Week+Seven+T1+2014

morning circle-(calendar, paddle pop stick, date) change jobs. phonics & worksheet (ES1- g S1- revision ) news & writing introduce sight words‍‍‍‍‍‍ ||  ||
 * =Monday 10th March= ||  ||
 * **9:15- 11:00** || Peer reading
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || TEN- Before and after pg 87. On a before and after chart students need to count on and backwards and place the numbers.

Halves

Tell a fraction story that is relevant to the students, for example: “Today, Ms. Armbruster forgot her snack. Ms. Hutcheson brought a chocolate bar for a snack, and she wants to share it with Ms. Armbruster.” Ask the students to brainstorm what Ms. Hutcheson can do—give part to Ms. Armbruster. How can she do it so they each get the same amount? Split the bar in half.

Lead a discussion with the class using relevant fraction vocabulary (half, part, whole) appropriately. Sample: “What does a half mean? What does a whole mean? If Ms. Hutcheson gives half her granola bar to Ms. Armbruster, does she still have a whole granola bar to eat? No, she just has a part left.” Demonstrate with an actual granola bar (or a paper cut-out of one).

Explain to students that when we split one whole thing (like the granola bar) into parts, the part is called a fraction.

Ask the students to think of other things that they can split in half. Discuss ideas with children. Draw some of the suggestions on an smart notebook document. Get the student to draw how they would divide it in half.

K Math Plus pg3 1 Math Plus pg3

[|Halves activity]

[|Halves worksheet] ||  || give each student a photo of themselves. Get them to look at it and identify how they have grown and changed since they were a baby. Get them to share this with the class. [|animation] - As a class make a timeline from butchers paper. Discuss what they could do at each age and how big they were. Discuss when they could walk, go to school, eat independetly etc
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * PDHPE**
 * PDHPE**
 * Homework ** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

phonics & worksheet (Es1- o, S1- revision of beginning sounds in words) sight words activity spelling activity- K: My spelling workbook pg 4, Yr 1: phonics fundamentals pg 56) book study: Get the students to get out their passage and follow along as the teacher reads once and then read together. Before Reading: - review the title of the book ad identify the author and illustrator - revisit the text. discuss the key events and characters - students take turns to retell the sequence of the story. - revisit the type of text- is it informative or imaginative? During Reading: - locate word endings such as s, ed, and ing. - identify known sight words After reading: - discuss the text to identify the literal and inferential meanings presented. - ask questions- what, when, how, why - retell parts of the text identifying beginning, middle and end - compare events of the text to personal experiences - provide opportunities to compare and contrast the text with their own culture and the world around them. Responses: - Mask words in the text for students to insert the missing word or alternative word. For example, mask (cover) nouns in the text for students to replace or insert alternatives to create a new text. - Draw pictures of the beginning, middle and end of the text (assessment): draw the beginning, middle and end of the story - Share in reader’s circle alternative endings for the text. ‍‍‍‍‍‍ ||  ||
 * =Tuesday 11th March= ||  ||
 * **9:15- 11:00** || morning circle
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || TEN- before & after

ES1- halves S1- halves, quarters & eights Revise: what is a half? how can we make a half? ES1 working independently while teacher works with S1 __K halves worksheet__ Students are given three squares and three circles of paper each. working with the teacher they cut one piece of each to make halves, quarters and eighths. They labell each diagram. [|S1 quarters, halves and eights] All students- using play dough the students each make a pizza, cake or cookie and then are asked to cut it into halves (ES1) and quarters& eights (S1) ||  || Science: discuss: - what do we use water for? (drink, shower, clean, water plants etc) - why do we need to take care to use water sustainably? - how can we use less water? (take shorter showers, turn off dripping taps)
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * **1:45- 3:00** || **Quiet reading**

Students choose one way to conserve water and make a poster to show people what they can do to help save water. Assessment
 * Homework ** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

morning circle phonics song phonics (Es1- u, S1 revision) & worksheet S1 writing (My favorite character in possum magic is... because...) & ES1 sight word sentences book study: - students draw pictures to represent beginning, middle and end of the story (assessment) - discuss alternate endings. ‍‍‍‍‍‍ ||  || - look through the old school photographs. - discuss why they are important - question- do they tell a story? - discuss the differences they can see from then to now - continually question " how do we know"? - discuss the importance of photographs for telling us about the past - discuss have you seen photos of you as a baby? do they tell a story? ||  ||
 * =Wednesday 13th March= ||  ||
 * **9:15- 11:00** || peer reading
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** ||  ||   ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * History**
 * History**
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

morning circle revise phonics & sight words hand writing guided reading & reading eggs. ‍‍‍‍‍ ||  ||
 * =Thursday 14th March= ||  ||
 * **9:15- 11:00** || peer reading
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** ||  ||   ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * PDHPE**
 * PDHPE**


 * Homework ** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||