Week+Five+T2+2014

buddy reading calendar, date & straws handwriting focus- Nn -sight word and phonics testing - PM readers - Letter recognition testing (2 students left)
 * =Monday 5th May= ||  ||
 * **9:15- 11:00** || **Literacy**

Big Book- Our Forest - before you read - Things to do - while your reading - and afterwards

news revise phonics and introduce 'th' ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

The teacher can stress the concept of equal sharing when considering units in the Measurement strand eg ❚ ask students to share out a bottle of water so that there is the same amount in each of a number of glasses ❚ ask students to cut a piece of paper ribbon so that two people get the same length ❚ consider the fair allocation of time for students to be in the play area ❚ ask students to divide a pile of sand into equal amounts
 * Continuous Materials**

introduce studdy ladder and demonstrate how to use ||  || - discuss: - things we can share - things we cant share
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **PDHPE**
 * **1:45- 3:00** || **PDHPE**

- Discuss; - Medicines that students use - Who gives them medicine. - Why is it important to __ #|store __ medicine in a safe place? - Introduce the concept of ownership and sharing. Discuss things that students own and can share and why. Discuss what students own and can not share and why. - Gather an assortment of medical conatiners. Discuss the ways of identifying the contents from the packet. - Look at what symbols are used to represent possible harm. - Draw some of the symbols in their book. [|Medicine Powerpoint] - read the slides and discuss.

2.30-3.00pm GK VC ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

buddy reading (with whole school- you will work 1 on 1 with AJ listening to him read) choose students to- cross of the date on the calendar, make the date on the whiteboard, add two paddle pop sticks and count the paddle pop sticks handwriting focus- demonstrate how to write the letter C (both capital and lower case) Get the students to practise in individual white boards,and then they practise in their books.
 * =Tuesday 6th May= ||  ||
 * **9:15- 11:00** || **Literacy**

Log into reading eggs on the smart baord (username: pleasanthills, password: hills) Go into the side menu 'Big Books' then click on the level 1 book 'our forest'. - Choose students to read eacgh page of the book. Discussing full stops, capital letters etc. - Discuss what happened in the book and ask the students to name the creatures or animals they saw.

- Draw a squiggle on the board and ask a student to use it in a drawing of a real or imaginery creature. Ask the students to describe the creaure they drew. - Students complete the 'my creature' worksheet individually and describe their creature to the class.

Fitness- focus on vertical jump. - practise the skill - arrange hoops on the groud in a pattern students jump through them and then change the pattern.

Kai and Maddie- phonics & worksheet (ch) Tash & AJ- spelling activity

- sight words- they can write this on their individual whiteboards and make the words with magnetic letters - If time before recess get the students to test each other with all the sounds. ||  || - count by2's, 's and 10's using the 100 chart. - ask students individually to find specific numbers on the 100 chart
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

- discuss what does it mean to share something equally? - ask students to cut a piece of paper so that everyone gets the same amount, discuss - ask students to share a tin of pecils so that everyone gets an equal amount and discuss.

The students have had a go at the following activities yesterday, however as they had a lot of trouble they need more work on this concept. ES1: give the students a number of the same object and ask them to share into equal groups. Get them to draw this.

S1: **Leftovers** Students are each given a particular number of blocks or counters. The teacher calls out a smaller number for students to make groups or rows of that number. For example, if students are given 15 counters and are asked to make groups of 4, there would be 3 groups of 4 and 3 left over. Students describe their actions and discuss whether it was possible to make equal groups or rows. Students record their findings in their own way using drawings, numerals, symbols and/or words. eg ‘I made 3 groups of 4 but there were 3 left over.’ ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || Read a book to the class
 * **1:45- 3:00** || Read a book to the class

Discuss: - things we can share - things we cant share
 * PDHPE**

- Discuss; - Medicines that students use - Who gives them medicine. - Why is it important to __ store __ medicine in a safe place? - Introduce the concept of ownership and sharing. Discuss things that students own and can share and why. Discuss what students own and can not share and why.

Get students to draw a picture of one thing they can share and one thing they cant share. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||


 * =Wednesday 7th May= ||  ||
 * **9:15- 11:00** || **Literacy** ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math** ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** ||  ||   ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

K-2 PM reader, spelling city 3-6 finishing off activities
 * =Thursday 8th May= ||  ||
 * **9:15- 11:00** || **Literacy**

10am- puppet show ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

- count by 2's,5's and 10's.
 * K-2**

ES1 Who Can Hold The Most? (pg 95 TM Lesson Plan) In pairs, students are given a bucket of beans and two identical clear containers. Students investigate who can hold the most beans in their two hands (cupped together). Each student places the beans into one of the clear containers and compares the containers to determine who can hold the most beans in their hands. Students use drawings or numerals to record the results. Variation: The activity could be repeated using different materials eg blocks. Containers with the Same Capacity

S1 Filling with Prisms and Spheres In small groups, students fill containers with rectangular prisms eg blocks, boxes and cubes. Students then fill containers with spheres eg marbles, golf balls and tennis balls. Students record the results for each material and discuss the difficulties they had in packing spheres. The teacher could suggest containers that would be suitable for packing spheres. Possible questions include: ❚ how can you fill this box? What will you use? Why? ❚ which shapes will pack and stack without leaving spaces?

3-6

s2 layer count

s3 group therapy make a cubic meter how big is the classroom || gr || - mirror exercise- copy the person across from you movements and expression
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || - finishing off artwork from last week
 * **1:45- 3:00** || - finishing off artwork from last week

follow the leader- all players except one are in a cicrle. The middle player closes their eyes and the rest of the group quietly chooses a leader. The middle player opens their eyes and tried to guess the leader. The group follows the leader in everything they do.

[|mime activities] ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

peer reading
 * =Friday 29th May= ||  ||
 * **9:15- 11:00** || **Literacy**

Grammar & Punctuation focus refresh last weeks- question marks, Verbs & Adverbs (skwirk) ES1 exclamation mark S1-3 preposition (placed in front of a noun group to show time (when), place (where), manner (how) or causality (why), eg in front of, throughout, underneath)

K-2 write a sentence using a verb eg I can run. 3-6 Students write a sentence using the above focus. They are given a sheet on which they have to record which grammar and punctuation they used and underline each.

Comprehension focus- summarizing (key words & key phrases)' current events summary pg 123 Teaching Comprehension Reading Strategies

watch a BTN Episode ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**


 * Es1/S1** worksheet

[|Capacity game]
 * S2** worksheet

continue on making m3 ||  ||
 * s3** worksheet then
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || finishing off and dojo reward. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||