice?
Here are some fun Christmas maths games you may wish to play at home.
On Thursday 15th you are invited to attend our Christmas Carol singing at 9.00 or 2.30 at the P2D door. Children are invited to wear something festive on their heads if they wish.
P2 Christmas party is on Monday 12th. Children can either come dressed for the party or bring party clothes in a bag and get changed after lunchtime. A letter will be sent from the school office today with further information on providing party food boxes. Please look out for this letter!
Loose parts on Friday 16th. Please come dressed for the outdoors!
A purple folder has gone missing from school. Please could you check that your child did not bring it home by mistake.
Please return your child’s learning story to school if you haven’t done so already. Please make sure you have signed the learning comments’ sheet.
As we have received a few comments about children finding easy the reading book we would like to clarify that this should be the case as the book they take home on Thursday has been read and worked on during the week at school. By the time the book goes home, your child should be confident with it. Please be aware that we are constantly checking to provide appropriate challenge of learning for each child.
Here is summary of our learning this week.
Literacy
In phonics we have continued to learn about magic e. The magic ‘e’ rule, sometimes known as silent ‘e’, is where the ‘e’ at the end of a word is silent but changes the way that the word is spoken. This happens when ‘e’ is the second letter in a split digraph with another vowel sound, such as in the word ‘cape’. The ‘a’ says its name (ay) rather than its sound (ah).
This week we have focussed on the ‘long u’ sound with ‘magic e’ (e.g. cute, use, tube, rude).
In handwriting we have practiced cursive e and s.
At writing we have used the books ‘This is not my…’ as a stimulus and we have written our own book ‘This is not my Santa’.
Ideas for learning at home:
Your child should continue to work on the word wall related to the stage they are reading. They should become confident in reading these words. Remember that they should recognise these words by sight.
Everyone should now have a magic wand at home! Write out the words: cub, tub, etc, . Then ask your child to read them as they are, before tapping them with the magic wand and adding an e to the end of the word. Can they identify that the sound that the ‘u’ makes changes from its sound to its name?
Handwriting. Here is a useful website which has animations to show how to correctly form each letter. Please note that the f and z that we use are in the ‘alternative / non scheme letters’ section.
Continue to practise reading and spelling the tricky words. Ask your child to read the tricky words and use a timer, do it several times and compare the times your child should get faster at reading them. Do the same for writing, if your child makes a mistake ask your child to check it and correct it himself/herself. Try several times.
Numeracy
In our number work we have continued to learn about equal groups.
Some of us have continued to work on sharing equally. When we do this, we give one to each group until we run out. There should be an equal amount in each group.
Some of us have also been working on identifying rows and columns in arrays. The rows go across the way (like rows of seats at the cinema) and the columns go up and down (like they do on buildings). We can then find the total of the array. For example, 3 rows x 4 columns = 12. We have learned to calculate the number of dots on visible arrays.
Here are some online games which would reinforce the learning in class.
We are still working on directions using programmable robots; bee bots
At home
Playing games which include sharing out cards, items etc. Ask your child to share the cards/items equally between the number of players (can be 2 or more) and initially explain that ‘sharing equally’ means everyone will have the same amount/number of items at the end. Then when playing the same game again or a different one, ask your child how s/he will know the items have been shared equally.
Possible games: card games, Snap, Dominoes.
Using everyday objects and sharing items between 2 or more people, e.g. sweets, biscuits, segments of an orange. Ask your child to share these items equally between the number of people who are going to have them, e.g. sharing 10 sweets between 2 people:
How many sweets do you have?
Can you share them equally between your sister and you? What does ‘share equally’ mean? How are you going to share them?
If your child does not know, then prompt by saying, “I wonder what will happen if you shared them out one at a time?”
Your child might have his/her own idea, so let them have a go (even if it is not right). If they share the items and they are not equal amounts, ask your child if s/he have shared the items equally. If your child says, “No,” then ask them why they are not shared equally and how s/he are going to solve the problem. Talking through a problem and coming to a solution is a great way to learn, so let your child make mistakes.
Your child might immediately say 5 and 5. Ask him/her how they know and s/he might say “5 and 5 altogether makes 10” or “Double 5 makes 10.”
Once the items have been shared equally, count/say how many items each person has or ask your child how s/he know the sweets have been shared equally. Promote the language, “We both have the same amount.”
Then use language, such as, “10 shared between 2 is 5, each person has 5.”
Share items up to 10 initially and then up to 20.
Share between more than 2 people, but make sure the amount can be shared equally between the number of people.
Sharing board: place different numbers of items (up to 10/20) in the first box for the children to share equally between the 2 boxes below.
Items can be things found around the house, e.g. pasta shapes, buttons, raisins etc.
Questions to ask are written on the board.
Encourage your child to use the appropriate language in their explanations.
Other areas
PE
We have worked on fitness and racing skills. We also have worked on stretching through yoga.
EXA
We have started to practice our Christmas Carols for next Thursday. We are very grateful that Mrs Turner is helping us for this event.
RME
We have learned about the Christmas story and Hannukah.
Learning Stories have been sent home today in your child’s purple folder. Inside you will find examples of work that your child has completed this term as well as Literacy and Numeracy comments. There is space at the bottom of the report for you to sign and, if you wish, to leave a comment. Please send the Learning Stories back to school next week.
Here is a summary of our learning this week.
Literacy
In phonics we have continued to learn about magic e. The magic ‘e’ rule, sometimes known as silent ‘e’, is where the ‘e’ at the end of a word is silent but changes the way that the word is spoken. This happens when ‘e’ is the second letter in a split digraph with another vowel sound, such as in the word ‘cape’. The ‘a’ says its name (ay) rather than its sound (ah).
This week we have focussed on the ‘long o’ sound with ‘magic e’ (e.g. hole, hose, rope).
In our writing lesson we used a Percy Park Keeper story as the stimulus for an imaginative story. We are structuring our writing with a beginning, middle and end.
Ideas for learning at home:
Your child should continue to work on the word wall related to the stage they are reading. They should become confident in reading these words. Remember that they should recognise these words by sight.
Everyone should now have a magic wand at home! Write out the non-words hom, rop, glob, bon. Then ask your child to read them as they are, before tapping them with the magic wand and adding an e to the end of the word. Can they identify that the sound that the ‘o’ makes changes from its sound to its name?
Handwriting. Here is a useful website which has animations to show how to correctly form each letter. Please note that the f and z that we use are in the ‘alternative / non scheme letters’ section.
Continue to practise reading and spelling the tricky words. An idea is to play Kim’s Game. Write some of the words on separate pieces of paper. Ask your child to read the words. Turn the pieces of paper over and ask your child to remember what was written on each one. Try it with different words.
Maths
In our number work we have been learning about equal groups.
Some of us have been learning to share equally. When we do this, we give one to each group until we run out. There should be an equal amount in each group.
Some of us have also been learning to identify rows and columns in arrays. The rows go across the way (like rows of seats at the cinema) and the columns go up and down (like they do on buildings). We can then find the total of the array. For example, 3 rows x 4 columns = 12.
Here are some online games which would reinforce the learning in class.
We have also been introduced to directional language such as left, right, clockwise and anti clockwise.
At home you could play a fun game to reinforce this. Put some toys out around then room then ask your child to choose one without telling you. Ask them to give you directions to get to it. Will they be able to give you accurate directions?!
E.g. “Take 3 steps right then two steps forward.” Or “Make a half turn anti clockwise then take 4 steps forward.”
Other Curricular Areas
We made stars for a Christmas window display.
We enjoyed loose parts on Wednesday.
We enjoyed hearing from the helping professionals about their jobs on Monday and Thursday.
In phonics we have continued to learn about magic e. The magic ‘e’ rule, sometimes known as silent ‘e’, is where the ‘e’ at the end of a word is silent but changes the way that the word is spoken. This happens when ‘e’ is the second letter in a split digraph with another vowel sound, such as in the word ‘kite. The ‘i’ says its name rather than its sound (/ˈiː/).
This week we have focussed on the ‘long i’ sound with ‘magic e’ (e.g. kite, hike, time, slide, shine). We know that in these words the letter ‘i’ says its name rather than its sound.
Another Alphablocks video clip which demonstrates this.
In Spelling we are working on Block 4. Please continue to revise how to read and write the previous blocks. The children have been working on this in class so they should know in which block are they working at school.
In handwriting we have worked on the formation of letters g and d in cursive.
At home:
Try to find examples of magic e words in print around the house or on signs when you are out and about.
Write out the words kit, Tim, pin. Ask your child to read the base word. Then draw a magic e on to the end of the word and ask your child to read the word again. Can they explain what has changed and why?
Continue to practise Tricky Words Blocks 1-4 and ORT key words. An idea for working on tricky words could be to ask your child to do a dictation to you of the tricky words, she/he will read the words and you will write them and then swap roles (you could use flour or sand so your child can use the finger for writing rather than a pen or a pencil).
Handwriting. Here is a useful website which has animations to show how to correctly form each letter. Please note that the f and z that we use are in the ‘alternative / non scheme letters’ section.
In Maths we have continued to learn about Probability. This week we had an interesting chat about the World Cup using the vocabulary: impossible, unlikely, likely and certain. We have some interesting predictions!
At home you could discuss these scenarios and ask your child which word they would choose to describe how likely it is that it will happen.
I will go to the zoo tomorrow.
I will go to the zoo during the holidays.
I will go for a swim at the sea today.
I will go for a swim at the sea on my holidays.
etc.
In our number work we have been working on our addition skills. Thinking about which strategy we find useful when you are adding. There are 3 strategies below:
Use concrete materials (such as beads or pasta) to make the sum and count the objects.
Start on the big number (put it in your head) then count on.
Use a number line or 100 square to start on the correct number then count on the correct number of times.
Think about ten frames and try to visualise the numbers.
We use this website at school that will give you some choice depending on your child’s ability.
We have been working on jumping skills and team games.
RSHP
We have discussed the topic ‘People who are special to me’ and ‘When I have a question or a worry’. We talked about different people who look after us and who to speak to if we have a question or a worry. We loved the book ‘The huge bag of worries’
EXA
We have made a class Christmas tree to decorate the gym hall. We are so proud of our fantastic artwork!
Important Information
P2 have a session of loose parts on Wednesday 30th November (weather permitting). Please come with suitable clothes and footwear. It is not too late to send in a bag with a change of clothes to keep at school. Last time we had lots of soggy socks which were changed! Please remember to replace these if your child brought their spare ones home.
P2 are looking forward to visits from some helping professionals next week. We will be hearing from an anaesthetist and two scientists who are involved in developing medicines and treatment to make people feel better. In preparation for this, we are asking the children to think about some questions that they could ask. For example, you might ask ‘What is your favourite part of your job?’. Please bring questions in at the start of the week.
We are also hoping to make our own Christmas tree for the classroom. This is the kind of thing we are aiming to make! If you have any boxes at home which we could use, please send them in on Monday.
We have had a very busy week in P2! Here is a summary of our learning.
Literacy
In phonics we have been learning about magic e. The magic ‘e’ rule, sometimes known as silent ‘e’, is where the ‘e’ at the end of a word is silent but changes the way that the word is spoken. This happens when ‘e’ is the second letter in a split digraph with another vowel sound, such as in the word ‘cape’. The ‘a’ says its name (ay) rather than its sound (ah).
Here is a short Alphablocks video clip which demonstrates this.
This week we have focussed on the ‘long a’ sound with ‘magic e’ (e.g. cape, ate, made, game, gate). We know that in these words the letter ‘a’ says its name rather than its sound (ay rather than ah).
In our writing lesson we read Peace At Last then created our own versions of the story with Baby Bear trying to find somewhere to sleep. We are structuring our writing with a beginning, middle and end.
We have continued to work on the letter c and a in cursive script.
It has been Scottish Book Week so we have enjoyed participating in fun whole school activities such as ‘Stop, Drop and Read’ and visiting the library in the upper landing.
At home:
Try to find examples of magic e words in print around the house or on signs when you are out and about.
Write out the words can, at, hat, tap, mad, cap. Ask your child to read the base word. Then draw a magic e on to the end of the word and ask your child to read the word again. Can they explain what has changed and why?
Continue to practise Tricky Words Blocks 1-4 and ORT key words. An idea for a game is to hide some word cards around a room (your child must not look). They then have to find the word cards and bring them back to you saying the words as they find them.
Handwriting. Here is a useful website which has animations to show how to correctly form each letter. Please note that the f and z that we use are in the ‘alternative / non scheme letters’ section.
In maths we have been learning to talk about everyday events that involve chance using the vocabulary: impossible, unlikely, likely and certain.
At home you could discuss these scenarios and ask your child which word they would choose to describe how likely it is that it will happen.
It will rain tomorrow.
I will eat Weetabix tomorrow.
Scotland will win the next World Cup football tournament.
I will sleep in my own bed tonight.
I will get my hair cut this week.
I will go home in a blue car.
In our number work we have been working on our addition skills. Here is a game to play at home. Choose from one of seven levels. There is an option to slow it down or to use a timer, you can choose what is best for you.
Think about which strategy you find useful when you are adding. There are 3 strategies below:
Use concrete materials (such as beads or pasta) to make the sum and count the objects.
Start on the big number (put it in your head) then count on.
Use a number line or 100 square to start on the correct number then count on the correct number of times.
We are also continuing to work on rapid recall of number bonds to 10. We have noticed that when we are making links to larger addition sums, they are finding this tricky. For example the link between 7+3=10 and 17+3=20.
Here is a fun song to use at home to help with this.
In literacy this week we have been learning the digraph sounds aw (crawl, paw) and au (Autumn, dinosaur). We have used the following image to help us to remember the sound.
We have continued to work on the tricky words block 4 and we have revised previous blocks. Please continue to work on these at home. We have noticed that most children are finding the word said a bit tricky.
In writing we are developing our skills to be able to write a story. Our focus is (as last week) beginning, middle and end. We have told the story of Owl babies.
Our handwriting focus was c and a in cursive.
At home:
Please continue to work on the tricky words. Your child should be able to read and write them. You could ask your child to write the words and sort them by number of letters on them.
Continue to work on the word walls from the ORT reading books that we sent home a few weeks ago.
Bedtime stories are a great way of spending time with your child and at the same time modelling reading and increasing your child’s vocabulary. If your home language is a different language, this is a good moment for your child to increase their home language rather than reading in English.
Find words with aw/au spelling in food labels at home.
Ask your child to read the reading book to you. Choose random pages or read the book from back to front. Ask questions about the book to ensure your child is developing comprehension skills.
Numeracy and Maths
In Maths we have continued to work on line of symmetry.
At Numeracy we have worked on counting backwards from 30 and addition skills to 20 using different strategies (number line, ten frames and counting on).
At home
Work on counting backwards from 30 starting and stopping at different points.
Please continue to work on number formation as we can see that some children continue to write number backwards or writing 12 instead of 21 ( 61/16,41/14, etc)
Other areas
PE
In PE we have focused on under and over arm throws, jumping and coordination skills.
We also have worked on games to work on following instructions and sprints.
IDL
We have learned about a new habitat, the Rainforest. We have discussed how the panther chameleon adapts to the Rainforest.
Art
We have been very busy creating our Christmas cards. These will be in your child’s purple folder today.
Here are some photos of firework art we created in the tuff tray and some symmetrical pictures made outside.
Other
As mentioned above, your child will be taking home the Christmas card for you to order if you wish.
Next Tuesday we will have loose parts in the afternoon (weather permitting).
On Thursday afternoon we do a Mix up Thursday. This means that all the P2s learn together in both classes and in the communal area. All children are really enjoying this experience and it gives us teachers the opportunity to be involved in their play and plan next steps in their learning.
Please ensure your child brings a jacket every day to school.
Thank you for your support in emptying the purple folders each day.
A reminder to name all items of clothing and shoes, and to check names on items brought home in case your child accidentally acquires a jumper belonging to someone else.
We would appreciate donations of any unwanted empty or partially used notebooks or diaries (used pages can be removed). Also, any enticing writing implements (i.e., glittery pencils/gel pens/ pencils with feathers etc – anything other than standard school issue type pencils/pens). The children enjoy choosing resources from the table to use in their independent learning.
We are looking for small pieces of ‘junk’ for modelling e.g., toothpaste boxes, tea bag boxes, snack bar boxes. The more interesting shapes the better!
It was lovely to see so many of you at our drop in session this morning. I hope that you enjoyed spending time with the class.
IMPORTANT INFORMATION
There is an update to PE days for P2. From Monday 7th November, the days will be as follows:
P2D Monday and Tuesday
P2M Wednesday and Friday
Here is a summary of our learning this week.
Literacy
In literacy we have been learning the digraph sounds ou (found, loud, count) and ow (cow, owl, howl). We have used the following image to help us to remember the sound.
We particularly enjoyed making owls to link to both our IDL topic and the ow sound in phonics.
In writing we wrote about the story of Jonah and the whale. Our focus was on the beginning, middle and end structure of a story.
Ideas for learning at home:
Your child should continue to work on the word wall related to the stage they are reading. They should become confident in reading these words. Remember that they should recognise these words by sight.
An idea to practise spelling words with ou and ow is to play hangman.
Handwriting. Here is a useful website which has animations to show how to correctly form each letter. Please note that the f and z that we use are in the ‘alternative / non scheme letters’ section.
Continue to practise reading and spelling the tricky words. An idea is to play snap. Use 2 sets of cards with the words. Lay out a large piece of paper and a pen in the middle of the table. When the words match, rather than saying the word to win the cards, you have to grab the pen and write the word to win the cards.
Maths
We have been counting in 2s and 10s as well as developing our addition skills.
You could also practise making symmetrical models with lego or other building bricks. Or even making symmetrical pictures of funny faces or patterns using small objects from around the house.
Other Curricular Areas
We have been learning about whales and owls and how both are specially adapted to living in their habitat.
In RME we learned about the story of Jonah and the whale.
Our PE lessons focussed on a range of skills: underarm throw, speed and agility and dribbling a football. We also incorporated number work into our stations!
Buckstone Primary School 