Chapter 2 – Rules, Routines and Jobs | Grade 2 English | Firefly Ed

Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: Why groups of people make rules

Key concept: Function (How does it work?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Written language: receptive (reading)

I can read a set of rules, find information, match each rule to its reason and work out a reason that is not given.

Curriculum links: IB PYP Language, Reading, Phase 2: read and understand familiar print from the immediate environment. Reading, Phase 3: recognize a range of different text types. England Year 2: be introduced to non-fiction books that are structured in different ways; answer and ask questions; make inferences on the basis of what is being said and done. Common Core RI.2.8: describe how reasons support specific points the author makes in a text.

Key words: rule  |  reason  |  bossy verb  |  because  |  so that  |  heading

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why do groups of people make rules?

Let’s Learn

For the adult: read this part aloud. If you have rules at home or at school, talk about one of them.

A rule tells people what to do, or what not to do. Groups make rules to keep people safe, to be fair and to help everyone get along.

Many rules start with a bossy verb, such as Listen, Walk or Put.

A good rule has a reason. The reason tells you why the rule matters. Reasons often start with because or so that.

Some signs and lists give the reasons. When they do not, you can work out the reason by thinking about what could go wrong without the rule.

Watch Me

For the adult: read the thinking aloud and point to the rule on the poster.

“I look at the poster. The fourth rule says: Walk inside the classroom. It starts with the bossy verb Walk.”

“The poster does not give a reason, so I think about what could go wrong. If people ran, they could bump into a table or fall over. So the reason is: We walk inside so that nobody gets hurt.“

“I check that the reason really answers Why? It does. It tells me what the rule protects us from.”

Let’s Try Together

For the adult: use the rules poster in Let’s Learn.

1. Which rule helps everyone hear the person who is talking? Give a reason for it.

Hint: Look for the ear.

2. “No shouting!” tells you what not to do. Say it as a rule that tells you what to do.

Hint: Start with a bossy verb, such as Speak or Use.

Your Turn

Name: ______________________

Read the rules on your own. Ask an adult if you get stuck.

Rules at Hilltop Pool

Welcome to Hilltop Pool. These rules keep everyone safe and happy.

Before you swim

Have a shower before you get in the pool. This keeps the water clean. Children under eight must come with an adult.

In the pool

Walk, do not run. The floor around the pool is wet and slippery, so you could fall and hurt yourself. Only jump in at the deep end. Never push anyone into the water.

Listen to the lifeguard

The lifeguards sit in tall chairs so that they can see the whole pool. If a lifeguard blows a whistle, stop and look up. Do what they say straight away.

After your swim

Put your float back in the box. Take all your things home with you. Lost property is kept at the front desk for one week.

1. Find the answers in the text.

a) What must you do before you get in the pool?   ______________________________

b) Who must come to the pool with an adult?   ______________________________

c) How long is lost property kept at the front desk?   ______________________________

2. Match each rule to its reason. Write the letter.

1. Walk, do not run.   ____

2. Have a shower before you swim.   ____

3. The lifeguards sit in tall chairs.   ____

a) so that they can see the whole pool

b) because the floor is wet and slippery

c) because the pool closes at six o’clock

d) because it keeps the water clean

Hint: One reason is not in the text.

3. Work out the reason.

The rules say: “Only jump in at the deep end.” The text does not say why. Why do you think this rule matters? Write two sentences.

__________________________________________________________________

__________________________________________________________________

4. Write two rules for your home.

Start each rule with a bossy verb. Give a reason with because or so that.

1. __________________________________________________________________

2. __________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why do groups of people make rules?” What do you think now?

2. I was a thinker today when I ______________________________.

For the adult: A thinker thinks carefully to work things out. Example: I was a thinker today when I read the pool rules and found the reason for each one.

Take action: Look for a set of rules outside your home, such as at a park, a library or a pool. Read them with an adult and talk about the reason for each one.

Answer Key

Next Steps

If this was easy, try: Choose a place, such as a library or a playground. Write five rules for it, each with a reason.

If this was hard, go back to: Watch Me. Read one rule at a time. Ask: What could go wrong if nobody followed this rule? Say the answer before writing anything.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How routines help us organise our time

Key concept: Function (How does it work?)  |  Learner profile: Inquirers  |  ATL skills: Research skills

PYP strand: Written language: receptive (reading)

I can read a recount of a working day, find times, put events in order and explain why with a clue from the text.

Curriculum links: IB PYP Language, Reading, Phase 2: use meaning, visual, contextual and memory cues, and cross-check cues against each other. Reading, Phase 3: recognize a range of different text types. England Year 2: discuss the sequence of events in books and how items of information are related; make inferences on the basis of what is being said and done. Common Core RI.2.3: describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Key words: recount  |  time  |  o’clock  |  half past  |  order  |  clue

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How do people organise their time at work?

Let’s Learn

For the adult: read this part aloud. Point to each clock as you say the time.

This recount tells us about one day in someone’s job. It is written in the order things happen.

Times help us follow the order: four o’clock, half past seven, twelve o’clock. Other time words help too, such as first, then, soon and in the afternoon.

“Four o’clock in the morning” is very early, before the sun comes up. “Eight o’clock in the evening” is at night.

Some answers are written in the text. For others, you need to use clues and what you already know.

Watch Me

For the adult: read the part of the text first, then read the thinking aloud.

Part of the text: At six o’clock, he shapes the dough into loaves and rolls. He puts them into the big hot oven. Soon the whole street smells of fresh bread.

“Question: When does Mr Hill put the bread in the oven? I look for a time. The paragraph starts with At six o’clock. So he puts the bread in at six o’clock.”

“Question: How do people in the street know the bread is baking? The text says the street smells of fresh bread. That is my clue.”

Let’s Try Together

For the adult: use the text in Your Turn.

1. Where does Mr Hill work? Find the name of the street.

Hint: Look in the first paragraph.

2. What is Mr Hill’s busiest time? Why do you think it is so busy then?

Hint: Who buys bread on their way somewhere?

Your Turn

Name: ______________________

Read the recount on your own. Ask an adult if you get stuck.

A Day in the Life of a Baker

Mr Hill is a baker. He works at Hill’s Bakery on Station Road. His day starts when most people are fast asleep.

At four o’clock in the morning, Mr Hill’s alarm rings. He drinks a cup of tea and walks to the bakery in the dark. First, he mixes flour, water, salt and yeast to make dough. Then he leaves the dough to rise for an hour.

At six o’clock, he shapes the dough into loaves and rolls. He puts them into the big hot oven. Soon the whole street smells of fresh bread.

At half past seven, the shop opens. People buy bread on their way to work and school. Mr Hill’s busiest time is between eight and nine o’clock.

At twelve o’clock, he has lunch and a short rest. In the afternoon, he cleans the ovens and orders more flour for the next day.

At three o’clock, Mr Hill walks home. He goes to bed at eight o’clock in the evening, because his alarm will ring again very early.

1. Write the time for each part of Mr Hill’s day.

2. Number the jobs 1 to 5 in the order Mr Hill does them.

____ He cleans the ovens.

____ He mixes flour, water, salt and yeast.

____ He puts the loaves into the oven.

____ He leaves the dough to rise.

____ He shapes the dough into loaves and rolls.

3. Answer with a clue from the text.

a) Why does Mr Hill go to bed at eight o’clock in the evening?

__________________________________________________________________

b) Why do you think a baker has to start work so early? Write two sentences.

__________________________________________________________________

__________________________________________________________________

4. Compare your day with Mr Hill’s day.

Write three sentences about how your day is different from Mr Hill’s day. Use times in your sentences.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How do people organise their time at work?” What do you think now?

2. I was an inquirer today when I ______________________________.

For the adult: An inquirer asks questions and finds things out. Example: I was an inquirer today when I found the times in Mr Hill’s day and put his jobs in order.

Take action: Ask an adult at home about one day at their work. Write down three times and what happens at each one.

Answer Key

Next Steps

If this was easy, try: Write a recount called A Day in the Life of ______ about someone you know. Use five times.

If this was hard, go back to: Let’s Learn. Practise reading the four clocks. Then read only the paragraphs that start with a time, and find what happens at each one.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How routines help us organise our time

Key concept: Function (How does it work?)  |  Learner profile: Communicators  |  ATL skills: Communication skills

PYP strand: Written language: expressive (writing)

I can write clear instructions with a title, a list of what you need, numbered steps with bossy verbs, detail words and a tip.

Curriculum links: IB PYP Language, Writing, Phase 2: write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story. England Year 2: write for different purposes; learn how to use sentences with different forms: statement, question, exclamation, command. Common Core W.2.2: write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Key words: instructions  |  title  |  you need  |  numbered steps  |  bossy verb  |  detail word  |  tip

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why do we need clear instructions to do a job well?

Let’s Learn

For the adult: read this part aloud. If you can, get a toothbrush and toothpaste and act out each step.

Instructions tell someone how to do something, step by step. Good instructions have:

• a title that says what you will do, such as “How to Brush Your Teeth”;
• a list of what you need;
• numbered steps in the right order;
• a bossy verb at the start of each step, such as Put, Brush or Rinse;
• detail words that tell how or how long, such as gently, carefully or for two minutes;
• sometimes a tip at the end.

Each step is a command, so it ends with a full stop.

Watch Me

For the adult: read the thinking aloud. Write the instructions on paper as you say them, so the learner sees the layout.

“I am writing instructions for brushing teeth. First, the title: How to Brush Your Teeth.”

“Next, what you need: a toothbrush and toothpaste.”

“Now the steps. Each one starts with a bossy verb, and I add a detail word where it helps.”

1. Squeeze a small blob of toothpaste onto your toothbrush.
2. Brush the front of your teeth gently, in small circles.
3. Brush the backs and the tops of your teeth.
4. Keep brushing for two minutes.
5. Spit the toothpaste into the sink.

“Last, a tip: Brush your teeth twice a day, in the morning and before bed.“

Let’s Try Together

1. This step is missing its bossy verb: “____ your toothbrush under the tap.” Which verb fits?

Hint: What do you do to clean the brush?

2. Add a detail word to make this step clearer: “Brush your teeth.”

Hint: How should you brush? For how long?

Your Turn

Name: ______________________

1. Find the parts of the instructions.

Read these instructions. Then answer the questions.

How to Make a Jam Sandwich
You need: two slices of bread, butter, jam, a knife and a plate.
1. Put the two slices of bread on the plate.
2. Spread butter thinly on one side of each slice.
3. Spread jam on one slice.
4. Press the other slice on top, butter side down.
5. Cut the sandwich in half carefully.
Tip: Ask an adult to help you with the knife.

a) Write the five bossy verbs.   ______________________________________________

b) Write two detail words that tell how.   ______________   ______________

c) Why is the tip important?   ______________________________________________

2. Fix the instructions.

These steps for packing a school bag are mixed up, and two steps have no bossy verb. Write them in order. Start each step with a bossy verb.

Your water bottle in the side pocket.   Zip the bag shut.   Check your timetable for today.   Your reading book and pencil case inside.

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

3. Write instructions: How to Wash Your Hands.

Use the pictures to help you. Write a title, a list of what you need, four or five numbered steps and a tip. Use a detail word in at least two steps.

Word bank: wet  |  rub  |  rinse  |  dry  |  soap  |  towel  |  carefully  |  well  |  for 20 seconds

Title: ______________________________________________

You need: ______________________________________________

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

Tip: ______________________________________________

☐ I wrote a title.    ☐ I listed what you need.    ☐ Each step starts with a bossy verb.    ☐ I used two detail words.    ☐ I added a tip.

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why do we need clear instructions to do a job well?” What do you think now?

2. I was a communicator today when I ______________________________.

For the adult: A communicator shares ideas clearly by talking, writing or drawing. Example: I was a communicator today when I wrote my steps with bossy verbs and numbers so they were easy to follow.

Take action: Write instructions for a job you do at home, such as feeding a pet or setting the table. Give them to someone and see if they can follow them.

Answer Key

Next Steps

If this was easy, try: Write instructions for a game you know. Ask someone to follow them without asking any questions. Did your instructions work?

If this was hard, go back to: Watch Me. Say the steps for brushing your teeth out loud while you do them. Then write only the bossy verb for each step before writing full sentences.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How people share jobs and work together

Key concept: Function (How does it work?)  |  Learner profile: Knowledgeable  |  ATL skills: Research skills

PYP strand: Written language: expressive (writing)

I can write an information text about a job, with a title, an opening sentence, facts, a reason with because and a closing sentence.

Curriculum links: IB PYP Language, Writing, Phase 2: write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story. England Year 2: develop positive attitudes towards and stamina for writing by writing for different purposes; write sentences with subordination using because. Common Core W.2.2: write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Key words: job profile  |  information text  |  opening sentence  |  fact  |  because  |  closing sentence

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can we tell other people about a job, using only facts?

Let’s Learn

For the adult: read this part aloud. Point to each part in the example column.

A job profile is a short information text about a job. It gives the reader facts, not a story.

Information texts use the present tense: a lifeguard sits, watches and helps. Each fact should be about the job. Leave out facts that do not belong, such as the lifeguard’s favourite food.

Watch Me

For the adult: read the thinking aloud. Write the baker profile on paper, one part at a time.

“I want to write a profile of a baker. First I make notes: makes bread and cakes, starts early, uses big ovens, people need bread every day.”

“Title: The Baker. Opening sentence: A baker makes bread, cakes and rolls for people to buy.“

“Facts: Bakers start work very early, often at four o’clock. They use big ovens and large mixing bowls.“

“Now a reason with because: Bakers start early because the bread must be ready when the shop opens.“

“Closing sentence: Without bakers, we would not have fresh bread for breakfast. I check every verb is in the present tense: makes, start, use.”

Let’s Try Together

1. Which is the best opening sentence for a profile of a nurse?

a) I went to the doctor’s last week.    b) A nurse looks after people who are ill or hurt.    c) Nurses are nice.

Hint: The opening sentence says what the job is.

2. Finish this reason: “Nurses wash their hands many times a day because…”

Hint: Think about germs.

Your Turn

Name: ______________________

1. Sort the facts about a vet.

Write each fact under the right heading. One fact does not belong. Cross it out.

a) Vets work in animal hospitals.   b) Vets use a stethoscope to listen to an animal’s heart.   c) Vets give animals medicine.   d) My vet has a red car.   e) Some vets visit farms to look after cows.   f) Vets use scales to weigh pets.

The fact that does not belong is ______, because ______________________________________

2. Add a reason with because.

a) Firefighters wear thick coats because ______________________________________

b) Bus drivers check the tyres every morning because ______________________________________

c) Teachers plan their lessons because ______________________________________

3. Write a job profile.

Choose a job done by someone you know, such as a family member or a neighbour. Ask them three questions first: What do you do? Where do you work? What do you use?

Title: ______________________________________________

Opening sentence: __________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Closing sentence: __________________________________________________

For the adult: tick each one you see.

☐ a title    ☐ an opening sentence that says what the job is    ☐ three facts about the job    ☐ a reason with because    ☐ present tense verbs    ☐ a closing sentence

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can we tell other people about a job, using only facts?” What do you think now?

2. I was knowledgeable today when I ______________________________.

For the adult: Being knowledgeable means knowing things and using what you know. Example: I was knowledgeable today when I asked my uncle three questions so my facts about his job were right.

Take action: Give your job profile to the person you wrote about. Ask them to check your facts and say thank you for their work.

Answer Key

Next Steps

If this was easy, try: Write a second job profile and add a heading for each group of facts, as in a real information book.

If this was hard, go back to: Task 1. Sort the facts together first. Then write only the opening sentence, two facts and the closing sentence.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How routines help us organise our time

Key concept: Responsibility (What are our obligations?)  |  Learner profile: Communicators  |  ATL skills: Social skills

PYP strand: Oral language: receptive and expressive (listening and speaking)

I can follow spoken instructions with three steps, including before, after and if, and give clear three-step instructions to someone else.

Curriculum links: IB PYP Language, Oral language, Phase 2: follow classroom instructions, showing understanding; listen and respond in small or large groups for increasing periods of time. England Years 1 to 6, spoken language: listen and respond appropriately to adults and their peers; give well-structured descriptions, explanations and narratives. Common Core SL.2.2: recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Key words: instruction  |  step  |  order word  |  before  |  after  |  if

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

What makes an instruction easy to follow?

Let’s Learn

For the adult: read this part aloud. Show how to count steps on your fingers.

An instruction tells you what to do. Some instructions have three steps, or more.

To follow spoken instructions well:

• Listen to the whole instruction before you start.
• Count the steps on your fingers as you listen.
• Listen for order words: first, then, after that, finally. Before and after can change the order.
• Listen for if. “Colour it red if it is round” means you only do it when the thing is round.
• If you are not sure, ask the speaker to say it again.

When you give instructions, speak slowly, use order words and check the listener understood. You can ask them to say the steps back to you.

Watch Me

For the adult: say each instruction, then read the thinking aloud and act it out.

The adult says: “Before you clap your hands, stand up. Then turn round once.”

“I listened to the whole thing first. There are three steps. I heard before: I must stand up before I clap, even though clap was said first.”

“So my order is: stand up, clap my hands, turn round once.”

The adult says: “Touch your toes, but only if you are wearing socks.”

“I heard if. I check: am I wearing socks? Yes, so I touch my toes. If I were not wearing socks, I would not do anything.”

Let’s Try Together

For the adult: say each instruction once, then let the learner act it out.

1. “After you touch your nose, wave with your left hand. Then sit down.”

Hint: What do you do first? Listen for “after”.

2. “If it is morning, say good morning. If it is afternoon, say good afternoon. Then shake my hand.”

Hint: Only one of the first two parts is true right now.

Your Turn

Name: ______________________

1. Listen and follow the instructions on the picture.

For the adult: you need coloured pencils. Read each set of instructions once only, at a normal speed. Wait until the learner has finished before reading the next set.

Set A: “Draw a ring round the apple. Then colour the box on the top shelf red. After that, draw a line under the cup.”

Set B: “Before you do anything else, put a cross on the teddy. Colour the ball blue, but only if it is on the bottom shelf. Finally, draw a star next to the book.”

Set C: “If there are two cups, colour both of them green. If there is only one cup, colour it yellow. Then draw a smiley face on the box on the middle shelf.”

2. Which instruction is clearer? Tick one in each pair.

a) ☐ “Do the thing with the book.”     ☐ “Put the red book on the top shelf.”

b) ☐ “First wash the cup, then dry it, and finally put it in the cupboard.”     ☐ “Cup, wash, cupboard, dry.”

c) ☐ “Feed the cat.”     ☐ “Put one scoop of food in the cat’s bowl, then fill her water dish.”

3. Give three-step instructions.

Plan three steps for a small job at home, such as laying the table or watering a plant. Use order words. Use if in one step.

First, ______________________________________________

Then, ______________________________________________

Finally, ______________________________________________

Now say your instructions to an adult. Ask them to say the steps back to you, then do the job.

For the adult: tick each one you hear.

☐ three clear steps    ☐ order words    ☐ one step with if    ☐ spoke slowly and clearly    ☐ checked that the listener understood

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What makes an instruction easy to follow?” What do you think now?

2. I was a communicator today when I ______________________________.

For the adult: A communicator shares ideas clearly by talking, writing or drawing. Example: I was a communicator today when I followed an instruction with before in the right order.

Take action: Help at home by doing a three-step job when someone asks. Say the steps back to them first, so they know you listened.

Answer Key

Next Steps

If this was easy, try: Give a partner four-step instructions with before, after and if, without showing what you mean. Can they do it first time?

If this was hard, go back to: Let’s Try Together. Start with two steps and no before or after. Count the steps on your fingers. Then add a third step.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How people share jobs and work together

Key concept: Responsibility (What are our obligations?)  |  Learner profile: Principled  |  ATL skills: Social skills

PYP strand: Oral language: receptive and expressive (listening and speaking)

I can take part in a discussion: take turns, agree and disagree politely, build on other people’s ideas and reach a fair decision.

Curriculum links: IB PYP Language, Oral language, Phase 2: listen and respond in small or large groups for increasing periods of time. Oral language, Phase 3: use language to explain, inquire and compare. England Years 1 to 6, spoken language: participate in discussions; maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. Common Core SL.2.1: participate in collaborative conversations with diverse partners; follow agreed-upon rules for discussions; build on others’ talk by linking their comments to the remarks of others.

Key words: discussion  |  take turns  |  agree  |  disagree politely  |  build on  |  fair

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can a group make a decision that is fair to everyone?

Let’s Learn

For the adult: read this part aloud. Practise each talk phrase with the learner.

In a discussion, a group talks about something together to share ideas and make a decision.

Good discussions have rules:

• One person speaks at a time.
• Listen to the speaker and look at them.
• Wait for a gap, or put your hand up, before you speak.
• Be polite, even when you do not agree.

These talk phrases help:

A fair decision is one where everyone has had a say, and the jobs are shared out sensibly.

Watch Me

For the adult: read the discussion aloud with the learner. Take different parts. Then read the explanation.

Ava’s family is choosing jobs for the week.

Mum: “We need someone to feed the cat every day.”
Ava: “I could feed the cat! I always get up early.”
Dad: “I agree with Ava, because she is up first. Adding to that, Ava could also fill the cat’s water bowl.”
Mum: “I see what you mean, but Ava already waters the plants. What if we take turns with the water bowl?”
Ava: “That sounds fair. Could we write it on the rota?”

“Dad agreed and gave a reason. He built on Ava’s idea. Mum disagreed politely and made a suggestion. Ava checked the plan was fair.”

Let’s Try Together

1. Someone says: “You should do all the washing up!” You do not agree. Say a polite way to disagree.

Hint: Start with “I see what you mean, but…”

2. Someone says: “We should tidy our room on Saturdays.” Build on the idea.

Hint: Start with “Adding to that…” and add one more idea.

Your Turn

Name: ______________________

1. Read the discussion. Answer the questions.

Leo’s class is deciding who looks after the class plant.

1. Mia: “I think we should take turns, one person each week.”
2. Leo: “I agree with Mia, because then everyone gets a go.”
3. Sam: “That is a silly idea. I want to do it every week.”
4. Ava: “Adding to what Leo said, we could make a chart with our names on it.”
5. Mia: “What do you mean by a chart?”
6. Ava: “A list with one name for each week, so we know whose turn it is.”

a) Who built on someone else’s idea? Write the line number.   Line ______

b) Who asked a question to understand better?   ______________

c) Which line was not polite?   Line ______   Write it again so it is polite.

__________________________________________________________________

2. Match the talk phrase to its job. Write the letter.

1. “What if we each choose one job?”   ____

2. “I agree with you because it is fair.”   ____

3. “I see what you mean, but I am busy on Mondays.”   ____

4. “What do you mean by tidy?”   ____

a) agree    b) disagree politely    c) ask a question    d) suggest

3. Hold a family meeting. Make a job rota.

For the adult: sit together with at least two other people. Let the learner lead the meeting. Agree three jobs and who will do each one.

Write two sentences about how your family agreed.

__________________________________________________________________

__________________________________________________________________

For the adult: tick each one you hear.

☐ waited for a turn to speak    ☐ agreed with a reason    ☐ disagreed politely    ☐ built on someone’s idea    ☐ asked a question    ☐ checked the plan was fair

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a group make a decision that is fair to everyone?” What do you think now?

2. I was principled today when I ______________________________.

For the adult: Being principled means being fair and honest and doing the right thing. Example: I was principled today when I disagreed politely and gave my reason.

Take action: Put your family job rota on the wall. After one week, hold another short meeting: Is the rota still fair? What would you change?

Answer Key

Next Steps

If this was easy, try: Lead a discussion with friends about a game to play at break time. Use at least four different talk phrases.

If this was hard, go back to: Watch Me. Read the discussion together, one line each. Then practise only two phrases: I agree with … because, and I see what you mean, but.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How people share jobs and work together

Key concept: Responsibility (What are our obligations?)  |  Learner profile: Principled  |  ATL skills: Thinking skills

PYP strand: Visual language: receptive (viewing)

I can read a chart with rows and columns, count information in it, decide if it is fair and make my own chart.

Curriculum links: IB PYP Language, Visual language, Phase 2: connect visual information with their own experiences to construct their own meaning. Visual language, Phase 3: realize that text and illustrations in reference materials work together to convey information. England Year 2: be introduced to non-fiction books and texts that are structured in different ways; answer and ask questions. Common Core RI.2.7: explain how specific images contribute to and clarify a text.

Key words: chart  |  row  |  column  |  icon  |  fair

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can a chart help people share jobs fairly?

Let’s Learn

For the adult: read this part aloud. Trace a row and a column with your fingers on the chart in Your Turn.

A chart shows information in rows and columns.

• A row goes across, from left to right.
• A column goes down, from top to bottom.

In a job chart, the jobs are in rows down the side, and the days are in columns across the top. Each box tells you who does that job on that day.

To find an answer, put one finger on the row and one finger on the column. Move them until they meet. The box where they meet holds the answer.

Colours and small pictures, called icons, help you find things quickly.

Watch Me

For the adult: read the thinking aloud. Use two fingers on the small chart as you go.

“Question: Who tidies the books on Tuesday? I put one finger on the row Tidy the books. I put my other finger on the column Tue.”

“I move them until they meet. The box says Mia. So Mia tidies the books on Tuesday.”

“Question: What does Ava do? I look for Ava’s name. It is in the Feed the fish row, under Mon. So Ava feeds the fish on Monday.”

Let’s Try Together

For the adult: use the Class Job Chart in Your Turn.

1. Who waters the plants on Tuesday?

Hint: Find the plant row and the Tue column.

2. What job does Ava do on Thursday?

Hint: Go down the Thu column until you find Ava.

Your Turn

Name: ______________________

1. Read the chart. Write the answers.

Hint: Use one finger for the row and one finger for the column.

a) Who feeds the fish on Wednesday?   ______________

b) What job does Leo do on Monday?   ______________________________

c) On which two days does Sam feed the fish?   ______________ and ______________

d) Who has two jobs on Friday?   ______________

2. Is the chart fair?

Count how many jobs each child does in the week.

a) Is the chart fair? Explain in two sentences. Use the numbers.

__________________________________________________________________

__________________________________________________________________

b) Change one box to make the chart fair. Which box would you change, and whose name would you write?

__________________________________________________________________

3. Make a job chart for your home.

Choose three jobs and three days. Write who does each job. Add a small picture for each job.

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a chart help people share jobs fairly?” What do you think now?

2. I was principled today when I ______________________________.

For the adult: Being principled means being fair and honest and doing the right thing. Example: I was principled today when I counted the jobs and saw that Ava had more than Mia.

Take action: Put your home job chart on the wall. At the end of the week, count each person’s jobs. Is it still fair?

Answer Key

Next Steps

If this was easy, try: Make a job chart for five people and five days where everyone has the same number of jobs. Ask someone to check it.

If this was hard, go back to: Watch Me. Use the small chart. Practise finding one box at a time with two fingers before using the big chart.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: How routines help us organise our time

Key concept: Function (How does it work?)  |  Learner profile: Thinkers  |  ATL skills: Communication skills

PYP strand: Visual language: receptive and expressive (viewing and presenting)

I can read a flow chart, follow a yes or no question in it, and draw my own flow chart to show the steps of a job.

Curriculum links: IB PYP Language, Visual language, Phase 2: realize that shapes, symbols and colours have meaning and include them in presentations. England Year 2: write for different purposes; plan or say out loud what they are going to write about. Common Core RI.2.7: explain how specific images contribute to and clarify a text.

Key words: flow chart  |  step  |  arrow  |  oval  |  rectangle  |  diamond

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How can a picture with boxes and arrows show someone how to do a job?

Let’s Learn

For the adult: read this part aloud. Point to each shape as you name it.

A flow chart shows the steps of a job in order. You follow the arrows from the start to the end.

• An oval shows where the chart starts and ends.
• A rectangle holds one step. Write it as a short instruction with a bossy verb, such as take, spread or press.
• An arrow shows which step comes next.
• A diamond holds a question with a yes or no answer. Each answer has its own arrow, so the path can split.

A flow chart uses fewer words than written instructions. You can see the whole job at a glance.

Watch Me

For the adult: read the thinking aloud. Trace the arrows on the flow chart with your finger.

“I want to show how to make a jam sandwich. First I think of the steps in order and count them: bread, butter, jam, press together. That is four steps.”

“I draw the Start oval. Then one rectangle for each step, with a short bossy sentence inside. Take two slices of bread. Spread butter.”

“I join each box to the next with an arrow, and finish with the End oval. I add a small picture next to each box to help the reader.”

“Last, I check by following the arrows with my finger. Could someone make a sandwich from my chart? Yes.”

Let’s Try Together

For the adult: use the jam sandwich flow chart in Watch Me.

1. What happens straight after you spread butter on each slice?

Hint: Put your finger on box 2 and follow the arrow.

2. What would go wrong if the arrows were missing?

Hint: Think about how you would know which box to read next.

Your Turn

Name: ______________________

1. Put the steps in order. Write them in the flow chart.

These steps for planting a seed are muddled up.

• Water the soil.
• Fill a pot with soil.
• Put the pot in a sunny place.
• Push a seed into the soil.

Hint: What must be in the pot before you can push a seed into it?

2. Read the flow chart. Answer the questions.

Hint: Follow the arrows with your finger. At the diamond, choose the Yes path or the No path.

a) What do you do first?   ______________________________

b) It is raining. Write the two things you do before you go out.

__________________________________________________________________

c) It is sunny. Which boxes do you skip?   Box ______ and box ______

d) Why is “Is it raining?” in a diamond and not in a rectangle?

__________________________________________________________________

3. Make your own flow chart.

Choose a job you do at home, such as feeding a pet, packing your school bag or getting ready for bed. Write one step in each box. Use a bossy verb to start each step.

Challenge: On paper, add a diamond with a yes or no question to your flow chart, such as Is the bowl empty? Draw an arrow for each answer.

Now give your flow chart to someone at home. Can they follow it without asking you anything?

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a picture with boxes and arrows show someone how to do a job?” What do you think now?

2. I was a thinker today when I ______________________________.

For the adult: A thinker thinks carefully to work things out. Example: I was a thinker today when I followed the Yes path and the No path on the flow chart.

Take action: Stick your flow chart up where the job is done, such as next to the pet bowl or by the front door. Check after a week: does it help?

Answer Key

Next Steps

If this was easy, try: Draw a flow chart with six steps and two question diamonds for a bigger job, such as making a pizza or washing the car.

If this was hard, go back to: Watch Me. Cut out the four steps of the jam sandwich chart and put them in order on the table. Then copy them into the flow chart in Your Turn.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: Why groups of people make rules

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can choose dge or ge to spell the j sound at the end of a word, by listening to the sound just before it.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound-symbol relationships; instantly recognize an increasing bank of high-frequency and high-interest words. England Year 2: the /dʒ/ sound spelt as ge and dge at the end of words; learn new ways of spelling phonemes for which one or more spellings are already known. Common Core L.2.2d: generalize learned spelling patterns when writing words (e.g., cage → badge).

Key words: dge  |  ge  |  short vowel  |  long vowel  |  consonant

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why do badge and cage end in different letters when they end with the same sound?

Let’s Learn

For the adult: read this part aloud. Say each example word and stretch the vowel sound before the j sound.

The j sound at the end of a word is never spelt with the letter j. It is spelt dge or ge.

Think of the d in dge as a guard. It stands between a short vowel and the g, to keep the vowel short.

In some longer words, the j sound comes in the middle, spelt dg: badger, gadget, hedgehog. Some longer words end in age, but we say it like “idge”: village, cabbage, cottage, sausage.

Watch Me

For the adult: say the thinking aloud. Write hedge, cage and large on paper as you say each sound.

For the adult: point to each picture and name it first: hedge, cage.

“I want to spell hedge. I say it slowly: h-e-j. The vowel is a short e. Straight after a short vowel, the j sound is spelt dge. So I write h-e-dge.”

“Now I want to spell cage. I say it: c-ai-j. The vowel is a long a. After a long vowel, I use ge. The e at the end also helps make the a long. So I write c-a-ge.”

“Last, I want to spell large. I say it: l-ar-j. Just before the j sound, I hear r. That is a consonant, so I use ge: l-ar-ge.”

Let’s Try Together

1. Finish the word for each picture. Write dge or ge.   Picture 1: fri ________    Picture 2: pa ________

Hint: Is the vowel sound just before the j sound short or long?

For the adult: point to each picture and name it first: fr…, pa… (the full words are in the Answer Key).

2. Why does huge end in ge and not dge?

Hint: Say huge slowly. Is the u short, as in cup, or long?

Your Turn

Name: ______________________

1. Sort the words.

Hint: Say each word. Listen to the sound just before the j sound.

Words: badge  |  cage  |  edge  |  huge  |  bridge  |  stage  |  fudge  |  large  |  judge  |  change  |  dodge  |  sponge

2. Write the word for each picture.

Hint: Count the sounds first. Then choose dge or ge for the end.

For the adult: point to each picture and name it first: br…, sp…, ba…, st… (the full words are in the Answer Key).

1. ______________    2. ______________    3. ______________    4. ______________

3. Fix the spelling mistakes.

Leo wrote about his walk. He made six spelling mistakes in words with the j sound. Find them and write them correctly.

Mum gave me a badj for my coat. We walked over the brige to the park. A hudge dog ran along the edj of the pond. It jumped over a large hedje and ran past the bird caje.

4. Longer words. Underline the letters that make the j sound.

badger    village    porridge    gadget    orange    cabbage

Which two words end in age but sound like “idge”?   ______________ and ______________

5. Listen and write the sentence.

For the adult: the sentence is in the Answer Key. Say it twice.

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why do badge and cage end in different letters when they end with the same sound?” What do you think now?

2. I was a thinker today when I ______________________________.

For the adult: A thinker thinks carefully to work things out. Example: I was a thinker today when I listened to the vowel before the j sound to choose dge or ge.

Take action: Look for dge and ge words on signs, labels and in books this week. Make a list and sort them into the three groups.

Answer Key

Next Steps

If this was easy, try: Write a short story about a badger with at least eight words that end in dge or ge. Underline them.

If this was hard, go back to: Let’s Learn. Work on dge only first: say badge, edge and bridge, and clap the short vowel. Then try ge with cage and page.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: Why groups of people make rules

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can read and spell words where c says s and g says j before e, i and y, including longer words and words that break the pattern.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound-symbol relationships. Reading, Phase 3: use a range of strategies to self-monitor and self-correct. England Year 2: the /dʒ/ sound sometimes spelt as g elsewhere in words before e, i and y; the /s/ sound spelt c before e, i and y. Common Core RF.2.3: know and apply grade-level phonics and word analysis skills in decoding words; RF.2.3e: identify words with inconsistent but common spelling-sound correspondences.

Key words: soft c  |  hard c  |  soft g  |  hard g  |  pattern

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why does the c in city sound different from the c in cat?

Let’s Learn

For the adult: read this part aloud. Say each example and point to the letter after c or g.

The letters c and g can each make two sounds. Look at the letter that comes next.

The pattern also works in the middle of longer words: pencil, December, magic, energy.

Watch out: the pattern for c nearly always works, but g sometimes breaks it. In these words, g is hard even before e or i: get, give, girl, gift, tiger.

When you read a new word with g before e, i or y, try the soft sound first. If it does not make a real word, try the hard sound.

Watch Me

For the adult: say the thinking aloud. Write bicycle, ginger and girl on paper and point to each c and g.

For the adult: point to each picture and name it first: bicycle, gingerbread man.

“I read bicycle. I break it into parts: bi, cy, cle. The first c has y next to it, so it is soft: s. The second c has l next to it, so it is hard: k. Bi-sy-kle, bicycle.”

“I read ginger. The first g has i next to it, so I try the soft sound: j. The second g has e next to it: j again. Jin-jer, ginger. That is a real word.”

“Now I read girl. g has i next to it, so I try j: jirl. That is not a word I know. I try the hard sound: girl. Yes, that is a real word. Girl breaks the pattern.”

Let’s Try Together

1. Both words have the letter c. In which word does c say s?

Hint: Look at the letter just after each c.

For the adult: point to each picture and name it first: cake, pencil.

2. Which word has a hard g: gem, gold or gym?

Hint: Look at the letter after the g in each word.

Your Turn

Name: ______________________

1. Does the word have a soft c or a soft g? Tick yes or no.

Hint: Say the word. Listen for an s sound made by c, or a j sound made by g.

For the adult: point to each picture and name it first: g…, c…, g…, f…, c…, p… (the full words are in the Answer Key).

2. Sort the words.

Words: city  |  cot  |  gem  |  gap  |  cell  |  cube  |  giant  |  gum  |  cycle  |  coat  |  gentle  |  goal

3. Longer words. Circle every soft c and soft g.

Hint: Some words have two c’s or two g’s. Check each one.

a) pencil    b) December    c) magic    d) energy    e) circus    f) cage    g) giggle

4. Which g words break the pattern?

Read the sentences.

The girl gave a gift to the gentle giant. “Get some ginger cake,” said Gemma.

Write each word that has g before e or i in the right column.

5. Listen and write the sentence.

For the adult: the sentence is in the Answer Key. Say it twice.

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why does the c in city sound different from the c in cat?” What do you think now?

2. I was a thinker today when I ______________________________.

For the adult: A thinker thinks carefully to work things out. Example: I was a thinker today when I tried the soft sound first and then the hard sound when I read girl.

Take action: Go on a soft c and g hunt in a book or on food packets at home. Find five words and say whether each c or g is soft or hard.

Answer Key

Next Steps

If this was easy, try: Find three more words where g breaks the pattern, such as gear or begin. Write a sentence using all three.

If this was hard, go back to: Let’s Learn. Work with c only first. Sort six cards: cat, city, cup, cell, cot, cycle. Then try g with gem, gap, giant and gum.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: Why groups of people make rules

Key concept: Connection (How is it linked to other things?)  |  Learner profile: Knowledgeable  |  ATL skills: Research skills

PYP strand: Written language: receptive and expressive (reading and spelling)

I can read and spell words with silent letters kn, gn and wr, choose between words that sound the same, and spell seven tricky words.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound-symbol relationships; instantly recognize an increasing bank of high-frequency and high-interest words. England Year 2: the /n/ sound spelt kn and (less often) gn at the beginning of words; the /r/ sound spelt wr at the beginning of words; learn to spell common exception words; distinguish between homophones and near-homophones. Common Core RF.2.3f: recognize and read grade-appropriate irregularly spelled words; L.2.2d: generalize learned spelling patterns when writing words.

Key words: silent letter  |  kn  |  gn  |  wr  |  tricky word  |  sound the same

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

Why do some words have letters that we do not say?

Let’s Learn

For the adult: read this part aloud. Say each example and point to the silent letter.

A silent letter is written in a word but not said. Long ago, people said these letters. The way we speak changed, but the spelling stayed the same.

Some silent letter words sound the same as other words but have a different meaning: know and no, knot and not, write and right, knight and night. The spelling tells you which meaning is meant.

Tricky words. These words do not follow the usual patterns, so we learn them by heart: child, children, wild, climb, most, only, both. In child, wild and climb, the i says its name. In most, only and both, the o says its name. Climb also has a silent letter: b.

Watch Me

For the adult: say the thinking aloud. Write knight and wrong on paper and cross out the silent letter in each.

“I read knight. I see kn at the start. The k is silent, so I say n. Then igh says long i, and t. N-igh-t: knight.”

“Knight sounds just like night. I read the sentence to check the meaning: The knight rode his horse to the castle. A night cannot ride a horse, so this is a knight, a soldier from long ago.”

“Now I spell wrong. I hear r at the start. It could be r or wr. There is no rule to tell me, so I think: have I seen this word before? Yes, it starts with wr. I write w-r-o-ng and check that it looks right.”

Let’s Try Together

1. Which letter is silent in each word?

Hint: Say the word. Which letter can you see but not hear?

For the adult: point to each picture and name it first: knot, wrap.

2. Knot and not sound the same. Use each one in a sentence to show what it means.

Hint: Which one can you tie?

Your Turn

Name: ______________________

1. Write the word for each picture.

Hint: Each word starts with kn, gn or wr.

For the adult: point to each picture and name it first: …fe, …me, …st, …ee, …te, …ck (the full words are in the Answer Key).

1. ______________    2. ______________    3. ______________

4. ______________    5. ______________    6. ______________

2. Add kn, gn or wr.

For the adult: read each word aloud first. The words are in the Answer Key.

a) ____ ____ ock     b) ____ ____ ong     c) ____ ____ at

d) ____ ____ it     e) ____ ____ iggle     f) ____ ____ eck

3. Circle the right word.

Hint: Read the whole sentence first. Think about the meaning.

a) I (know / no) the answer to that question.

b) Please (write / right) your name at the top.

c) Tie a (knot / not) in the end of the rope.

d) It is cold and dark at (knight / night).

e) The (knight / night) wore a metal helmet.

f) Turn (write / right) at the end of the road.

4. Tricky words.

Look at each word. Say it. Cover it. Write it. Check it.

Now fill each gap with a word from the table. Use each word once.

a) Can you ______________ to the top of the hill?

b) The ______________ played a game in the park.

c) ______________ of my friends like football, Sam and Leo.

d) Each ______________ has a peg for their coat.

e) Mia is the ______________ person in her class who can whistle.

f) We saw ______________ animals, such as foxes, in the woods.

g) I ate ______________ of my dinner, but I left a few peas.

5. Listen and write the sentence.

For the adult: the sentence is in the Answer Key. Say it twice.

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why do some words have letters that we do not say?” What do you think now?

2. I was knowledgeable today when I ______________________________.

For the adult: Being knowledgeable means knowing things and using what you know. Example: I was knowledgeable today when I used the meaning of the sentence to choose knight or night.

Take action: Make a silent letter detective book. Each day, add one word with a silent letter that you find, and draw a picture to show its meaning.

Answer Key

Next Steps

If this was easy, try: Find silent letter words with b, h or l, such as thumb, hour or talk. Sort them by the silent letter.

If this was hard, go back to: Let’s Learn. Start with kn only: knee, knot, knock. Cover the k with your finger and read the word. Then try wr.

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Term 1 | Level 1

Unit of inquiry: How we organize ourselves  |  Line of inquiry: All three lines of inquiry

Key concept: Function, Responsibility and Connection  |  Learner profile: Reflective  |  ATL skills: Self-management skills

PYP strand: All strands: receptive and expressive

I can show what I learned in Chapter 2 in reading, writing, speaking, looking and phonics.

Curriculum links: This review checks the outcomes from Lessons 2.1 to 2.11. IB PYP Language, Phases 2 and 3, across reading, writing, oral language and visual language. England Year 2: write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. Common Core RI.2.1, W.2.2, L.2.2a, SL.2.1, RI.2.7, RF.2.3 and L.2.2d.

Key words: rule  |  reason  |  bossy verb  |  job profile  |  chart  |  flow chart  |  silent letter

Wonder

For the adult: ask this question before you start. Accept every idea. You will come back to it in Reflect.

How do rules, routines and jobs help people live and work together?

Let’s Learn

For the adult: read this part aloud. There are six short tasks. Do them in one sitting or split them over two days.

This page checks what you learned in Chapter 2.

There is one task for each part: reading, writing, oral, visual and phonics. The last task is a spelling check.

Read each task with an adult. Do your best on your own first.

Watch Me

For the adult: show how the spelling check in Task 6 works, using the word “ledge”.

“You will hear a word. I say: ledge. I say it again: ledge.”

“I say the sounds: f-u-j. The u is short, as in cup. The j sound comes straight after a short vowel, so it is spelt dge.”

“I write l, e, then dge: ledge. I read it back. It matches.”

Let’s Try Together

1. The adult says “page”. Is it spelt with dge or ge?

Hint: Is the a short, as in cat, or long?

2. Write “page” in the air with your finger.

Hint: p, a, then the ending.

Your Turn

Name: ______________________

1. Reading: A working morning

Mrs Okafor is a bus driver. She starts work at 6 o’clock in the morning. First, she walks all the way round her bus. She checks that the tyres are full of air and that every light works. At half past 6, she drives out of the bus station. At each stop, she waits until everyone has sat down before she drives off. At 9 o’clock, she stops for a cup of tea. “Driving a bus is a big job,” she says. “Lots of people need to get to work and school on time.”

a) What time does Mrs Okafor drive out of the bus station?   ______________

b) Number these in order, 1 to 3.

____ She stops for a cup of tea.    ____ She checks the tyres.    ____ She drives out of the bus station.

c) A sign on the bus says: Please stay in your seat while the bus is moving. The text does not give a reason. Write a reason for this rule.

__________________________________________________________________

d) Does Mrs Okafor think her job is important? Write a clue from the text.

__________________________________________________________________

2. Writing: Instructions and a job profile

a) Make these notes into two clear steps. Start each step with a bossy verb.

notes: seeds in the bird feeder, feeder on the hook

1. ______________________________________________________________

2. ______________________________________________________________

b) Use facts from the text in Task 1. Write an opening sentence for a profile of a bus driver, and one fact with a reason using because.

__________________________________________________________________

__________________________________________________________________

3. Oral: Instructions and discussion

a) Read the instruction: “Before you put on your shoes, put on your socks. Then tie your laces.” Write the three steps in the order you do them.

1. ______________________   2. ______________________   3. ______________________

b) Someone says: “We should play tag every break time.” You would like to play something else sometimes. Write a polite reply.

__________________________________________________________________

4. Visual: A chart and a flow chart

a) Who wipes the tables on Wednesday?   ______________

b) Which child has two jobs in one day? Which day?   ______________ on ______________

c) Write the missing step in box 2 of the flow chart.

Hint: What do you put on the brush before you start?

Box 2: ______________________________________________________

5. Phonics: Spelling patterns and tricky words

a) Write dge or ge.    bri ________    hu ________    sta ________    fu ________

b) Circle the words with a soft c or g.    city    coat    gem    gate    pencil    girl

c) Cross out the silent letter.    knee    wrap    gnome    climb

d) Circle the right word.    Please (write / right) a card for Gran.

e) Circle the tricky words.    Both children saw a wild fox, but only one could climb the tree.

6. Spelling check

For the adult: the words and the sentence are in the Answer Key. Say each word twice, then say the sentence twice. Do not stretch the sounds for the learner.

1. ______________

2. ______________

3. ______________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How do rules, routines and jobs help people live and work together?” What do you think now?

2. I was reflective today when I ______________________________.

For the adult: Being reflective means looking back at your work and thinking how to make it better. Example: I was reflective today when I looked back at what I learned in this chapter.

Take action: Look back at the ideas you had in Tuning in at the start of the chapter. Tell someone at home one rule, routine or job you now understand better.

Answer Key

Next Steps

If this was easy, try: Start Chapter 3: Tales From Around the World. It begins with Lesson 3.1.

If this was hard, go back to: The lesson named next to each missed task in the answer key. Redo the Your Turn page from that lesson, then try this review again.

Download this lesson as a PDF (free after you subscribe)

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For the adult: this section is optional. Use it when the lessons feel easy, or to stretch the learner after Lesson 2.12. The story is for you to read aloud. It uses some harder words on purpose. Talk about them as you read.

Part 1: Read-Aloud Story

For the adult: read the story aloud twice. The first time, just enjoy it. The second time, stop at the words in bold and talk about what they mean.

Before the Shop Opens

Leo’s Aunt Bea is a baker. One Saturday, Leo was allowed to help in the bakery before it opened. They arrived when the street was still dark and silent.

First, Aunt Bea tied a long apron round Leo. “Rules first,” she said. “Wash your hands, tie back your hair and never touch the ovens.” Leo nodded. He did not want to break a rule on his very first day.

The kitchen smelled warm and sweet. Leo’s job was to shape the rolls. He pressed and rolled the dough, but his rolls came out lumpy and lopsided. Aunt Bea did not laugh. “Everyone’s first rolls look like that,” she said. “Mine looked like potatoes.”

When the sun came up, the shelves were full of golden loaves. A queue of people was already waiting outside the door. Leo felt exhausted, but proud. He had never realised how much work happened before he even woke up.

Talk about the story

1. Where does Aunt Bea work, and what is her job?

2. Why do you think there is a rule about tying back your hair in a bakery?

Hint: Think about what a baker is making.

3. Leo’s rolls were lopsided. What do you think lopsided means? What clue tells you?

Hint: Look at the word just before it, and at what Aunt Bea says her rolls looked like.

4. Why did Aunt Bea say her first rolls looked like potatoes?

5. Why did Leo feel proud at the end? What did he learn about a baker’s job?

Part 2: Joining Words: when, if, because (Grammar)

For the adult: read this part aloud.

In Grade 1, you joined sentences with and, but, so and or. Some other joining words tell the reader more about when, why or under what condition something happens.

• when tells us the time: They arrived when the street was still dark.
• because tells us the reason: Leo was tired because he got up early.
• if tells us what must happen first: You can help if you wash your hands.

The joining word can also come at the start. Then we put a comma after the first part: When the sun came up, the shelves were full.

1. Underline the joining word in each sentence.

a) The bread is ready when it turns golden.
b) Tie back your hair because it could fall in the dough.
c) If you touch the oven, you will burn your hand.
d) Leo smiled because the customers liked the rolls.

2. Join each pair of sentences with when, if or because. Use each word once.

a) Leo yawned. He got up very early.  →  ______________________________________________

b) You can have a roll. You say please.  →  ______________________________________________

c) The shop opens. The sun comes up.  →  ______________________________________________

Hint: Read your sentence aloud. Does it make sense?

3. Finish each sentence about a job or routine at your home.

a) I wash my hands because ______________________________________________

b) If it rains at the weekend, ______________________________________________

c) When I get home from school, ______________________________________________

Answer Key

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