Chapter 8 – Keeping Healthy | Grade 2 English | Firefly Ed

Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: What our bodies need to stay healthy

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

PYP strand: Written language: receptive (reading)

I can read an information text with a diagram, use a key, and explain what the diagram shows and what only the words explain.

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: recognize a range of different text types. Visual language, Phase 3: realize that text and illustrations in reference materials work together to convey information. England Year 2: read non-fiction books that are structured in different ways; discuss and clarify the meanings of words; 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.2.5: know and use various text features to locate key facts or information in a text efficiently.

Key words: balanced diet  |  food group  |  diagram  |  key  |  vitamins  |  calcium

Wonder

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

Why can we not eat just one food every day?

Let’s Learn

For the adult: read this part aloud. Look at a food packet or a recipe book at home and find a picture that helps the words.

Many information texts have a diagram as well as words. The words and the diagram work together.

• The words give details and reasons: what each food does for your body, and why.
• The diagram shows things quickly: you can see at a glance which parts are big and which are small.
• A key tells you what each colour or symbol means.

When you read, move between the two. Read a section, then look for the same idea in the diagram. Ask: What does the diagram show that the words do not? What do the words tell me that the diagram cannot?

Watch Me

For the adult: read the thinking aloud. Point to each part of the plate and the key as you go.

“I read the section about oils. It says we only need a very small amount. Then I look at the plate and use the key: oils are purple. The purple slice is the thinnest. So the diagram shows the same idea, but faster.”

“Now I look for something the diagram does not tell me. The plate shows that dairy is a small part, but it does not say why dairy is good for us. The words tell me: it has calcium for strong bones and teeth.”

“So the diagram shows how much, and the words explain why.”

Let’s Try Together

For the adult: use the diagram in Watch Me and the text in Your Turn.

1. Which two parts of the plate are the biggest?

Hint: Use the key to name the two biggest colours.

2. What do starchy foods give us? Is that in the diagram or only in the words?

Hint: Read the section called Starchy foods.

Your Turn

Name: ______________________

1. Read the information text.

Eat Well

Food gives our bodies energy to move, think and grow. No single food has everything we need. To stay healthy, we need to eat a mix of different foods every day. This is called a balanced diet. If we eat too much of one kind of food and not enough of another, our bodies cannot work at their best. Healthy food, water, exercise and sleep all work together to keep us well.

The food groups
Foods can be sorted into groups. In the UK, a picture called the Eatwell Guide shows how much of each group to eat. It is drawn as a plate, so you can see the groups as parts of a meal. The bigger the part, the more of that food we need.

Fruit and vegetables
Fruit and vegetables should make up just over a third of what we eat each day. They give us vitamins, which help our bodies work properly. Try to eat at least five portions a day. A portion for a child is about the amount that fits in their hand. Fresh, frozen and tinned fruit and vegetables all count.

Starchy foods
Starchy foods, such as bread, rice, pasta and potatoes, should also make up just over a third of what we eat. They give us energy. Wholegrain types, like brown bread, keep us full for longer.

Protein foods and dairy
Protein foods include beans, eggs, fish and meat. They help our muscles to grow and repair. Dairy foods, such as milk, cheese and yoghurt, have calcium, which keeps our bones and teeth strong. We need smaller amounts of these groups than of fruit, vegetables and starchy foods.

Oils
We only need a very small amount of oil, so it has the thinnest slice on the plate.

What about sweets and crisps?
Foods like cake, sweets and crisps are not on the plate at all. Our bodies do not need them. They are fine as a treat now and then, in small amounts.

Drinks
Water is the best drink. The Eatwell Guide says to have 6 to 8 cups or glasses of drinks a day. Water, milk and drinks with no added sugar all count. You may need more on a hot day or after you run around.

2. Find the facts.

a) What is a balanced diet? Use the glossary.   ______________________________

b) How many portions of fruit and vegetables should we try to eat each day?   ______

c) Name two protein foods.   ______________   ______________

d) Why is there no part of the plate for cake and sweets?   ______________________________

3. Words and diagram.

Tick one box for each fact. Where can you find it?

4. Think about it.

a) Why do you think the writer chose a plate for the diagram, and not a list?

__________________________________________________________________

b) Sami had toast, an apple and a glass of water for breakfast. Which food groups did he eat? Which group could he add?

Hint: Find each food in the text or on the plate.

__________________________________________________________________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Why can we not eat just one food every day?” 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 learned what each food group does for my body.

Take action: At your next meal, look at your plate. Which food groups can you see? Which one is the biggest?

Answer Key

Next Steps

If this was easy, try: Plan a healthy lunch for a day out. Draw it on a plate with the same groups as the diagram, and write a label for each food.

If this was hard, go back to: Task 2. Read one section at a time with an adult. Find the answer before you read the next section.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How our everyday choices affect our health

Key concept: Causation (Why is it as it is?)  |  Learner profile: Risk-takers  |  ATL skills: Self-management skills

PYP strand: Written language: receptive (reading)

I can track how a character’s feelings change, find clues in what they do, say and feel, explain what caused each change, and find the message of a story.

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; discuss their own experiences and relate them to fiction and non-fiction texts. 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; RL.2.2: recount stories and determine their central message, lesson, or moral.

Key words: character  |  feeling  |  clue  |  event  |  cause  |  message

Wonder

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

Is it more important to win, or to try your best?

Let’s Learn

For the adult: read this part aloud. Act out each clue together, and guess the feeling.

Characters’ feelings often change during a story. Something that happens, an event, causes each change.

Writers do not always name the feeling. You need to find clues:

Use exact feeling words, not just happy or sad: nervous, hopeful, confident, upset, embarrassed, determined, proud.

A story often has a message: a lesson the writer wants you to think about.

Watch Me

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

The adult reads the story in Your Turn, up to “Maybe she was right.”

“At the start, Sami pushes his cereal around and his tummy feels full of butterflies. Those clues tell me he is nervous. The reason is that he came last in the race last year.”

“Then Ava says he is much faster than last year. Sami takes a deep breath and thinks maybe she was right. Now he feels a little hopeful. The event that changed his feeling was Ava’s kind words.”

“In the picture, he is running hard and his friends are cheering. I will read on to find out how he feels at the end.”

Let’s Try Together

For the adult: use the story in Your Turn.

1. His legs felt wobbly, like jelly. What feeling does this show?

Hint: How do your legs feel when you are scared?

2. What does Dad say to help Sami?

Hint: Find what Dad says at breakfast.

Your Turn

Name: ______________________

1. Read the story.

Sami’s Sports Day

On the morning of sports day, Sami pushed his cereal around the bowl. His tummy felt as if it was full of butterflies.

“Are you all right?” asked his dad.

“I’m in the running race,” Sami said quietly. “Last year I came last. Everyone saw.”

Dad sat down next to him. “Running is good for your body, whether you win or not,” he said. “Just do your best.”

At school, the field was bright with flags. Families sat on blankets along the track, and the air smelled of cut grass. Sami’s class lined up for the race. His legs felt wobbly, like jelly.

Ava was waiting for her own race, which came next. “We’ve practised every playtime,” she whispered. “You’re much faster than last year.”

Sami took a deep breath. Maybe she was right.

“Ready, steady, GO!” called Ms Green.

Sami shot forward. For a moment, he was running right in the middle of the group. The wind rushed past his ears. He felt strong. Then, halfway down the track, his foot caught on a bump in the grass. He tripped and landed hard on his knee.

The other runners raced on. Sami’s knee stung, and hot tears filled his eyes. He wanted to stay on the ground and hide. Last again, he thought.

Then he heard something. “Come on, Sami! You can do it!” It was Ava and Mia, jumping up and down at the side of the track. Then more voices joined in, until it seemed that the whole school was cheering his name.

Sami pushed himself up. He wiped his eyes, and he ran. He ran as fast as his legs would go, all the way to the finish line.

He came last. But when he crossed the line, the cheer was louder than for anyone else.

Ms Green knelt down and put a plaster on his knee. “That was the bravest run I’ve seen all day,” she said. “You didn’t give up.”

That evening, Sami showed Dad his plaster and his sticker. It said Great Effort.

“Next year,” said Sami, grinning, “I’m going to practise every single day.”

2. Track Sami’s feelings.

For each event, write a feeling word and a clue from the story.

Hint: Choose from: proud, upset, determined, confident.

3. Draw a feelings line.

Draw a line across a page from the start of the story to the end. Make it go up when Sami feels good and down when he feels bad. Label each high and low point with the event.

4. Think about it.

a) Sami came last again. Why was the cheer louder for him than for anyone else?

__________________________________________________________________

b) How did Ava help Sami twice in the story?

__________________________________________________________________

c) What is the message of this story? Write it in one sentence.

Hint: What did Ms Green say?

__________________________________________________________________

d) Has something like this ever happened to you? How did you feel?

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “Is it more important to win, or to try your best?” What do you think now?

2. I was a risk-taker today when I ______________________________.

For the adult: A risk-taker tries something new, even when it feels hard. Example: I was a risk-taker today when I thought about a time I kept trying even when something was hard.

Take action: Think of something you find hard, such as running, swimming or riding a bike. Plan one small step to practise it this week.

Answer Key

Next Steps

If this was easy, try: Rewrite the end of the story from Ava’s point of view. How did she feel when Sami fell, and when he finished?

If this was hard, go back to: Task 2. Do the first two rows with an adult. Find the sentence in the story, then choose the feeling word.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How our everyday choices affect our health

Key concept: Causation (Why is it as it is?)  |  Learner profile: Communicators  |  ATL skills: Communication skills

PYP strand: Written language: expressive (writing)

I can write a persuasive paragraph with an opinion, three linked reasons, a fact, a question for the reader and a closing sentence.

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 (using when, if, that, or because) and co-ordination (using or, and, or but). 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: persuade  |  opinion  |  reason  |  fact  |  question  |  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 you make someone change their mind?

Let’s Learn

For the adult: read this part aloud. Look at the picture and talk about why the children look happy.

When you persuade, you try to make someone agree with you or do something. A persuasive paragraph has:

Talk to your reader as you. Use strong words such as should, must, everyone and best.

Watch Me

For the adult: read the thinking aloud. Write each sentence on paper as you build the paragraph.

“My opinion: Every child should play outside every day.“

“First reason, with a fact to back it up: First, playing outside keeps your body strong. Health experts say children need at least 60 minutes of activity every day, and running in the park is a fun way to get it.“

“Second reason: Also, fresh air and sunshine can help you feel calm and happy.“

“I add a question to make the reader think: Who would want to miss that?“

Let’s Try Together

1. Which sentence is more persuasive?   a) Playing outside is quite nice.    b) Playing outside is the best way to spend your afternoon!

Hint: Which one uses stronger words?

2. Fact or opinion? Children aged 6 to 17 need at least 60 minutes of activity every day.

Hint: Is it something health experts have found out, or what one person thinks?

Your Turn

Name: ______________________

1. Sort the reasons.

Which reasons support the opinion Children should play outside every day? Tick three.

☐ a) You can run, climb and jump, which makes your muscles strong.

☐ b) Television is fun.

☐ c) You can make new friends in the park.

☐ d) My favourite colour is green.

☐ e) You can explore and learn about nature, such as birds and bugs.

2. Fact or opinion?

Write F for fact or O for opinion.

a) Football is the best game in the world.   ____

b) Exercise makes your heart beat faster.   ____

c) Parks are more fun than playgrounds.   ____

d) Sunlight helps our bodies make vitamin D.   ____

3. Plan your paragraph.

4. Write your persuasive paragraph.

Title: Why You Should Play Outside

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

For the adult: tick each one you see.

☐ a clear opinion    ☐ three reasons    ☐ First, Also, Finally    ☐ a fact    ☐ a question for the reader    ☐ a closing sentence that tells the reader what to do    ☐ strong words

Read your paragraph to someone at home. Did it persuade them? Ask them which reason was the strongest.

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can you make someone change their mind?” 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 used a fact to back up my reason.

Take action: Use your paragraph to persuade your family to go for a walk or to the park this weekend.

Answer Key

Next Steps

If this was easy, try: Make a persuasive leaflet for your school about a new outdoor club. Use all the parts, and add a picture with a caption.

If this was hard, go back to: Task 4. Write the opinion and two reasons only, using First and Also. Then add a closing sentence.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: What our bodies need to stay healthy

Key concept: Function (How does it work?)  |  Learner profile: Principled  |  ATL skills: Self-management skills

PYP strand: Written language: expressive (writing)

I can write a recipe with a title, ingredients with amounts, equipment and numbered steps that start with exact verbs.

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; write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher. England Year 2: write for different purposes; 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; L.2.5b: distinguish shades of meaning among closely related verbs.

Key words: recipe  |  ingredients  |  amount  |  equipment  |  method  |  exact verb

Wonder

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

What makes a recipe easy to follow?

Let’s Learn

For the adult: read this part aloud. Look at a real recipe at home, in a book or on a food packet, and find each part.

A recipe is a set of instructions for making food. It has:

Each step starts with an exact verb, a bossy word that tells you what to do. Choose the most exact verb you can: slice, stir, sprinkle and spread are better than do or put.

Safety: always ask an adult to help with knives and anything hot.

Watch Me

For the adult: read the thinking aloud. Write the ingredients and the first steps on paper as you go.

“I am writing a recipe for a Fruity Yoghurt Pot. First, I list the ingredients with amounts: 4 tablespoons of plain yoghurt, 5 strawberries, half a banana, 2 tablespoons of oats.“

“Now the method. I start each step with an exact verb. 1. Wash the strawberries. 2. Slice the strawberries and the banana with an adult’s help.“

“For the next step I could write Put the yoghurt in a glass. But spoon is more exact: 3. Spoon half of the yoghurt into a glass.“

Let’s Try Together

1. Which is the better first word for a step: Get the oats or Sprinkle the oats on top?

Hint: Which verb tells you exactly what to do?

2. Why does a recipe need amounts, such as 2 tablespoons?

Hint: What could go wrong without them?

Your Turn

Name: ______________________

1. Put the method in order.

Number the steps for the Fruity Yoghurt Pot from 1 to 6.

Hint: Read every step before you number them. What must happen before you can slice the fruit?

2. Choose the exact verb.

Choose from:   spread   stir   peel   grate   pour

a) ______________ the orange before you eat it.

b) ______________ the milk into a cup.

c) ______________ the soup with a wooden spoon.

d) ______________ the butter thinly on the toast.

e) ______________ the cheese over the pasta.

3. Write your own recipe.

Choose a healthy snack, such as a fruit kebab, a cheese and cucumber sandwich, or vegetable sticks with a dip.

Title: ______________________________    Serves: ______

Ingredients (with amounts):

__________________________________________________________________

__________________________________________________________________

Equipment: ______________________________________________

Method:

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

Healthy tip: ______________________________________________

For the adult: tick each one you see.

☐ title and serves    ☐ ingredients with amounts    ☐ equipment    ☐ numbered steps in order    ☐ each step starts with an exact verb    ☐ a safety note where needed

Make your snack together, following your recipe exactly. Did you miss any step?

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What makes a recipe easy to follow?” 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 wrote a safety note about using a knife with an adult.

Take action: Make the Fruity Yoghurt Pot or your own snack together. Take a photo and add it to your recipe.

Answer Key

Next Steps

If this was easy, try: Write a recipe for a healthy breakfast that serves your whole family. Change the amounts so there is enough for everyone.

If this was hard, go back to: Task 3. Write three method steps only. Start each one with a verb from Task 2.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

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

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

I can listen to advice, pick out the key points, and ask questions to check, to find the meaning of a word and to get more detail.

Curriculum links: IB PYP Language, Oral language, Phase 2: ask questions to gain information and respond to inquiries directed to themselves or to the class. Oral language, Phase 3: pick out main events and relevant points in oral texts; listen attentively and speak appropriately in small and large group interactions. England Years 1 to 6, spoken language: listen and respond appropriately to adults and their peers; ask relevant questions to extend their understanding and knowledge. Common Core 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; 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: clarify  |  key points  |  check back  |  meaning  |  detail  |  polite

Wonder

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

What should you do if you do not understand what someone tells you?

Let’s Learn

For the adult: read this part aloud. Make up one question of each kind about a rule at home.

When someone such as a doctor, a coach or a teacher gives you important information, you need to be sure you understood it. Good listeners ask questions to clarify, which means to make something clear.

Listen to the end before you ask. Then start politely: Excuse me, can I check …?   Could you explain …?

Watch Me

For the adult: read Dr Shah’s lines in a different voice, then read the thinking aloud.

Dr Shah says: “Drink plenty of water and rest for two days.”

“I want to check I heard it right, so I say it back: So I should rest for two days. Does that mean no school?“

“Plenty is not exact, so I ask for more detail: Excuse me, how much water is plenty?“

Dr Shah answers: “Yes, stay at home for two days. And plenty means a glass with every meal, and sips in between.”

“Now I know exactly what to do.”

Let’s Try Together

1. Someone says: “Take the medicine twice a day.” Ask a question for more detail.

Hint: Start with When or How much.

2. Turn this into a polite question: “What? Say it again.”

Hint: Start with Excuse me, could you …

Your Turn

Name: ______________________

1. Listen to the doctor.

For the adult: read Dr Shah’s advice aloud once, at a normal speed. Do not show it to the learner.

“Hello, Ava. You have a cold. It is caused by a virus, so it will get better by itself. Here is what to do. Rest at home for two days. Drink plenty of water, little and often. When you cough or sneeze, use a tissue, then put it in the bin and wash your hands. Keep away from your baby cousin until you feel better, because colds spread easily. If you still feel poorly after a week, ask your mum to phone the surgery.”

Write the key points you remember. Use key words only.

__________________________________________________________________

__________________________________________________________________

2. Ask questions to clarify.

Write one question of each kind about Dr Shah’s advice. Then ask them. The adult answers as Dr Shah.

Check back: ______________________________________________?

Meaning: ______________________________________________?

More detail: ______________________________________________?

3. Check what you heard.

For the adult: now show the learner the advice in Task 1, or read it again.

Did you remember all the key points? Write any you missed.

__________________________________________________________________

4. Swap roles.

Now you are the doctor. Give this advice to the adult, in your own words: Children aged 6 to 12 need 9 to 12 hours of sleep each night. Go to bed at the same time every night. Switch off screens before bed.

The adult asks you three questions to clarify. Answer each one in a full sentence.

For the adult: ask one of each kind. For example: So I should go to bed at 7 every night? Which screens do you mean? How long before bed should I switch off?

For the adult: tick each one you notice.

☐ listened to the end before asking    ☐ asked a check-back question    ☐ asked about the meaning of a word    ☐ asked for more detail    ☐ started politely    ☐ answered in full sentences as the doctor

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “What should you do if you do not understand what someone tells you?” 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 a question when I did not understand a word.

Take action: Next time you visit a doctor, dentist or pharmacist, think of one question to ask, and ask it yourself.

Answer Key

Next Steps

If this was easy, try: Interview a family member about how they stay healthy. Ask five questions, including at least two questions to clarify.

If this was hard, go back to: Task 2. Ask the check-back question only. Use the start: So you mean …?

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How our everyday choices affect our health

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

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

I can give a short talk about a healthy habit, with a question to start, a reason with because, a prop shown at the right time and an ending that asks listeners to act.

Curriculum links: IB PYP Language, Oral language, Phase 2: describe personal experiences. Oral language, Phase 3: use language to explain, inquire and compare; use language for a variety of personal purposes. Visual language, Phase 3: use actions and body language to reinforce and add meaning to oral presentations. England Years 1 to 6, spoken language: speak audibly and fluently with an increasing command of Standard English; give well-structured descriptions, explanations and narratives for different purposes. 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.2.5: create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Key words: talk  |  prop  |  habit  |  reason  |  audience  |  ending

Wonder

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

How can you help someone else to stay healthy?

Let’s Learn

For the adult: read this part aloud. Choose an object in the room and practise holding it up still while you talk about it.

A prop is a real object or a picture that you show during a talk. It helps your listeners understand and remember what you say.

Using a prop well: hold it still and high enough for everyone to see. Point to the part you are talking about. Then put it down, so you are not waving it around.

Watch Me

For the adult: read Leo’s talk aloud, holding up a real toothbrush at the right moment.

“My habit is brushing my teeth. My prop is my toothbrush.”

“Start: Who brushed their teeth this morning? Put your hand up! Today I will tell you why brushing is so important.“

“Middle. I hold up the toothbrush and point to the bristles: Brush your teeth twice a day, for about two minutes. Brush every tooth, front and back. This is important because brushing cleans away the germs that can make holes in your teeth.“

“End. I put the toothbrush down and look at my listeners: So tonight, brush for two whole minutes. Your teeth will thank you!“

Let’s Try Together

1. What prop could you use for a talk about drinking water?

Hint: Think of something you could hold up.

2. Make up a question to start a talk about sleep.

Hint: Start with Who or How many.

Your Turn

Name: ______________________

1. Choose your habit.

Tick one, or choose your own.

☐ washing hands    ☐ brushing teeth    ☐ drinking water    ☐ eating fruit and vegetables    ☐ getting enough sleep    ☐ being active every day    ☐ my own idea: ______________

My prop: ______________________________

2. Plan your talk.

3. Give your talk.

Practise twice. Then give your talk to someone at home. It should last about one minute. At the end, ask: Does anyone have a question?

For the adult: tick each one you notice. Then ask one question.

☐ started with a question    ☐ said what the habit is    ☐ explained how    ☐ gave a reason with because    ☐ showed the prop at the right time, held still    ☐ asked listeners to try it    ☐ looked at the audience    ☐ answered a question

4. Think about your talk.

How did your prop help your listeners? What would you change next time?

__________________________________________________________________

__________________________________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can you help someone else to stay healthy?” What do you think now?

2. I was caring today when I ______________________________.

For the adult: Being caring means being kind and helping others. Example: I was caring today when I chose a habit that helps other people stay healthy.

Take action: Give your talk again to a younger child or a grandparent. Did they try the habit afterwards?

Answer Key

Next Steps

If this was easy, try: Make a short video of your talk with an adult, using two props or a poster. Watch it back and find one thing to improve.

If this was hard, go back to: Task 2. Plan the start, why it helps and the end only. Show your prop once, when you say why.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

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

PYP strand: Visual language: receptive (viewing)

I can read a bar chart using its title, labels and scale, compare amounts with more than and fewer than, and make my own bar chart from a tally.

Curriculum links: IB PYP Language, Visual language, Phase 2: realize that shapes, symbols and colours have meaning and include them in presentations. Visual language, Phase 3: realize that text and illustrations in reference materials work together to convey information; select and use suitable shapes, colours, symbols and layout for presentations. England Year 2: answer and ask questions; discuss and clarify the meanings of words. Common Core RI.2.7: explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text; 2.MD.D.10: draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.

Key words: bar chart  |  scale  |  label  |  more than  |  fewer than  |  tally

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 help us compare numbers quickly?

Let’s Learn

For the adult: read this part aloud. Point to each part of the bar chart in Watch Me as you read about it.

A bar chart shows information as bars. The taller the bar, the more there is. Bar charts make it quick to compare amounts.

Compare words: more than, fewer than, the most, the fewest, the same as.

To find how many more, take the smaller number away from the bigger number.

Watch Me

For the adult: read the thinking aloud. Slide your finger from the top of each bar to the scale.

Ms Green’s class voted for their favourite fruit. Each child had one vote.

“I read the title: Our Favourite Fruits. The scale counts the number of children.”

“I look at the apples bar. I put my finger on the top of the bar and slide it across to the scale. It reaches 6. So 6 children chose apples.”

“The pears bar is the shortest. It reaches 3. To compare: 6 take away 3 is 3. So 3 more children chose apples than pears.”

Let’s Try Together

For the adult: use the bar chart in Watch Me.

1. How many children chose strawberries?

Hint: Slide your finger from the top of the bar across to the scale.

2. Did more children choose grapes or pears?

Hint: Which bar is taller?

Your Turn

Name: ______________________

1. Read the bar chart.

Use the chart in Watch Me.

a) Which fruit did the most children choose?   ______________

b) How many children chose bananas?   ______

c) Which fruit did the fewest children choose?   ______________

d) How many children chose grapes?   ______

2. Compare.

a) How many more children chose bananas than apples?   ______

b) Fill the gap with more or fewer:   Grapes got ______________ votes than strawberries.

c) How many children voted altogether?   ______

Hint: Add all five numbers. Add the bigger numbers first.

3. Think about it.

a) Ms Green is buying fruit for a class picnic. Which fruit should she buy the most of? Why?

__________________________________________________________________

b) Why is a bar chart easier to read than a list of all the children’s names and their fruit?

__________________________________________________________________

4. Make your own bar chart.

Ask at least ten people, at home, by phone or at school: Which is your favourite of these vegetables? Keep a tally. Then colour the bars on the chart.

Write one sentence that compares two bars: ______________________________________________

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How can a picture help us compare numbers quickly?” 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 across from the top of each bar to the scale.

Take action: Do a fruit survey at your next family meal. Who likes which fruit best? Show the answers as a bar chart.

Answer Key

Next Steps

If this was easy, try: Ask 20 people about their favourite way to be active. Make a bar chart with a scale that goes up in twos, and write three comparing sentences.

If this was hard, go back to: Task 1. Read the chart with an adult, one bar at a time. Say the number for each bar before you answer the questions.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

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

PYP strand: Visual language: receptive (viewing)

I can find the message, slogan and main picture in a health poster, explain how it tries to persuade, and plan my own poster.

Curriculum links: IB PYP Language, Visual language, Phase 2: realize that shapes, symbols and colours have meaning and include them in presentations. Visual language, Phase 3: observe and discuss familiar and unfamiliar visual messages and make judgments; select and use suitable shapes, colours, symbols and layout for presentations. England Year 2: answer and ask questions; explain and discuss their understanding of books, poems and other material. Common Core RI.2.6: identify the main purpose of a text, including what the author wants to answer, explain, or describe; RI.2.7: explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Key words: poster  |  message  |  slogan  |  main picture  |  layout  |  audience

Wonder

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

How do posters make people do things?

Let’s Learn

For the adult: read this part aloud. Look for a poster or sign near your home or school and find its slogan.

A health poster wants you to do something. It has to grab your attention quickly, because people only look at it for a few seconds.

To read a poster, ask: Who is it for? What does it want me to do? How does it try to make me do it?

Watch Me

For the adult: read the thinking aloud. Point to the slogan, the main picture and the steps as you go.

“First I look at the biggest words at the top: Clean Hands, Happy Hands! That is the slogan. It repeats the word hands, so it is easy to remember.”

“The main picture shows hands covered in soap bubbles under a tap. Even a small child who cannot read yet could understand it.”

“So the poster wants me to wash my hands. The numbered steps tell me exactly how.”

Let’s Try Together

For the adult: use the poster in Watch Me.

1. How many steps are there for washing your hands?

Hint: Count the numbers.

2. Why do you think the slogan is in big white letters on a dark blue strip?

Hint: Think about what catches your eye.

Your Turn

Name: ______________________

1. Read the poster.

Use the poster in Watch Me.

a) What does this poster want you to do?   ______________________________

b) Copy the slogan.   ______________________________

c) How long should you rub your hands for?   ______________

d) When should you wash your hands? Write the two times shown on the poster.   ______________________________

2. How does it work?

a) Who do you think the poster is for? Give a reason.

__________________________________________________________________

b) Where would be a good place to put this poster? Why?

__________________________________________________________________

c) Why do you think the steps are numbered?

__________________________________________________________________

3. Make it better.

Think of a new slogan for the same poster. Try to use rhyme or repetition.

New slogan: ______________________________________________

4. Plan your own health poster.

Choose a healthy habit, such as drinking water, eating fruit, sleeping well or being active.

Who is it for? ______________________________

What do I want them to do? ______________________________

Slogan: ______________________________

Main picture: ______________________________

Colours: ______________________________

Now make your poster on a big sheet of paper. Put the slogan at the top in big letters.

For the adult: tick each one you see.

☐ a clear message    ☐ a short, catchy slogan    ☐ a main picture that shows the message    ☐ bright colours    ☐ the most important words biggest    ☐ easy to read from across the room

Reflect

For the adult: talk about these with the learner.

1. Go back to the Wonder question: “How do posters make people do 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 said what the poster wants people to do.

Take action: Put your poster up at home where people will see it. After a week, ask your family if it helped them remember.

Answer Key

Next Steps

If this was easy, try: Find two real health posters, in a doctor’s surgery, a school or online with an adult. Compare their slogans. Which one works better? Why?

If this was hard, go back to: Task 1. Answer a) and b) first, pointing to the biggest words on the poster. Then try c) and d).

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

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

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

I can choose there, their or they’re correctly by testing each sentence, and explain how I know.

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; proofread their own writing and make some corrections and improvements. England Year 2: homophones and near-homophones, including there, their and they’re; learn to spell more words with contracted forms. Common Core L.2.2d: generalize learned spelling patterns when writing words; L.2.2c: use an apostrophe to form contractions and frequently occurring possessives.

Key words: homophone  |  there  |  their  |  they’re  |  contraction  |  test

Wonder

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

How can three words sound the same but mean different things?

Let’s Learn

For the adult: read this part aloud. Say each example sentence and point to the memory trick.

Homophones are words that sound the same but have different spellings and meanings. There, their and they’re are three of the most common.

How to check:

• Can you say they are instead? Use they’re.
• Does it mean belonging to them? Use their.
• If not, use there.

Watch Me

For the adult: say the thinking aloud. Write each sentence on paper and test the gap.

___ bikes are next to the gate.

“Can I say They are bikes are next to the gate? No, that does not make sense. So it is not they’re.”

“Do the bikes belong to them? Yes. So I write their: Their bikes are next to the gate.“

___ riding to the park.

“Can I say They are riding to the park? Yes! So I write they’re, with the apostrophe where the a was.”

Let’s Try Together

1. Which word fits? Is ___ any water left?

Hint: Try they are. Try belonging to them.

2. Which word fits? The twins brushed ___ teeth.

Hint: Whose teeth are they?

Your Turn

Name: ______________________

1. Choose the right word.

Write there, their or they’re.

a) The players drank ______________ water at half time.

b) ______________ is a new swimming pool in town.

c) My cousins say ______________ going to walk to school every day.

d) Leave your wet coats over ______________ .

e) Mia and Ava washed ______________ hands before lunch.

f) ______________ very tired after the sports day.

2. Explain how you know.

Choose one answer from Task 1. Explain why you chose that word.

__________________________________________________________________

3. Find and fix the mistakes.

Each sentence has one wrong word. Cross it out and write the right word.

a) The children ate there fruit at break time.   ______________

b) Their are lots of ways to keep fit.   ______________

c) Sam and Leo said their ready for the race.   ______________

d) Put the oranges over they’re, on the table.   ______________

4. Write your own sentences.

Write one sentence about keeping healthy for each word.

there: __________________________________________________

their: __________________________________________________

they’re: __________________________________________________

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 can three words sound the same but mean different things?” 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 tested each gap with they are.

Take action: Look for there, their and they’re in a book or on a sign. Test each one: is it a place, belonging, or they are?

Answer Key

Next Steps

If this was easy, try: Write a short report about a family picnic that uses there, their and they’re at least twice each. Ask someone to check them.

If this was hard, go back to: Task 1. Test only for they’re first: can you say they are? Write those answers. Then do the rest with an adult.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

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

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

I can choose the right spelling for to, too and two, hear and here, see and sea, one and won, pair and pear, and night and knight.

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: homophones and near-homophones, including here and hear, see and sea, one and won, to, too and two, and night and knight. Common Core L.2.2d: generalize learned spelling patterns when writing words; L.2.4a: use sentence-level context as a clue to the meaning of a word or phrase.

Key words: homophone  |  meaning  |  to, too, two  |  hear, here  |  see, sea  |  memory trick

Wonder

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

How do you know which spelling to use when words sound the same?

Let’s Learn

For the adult: read this part aloud. Say each memory trick together and make up an action for it.

Here are more homophones: words that sound the same but have different spellings and meanings.

Read the whole sentence to work out the meaning, then choose the spelling.

Watch Me

For the adult: say the thinking aloud. Write the two sentences on paper and fill the gaps as you go.

I ate ___ apples and a pear. Sam ate ___ many sweets and felt ill.

“In the first gap, I mean the number 2, so I write two: I ate two apples.“

“In the second gap, I mean more than enough. So I write too, with the extra o: Sam ate too many sweets.“

“Then I check the word pear. It is a fruit, so it has ea, like eat.”

Let’s Try Together

1. Which word fits? Come over ___ and sit down. (hear / here)

Hint: Is it about your ears or a place?

2. Which word fits? Our team ___ the match! (one / won)

Hint: Is it a number, or about winning?

Your Turn

Name: ______________________

1. Write the word for each picture.

Hint: Each answer is one word from Let’s Learn. Think about the meaning.

For the adult: point to each picture and name it first: s…, p…, a p… of socks, n… (the full words are in the Answer Key).

1. ______________    2. ______________    3. a ______________ of socks    4. ______________

2. to, too or two?

a) I walk ______ school every day.

b) This bath is ______ hot!

c) Drink ______ glasses of water at lunch.

d) Can I come ______ ?

e) We went ______ the park ______ play.

3. Choose the right word.

Circle the correct word.

a) I can (see / sea) the (see / sea) from my window.

b) Did you (hear / here) the bell?

c) Ava (one / won) the race by (one / won) second.

d) The (night / knight) rode his horse into battle.

4. Write a sentence that uses both words.

a) pair, pear: __________________________________________________

b) hear, here: __________________________________________________

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 do you know which spelling to use when words sound the same?” 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 a memory trick for too and two.

Take action: Play homophone snap: write each word on a card, mix them up and find the pairs. Say a sentence for each word in the pair.

Answer Key

Next Steps

If this was easy, try: Find three more homophone pairs, such as sun and son, or blue and blew. Make a memory trick for each pair.

If this was hard, go back to: Task 2. Do a), b) and c) first, using the memory tricks. Then try d) and e).

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: How we can find out about and share healthy habits

Key concept: Function (How does it work?)  |  Learner profile: Reflective  |  ATL skills: Self-management skills

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

I can read and spell any, many, clothes, busy, people, water, again, half and money, and use them in a short report.

Curriculum links: IB PYP Language, Reading, Phase 2: instantly recognize an increasing bank of high-frequency and high-interest words. 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: learn to spell common exception words, including any, many, clothes, busy, people, water, again, half and money. 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: tricky word  |  common exception word  |  silent letter  |  look, say, cover, write, check

Wonder

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

How can you remember a word that does not follow the rules?

Let’s Learn

For the adult: read this part aloud. Say each word normally, then in a funny way that matches its spelling.

Tricky words do not follow the usual spelling rules, so we learn them by heart. Look for the tricky part in each word.

Look, say, cover, write, check works well. Say the word in a funny way that matches the spelling, too: pe-o-ple, Wed-nes-day.

Watch Me

For the adult: say the thinking aloud. Write people and many on paper as you go.

“I want to learn people. I look at it carefully. The tricky part is eo, so I say it in a funny way that matches the spelling: pe-o-ple.”

“I cover it and write it: p-e-o-p-l-e. I check: yes, it matches.”

“Now many. It sounds like menny, but it is spelt with an a. I remember: any and many are a pair. If I can spell any, I just add m: m-any.”

Let’s Try Together

1. Which letter in half is silent?

Hint: Say it slowly. Which letter can you not hear?

2. Spell many by adding one letter to another tricky word.

Hint: Look at the first row of the table.

Your Turn

Name: ______________________

1. Look, say, cover, write, check.

2. Complete the health report.

Fill each gap with a tricky word from Task 1. Use each word once.

How Our Family Keeps Healthy

Our family is very ______________ , but we try hard to stay healthy. We drink ______________ with every meal. We eat ______________ kinds of fruit and vegetables, and ______________ of each dinner plate is vegetables. We do not spend ______________ on fizzy drinks.

At the weekend, we put on our sports ______________ and go to the park. Lots of ______________ go running there. Then we come home and do it all ______________ the next week! Do you have ______________ healthy habits?

3. Spot the tricky part.

Underline the tricky part of each word.

busy    people    half    water    money

4. Write your own report.

Write three or four sentences about how you keep healthy. Use at least four of the tricky words. Underline them.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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 can you remember a word that does not follow the rules?” 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 practised three tricky words each day.

Take action: Write the nine tricky words on sticky notes and hide them around the house. Read each one aloud when you find it.

Answer Key

Next Steps

If this was easy, try: Make a word search with all nine tricky words. Give it to someone at home to solve.

If this was hard, go back to: Task 1. Learn three words a day for three days: any, many, again first; then busy, people, water; then half, money, clothes.

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Term 3 | Level 3

Unit of inquiry: Who we are  |  Line of inquiry: All three lines of inquiry

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

PYP strand: All strands: receptive and expressive

I can show what I learned in Chapter 8 in reading, writing, speaking, looking and phonics.

Curriculum links: This review checks the outcomes from Lessons 8.1 to 8.11. 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.2.7, RL.2.3, W.2.1, W.2.2, SL.2.3, SL.2.5, RI.2.6, L.2.2d and RF.2.3f.

Key words: diagram  |  feelings  |  persuade  |  recipe  |  clarify  |  bar chart  |  homophone

Wonder

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

What choices help us to stay healthy?

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 8.

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 their.

“You will hear a word. I say: their. I use it in a sentence: The children ate their lunch.“

“It sounds like there and they’re, so I think about the meaning. The lunch belongs to the children. So it is the owning word, with an i: t-h-e-i-r.”

“I read it back in the sentence: The children ate their lunch. It makes sense.”

Let’s Try Together

1. The adult says a word that means “also”, as in I want some ___. Which spelling is it?

Hint: It means also.

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

Hint: It has one o too many.

Your Turn

Name: ______________________

1. Reading: Why do we need water?

More than half of your body is made of water. You lose some water every day when you breathe, sweat and go to the toilet, so you need to drink more to replace it. Water helps your body in many ways. It carries food to every part of you, it keeps you cool, and it helps you think clearly. If you do not drink enough, you may feel tired or get a headache. However, it is easy to stay healthy: just drink water with your meals and whenever you feel thirsty.

a) How much of your body is made of water?   ______________________________

b) Write two ways water helps your body.   ______________________________

c) What might happen if you do not drink enough water?   ______________________________

2. Writing: Persuade and instruct

a) Write one persuasive sentence that tells people to drink water. Use a strong word such as should or best.

__________________________________________________________________

b) Write a recipe step for making a glass of fruity water. Start with an exact verb.

__________________________________________________________________

3. Oral: Clarify and present

a) A coach says: “Warm up before you run.” Write a question to clarify what she means.

__________________________________________________________________

b) You are giving a talk about drinking water. What prop could you use? When would you show it?

__________________________________________________________________

4. Visual: Charts and posters

Hint: Read across from the top of each bar to the scale.

a) How many children walked?   ______

b) How many more children walked than came by car?   ______

c) Which way did the fewest children travel?   ______________

d) Write a slogan for a poster that tells children to walk to school.   ______________________________

5. Phonics: Homophones and tricky words

a) Write there, their or they’re.   ______________ coming to the park with ______________ dog.

b) Circle the correct word.   I can (hear / here) the birds.   We have (to / too / two) cats.

c) Circle the correct word.   We swam in the (see / sea).   Mia (one / won) a medal.

d) Circle the tricky words.   Many people were busy, so they drank half a bottle of water.

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: “What choices help us to stay healthy?” 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 healthy habit you will keep.

Answer Key

Next Steps

If this was easy, try: Start Chapter 9: Caring for Our Planet. It begins with Lesson 9.1.

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 8.12. 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.

Grandpa’s Allotment

Every Saturday, Leo helps Grandpa at his allotment, a small patch of land where he grows food.

This morning, the ground is still damp with dew. Grandpa hands Leo a fork, and together they dig up potatoes. Leo is surprised. Each plant has a whole cluster of potatoes hiding under the soil, like eggs in a nest.

Next, they pick runner beans and pull up a few carrots. Leo’s arms ache, and he feels exhausted. But Grandpa says that digging is exercise too, and that fresh air is good for both of them.

At lunchtime, they cook everything in Grandpa’s kitchen. The carrots are sweet and crunchy, much tastier than shop ones.

“Food you grow yourself is the most delicious food of all,” says Grandpa.

Leo nods, with his mouth full. He is already planning which seeds to plant next spring. He feels satisfied, tired and happy all at once.

Talk about the story

1. What is an allotment?

2. Why is Leo surprised when they dig up the potatoes?

3. Leo feels exhausted. What does exhausted mean? Which clue helps you?

Hint: Look at what is happening to Leo’s arms.

4. Name two ways that Leo is keeping healthy in this story.

5. Would you like to grow your own food? What would you grow, and why?

Part 2: Present Tense, and Keeping to One Tense (Grammar)

For the adult: read this part aloud.

In Grade 1, you learned that the past tense tells us what has already happened: Leo dug, Leo picked.

The present tense tells us what is happening now, or what happens often. This story is written in the present tense. There are two forms:

• simple present: Leo helps Grandpa every Saturday.   They dig up potatoes.
• present progressive, with am, is or are and an -ing verb: Leo is planning what to plant.   We are picking beans.

A piece of writing should usually stay in one tense. Mixing tenses by mistake confuses the reader.

Wrong: Leo digs up the potatoes and then he picked the beans.   Right: Leo digs up the potatoes and then he picks the beans.

1. Underline the verbs. Write present or past.

a) Grandpa hands Leo a fork.   ______________
b) We walked to the park.   ______________
c) The carrots are crunchy.   ______________
d) Mia is drinking a glass of water.   ______________

2. Each sentence mixes tenses. Rewrite it in the present tense.

a) Sam runs to the gate and jumped over the puddle.
______________________________________________
b) Every morning, I brush my teeth and washed my face.
______________________________________________

3. Write two sentences about what you are doing right now. Use the present progressive: I am …

______________________________________________

______________________________________________

Answer Key

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