Week+Three+T1+2014

- peer reading - morning circle (who's here, weather, days of the week, date, calendar, straws.) - change jobs - Assessment Sight words wk3- test individuals on sight words and sounds. - phonics & worksheet -‍‍‍‍‍‍ sight words- make out of magnetic letters and write on white boards‍‍‍‍‍‍ - name writing ‍‍‍‍‍‍- sentence-a-day (S1) & pre writing activity (ES1)‍‍‍‍‍‍ ||  || TEN: Assessment
 * =Monday 10th February= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

Inform: Today we will be learning about numbers that add together to make 10

Discuss: - what is addition?

Model: Throw one dice. Put the corresponding numbers of teddies on the ten frame. Question the students- how many spaces are their on the cart- how many more teddies do we need to make ten- how to I write this as an addition sentence. Discuss the symbols: + and =. Repeat process.

Group: As a group get the students to throw a dice and place the corresponding number of teddies on the 10s cart. Ask them how many more teddies do we need to make ten. Get the S1 students to record this on the white board.

Independent: ES1 work with the teacher completing the same process. S1 work individually completing the same process and recording in their book.

__ ‍‍‍‍‍[|Butterfly 10 Frame]‍‍‍‍‍ __

Conclusion: - what did you learn? ||  || - Discuss who can you trust? why? - Students draw an image of one person they can trust and write a sentence about who it is and why they can trust them. - Discuss why do you need friends? what are some things you like to do with your friends? ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || - Modelled reading- one students choice of book.
 * PDHPE**
 * PDHPE**
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 10/02/14 // ||

- peer reading - morning circle IWB (who's here, weather, days of the week, date, calendar, straws.) - news - phonics revision, new letter & worksheet (revision letters: ES1: s,a,t,i S1: i,e,b,ai. New -Es1: p, S1: oa) - sight words- say the word, make the word with magnetic letters and write the word. - name writing - sentence-a-day (S1) & pre writing activity (ES1) - Modelled reading and Discussion- get each student to retell the story. ||  || TEN
 * =Tuesday 11th February= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

Inform: Today we will be writing addition sentences

Discuss: - what is addition?

Model: Throw two dice, add together, record on the white board.

Group: As a group get the students to throw the dice and record on white board.

Independent: Give each student two dice and complete the same activity recording in their math book. Get S1 to use 3 dice once they are comfortable using 2.

Assessment: write their own addition number sentence and explain using mathematical terms.

[|Butterfly Wings]

Conclusion: - what did you learn? - what are some other ways that we can add? using fingers, objects& 100 chart. ||  || - students relate experiences the character had to their personal experiences. - Students write "When I was a kid I....." ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || - Introduce the literacy text "When I was a kid"- refer to specific words related to time and place in the story- develop a word bank.
 * **1:45- 3:00** || - Introduce the literacy text "When I was a kid"- refer to specific words related to time and place in the story- develop a word bank.
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

- peer reading - morning circle (who's here, weather, days of the week, date, calendar, straws.) - phonics revison, new letter (Es1: n, S1 ie.) & worksheet - sight words- I tell the students a word and they write it on their white board. - name writing - sentence-a-day (S1) & pre writing activity (ES1) ||  || Inform: today we are learning about how to measure the capacity of different sized containers.
 * =Wednesday 12th February= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

- Discuss: the term 'capacity' as the amount of liquid a container can hold- what do the terms full, empty and half full mean.

Split the students into groups. Each group will have one ES1 student and one S1 student. The ES1 students use a container and water to demonstrate 'full, half full and empty'. The S1 students take a photo of each using the Ipad.

Discuss: How can we find out which container hold the most?

Demonstrate this using two containers. Question: which held the most, how do you know

ES1 students work individually-comparing two containers- pour water from one container to another- which one holds more.

Discuss with S1-what is a more accurate way to measure a container.

Demonstrate using a small container to measure a larger container counting the cup fulls and recording.

S1 work individually-filling a small container with water and using it to measure larger containers.

[|Capacity]

Discuss: - what did you learn? - what is capacity? - what else could you use to measure capacity? ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || - Discuss effects of weather. Explore foods eaten, feelings, leisure activities, outdoor/indoor activity, health (eg sunburn, colds, hay fever), clothing, holidays, feasts. - each student is given a specific weather type. They look through magazines and find clothing that is appropriate for people to wear in their weather conditions. ASSESSMENT WEATHER CONDITIONS ||   ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||
 * || **Dismissal** // Natasha Dunn // ||

- peer reading - morning circle IWB (ive saved it into faculty> teacher> staff public> natasha) - (who's here, weather, days of the week, date ) - cross of day on calendar, add a paddle pop stick and count the days. - phonics revision- ES1 (s,a,t,i,p,n) S1 (i, e, b, ai, ie, oa) - sight words revision- Their indiviudual sight words are on the white board. I dont mind what you would like to do when practising these. I generally do activities like making them with magnetic letters and writing them on the white boards etc. - name writing: they have books for this. They practise writing their name (Tash & AJ need to try without looking) - sentence-a-day (S1) & pre writing activity (ES1) - Guided reading & Reading eggs (have one stage on reading eggs while working with the other stage) ||  || Inform: today we are learning about different ways to measure volume
 * =Thursday 13th February= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

- discuss the photos taken yesterday. Get students to say a sentence about each and write it below the picture. Make sure they use the terms full, half full and empty.

Model the following activity. Then divide the students into two groups. Each group with 1 ES1 student and 1 S1 student. The students then repeat the activity using a different container.

Fill a container with plastic cubes by each of two methods: - picking up the cubes in handfuls and dumping them into the container - packing the cubes into the container by placing them neatly next to each other and building up the layers. Students record the number of cubes used for each method.

As a class discuss: - which method holds more cubes? - why?

Teacher fills a container with marbles, and questions the students whether it is full or not full, and whether there are any spaces.

Draw a table up on the white board and record the students ideas on what objects/liquids would leave gaps and would not when measuring. Get the students to explain why and which would be the most accurate to use when measuring. ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** ||  ||   ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||
 * || **Dismissal** // Natasha Dunn // ||