Week+Nine+T1+2014

reading eggs running records- test all students. ||  ||
 * =Wednesday 26th March= ||  ||
 * **9:15- 11:00** || phonics and worksheet (ES1- ar, S1- ar)
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || TEN- Ten frame flash. Students need to work out how many more needed to get to 10.

Discuss: what is a pattern? Make patterns on the smart board using different coloured shapes. Discuss: what are other ways you can make a pattern? (discuss number patterns)

Es1- Math Plus pg 48 S1- math Plus pg 11 ||  || [|Body Systems]
 * **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 26/3/14 // ||

running records- Tash level 6, Maddie level 2, sight words practise Possum Magic: - Question the students- which country do you think the book is set in? why? which countries did Poss visit? what did he eat? After Reading: Sort the list into things you can eat and places you can go. - show a map of Australia and get the students to find all the places they went and highlight. Discus: - what did you learn? - what do you know about Possum Magic now? - Do you like the book? why or why not. ||  || Calendars Students count from 1 to 30 (31) on a calendar display for one month. They are then asked to discuss the pattern of days – Monday, Tuesday, Wednesday, etc. Possible questions include: ❚ is there a pattern to the days? ❚ what dates will be Tuesdays? ❚ how many Mondays will there be in this month?
 * =Thursday 27th March= ||  ||
 * **9:15- 11:00** || phonics and worksheet (ES1- j, oa, S1- ch, sh)
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || All-

ES1- In pairs, students make a ‘two’ pattern by placing two different-coloured counters/cubes beside each other and repeating these several times. Students name the pattern as a ‘two’ pattern, as there are two elements that repeat. Students are then asked to make a ‘three’ pattern by placing three different-coloured counters/cubes beside each other and repeating these several times. Students name the pattern as a ‘three’ pattern, as there are three elements that repeat. The students are then asked to make and name a ‘four’ pattern.

S1- - counting patterns- 2's, 5's, 10's. Part A Students are asked to choose three different-coloured counters and create a ‘repeating pattern’. They are asked to assign a counting number to the last counter in each group and discuss. eg 3 6 9 12 Students create a repeated pattern with two, four or five different-coloured counters. They assign counting numbers, record their patterns and discuss their results. ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * Science**
 * Science**

Watch How do you know when rain is coming? List ways in which people and animals note know that it’s about to rain. Use a [|T-chart]  to compare what life is like before and after the rain. Observe the sky outside and discuss the weather now. Predict what the weather might be like in the next few hours based on your observations. Record the weather each day for a week using a digital camera, thermometer, rain gauge and windsock (or whichever device is being used to measure wind speed). Read and play  on the IWB L10 // Experience the weather  //. Label the places mentioned on a world map (Antarctica, the Sahara Desert, New Zealand mountains, Amazon rainforest) and note the type of weather and its effects. choose <span style="background-color: #ffffff; color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;"> from these places one that you would like to visit and draw the types of clothes you would need to wear. <span style="background-color: #ffffff; color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">Create a <span style="background-color: #ffffff; color: #203365; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">[|Placemat] <span style="background-color: #ffffff; color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;"> in groups about the things you need if you live in a cold place/hot place/dry place/wet place.

** Homework ** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 26/3/14 // ||

spelling test studdy ladder story- literacy
 * =Friday 28th March= || (K-6 all together in top classroom) ||
 * **9:15- 11:00** || 3-6

K-1 read charlie and the chocolate factory sight words and sounds test reading eggs ||  || ES1- - discuss what aspects of the past can you see in pleasant hills? - look around at the school and discuss what it tells you about the past? - discuss why it is important.
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || Sport ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Quiet reading**
 * History**
 * History**

planning for the Barnes Farewell

** Homework ** ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 26/3/14 // ||