Week+Two+T2+2014

buddy reading calendar, date & straws handwriting focus- sS
 * =Monday 5th May= ||  ||
 * **9:15- 11:00** || **Literacy K-2**

Big Book- I can - introducing the text - reading & discussing the text

news - ES1 phonics (z) & worksheet - S1 writing

introduce sight words ||  || - counting forwards and backwards from 30 - counting by 2's, 5's and 10's. order numbers to 20 100 chart [|skip counting] ordering numbers ||   || - discuss who helps you when your are sick, hurt etc - discuss places you can go when your are sick or hurt and who helps you there - discusses who can help you at school, who can help you at home, who can help you down the street etc - watch Skwirk>science>getting about>emergency and discuss the role of doctors, nurses, amulance officers etc and discuss how they help people. - watch Skwirk>science>getting about>being safe in the car AND being safe on my bike. - discuss safe choices you make and why. - Get the students to draw a picture of someone making a safe choice in the car or when they are riding a bike. Get students to share their safe choice drawings with the class. ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **PDHPE**
 * **1:45- 3:00** || **PDHPE**
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

buddy reading calendar, date & straws handwriting focus- aA
 * =Wednesday 7th May= ||  ||
 * **9:15- 11:00** || **Literacy K-2**

Big Book- I can - take photos of the students doing an activity - get them to write the sentence underneath " I can.."

ES1 sight word sentence S1 writing sentences (use big book as stimulus)

ES1 phonics (w, ng) & worksheet S1 spelling activity

sight w ord activities ||  || mothers day cooking (taking groups) ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || mothers day cooking (taking groups) ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

peer reading
 * =Thursday 8th May= ||  ||
 * **9:15- 11:00** || **Literacy**

Grammar & Punctuation focus

refresh last weeks- verbs, adjectives

ES1 capital letters and full stops

S1-3 noun (a naming word for a person, place or thing) & pro noun (a word that stands instead of a noun: personal pronoun, eg I, me, him, it)

K-2 Students read a book with the teacher or SLSO and look for the grammar and punctuation they are focusing on within the text.

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.

K-2 Handwriting worksheet 3-6 Finish of Spelling

Fitness

Comprehension focus- summarizing (key words & key phrases)

- who, what, where, when, why, how.

[|Shark Culling]

watch BTN Episode and complete above activity

K-2 Big Book- I can - revise sight words and phonics 3-6 Studdy ladder or reading express ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

All- ** Heads and Tails Game ** Students stand up and choose to be ‘heads’ (place their hands on their head) or ‘tails’ (place their hands behind their back). The teacher flips a coin and calls out ‘heads’ or ‘tails’. If it is ‘heads’, the students who chose ‘heads’ remain standing and the students who chose ‘tails’ sit down; and the reverse for ‘tails’. Students standing then choose again either ‘heads’ or ‘tails’. The game continues until only one student remains standing and is declared the winner. Possible questions include: ❚ did your choice of ‘heads’ or ‘tails’ affect your chances of getting out? Why? ❚ if the previous toss was ‘heads’, did this affect the chance that the next toss would be ‘heads’? Why? Why not? Students play this game as a class two more times and record and graph the results and then discuss.


 * K-2**

// **Likely or not?** // The teacher prepares cards with ‘always’, ‘likely’, ‘unlikely’and ‘never’ on them and orders them on the floor. They pose the question: ‘How likely is it that someone in another class has a vegemite sandwich today?’ Students stand behind the chance card that they think is the best answer to the question and explain their reasons. Students create a book with things that are always, likely, unlikely and never going to happen.

Math Plus worksheet-

ES1 & S1 pg16 (maths plus 1)

S2 ** Combination Dressing ** Students are told that they will be given three t-shirts and two pairs of trousers and are asked to predict how many different combinations of clothes they could make from them. They work out a strategy and follow it to calculate the number of combinations and compare the results to their predictions.

S3 ** Chance Words ** Students are given the following chance words on cards: always, never, sometimes, often, might, equal chance, probably, certain, possible, mostly. In groups, students are asked to order them on a number line from 0 (impossible) to 1 (certain). Students compare their order with other groups and discuss. They then match each word with an everyday event eg ‘We sometimes play tips at lunchtime.’ ‘There is an equal chance it will rain tonight.’ ‘The teacher might read the book Pigs Might Fly by Emily Rhodda

Math Plus 3 pg 51 Math Plus 5 pg 20 Math Plus 6 pg 20 ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || mothers day presents and cards ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 8/5/14 // ||
 * || **Dismissal** // Natasha Dunn 8/5/14 // ||

Friday 9th- Athletics Carnival