Chapter 6 – Toys and Games Then and Now | Grade 2 English | Firefly Ed

Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How toys and games from the past are alike and different from toys today

Key concept: Change (How is it transforming?)  |  Learner profile: Inquirers  |  ATL skills: Research skills

PYP strand: Written language: receptive (reading)

I can read a history text, find how toys have changed and stayed the same, and explain why things changed.

Curriculum links: IB PYP Language, Reading, Phase 2: read and understand the meaning of self-selected and teacher-selected texts at an appropriate level. Reading, Phase 3: discuss their own experiences and relate them to fiction and non-fiction texts. England Year 2: be introduced to non-fiction books that are structured in different ways; England Key Stage 1 history: changes within living memory, and the lives of people in the past. 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: history  |  past  |  then  |  now  |  change  |  material

Wonder

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

What toys did children play with before there were screens?

Let’s Learn

For the adult: read this part aloud. Find the time words in the list together.

A history text gives facts about the past. To understand it, look for clues about when things happened and how they have changed.

• Time words tell you when: 100 years ago, long ago, in the past, today, now.
• Change words tell you what is different: but, however, instead, not common until.
• Some things stay the same. Look for words like still and always.

When you compare then and now, think about why things changed, such as new materials or new inventions.

Watch Me

For the adult: read the second paragraph aloud, then read the thinking aloud.

The adult reads the second paragraph of the text in Your Turn.

“The heading is What were toys made of? I find the answer: wood, metal or cloth.”

“Then I see a time clue: Plastic toys were not common until about 70 years ago. So 100 years ago, there were very few plastic toys. Today, lots of toys are plastic. That is one way toys have changed.”

“Why did families make their own toys? The text says many families could not afford to buy many toys. That is the reason.”

Let’s Try Together

For the adult: use the text in Your Turn.

1. Name three toys children played with 100 years ago.

Hint: Look at the first paragraph.

2. Why were streets safer for games 100 years ago?

Hint: Look under the heading Where did children play?

Your Turn

Name: ______________________

1. Read the history text.

Toys 100 Years Ago

What did children play with?
About 100 years ago, children played with spinning tops, marbles, skipping ropes, kites and dolls. One popular game was to roll a big wooden hoop along the street and keep it going by tapping it with a stick. Some children had wind-up toys made of tin, such as a little car or a bird that hopped when you turned a key. Wooden trains and building blocks were popular too.

What were toys made of?
Most toys were made of wood, metal or cloth. Plastic toys were not common until about 70 years ago. Many families could not afford to buy many toys, so children often made their own. They sewed rag dolls from old clothes, carved boats from wood and turned a stick into a pretend horse.

Where did children play?
Children spent much of their free time playing outside, in the street, the park or the fields. There was much less traffic, so streets were safer for games such as hopscotch and tag. Homes did not have televisions, so in the evening families often played board games or card games together.

How have toys changed?
Today, many toys need batteries or electricity. Children can play games on computers, game consoles and tablets, and some toys can even talk. But some things have stayed the same. Plastic building bricks are a lot like the wooden blocks of long ago. Children today still fly kites, spin tops and play tag. People have always loved to play.

2. Then and now.

Fill in the table. Use facts from the text and what you know.

3. Think about it.

a) Write two things that have stayed the same.

__________________________________________________________________

b) Why do you think there were no tablet or computer games 100 years ago?

Hint: What do these games need to work?

__________________________________________________________________

c) Children long ago made their own toys. What does this tell you about them?

__________________________________________________________________

4. Your opinion.

Would you have liked to be a child 100 years ago? Write two sentences. Give a reason with because.

__________________________________________________________________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What toys did children play with before there were screens?” 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 asked an older person what toys they played with as a child.

Take action: Play a game from 100 years ago this week, such as hopscotch, marbles or a spinning top. How was it different from your usual games?

Answer Key

Next Steps

If this was easy, try: Find a picture of a toy from long ago in a book or museum website. Write three facts about it.

If this was hard, go back to: Task 2. Read one heading and its paragraph at a time with an adult. Fill in one row after each part.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How we can find out about the past from people, objects and pictures

Key concept: Change (How is it transforming?)  |  Learner profile: Reflective  |  ATL skills: Thinking skills

PYP strand: Written language: receptive (reading)

I can track how a character’s feelings change through a story, using clues from what they say and do.

Curriculum links: IB PYP Language, Reading, Phase 2: make connections between personal experience and storybook characters. Reading, Phase 3: discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways. England Year 2: make inferences on the basis of what is being said and done; discuss the sequence of events in books and how items of information are related. Common Core RL.2.3: describe how characters in a story respond to major events and challenges.

Key words: character  |  feelings  |  clue  |  change  |  frustrated  |  proud

Wonder

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

Can an old toy be as much fun as a new one?

Let’s Learn

For the adult: read this part aloud. Act out bored, frustrated and proud together, using only your face and body.

In many stories, a character’s feelings change because of what happens to them.

To track a character’s feelings:

• Look at the beginning, the middle and the end.
• Find clues: what the character says, what they do and how they move. A sigh, folded arms or a cheer all tell you something.
• Ask: what made the feeling change?

Use exact feeling words: not just happy and sad, but bored, curious, frustrated, determined, proud, amazed.

Watch Me

For the adult: read the first paragraph aloud, then read the thinking aloud.

The adult reads the first paragraph of the story in Your Turn.

“How does Leo feel at the start? The text does not say. But he flopped onto the sofa with a big sigh, and he moaned, There is nothing to do.“

“Flopping, sighing and moaning are clues. I think Leo feels bored.”

“What made him feel that way? His tablet had run out of battery, and it was raining.”

Let’s Try Together

For the adult: use the story in Your Turn.

1. Who made the spinning top for Gran?

Hint: Read what Gran says when she shows Leo the top.

2. “Leo’s mouth fell open.” How was he feeling at that moment?

Hint: What had he just seen Gran do?

Your Turn

Name: ______________________

1. Read the story.

Grandma’s Spinning Top

It was a rainy Sunday at Gran’s house, and Leo’s tablet had run out of battery. He flopped onto the sofa with a big sigh. “There is nothing to do,” he moaned.

Gran smiled and went to the cupboard. She came back with an old red tin box. Inside, wrapped in a soft cloth, was a wooden spinning top with a long piece of string.

“This was my favourite toy when I was your age,” said Gran. “My father carved it for me.”

Leo looked at it. “It is just a piece of wood,” he said. He tried to spin it with his fingers, but it wobbled and fell over straight away.

“Watch,” said Gran. She wound the string tightly round the top, held the end, and flicked her wrist. The top shot onto the floor and spun so fast that its stripes blurred into one colour. It hummed as it whirled across the room.

Leo’s mouth fell open. “Let me try!”

His first try landed upside down. His second try rolled under the table. Leo growled and folded his arms. “It is too hard!”

“It took me a whole summer to learn,” said Gran gently. “Try winding the string a bit tighter.”

Leo took a deep breath and tried again, and again. On the tenth try, the top landed on its point and spun, humming, across the floor. Leo leapt up and cheered.

When the rain stopped, he did not even notice. “Gran,” he said, “do you have any other old toys in that cupboard?”

2. Track Leo’s feelings.

Hint: Choose from: bored, amazed, frustrated, proud, curious.

3. Think about it.

a) At first, Leo said the top was “just a piece of wood”. Why did he change his mind?

__________________________________________________________________

b) Why do you think Gran kept the top for so many years?

__________________________________________________________________

c) “When the rain stopped, he did not even notice.” What does this tell you?

__________________________________________________________________

d) What do you think Gran wanted Leo to learn? Write it as one sentence.

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Can an old toy be as much fun as a new one?” 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 thought about why Leo felt bored and then excited.

Take action: Ask an older family member about a toy they loved as a child. Why was it special to them?

Answer Key

Next Steps

If this was easy, try: Write the next part of the story: Gran shows Leo another old toy. Show how Leo feels with clues, not feeling words.

If this was hard, go back to: Task 2. Read the story in three parts with an adult. After each part, act out how Leo feels before you write.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How toys and games from the past are alike and different from toys today

Key concept: Change (How is it transforming?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Written language: expressive (writing)

I can write a comparison in two paragraphs, using both and also for how things are alike, and but, however and whereas for how they are different.

Curriculum links: IB PYP Language, Writing, Phase 2: write to communicate a message to a particular audience. Writing, Phase 3: organize ideas in a logical sequence; use graphic organizers to plan writing. England Year 2: use co-ordination (using or, and, or but) and subordination; write for different purposes; England Key Stage 1 history: changes within living memory. 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; L.2.1f: produce, expand, and rearrange complete simple and compound sentences.

Key words: compare  |  alike  |  different  |  both  |  however  |  whereas

Wonder

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

How have toys changed, and how have they stayed the same?

Let’s Learn

For the adult: read this part aloud. Say the example sentences with however and whereas together.

A comparison explains how two things are alike and how they are different. Write it in paragraphs.

However starts a new sentence and has a comma after it: A top is made of wood. However, a tablet is made of plastic and glass.

Whereas joins two ideas in one sentence: A top needs no battery, whereas a tablet does.

Watch Me

For the adult: read the thinking aloud. Write each part on paper as you go.

“I am comparing a wooden spinning top from long ago with a game on a tablet today.”

“Opening sentence: This is about a spinning top from 100 years ago and a tablet game from today.“

“Paragraph 1, alike: Both toys are played with for fun. You also need practice to get good at both of them.“

“Paragraph 2, different: A spinning top is made of wood, but a tablet is made of plastic, metal and glass. A top never needs charging, whereas a tablet needs a battery. However, a tablet holds many games in one.“

“Closing: Overall, toys have changed a lot, but children still love to play.“

Let’s Try Together

1. Join these with whereas: Marbles are made of glass. A football is made of leather or plastic.

Hint: Put a comma before whereas.

2. Turn these into one sentence with both: A kite is fun outside. A frisbee is fun outside.

Hint: Start with Both …

Your Turn

Name: ______________________

1. Sort the facts.

Write each letter in the right column.

a) made of wood   b) used for fun   c) needs a battery   d) can be made at home   e) has many games in one   f) needs practice to be good at it   g) can be played alone or with friends   h) has a screen

2. Write your comparison.

Choose your own pair: a toy from long ago and a toy from today. You can use the spinning top and the tablet, or ask an older person about a toy they had. Write two paragraphs.

Opening sentence: __________________________________________________

Alike: __________________________________________________

__________________________________________________________________

Different: __________________________________________________

__________________________________________________________________

__________________________________________________________________

Closing sentence: __________________________________________________

For the adult: tick each one you see.

☐ an opening sentence    ☐ a paragraph about how they are alike, with both    ☐ a paragraph about how they are different    ☐ however with a comma    ☐ whereas or but    ☐ a closing sentence

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How have toys changed, and how have they stayed the same?” 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 sorted the facts into alike and different before I wrote.

Take action: Read your comparison to an older family member. Ask if they agree with what you wrote about the toy from long ago.

Answer Key

Next Steps

If this was easy, try: Compare three toys from three different times, such as a hoop, a yo-yo and a tablet. Use a table to plan first.

If this was hard, go back to: Task 1. Sort the facts with an adult. Then write one sentence with both and one sentence with but.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How we can find out about the past from people, objects and pictures

Key concept: Perspective (What are the points of view?)  |  Learner profile: Principled  |  ATL skills: Communication skills

PYP strand: Written language: expressive (writing)

I can write a review with an opinion, three reasons joined by linking words, a fair point against, and a closing sentence with a rating.

Curriculum links: IB PYP Language, Writing, Phase 2: write to communicate a message to a particular audience. Writing, Phase 3: write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher; organize ideas in a logical sequence. England Year 2: write for different purposes; use subordination (because) and co-ordination. Common Core W.2.1: write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Key words: review  |  opinion  |  reason  |  linking word  |  however  |  rating

Wonder

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

How can a review help someone choose a game?

Let’s Learn

For the adult: read this part aloud. Look at the Snakes and Ladders board together. Have you played it?

A review tells readers what you think of something, such as a game, a book or a film, and why. It helps them decide whether to try it.

Snakes and Ladders is a very old game. It first came from India, where it was played hundreds of years ago.

Watch Me

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

“I am reviewing Snakes and Ladders. Opinion first: I think Snakes and Ladders is a great game for families.“

“First reason: The first reason is that anyone can play, because you just roll the dice and count.“

“Second reason, with a linking word: Also, it is exciting, because you never know if you will climb a ladder or slide down a snake.“

“Third reason: Another reason is that it is quick to learn, because there are only two rules.“

“A fair point against it: However, it can make you cross when you slide down from square 24!“

“Closing: Overall, I give it five stars.“

Let’s Try Together

1. Which is the better reason?   a) “because it is good”    b) “because you can play it with your whole family”

Hint: Which one tells the reader something useful?

2. Add a linking word to the start: “______, the board folds up small, so you can take it on holiday.”

Hint: Try Also or Another reason is that.

Your Turn

Name: ______________________

1. Read Ava’s review.

Review: Marbles   ★★★★☆

I think marbles is a brilliant game for two or more players.

The first reason is that you need skill. You have to flick your marble at just the right speed to knock the others out of the circle. Also, it is cheap to play, because all you need is a bag of marbles and some chalk. Another reason I like it is that the marbles are beautiful, with swirls of colour inside like tiny planets.

However, it is not good on wet or bumpy ground, because the marbles roll away.

Overall, I would give marbles four stars. If you like games of skill, you should try it!

By Ava, age 7

a) Copy Ava’s opinion sentence.   ______________________________________________

b) Write three linking words or phrases Ava uses.   ______________   ______________   ______________

c) What is the point against marbles? Why do you think Ava included it?

__________________________________________________________________

d) Why did Ava give four stars and not five?

__________________________________________________________________

2. Plan your review.

Choose a game you know well: a board game, a card game, a playground game or a computer game.

3. Write your review.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

For the adult: tick each one you see.

☐ an opinion at the start    ☐ three reasons    ☐ because    ☐ also or another reason    ☐ a point against it with however    ☐ a closing sentence with a rating

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a review help someone choose a game?” 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 included a fair point against the game, not just good points.

Take action: Read your review to a family member who has not played the game. Ask: would you like to try it now? Why?

Answer Key

Next Steps

If this was easy, try: Write two reviews of the same game: one from your point of view and one from a grandparent’s. How are they different?

If this was hard, go back to: Task 2. Plan with an adult and give two reasons only. Then write the opinion, the two reasons and the closing sentence.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How we can find out about the past from people, objects and pictures

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

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

I can explain the rules of a game in order, with what you need, an if … then rule and how to win, so that someone else can play it.

Curriculum links: IB PYP Language, Oral language, Phase 2: use oral language to communicate during classroom activities, conversations and imaginative play. Oral language, Phase 3: follow multi-step directions; use language to explain, inquire and compare. England Years 1 to 6, spoken language: give well-structured descriptions, explanations and narratives for different purposes; speak audibly and fluently. Common Core SL.2.4: tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences; SL.2.6: produce complete sentences when appropriate to task and situation.

Key words: rules  |  aim  |  steps  |  if … then  |  how to win  |  check

Wonder

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

What makes the rules of a game easy to understand?

Let’s Learn

For the adult: read this part aloud. Think of a game you both know and name its aim together.

When you explain the rules of a game, your listener should be able to play it straight away, without asking lots of questions.

Show as well as tell: point, act out a move or use the real objects.

Watch Me

For the adult: explain Rock, Paper, Scissors aloud with the actions. Then play until someone wins three rounds.

“The game is called Rock, Paper, Scissors. The aim is to beat the other player’s hand shape.”

“You need two players and your hands. Nothing else!”

“First, both players shake a fist three times and say rock, paper, scissors. Then, on the word shoot, you each make a shape: a fist for rock, a flat hand for paper, or two fingers for scissors.”

“Rock beats scissors, scissors beats paper, and paper beats rock. If you both make the same shape, then you go again.”

“The winner is the first person to win three rounds. Do you have any questions?”

Let’s Try Together

1. In Rock, Paper, Scissors, what happens if both players make the same shape?

Hint: Listen for the if … then rule.

2. Why is it a good idea to show a move as well as tell it?

Hint: Think about a listener who has never played.

Your Turn

Name: ______________________

1. Put the hopscotch rules in order.

Number the steps 1 to 5.

____ Hop on one foot in single squares, and land with two feet in squares side by side.
____ Throw a small stone into square 1.
____ Turn round at home and hop back, picking up your stone on the way.
____ Draw the grid with chalk and find a small, flat stone.
____ Hop over the square with your stone in it and go all the way to home.

Write the rule for how to win: ______________________________________________

Hint: Each turn, the stone goes into the next square.

2. Plan how to explain a game.

Choose a game you know well: a playground game, a card game or a board game.

3. Teach the game.

Explain the game to someone at home who does not know it. Then play it together.

For the adult: listen to the whole explanation before asking questions. Tick each one you hear.

☐ name and aim    ☐ what you need    ☐ steps in order with time words    ☐ an if … then rule    ☐ how to win    ☐ showed a move    ☐ checked the listener understood

Could your listener play the game correctly?   yes   /   mostly   /   not yet

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What makes the rules of a game easy to understand?” 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 explained the rules in order so my listener could play.

Take action: Teach a game from long ago, such as hopscotch, to a friend or a younger child this week.

Answer Key

Next Steps

If this was easy, try: Invent a new game with your own rules. Explain it to two people and see if they play it the same way.

If this was hard, go back to: Task 2. Plan only the name, what you need, first, and how to win. Practise saying those four parts.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: Why toys and games change over time

Key concept: Perspective (What are the points of view?)  |  Learner profile: Open-minded  |  ATL skills: Social skills

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

I can take a side in a friendly debate, give reasons, repeat the other side’s point and reply politely.

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: express thoughts, ideas and opinions and discuss them, respecting contributions from others; listen attentively and speak appropriately in small and large group interactions. England Years 1 to 6, spoken language: participate in discussions, presentations, performances, role play, improvisations and debates; consider and evaluate different viewpoints, attending to and building on the contributions of others. Common Core SL.2.1: participate in collaborative conversations; build on others’ talk in conversations by linking their comments to the remarks of others.

Key words: debate  |  side  |  reason  |  repeat the point  |  reply  |  polite

Wonder

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

Are old toys or new toys better? Can both sides be right?

Let’s Learn

For the adult: read this part aloud. Look at the picture and talk about what Mia and Sam are saying.

A debate is a discussion where people take sides and give reasons. In a friendly debate, everyone listens and stays polite, even when they disagree.

• Say your side: I think that …   My side believes …
• Give reasons: because …   For example, …
• Listen to the other side, then repeat their point before you answer: You said that …
• Reply politely: I understand that …, but …   That is a good point. However, …
• Sum up at the end: So, overall, …

Repeating the other person’s point shows that you really listened.

Watch Me

For the adult: say Sam’s point, then read the reply aloud.

Sam says: “New toys are better, because they can teach us new things, like coding.”

“I am on the old toys side. First I repeat Sam’s point: You said that new toys can teach us new things, like coding.“

“Then I reply politely: That is a good point. However, old toys teach us things too. A spinning top teaches you to be patient and keep trying.“

“Then I add a new reason: Also, old toys do not need batteries, so they never run out.“

Let’s Try Together

1. Repeat this point before you answer: “Old toys are boring because they only do one thing.”

Hint: Start with You said that …

2. Which reply is polite?   a) “That’s silly.”    b) “I understand that, but you can play lots of games with one ball.”

Hint: Which one would you like to hear?

Your Turn

Name: ______________________

1. Sort the reasons.

Write O for the old toys side or N for the new toys side.

a) They do not need batteries or charging.   ____

b) You can play with friends who live far away.   ____

c) They make you use your imagination.   ____

d) They can talk, move and light up.   ____

e) They are often made of wood, which can last for many years.   ____

f) One tablet holds hundreds of games.   ____

2. Plan your side.

My side: old toys   /   new toys   (circle one)

Reason 1: because ______________________________________________

Reason 2: Also, ______________________________________________

A point the other side might make: ______________________________________________

My polite reply: I understand that ______________________, but ______________________

3. Have a friendly debate.

Debate with someone at home. They take the other side. Take turns. Before each reply, repeat the other person’s point.

For the adult: take the other side. Tick each one you hear when it is the learner’s turn.

☐ said their side clearly    ☐ gave two reasons    ☐ waited for their turn    ☐ repeated the other point before replying    ☐ replied politely with but or however    ☐ summed up at the end

4. Think about it.

Did the debate change your mind at all? Which point from the other side was the best?

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Are old toys or new toys better? Can both sides be right?” What do you think now?

2. I was open-minded today when I ______________________________.

For the adult: Being open-minded means listening to other ideas and other ways of doing things. Example: I was open-minded today when I repeated the other side’s point before I replied.

Take action: Next time you disagree with someone, try repeating their point before you give yours. Notice how they respond.

Answer Key

Next Steps

If this was easy, try: Hold a three-person debate with a judge who decides which side gave the best reasons. Swap sides and do it again.

If this was hard, go back to: Task 2. Plan one reason and one polite reply only. Practise the phrase I understand that …, but …

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How toys and games from the past are alike and different from toys today

Key concept: Change (How is it transforming?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Visual language: receptive (viewing)

I can read a timeline from left to right, use its scale to place dates, count the years between events and make a timeline of my life.

Curriculum links: IB PYP Language, Visual language, Phase 2: realize that shapes, symbols and colours have meaning and include them in presentations; connect visual information with their own experiences to construct their own meaning. Visual language, Phase 3: realize that visual information reflects and contributes to the understanding of context. England Year 2: discuss the sequence of events in books and how items of information are related; answer and ask questions. Common Core RI.2.7: explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text; RI.2.3: describe the connection between a series of historical events.

Key words: timeline  |  earliest  |  latest  |  scale  |  decade  |  century

Wonder

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

How could you show your whole life on one line?

Let’s Learn

For the adult: read this part aloud. Count on in tens together from 1950 to 1980.

A timeline shows events in the order they happened. It is a picture of time.

• Time moves from left to right, like reading. The arrow shows the way time goes.
• The earliest event is on the left. The latest, or most recent, is on the right.
• The scale is the dates written along the line. The marks are spaced evenly, so each gap stands for the same amount of time.
• A decade is 10 years. A century is 100 years.

To find out how many years are between two events, count on from the earlier date to the later date. From 1950 to 1980, count on in tens: 1960, 1970, 1980. That is 30 years.

Watch Me

For the adult: read the thinking aloud. Point to each date on Leo’s timeline as you count on.

“First I read the title. This timeline is about Leo’s life. The scale goes up by one year at each mark.”

“The earliest event is on the left: Leo was born in 2018. The latest is on the right: he learned to swim in 2025.”

“How old was Leo when he started school? I count on from 2018 to 2023: 2019, 2020, 2021, 2022, 2023. That is 5 years, so he was 5.”

“Nothing is marked for 2020. That does not mean nothing happened. A timeline only shows the events the writer chose.”

Let’s Try Together

For the adult: use Leo’s timeline in Watch Me.

1. What happened in 2021?

Hint: Find 2021 on the scale. Look for the red dot there, and read the word above or below it.

2. How many years after his first steps did Leo learn to swim?

Hint: Count on from 2019 to 2025.

Your Turn

Name: ______________________

1. Put the dates on the toy timeline.

This timeline shows when five toys were first made or first became popular. The dates are missing. Use the scale to work out which date goes with each toy. Write the dates in the table.

Hint: Each mark on the scale is 20 years. A toy halfway between 1920 and 1940 is close to 1930.

Dates:   1972    1902    2010    1958    1928

2. Read the timeline.

a) Which toy is the oldest on the timeline?   ______________________

b) Which toy came just after the yo-yo?   ______________________

c) How many years are there between the yo-yo and the hula hoop?   ______ years

d) Which toys were first made before 1950?   ______________________________

e) How many decades are there between 1900 and 2020?   ______

f) Imran’s grandad was a child in the 1960s. Which toys on the timeline could he have played with then?

__________________________________________________________________

g) How many years ago did tablets become popular? Use this year’s date.   ______ years

3. Think about it.

The timeline shows the teddy bear in 1902. Does this mean that children before 1902 had no soft toys? Explain your answer.

Hint: Think about what Leo’s timeline showed for 2020.

__________________________________________________________________

__________________________________________________________________

4. Make a timeline of your life.

Ask an adult to help you find the dates. Draw a line with an arrow and a scale with one mark for each year, from the year you were born to this year. Mark at least five events. Put some above the line and some below, so the words do not crowd.

For the adult: tick each one you see.

☐ a title    ☐ an arrow to show time moving on    ☐ an evenly spaced scale    ☐ five or more events in the right order    ☐ a date for each event

Use your timeline to ask someone at home two questions, such as “How old was I when I started school?”

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How could you show your whole life on one line?” 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 used the scale to work out the missing dates.

Take action: Ask an older family member for three dates from their childhood. Add them to a family timeline next to your own.

Answer Key

Next Steps

If this was easy, try: Make a family timeline that goes back to when a grandparent was born. Mark at least eight events, with a scale of ten years for each mark.

If this was hard, go back to: Task 1. Put your finger on each toy and slide it down to the scale with an adult. Say the two dates it is between before you choose.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: How we can find out about the past from people, objects and pictures

Key concept: Change (How is it transforming?)  |  Learner profile: Thinkers  |  ATL skills: Thinking skills

PYP strand: Visual language: receptive (viewing)

I can compare a picture from long ago with one from today, sort what changed and what stayed the same, and explain my thinking with evidence.

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 visual information reflects and contributes to the understanding of context. England Year 2: answer and ask questions; explain and discuss their understanding. 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; SL.2.3: ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Key words: then  |  now  |  evidence  |  clue  |  changed  |  stayed the same

Wonder

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

How can an old photo tell us what life was like long ago?

Let’s Learn

For the adult: read this part aloud. Find an old photo at home if you can, and use the table to look at it together.

Pictures and photos are evidence. They can show us how life was in the past. When you compare a picture from long ago with a picture from today, look carefully for clues.

Look for what has changed and also for what has stayed the same. Then explain your thinking with evidence: I think … because I can see …

Watch Me

For the adult: read the thinking aloud. Point to each clue in the pictures as you read about it.

These two pictures show the same street. One is from long ago and one is from today.

“I start with the colour. Picture A has only browns and greys. Picture B is in bright colours. So I think A is the older picture.”

“I look for more clues to check. In A, the street lamp has a glass box at the top. I think it is a gas lamp, because I can see that it looks different from the electric street light in B.”

“Now I look for something that stayed the same. The houses have not changed. They have the same windows, doors and chimneys. That tells me it is the same street.”

Let’s Try Together

For the adult: use the two pictures in Watch Me.

1. Look at the road in each picture. How is it different?

Hint: Look at the shapes on the road in A and the lines on the road in B.

2. Finish the sentence: “I think there were not many cars in the past, because I can see…”

Hint: What is parked in B but not in A?

Your Turn

Name: ______________________

1. Sort what you can see.

Look at the two pictures in Watch Me. Write the letter of each thing in the right column.

a) cobbled road   b) smooth road with white lines   c) brick houses   d) gas lamp   e) electric street light   f) car   g) hopscotch   h) wooden hoop and stick   i) skipping rope   j) scooter   k) tablet   l) children playing outside   m) chimneys

2. Explain with evidence.

Finish each sentence with a clue from the pictures.

a) I think picture A was taken long ago, because I can see ______________________________

b) I think children in the past made their own fun outside, because I can see ______________________________

c) I think the children in B are keeping safe, because I can see ______________________________

Hint: Look at what the boy in B is wearing on his head.

3. What stayed the same?

Hopscotch is in both pictures. Why do you think children still play it today? Give two reasons.

__________________________________________________________________

__________________________________________________________________

4. What can the pictures not tell us?

A picture shows one moment. It cannot tell us everything. Write two questions you would like to ask a person who lived on this street long ago.

Hint: Start with Why, What or How.

1. __________________________________________________________________?

2. __________________________________________________________________?

5. Compare your own photos.

With an adult, find a photo of a family member as a child, or a photo of your town from long ago. Compare it with a photo from today. Tell someone two things that changed and one thing that stayed the same. Use I think … because I can see …

For the adult: tick each one you hear.

☐ two changes    ☐ one thing that stayed the same    ☐ I think … because I can see …    ☐ a question about the photo

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can an old photo tell us what life was like long ago?” 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 used I think … because I can see … to explain my ideas.

Take action: Take a photo of your street today. Keep it safe. One day, it will be a photo from long ago!

Answer Key

Next Steps

If this was easy, try: Find an old photo of your town online with an adult. Take a photo of the same place today, from the same spot. Write five changes and two things that stayed the same.

If this was hard, go back to: Task 1. Point to each thing in the pictures with an adult before you write its letter. Do A first, then B, then look for things in both.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: Why toys and games change over time

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 where s says zh (treasure, television, usual), make -sion words from -de words, and spell seven tricky words.

Curriculum links: IB PYP Language, Reading, Phase 2: understand sound-symbol relationships and recognize familiar sounds, symbols and words of the language community; instantly recognize an increasing bank of high-frequency and high-interest words. England Year 2: the /ʒ/ sound spelt s, as in television, treasure and usual; learn to spell common exception words, including hour, move, prove, improve, sure, sugar and eye. Common Core RF.2.3e: identify words with inconsistent but common spelling-sound correspondences; RF.2.3f: recognize and read grade-appropriate irregularly spelled words.

Key words: zh sound  |  -sure  |  -sion  |  s says sh  |  tricky word

Wonder

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

How many different sounds can one letter make?

Let’s Learn

For the adult: read this part aloud. Say treasure, sun and sure together and listen to how the s changes.

The letter s usually says s, as in sun. But it can make other sounds too.

The zh sound is soft and buzzy, like a quiet bee. You hear it in the middle of treasure. No English word is spelt with zh.

When a word ends in -de, you can often change it to a -sion word: decide → decision, divide → division.

Tricky words: hour, move, prove, improve, sure, sugar, eye. In move, prove and improve, the o says oo. In hour, the h is silent.

Watch Me

For the adult: say the thinking aloud. Write measure, decision and sure on paper as you go.

“I want to spell measure. I hear m-e-zh-er. The zh-er sound at the end of a word is usually spelt -sure. The e sound is spelt ea, like in treasure. So I write m-ea-sure.”

“Now decision. It comes from decide. I take off -de and add -sion: deci-sion.”

“Last, sure. It starts with a sh sound, but it is spelt with just s. It is a tricky word, so I learn it by heart: s-u-r-e.”

Let’s Try Together

1. Which word has the zh sound: pleasure or pressure?

Hint: Say each word slowly. Which one has the soft, buzzy sound in the middle?

2. Change the word into a -sion word: divide → ______________

Hint: Take off -de and add -sion.

Your Turn

Name: ______________________

1. Write the word for each picture.

Hint: Three words have s as in treasure. One word has an s that says sh.

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

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

2. Sort the words by the sound of s.

Say each word aloud. Listen to the s.

Words: usual  |  sock  |  sure  |  pleasure  |  bus  |  vision  |  sugar  |  decision  |  sand  |  measure

3. Make -sion words.

Take off -de and add -sion. Then use one of your new words in a sentence.

a) decide → ______________    b) divide → ______________    c) explode → ______________

Sentence: __________________________________________________________

4. Tricky words.

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

Fill each gap with a tricky word.

a) Are you ______________ the shop is open today?

b) The film lasted for one ______________.

c) I practise every day to ______________ my handwriting.

d) Please help me ______________ the table to the window.

e) I got a speck of dust in my ______________.

f) Can you ______________ that you found the treasure? Show me!

5. Listen and write the sentences.

For the adult: the sentences are in the Answer Key. Say each one twice.

__________________________________________________________________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How many different sounds can one letter make?” 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 listened for the soft zh sound in treasure and television.

Take action: Make a treasure hunt at home. Write clues that use at least four words from this lesson, such as measure, sure and hour.

Answer Key

Next Steps

If this was easy, try: Find five more -sion words that have the zh sound, such as revision and confusion. Write a sentence for each.

If this was hard, go back to: Task 2. Say each word with an adult and hum the s sound. Is it a hiss (s), a buzz (zh) or a hush (sh)?

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: Why toys and games change over time

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 add -ment and -ness to make nouns, keep the e and change y to i when the rules say so, and spell argument.

Curriculum links: IB PYP Language, Writing, Phase 2: connect written codes with the sounds of spoken language and reflect this understanding when recording ideas. Writing, Phase 3: use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words. England Year 2: the suffixes -ment, -ness, -ful, -less and -ly; if a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words; exceptions: argument, and root words ending in -y with a consonant before it but only if the root word has more than one syllable. Common Core RF.2.3d: decode words with common prefixes and suffixes; L.2.4c: use a known root word as a clue to the meaning of an unknown word with the same root.

Key words: suffix  |  -ment  |  -ness  |  noun  |  root word  |  change y to i

Wonder

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

How can one small ending turn kind into a word for a feeling?

Let’s Learn

For the adult: read this part aloud. Say each root word and its new word together, and listen for the suffix.

The suffixes -ment and -ness turn a word into a noun. Often the noun names a feeling, an idea or an action: something you cannot touch.

The rules. These suffixes start with a consonant, so:

• Just add the suffix to most words. Keep the e: move → movement. Do not double: sad → sadness.
• If the word has more than one syllable and ends in a consonant then y, change the y to i: happy → happiness.
• One word breaks the rule: argue → argument. The e is dropped.

Watch Me

For the adult: read the thinking aloud. Cover the suffix on each word sum and say the root word first.

“Enjoy ends in y, but there is a vowel, o, before it. So I just add: enjoyment.”

“Move ends in e. With -ing, I would drop the e: moving. But -ment starts with a consonant, so I keep the e: movement.”

“Happy has two syllables and ends in a consonant, p, then y. So I change the y to i: happiness.”

Let’s Try Together

1. Add -ness to dark and to lazy.

Hint: Which word ends in a consonant then y?

2. Which spelling is right: amazment or amazement?

Hint: Does -ment start with a vowel or a consonant? Do you keep the e?

Your Turn

Name: ______________________

1. Add -ment.

a) pay → ______________    b) amaze → ______________    c) agree → ______________

d) treat → ______________    e) excite → ______________    f) argue → ______________

Hint: One of these is the word that breaks the rule.

2. Add -ness.

a) fit → ______________    b) silly → ______________    c) sad → ______________

d) empty → ______________    e) good → ______________    f) lonely → ______________

3. Complete the sentences.

Add -ment or -ness to the word in brackets.

a) Thank you for your ______________. (kind)

b) Mia jumped up and down with ______________. (excite)

c) The two teams made an ______________ to share the ball. (agree)

d) The ______________ came quickly after the sun set. (dark)

e) Grandma’s face was full of ______________ when she saw her old top. (happy)

4. Find and fix the mistakes.

There are four spelling mistakes. Underline each one and write it correctly.

On the day of the toy sale, there was great excitment. Sam felt some sadnes when he sold his old top, but he felt happyness when a small girl smiled. Her enjoiment made it all worth it.

______________    ______________    ______________    ______________

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: “How can one small ending turn kind into a word for a feeling?” 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 remembered to keep the e in movement.

Take action: Make a kindness jar at home. Each time someone does something kind, write it on a slip of paper and put it in the jar.

Answer Key

Next Steps

If this was easy, try: Write a short story about a lost toy that uses at least six -ment and -ness words. Underline each one.

If this was hard, go back to: Task 2. Do a), c) and e) first: these words just add -ness. Then try the words that end in y with an adult.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: Why toys and games change over time

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

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

I can add -ful, -less and -ly to words, use the meaning of each suffix, make opposites and change y to i when the rule says so.

Curriculum links: IB PYP Language, Writing, Phase 2: connect written codes with the sounds of spoken language and reflect this understanding when recording ideas. Writing, Phase 3: use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words. England Year 2: the suffixes -ment, -ness, -ful, -less and -ly; if a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. Common Core RF.2.3d: decode words with common prefixes and suffixes; L.2.4c: use a known root word as a clue to the meaning of an unknown word with the same root.

Key words: suffix  |  -ful  |  -less  |  -ly  |  opposite  |  how

Wonder

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

How can careful and careless come from the same word but mean opposite things?

Let’s Learn

For the adult: read this part aloud. Say full of and without for each -ful and -less word together.

Each of these suffixes changes the meaning of a word.

The rules. These suffixes start with a consonant, just like -ment and -ness.

• Just add the suffix to most words. Keep the e: use → useful, brave → bravely.
• If the word has more than one syllable and ends in a consonant then y, change the y to i: beauty → beautiful, happy → happily.
• -ful has only one l. Full on its own has two, but careful has one.

-ful and -less are often opposites: careful and careless, hopeful and hopeless.

Watch Me

For the adult: read the thinking aloud. Point to the crossed-out y on each word sum where it changes to i.

“Care ends in e. The suffix -ful starts with a consonant, so I keep the e and just add: careful. Only one l at the end.”

“Beauty has two syllables and ends in t then y. So I change the y to i: beautiful.”

“Happily tells me how someone did something: The children played happily. Many words that end in -ly tell you how.”

Let’s Try Together

1. What is the opposite of useful?

Hint: Change full of to without.

2. Add -ly to quiet and to lucky.

Hint: Which word ends in a consonant then y?

Your Turn

Name: ______________________

1. Make the opposites.

2. Add -ly.

a) slow → ______________    b) brave → ______________    c) angry → ______________

d) soft → ______________    e) easy → ______________    f) kind → ______________

3. Complete the sentences.

Add -ful, -less or -ly to the word in brackets.

a) Be ______________ with the glass marbles. They break easily. (care)

b) A yo-yo with no string is ______________. (use)

c) The old tortoise walked ______________ across the grass. (slow)

d) The kite looked ______________ against the blue sky. (colour)

e) Ava ______________ shared her new game with her little cousin. (happy)

f) The ______________ puppy chased the ball all afternoon. (play)

4. What does it mean?

Use the meaning of the suffix to help you.

a) A fearless person is ______________________________________________

b) A joyful song is ______________________________________________

c) If you speak politely, you speak ______________________________________________

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: “How can careful and careless come from the same word but mean opposite things?” 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 made opposites with -ful and -less.

Take action: Play an adverb game: one person says an action, such as walk, and the other says a way to do it, such as slowly or happily. Act it out!

Answer Key

Next Steps

If this was easy, try: Write six -ful and -less opposite pairs that are not in this lesson. Draw a picture to show the meaning of one pair.

If this was hard, go back to: Task 2. Do a), b), d) and f) first: these words just add -ly. Then try the others with an adult.

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Term 2 | Level 2

Unit of inquiry: Where we are in place and time  |  Line of inquiry: All three lines of inquiry

Key concept: Change, Connection and Perspective  |  Learner profile: Reflective  |  ATL skills: Self-management skills

PYP strand: All strands: receptive and expressive

I can show what I learned in Chapter 6 in reading, writing, speaking, looking and phonics.

Curriculum links: This review checks the outcomes from Lessons 6.1 to 6.11. 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.2.3, RL.2.3, W.2.1, W.2.2, SL.2.1, SL.2.4, RI.2.7, RF.2.3d and RF.2.3f.

Key words: then and now  |  compare  |  review  |  rules  |  debate  |  timeline  |  suffix

Wonder

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

How have toys and games changed, and what has stayed the same?

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 6.

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 “pleasure”.

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

“I hear the soft, buzzy zh sound near the end, then er. At the end of a word, that is usually spelt -sure. The e sound in the middle is spelt ea, like in treasure.”

“I write p-l-ea-s-u-r-e. I read it back: pleasure. It matches.”

Let’s Try Together

1. The adult says “kindness”. What is the root word? What is the suffix?

Hint: Cover the end of the word.

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

Hint: Just add the suffix. Do not change kind.

Your Turn

Name: ______________________

1. Reading: Kites then and now

Long ago, most children made their own kites. They tied two thin sticks into a cross, covered them with paper and added a long tail made of rags. If the paper tore, they patched it and flew it again.

Today, most kites are bought in shops. They are made of light plastic cloth, so they do not tear easily. Some can do tricks in the air. However, one thing has not changed. Children still run across fields, holding the string tightly and laughing as their kites climb into the sky.

a) What were kites made of long ago?   ______________________________

b) Write one way kites have changed.   ______________________________

c) Which word in the text shows that the writer is going to say something different?   ______________

d) What has stayed the same?   ______________________________

2. Writing: Compare and review

a) Join the two sentences with whereas: Old kites were made of paper. New kites are made of plastic cloth.

__________________________________________________________________

b) Write one sentence for a review of a game you like. Give your opinion and a reason.

__________________________________________________________________

3. Oral: Rules and debates

a) Finish this rule for a game of tag: If someone touches you, then …

__________________________________________________________________

b) In a debate, Ava says: “Old toys are better because they last a long time.” Write what you would say first, to show you listened, before you reply.

__________________________________________________________________

4. Visual: Timelines and old pictures

Hint: Use the scale. Count on in tens.

a) What is the earliest event on the timeline?   ______________

b) How old was Grandpa when he got his first bike?   ______ years old

c) Which events happened in the 1960s?   ______________________________

d) An old photo of Grandpa has no colour, only browns and greys. What does that clue tell you?

__________________________________________________________________

5. Phonics: s as in treasure, suffixes and tricky words

a) Circle the words where s says zh.    usual    sun    measure    sure    television

b) Add the suffix.    enjoy + ment = ______________    lazy + ness = ______________

c) Write the opposite.    hopeful → ______________    careless → ______________

d) Add -ly.    quiet → ______________    happy → ______________

e) Circle the tricky words.    I am sure it will take an hour to move the sugar.

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 have toys and games changed, and what has stayed the same?” 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 way toys have changed and one way play has stayed the same.

Answer Key

Next Steps

If this was easy, try: Start Chapter 7: Day, Night and the Sky. It begins with Lesson 7.1.

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.

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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 6.12. 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.

The Rocking Horse in the Attic

Last spring, Mia helped Grandpa tidy his attic. It was dusty and dim, and full of boxes that had not been opened for years.

In the corner, under an old sheet, Mia found a wooden rocking horse. Its paint was faded, and one ear was chipped, but its glass eyes still shone.

“That was mine when I was your age,” said Grandpa softly. “My father made it for me. I rode it every day.”

Mia climbed on carefully. The horse creaked, then rocked gently back and forth.

“Could we fix it?” she asked.

That summer, they worked on it together every weekend. Grandpa mended the ear, and Mia sanded the old paint away patiently. Then they painted it a bright, cheerful red.

When it was finished, Grandpa admired it for a long time. “It looks just like it did long ago,” he said.

Mia grinned. “Now it is a treasure for both of us.”

Talk about the story

1. Where did Mia find the rocking horse?

2. Who made the rocking horse, and who was it for?

3. Mia sanded the paint away patiently. What does patiently mean? Why do you think it took patience?

Hint: Think about how long the job took.

4. How do you think Grandpa felt when he saw the finished horse? What clue tells you?

Hint: Look at what he did and what he said.

5. Why does Mia call the horse “a treasure for both of us”?

Part 2: Adverbs That Tell How, When and Where (Grammar)

For the adult: read this part aloud.

In Grade 1, you learned that verbs are doing words. In Lesson 6.11, you added -ly to make words like slowly and happily.

An adverb tells us more about a verb. Adverbs can tell us:

• how: Grandpa spoke softly. The horse rocked gently. Many of these end in -ly.
• when: We will paint it tomorrow. I will help you later. Other examples: now, then, soon, today, yesterday.
• where: Mia climbed up. The box was here. Other examples: there, outside, inside, everywhere.

Ask a question about the verb: How? When? Where? The word that answers it is the adverb.

1. Underline the adverb in each sentence. Write how, when or where.

a) Mia climbed on carefully.   ______________
b) We will fix the horse tomorrow.   ______________
c) The children played outside.   ______________
d) Grandpa smiled proudly.   ______________

2. Add an adverb to make each sentence more interesting. Use a different kind each time.

a) The top spun ______________. (how)
b) ______________, we played marbles. (when)
c) Sam looked ______________ for his lost yo-yo. (where)

3. Write a sentence about a toy you love. Use one adverb that tells how and one that tells when.

______________________________________________

Answer Key

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