Week+One+T2+2014

- test Kai on phonics from last term - finish yesterdays handwriting - pre writing worksheet - literacy reading worksheet - fitness - reading eggs ||  || -finish yesterdays math - colour by number - counting backwards and forwards and finding numbers Indiviudal Testing - TEN ||  || - playdough ||  ||
 * =Wednesday 30th April= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **-** listen to a book
 * **1:45- 3:00** || **-** listen to a book
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||


 * =Thursday 1st May= ||  ||
 * **9:15- 11:00** || **Literacy**
 * -** Peer Reading

- Grammar and Punctuation focus ES1- Capital letters and full stops. S1- verb (watch skwirk video on) a word that tells what is happening or what is S1- S3 adjectives (watch skwirk video on) a word that describes a noun: - possessive, eg our comparative, eg bigger - Students write a sentence and highlight the grammar and punctuation they have used.
 * - action verb** (describes doing or saying), eg run, shout
 * - thinking verb **,eg wonder

- 3-6 Finish Spelling worksheets - K/2 Spelling and handwriting worksheet

- fitness Sprint running (card two)

Discuss- what is summarizing? what is the purpose of summarizing? when will you need to use it in life? when you summarize what do you need to do? how do you summarize? (the main points and key information) - As a class model how to summarize key points while watching a video - Watch the BTN video and get students to write a list of key words or phrases to summarize. - Share key words with a partner and discuss. - Share as a class and write a list on the board. - K/1 work as a group with the teacher.

- K/1 Reading big book with teacher while 3-6 are on reading express or studdy ladder. ||  || K-2 TEN number games 3-6 Math mentals
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

- show students a number of different graphs, discuss each graph. - as a class take a survey and model drawing up and labelling a graph

-Students work in groups or individually to survey the class on their favourite sport, food, colour, number, etc. Students determine what type of graph is the best to display the set of data and use the data to draw their graph on a computer. Students share and compare graphs.

Possible questions include:

❚ what type of graph did you select? Why? ❚ what are the advantages and disadvantages of different types of graphs to display this data? ❚ could you have used a different type of graph? ❚ how did you determine the scale? ❚ how have you labelled your axes? ❚ what title did you give your graph? ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Creative Arts**
 * **1:45- 3:00** || **Creative Arts**

Monday 28th April- SDD Friday 2nd May- Cross Country Carnival
 * Finishing off and class dojo/reward time** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 1/5/14 // ||