Week+Four+T1+2014

Peer reading 9.15-9.20 morning circle, calendar & straws 9.20-9.30 news 9.30-9.40 change jobs 9.40-9.45 Individual testing 9.45- 10.05 phonics & worksheet 10.05-10.20 Sight words 10.20-10.30 Book study 10.30-11.00 Before Reading: -look at front and back covers of the book and identify the author, illustrator and title of the book. - predict the contents of the text using the title, illustrations and blurb as a guide. - examine the inside cover of the book for author information, dedication etc - Ask questions: -what do you think the text will be about? - what do you know about possums? - do you think this is a realistic or unrealistic text. why? -picture walk through the book During reading: - read the text with a guided discussion approach. After reading: -discuss the intended audience of the text - discuss the text to identify the literal and inferential meanings presented (ask what, when, why and how) - revisit earlier predictions of the text: were you right? - discuss likes and dislikes after reading the text. Question students: -what was your favourite part, why? - who was your favourite character, why?
 * =Monday 17th February= ||  ||
 * **9:15- 11:00** || **Literacy**

Give students the chosen passage "Grandma Poss made bush magic. She made wombats blue and kookaburras pink. She made dingoes smile and emus shrink. But the best magic of all was the magic that made Huh INVISIBLE." The teacher reads through the passage with students following along pointing with their finger. If time permits the whole class reads through the passage together. ‍‍‍‍‍‍ ||  || TEN- Rabbits ' ears pg 105 Ask students to put their hands above their head. Ask them to show various numbers by raising the correct number of fingers. Get the students to check if they are correct. Get them to count on from a number when checking.
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

Discuss: what is subtraction (take away)?

Inform: today we will be learning about takeaway

[] Bears in the cave: each student gets 5 bears. Move some of the bears into the cave. Discuss: How many bears did you start with? How many bears are now in the cave? How many bears are left outside? Show your work using pictures, numbers, or words. S1- use more teddies. - Students fill out worksheet showing their activity in a subtraction sentence.

worksheets: ES1: Maths Plus K pg 31 S1: Maths Plus 1 pg 6

Conlusion: - what did you learn?

If time permits: [|Eggs in a carton] ||  || - Read the book: - discuss what ‍‍‍‍‍‍‍‍characteristics‍‍‍‍‍‍‍‍ each character has and record on the board. - get each student to choose which character they think they are most like and explain why. - get the students to think about their own characteristics and share with a partner. - Students need to draw a picture of themselves and tell the teacher their personal characteristics (which the teacher will record around the drawing) Assessment - students share theirs with the class.
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **PDHPE**
 * **1:45- 3:00** || **PDHPE**

- Discuss: things you like to do. - Discuss: things you do well, why, and how this makes your feel. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 17/02/14 // ||

Peer reading 9.15-9.20 morning circle 9.20-9.30 phonics (e & ee) & ES1 do worksheet 9.40-9.55, S1 work on creating words with the sound of the day. sight words 9.55- 10.15 book study 10.15-11.00 Before reading: - revisit the title of the book and identify the author and illustrator - revisit the text. Discuss the key events and characters - revisit the type of text (informative) or (imaginative). During reading: - Identify grammatical patterns in the text- common nouns, verbs, adjectives, time connectives, proper nouns and pronouns. - Use pictures cues to assist in making predictions about meaning. - Identify conventions of print- direction of print, left to right, top to bottom. - Explore and discuss the use of punctuation in the text - full stops, capital letters, question marks, exclamation marks, commas. - Identify known sight words in the text. After reading: - Ask questions such as- what, when, how, why - retell parts of the text- identifying beginning, middle and end - Discuss how you use your voice differently when reading a question, or a sentence with a commer. Activity: sequence pictures of the beginning, middle and end of the text.
 * =Tuesday 18th February= ||  ||
 * **9:15- 11:00** || **Literacy**

Get the students to get out their passage and follow along as the teacher reads once and then read together. ‍‍‍‍‍‍ ||  || TEN- Rabbits ears
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

Discus: what is subtraction? how do you use it?

Inform: today we will be learning more about subtraction

Students count out 10 objects. They roll a die and take away that number of objects. They determine how many objects are left and record what has been done. The game is repeated for a pre-determined number of throws. - Students fill out worksheet showing their activity in a subtraction sentence.

Model using two towers of blocks and determining the difference between them. Get the students to have a go individually with given numbers.

students complete worksheets: ES1: Maths Plus K pg 55 S1: Maths PLus 1 pg 18

If time permits: __Penguin Pins__ ||  || - [|family groups]
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **HSIE**
 * **1:45- 3:00** || **HSIE**

- think, pair, share- who is in my family? - draw up a table on the white board with the coloumns "number of children in the family", "boys" "girls" etc. ask each student the question then discuss difference in answers. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

Peer reading 9.15-9.20 morning circle 9.20-9.30 phonics & worksheet 9.30- 9.45 (ES1- h, S1 -or)
 * =Wednesday 19th February= ||  ||
 * **9:15- 11:00** || **Literacy**

Read Possum magic and get the S1 students to discuss who, what, where, when, why. ES1- making words with phonics, S1 writing about possum magic 9.45- 10.15 Rotation: sight words & reading with teacher and reading eggs

‍‍‍‍‍ ||  || TEN- Rabbits ears Discuss: the terms light and heavy. Give students a pile of objects and get them as a class to sort them into two piles- light and heavy. Discuss: how can we check which items are light and which are heavy? are any objects in the wrong place? Get students to heft the objects and check. In small groups students are given four items. They need to estimate, heft and place them in order from lightest to heaviest. They need to discuss this with their group and share their answers with the class. ||  || - discuss how we respond to changes in the environent eg hot and cold - discuss how plants change dut to the environment - discuss how animals change due to the environment ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || [|Animal adaptations][|Seasonal effects on plants and animals]
 * **1:45- 3:00** || [|Animal adaptations][|Seasonal effects on plants and animals]
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn // ||

- peer reading - (AJ's go to lead the following- they have a day each) Cross of the date on the calendar, make the date using the magentic words and numbers, add a paddle pop stick, count the days, write on the board (discuss how many bundles, ones etc) - Revise phonic and sight words for the week. (The sight words with an orange dot next to them are the ones they are still having trouble with) Phonics- (S1- y, ee, or) (ES1- c, k, e, h) ES1 Also revise- i, p, n. S1 also revise- ai, oa, ie. - Hand writing - Guided reading ‍‍‍‍& Reading eggs (have one stage on reading eggs while working with the other stage) - if time permits- sight word sentences. ‍‍‍‍‍‍ ||  || TEN- Rabbits ears ( ask students to put their hands above their head. Ask them to show various numbers by raising the correct number of fingers. Get the students to check if they are correct. Get them to count on from a number when checking) Discuss: what does light mean? what does heavy mean? how can we find out which is heavier of two objects? Give students an object each. Ask them to find something heavier. Get them to swap with a partner and check by hefting. Repeat asking the students for something lighter and something about the same. - If time permits get them to write 'heavy' and 'light' in their books and draw an object for each. ASSESSMENT- get students to complete the following worksheets. Record if they complete the worksheet by using hefting or not. ES1 Maths Plus pg 21 S1 Maths Plus pg 21 ||  ||
 * =Thursday 20th February= ||  ||
 * **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 // ||
 * || **Dismissal** // Natasha Dunn // ||