Read Write Count P2 Learning Opportunities Maps (accessible version)

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

I can continue and devise more involved repeating patterns or designs, using a variety of media. MTH 1-13a

Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. MTH 1-21a

• What bugs are in your local area? Why not go on a bug hunt! Create a map and label where you found each type of bug. You could also use this map to create a survey of the number of bugs you find or a tally chart.
• The jars George uses to capture the bugs are lots of different shapes and sizes. Look for containers in your classroom and try to estimate their capacity or mass. Measure out and see if you were right! Could you estimate how many bugs could fit in one container?
• There is a lot of repetition in nature especially with patterns. As a group can you make a nature collage/picture including different patterns; perhaps you could use digital tools and do this online?

By safely observing and recording the sun and moon at various times, I can describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year. SCN 1-06a

• The book switches between daylight and night time. Talk about the difference between both. Can you spot when the time changes through the book?

Through discovery and imagination, I can develop and use problem solving strategies to construct models. TCH 1-14a

Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts. TCH 1-02a

I can recognise a variety of materials and suggest an appropriate material for a specific use. TCH 1-10a

• Make a home for a bug in your school grounds. In groups, research, plan, design, sketch and build your bug house. You could even make a welcome sign!
• Explore the national wildlife database through iRecord and see what bugs other people have found in your area. You could even send in your own record.
• Look for some nocturnal bugs. Make a bug hotel and leave it out overnight. In the morning, investigate your findings.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

• Drawing a bug is a great way to get to know them! Research, look closely and draw a bug of your choice.
• George likes to look at the patterns, shapes and colours of the insects. Choose an insect with an interesting pattern and create a collage to replicate it.

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

• Can you find some great words in the book that describe how the bugs move, e.g. fluttering, swishing? Talk about some of the different bugs that you see in the book and suggest some words to describe how they move, you could even try to add some alliteration, like a creeping caterpillar or a wriggly worm!

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

• A lot of the bugs in the book have important jobs that contribute to the world's ecosystem. Can you choose a bug or animal and find out about the important jobs they have? Consider how you can make and use some notes to present this information to your class.

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 1-04a

• George's Grandfather doesn't agree with keeping the bugs, but feels proud of George later when he releases them. Can you think of a time when you weren't sure about something at first but changed your mind? Write or draw about the experience.

I can consider ways of looking after my school or community and can encourage others to care for their environment. SOC 1-08a

• George realises how important bugs are to the environment. Create a campaign leaflet for your local community about an aspect of the local environment that you are passionate about, e.g. littering, sea life, bees.

I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b

• Many insects have a Latin name. Can you research some of the bugs mentioned in the book and find out their Latin name? Discuss with your class how they may be similar to their name in other languages.

By exploring and using technologies in the wider world, I can consider the ways in which they help. TCH 1-01a

• Errol creates a comic strip for his story, you could do the same and even use some digital tools or apps to help create your own comic strip. Websites such as makebeliefxcomix.com can help.

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate. MNU 1-01a

• Errol has to use his magnifying glass to see the ants close up however some of the animals are much larger than he is. Sort the animals in the book into size order. Check to see if you are right by researching the size of each animal.
• Discuss the speeds of the different animals in Errol’s story. What animal do you think is the fastest and which is the slowest? How long do you think it would take them to run the length of your playground? Research the average speeds of the animals and compare the answers to your estimates.

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a

• This book explores different settings. Talk in class about how settings can affect a story, for example, how would this story be different if it started in a jungle instead?
• Split into groups. Each group has the same start and end of a story but a different photo of a setting. Ask the groups to come up with their story and discuss how they differ.
• Errol used the things he could see around him to inspire ideas for his story and then let his imagination go wild – what things can you see around you that inspire you? Write down and share or tell your story to your class.

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions and clarify points by asking questions or by asking others to say more. LIT 1-09a

• There is a page in the book when Errol is bored yet he is surrounded by games. Talk about the different games he has in his house. Do you have any similar? Discuss in groups your favourite types of games to play. Try to sort them into games you can play alone or ones you need to share.
• Watch the author of the book talk about the book through 'Create Your Own Story With Sarah Coyle' on You Tube and follow her prompts to help you to discuss the story together.

I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-07a

• Compare the illustrations in this story to the illustrations in the Bug Collector and discuss with your classmates how they are different? Do they use similar colours or different ones? Which do you prefer?

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

• Just like Errol you could make up a story to tell others. Perhaps you could use props or drawings to help you or even act out the story to make it interesting for the audience.

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

• Using your voice, instruments and any items from your classroom make some sound effects to accompany the book. Have a discussion in class about onomatopoeia, for example 'buzz'.

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 1-11a

• In pairs within your class work together to create one collective story. Each pair should focus on a different element of the story, like the setting, the characters etc. How can you bring your story life?

I am developing skills and techniques and improving my level of performance and fitness. HWB 1-22a

• Get moving! Errol does star jumps to try and shake out a story. In class, talk about the different exercises you like to do and how they make you feel. Why don't you try a new activity every day.

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

• Plan a welcome party for all the new animals that come to town. What could you eat and what games might you play?

I can listen to and show understanding of language from familiar voices and sources. MLAN 1-01c

• When Errol speaks to the animals they all understand each other. Are there any animals in the story that might be native to somewhere other than Scotland and may also speak a different language? Can you learn to introduce yourself in these languages?

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 1-02a

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03a

Through exploring number patterns, I can recognise and continue simple number sequence and can explain the rule I have applied. MNU 1-13b

Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent. MTH 1-07c

• Split the class into groups. Ask Group A to select a card and then Group B to select a card with the same shape immediately before or after Group A’s card, e.g., if Group A pick 3 triangles, Group B would pick 2 triangles or 4 triangles. Discuss what the group noticed from the pattern, like numbers growing as they go up, getting smaller as they go down, alternating pattern of odd and even numbers.
• Select one of the 1-10 numbered shape cards, then pick two cards of the same shape to add together to make this answer. If successful, take the card and return the others. Try the same for subtraction.
• In pairs, put the cards for one shape, e.g., squares, in number order. While your partner looks away, swap two of the numbers. Your partner then has to put the numbers back into their correct places. Swap over and try again!
• Take one of the even-numbered shape cards, e.g., 4. Ask the pupils to cover the bottom row of the shapes. Challenge the class to write the fractions, e.g., 2/4 and discuss its equivalent.

I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 1-15a

When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. MTH 1-15b

• Play in pairs. Deal out the number cards into two piles, turn them face down. Both take the top card off your own pile and before turning it over, guess if yours will be less than or greater than your partners. Turn it over at the same time. If you are correct, you gain both cards, if the numbers are equal to each other you both keep your own card. This continues until someone has won all of the cards.

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03a

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. MNU 1-02a

• Deal out 3 cards to each player and add together any cards you have of the same colour: the aim is to get the highest number. Take turns to pick a new card to swap into your hand or discard if it doesn’t help. After 3 turns, whose number is the highest?
• Every pupil in the class should select a card, you should then sort yourselves into various categories and orders without talking to each other, e.g., by shape odd or even, largest to smallest.

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary. MTH 1-16a

• Take turns to pick a card and challenge the rest of the class has to guess which card it is. Encourage them to ask questions such as, is it an even number? and does the shape have 4 sides?

Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied. MTH 1-13b

• Work in groups to make a pattern with your cards, e.g., 1 purple, 3 blue, 5 purple. Switch with another group - can you understand and continue their pattern?

I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c

• Shuffle the cards. Time how long it takes to sort them by shape and then put them in number order. Play against each other in teams to be the fastest!

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a

• Make up your own game using the cards and write down the instructions so you can play it at home.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

• Make your own wild card to add to the game. What would the card mean and how would you show that using shape and colour?

I can participate in a range of collaborative activities. MLAN 1-05b

• Learn to count to 10 in another language. Use the cards as prompts to shout out the numbers as a class and gain confidence when the numbers are out of sequence.

I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practice and improve my skills to develop control and flow. HWB 1-21a

• Agree an action for each shape on the cards, e.g., step forward for square, hop for circle, star jump for triangle. Use the cards to make a sequence and practice linking the steps together, e.g., 1 hop, 2 steps forward, 4 star jumps.

I can distinguish between living and non living things. I can sort living things into groups and explain my decisions. SCN 1-01a

• Sort the cards into living and non living things. Are there any cards which used to be part of a living thing?

Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division. MNU 1-07b

• Take 12 of the cards and practice sharing them equally between 2, 3 and 4 people. If you have more people do they get less cards? Have a discussion about the fairest way to split the cards.

I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts. TCH 1-02a

• Film members of your class acting out some of the cards and use the videos to make a quiz for other classes to try.
• Each pupil can choose a card to research online and find two interesting facts to share with the rest of the class.

I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. ENG 1-03a

• Take turns to pick a card and describe it to the class or group, thinking about your choice of words and using gestures to help them to guess

To show my understanding I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a

• Are there any cards that link to The Biggest Story? Choose three cards and explain your reasoning.

I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use of resources to help me spell tricky or unfamiliar words. LIT 1-21a

Make a word bank for the cards, talking about what each item is, how to spell the word and practicing any tricky words.

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

• Pick a category and draw a new image of your choice to accompany the set.

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1-01a

• Share the card you’ve designed with the class. Act it out and see if anyone can guess what your card is.

I enjoy creating, choosing and accepting roles, using movement, expression and voice. EXA 1-12a

• Play Act it Out as a class. Challenge the pupils to only use sounds rather than actions to describe the card they’ve chosen.

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

Listen to the musical instruments that feature on the cards. Talk about how they sound – which do you like best?

Within and beyond my place of learning I am enjoying daily opportunities to participate in physical activities and sport, making use of available indoor and outdoor space. HWB 1-25a

I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. HWB 1-23a

• Assign a particular activity to the cards, e.g. star could be a star jump. Challenge the class to complete the number on the other side of the cards.
• Start a scavenger hunt. Challenge the pupils to find the items on the nature cards and the number on the other side of the card.

By using a range of instruments, I can measure and record the weather and can discuss how weather affects my life. SOC 1-12a

• Using the storm card for inspiration, start a class project recording the weather. How does the weather affect our lives?

I explore and discover engineering disciplines and can create solutions. TCH 1-12a

• Design a structure using your cards. Work as a class to try out different arrangements to find the most stable one.

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a

• Inspired by the ‘Describe your perfect day’ card, use the worksheet to create a routine and plan for your own perfect day.

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify point by asking questions or by asking others to say more. LIT 1-09a

• Choose a character from your favourite book and imagine how they might answer the questions. Write down your replies and then read them aloud in a group. Can your group guess who your character is? You can make it harder by not mentioning names or specific places so your group has to be creative in asking the questions.
• Practice using the cards in pairs, choosing one to discuss and taking time to listen to each other’s answers.

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a

• Use the card “if you were an animal what would you be and why” as inspiration for a piece of writing - you could write a few sentences, a comic strip, letter or diary entry.

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 1-01a

• Use the cards as the basis for a Circle Time activity to encourage discussion and build confidence in a group.
• Use the “what makes you happy” card to start a discussion on what happiness feels like and when you feel it. You could create a mural or display in your class to remind you when you’re having a hard day

I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a

I can contribute to a discussion of the difference between my needs and wants and those of others around me. SOC 1-16a

• Talk about the card “what is one cool thing that happened today” - how different might our answers be if we lived at a different time in history. Find out about daily life in a different historical period and write a few sentences from their point of view to answer the question.
• Talk about the card “tell me an example of when you were a good friend” - what does it mean to be a good friend? How can we think about the needs of our friends and those around us, and how these can be different from our own?

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

• Choose the ‘If you could choose a super power what would it be?’ card and use it for inspiration to design your own super hero costume.
• Get each of the pupils to pick a card and use it as a basis for an art activity. Compile the class’ drawings and create a book of their thoughts and feelings.

Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance. EXA 1-09a

• Talk about the card “if you could choose a superpower what would it be” as a class. Use some of the suggested superpowers to inspire a dance that you can create together.

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

I can continue and devise more involved repeating patterns or designs, using a variety of media. MTH1-13a

I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes. MTH 1-19a

I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. MNU1-20b

• Draw a bug pattern you find with your magnifying glass to 1cm squared paper. Then, using the 3cm paper scale up the pattern. Why not scale it up even bigger by using chalk in the playground!
• Use your magnifying glass to inspect patterns around the classroom. Can you scale up this pattern by creating an art project?
• Search outside for bugs using your magnifying glass. Use the ruler on the side to measure them. What are the longest and shortest bugs you find? Create a chart to show your findings.
• Using your magnifying glass, plant some small sunflower seeds. Use the ruler to space them out correctly. You can continue to use your magnifying glass to inspect their growth and your ruler to measure and record how tall they grow!

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a

• Get down on the ground and use your magnifying glass to see the world from a bug’s perspective. Tell your class a story about your experience. You could create a diary entry!

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

• Create a scavenger hunt listing lots of different objects in the classroom and playground for the rest of your classmates to find with their magnifying glass.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

• Pick your favourite setting from The Bug Collector and create a piece of art work inspired by it. Use your ruler and magnifying glass to help you spot all the detail.
• Use your magnifying glass to look at different plants in your local area. Can you create a piece of art inspired by the detailed patterns you see?

I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practice and improve my skills to develop control and flow. HWB 1-21a

I recognise that we have similarities and differences but are all unique. HWB 1-47a

• Use the magnifying glass to inspect your fingernails and fingerprint. Compare these with other people in your class. Are they similar or different?
• Before bedtime try reading a book to relax you. Use your magnifying glass as a bookmark to keep your page!