COMPREHENSION

Can you answer questions about poetry, identify the features of poems and perform and recite them?

Please download and read the poem on the worksheet below.  

Read the poem aloud to the children emphasising the rhythm. 

Read the first 2 lines again and ask the children to move their fingers so they ‘walk’ like feet to the rhythm of the words.

Repeat reading encouraging children to join in

Perform using tambourine and children to keep the rhythm.

Together discuss:

• verses
• repeated words          
• rhyming words
• adjectives                                           
• onomatopoeia (words that sound like the thing they are describing)
• verbs

Now try and answer the questions- think about

• read the text
• where is the answer?
• why are some words in bold?
• written answers or multiple choice?

Activities:

Draw the boots before/ after.  Draw pictures and list adjectives from poem to describe the boots

Complete the worksheets below. 

LABELLING 

Can you use new and adventurous vocabulary linked to topic, label pictures with captions

Y2- write a brief explanation, starting sentences in different ways

Think of things a cowboy needs.

List ideas, which one is most important?   His horse of course!!

Look at the cowboy horse picture.

Read labels together (see below) and discuss the purpose of each aspect.  If we added a little more information to explain each items function would it be a label?  It would become a caption!

Talk about the difference between captions and labels

 what you need to do:   

            Label the horse

            Add more detail to create some captions

            Add a short explanation (Y2)

Extended Writing

• Can we use language that creates suspense in our writing?
• Can we start a sentence with a 'fronted adverbial' to describe what is happening elsewhere in the narrative?

What do we mean by the word suspense?

One way of creating suspense is to give the reader clues about what is to happen without giving too much away. This creates curiosity and makes us want to read on.

Watch a clip from Toy story 2. (The scene where Woody is trying to retrieve his arm from a sleeping Big Al and the scene where the toys are trying to cross the road under a cone to find Woody.)

Discuss words that would create tension and suspense if we were writing this story.

Point out that this part of the story is set in two places.

1. Outside in the road 
2. Inside Big Al's home

 Discuss words and phrases that could start our sentences to illustrate how we switch from one part of the story to another.

For example…

• Back at Big Al's,
• For the time being,
• In the meantime,
• Meanwhile,
• At the same time as,
• Back outside,

We call these ‘fronted adverbials’ and they are a useful tool to describe the action that is to follow. Don’t forget to use a comma after you have written your fronted adverbial.

Now have a go at writing a narrative for this part of the story. Use fronted adverbials and exciting vocabulary to show the story is taking place in two different places... and to create suspense!

Grammar and Punctuation - Alphabetical Order

Teaching alphabetical order gives children a practical skill that applies in many areas of life. Understanding alphabetical order simplifies research situations such as finding a particular word in a dictionary or finding a particular topic in the index of a book.

Grab a dictionary and have a go at the activities below to practise your skills!

Handwriting

When completing 'home learning' try to encourage your children to write neatly and to take pride in their presentation. Try to use a pencil rather than a pen when completing tasks and try to work at a table so that handwriting can be practised effectively.

The process of handwriting in KS1 helps children master phonic awareness and enables them to be better connected to their work and more engaged in learning. 

Below are some activities to practise handwriting