Week+Three+T2+2014

buddy reading calendar, date & straws handwriting focus-tT
 * =Monday 12th May= ||  ||
 * **9:15- 11:00** || **Literacy**

Big Book- Pets - introducing the text - reading & discussing the text

- sight word testing

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

introduce sight words ||  || individual number testing practise reading numbers, counting by 2's, 5's and 10's. ||  || Weigh up your lunch box
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || Math
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **PDHPE** Nutritional Plate
 * **1:45- 3:00** || **PDHPE** Nutritional Plate

- discuss what is food that keeps you healthy? - show students pictures of two foods. Get them to identify the healthier choice and discuss - write up a table and fill in healthy lunch box foods, unhealthy lunch box foods - plays "weigh up your lunch box" - cuts out pictures of fodd from magazines and groups them. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 12/5/14 // ||

In pairs, students are given a collection of cubes (up to 10) and a bowl. The bowl is turned upside down on the desk. Student A places the blocks on top of the bowl and Student B counts the blocks. While Student B looks away, Student A removes some of the blocks and places them under the bowl. Student A asks Student B ‘How many blocks are under the bowl?’ Student B records their answer. They check the actual number of blocks altogether. Students swap roles and repeat the activity using a different number of blocks. Extension: When the students are confident with combinations up to 10, the activity could be extended to include numbers greater than 10. Possible questions include: ❚ how many are left? ❚ what does ten take away five equal? ❚ I am thinking of a question where the answer is 5. What could the question be? ❚ how many altogether? ❚ six plus what equals nine?
 * =Wednesday 14th May= ||  ||
 * **9:15- 11:00** || **Literacy** ||  ||
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**
 * Blocks on the Bowl **

S1

In pairs, students each count out 20 teddy bear counters and line them up in two rows of 10. In turn, students roll a die and take away the corresponding number of bears from their collection. Students should be encouraged to remove all counters from one line before taking them from the other. Students use their own methods to record the process Race to and from 100 In pairs, students roll a die and collect that number of popsticks. These are placed on a place value board in the ‘Ones’ column. eg The student continues to roll the die, collect popsticks and place them in the Ones column. The total number of popsticks in the ‘Ones’ column is checked and bundled into groups of ten, when ten or more popsticks have been counted. The bundles of ten are then placed in the ‘Tens’ column. When there are ten tens, they are bundled to make one hundred and the game is finished.
 * Teddy Bear Take-away **

After the idea of trading is established, students could record the total number of popsticks on the place value board after each roll.

Variation: Students start with 100 popsticks in the ‘Hundreds’ column. As the die is rolled, the number of popsticks is removed from the place value board by decomposing groups of ten. The game is finished when the student reaches zero.'


 * Scripture** ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Science**
 * What are some foods that come to us from a farm? **
 * What are some foods that come to us from a farm? **

Students participate in an activity demonstrating aspects of a dairy farm that make it suitable for large numbers of cows. Following the activity, students observe and respond to teacher questions to identify important facts about dairy farms, the dairy farm routine and its link with the way milk is processed in a factory. The teacher models ways to represent sequencing of information gathered, such as a storyboard.

[|Grass to Glass Part 1] [|Grass to Glass 2]

Pair activity Students create a display of a collection of pictures of a particular food, eg dairy foods, from catalogues or magazines and predict where the foods come from. They could also discuss which dairy foods they like/dislike. Students name several items from the provided samples and/or from their own prior knowledge that they think are milk or milk-based and predict where the foods come from (farm or factory). The pictures are placed in appropriate groups or recorded using a simple table.

Students use the information to individually record as a drawing or simple text to: • develop a simple chain of events from growing grass and leading to collection of milk from cows on a farm and its transport to a factory/shop • collect their ideas on what farmers need to do to care for cattle. ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 30/4/14 // ||

- Practise sight words - Big Book: Pets (linking to writing) - ES1 phonics worksheet (y) S1 Spelling worksheet. ||  || All: Get students to line up from shortest to tallest. Question the students- who is the tallest, who is the shortest, who is taller than etc.
 * =Thursday 15th May= ||  ||
 * **9:15- 11:00** || **Literacy**
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

ES1 In pairs, students each count out 20 teddy bear counters and line them up in two rows of 10. In turn, students roll a die and take away the corresponding number of bears from their collection. Students should be encouraged to remove all counters from one line before taking them from the other. Students use their own methods to record the process
 * Teddy Bear Take-away **

In pairs, students roll a die and collect that number of popsticks. These are placed on a place value board in the ‘Ones’ column. eg The student continues to roll the die, collect popsticks and place them in the Ones column. The total number of popsticks in the ‘Ones’ column is checked and bundled into groups of ten, when ten or more popsticks have been counted. The bundles of ten are then placed in the ‘Tens’ column. When there are ten tens, they are bundled to make one hundred and the game is finished. After the idea of trading is established, students could record the total number of popsticks on the place value board after each roll. Variation: Students start with 100 popsticks in the ‘Hundreds’ column. As the die is rolled, the number of popsticks is removed from the place value board by decomposing groups of ten. The game is finished when the student reaches zero.
 * Race to and from 100 **

S2 Students work in small groups to build a tower that is 1 metre high. Students estimate when their tower has reached 1 metre, then measure to check. Students make adjustments to the height of the tower, if necessary. The group reports back to the class on how close their estimate was to 1 metre. Individual students record how the estimate was made, and the measured result. pg 27 TM2 Students work in pairs to find three items in the classroom which have a total length of 25 centimetres. Students record their findings by drawing the items, labeling with the measurements in centimetres, and showing how the three lengths were added to make a total of 25 centimetres. pg 30 TM2
 * Any three items **

S3- Shapes to order Students draw and label rectangles and squares which have specified perimeters, e.g. 20 cm, 36 cm, 1 m 20 cm, 3.6 m. Students work in groups to record as many different rectangles as possible in a set time. Note: 1 cm grid paper may assist students who have difficulty in drawing lines. ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || Art- mime ||  ||
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 15/5/14 // ||
 * || **Dismissal** // Natasha Dunn 15/5/14 // ||


 * =Friday 16th May= ||  ||
 * **9:15- 11:00** || **-** talk to Mr & Mrs Barnes on the VC

-buddy reading

Comprehension focus- summarizing (key words & key phrases) - before and after chart - watch BTN Episode and complete above activity [|How is chocolate made?]

3/6 Finishing off- handwriting, spelling, math mentals. K/1 Spelling test, handwriting, 1 on 1 reading & reading eggs. ||  || ES1/S1 Math Plus 1 pg 33 [|estimate and measure] [|Dinosaurs measure] S2 Math Plus 3 pg71 [|measuring in cm] S3 Math Plus 4 pg59 &5 pg101 [|convert measurement]
 * **11:00- 11:30** || **Recess** ||  ||
 * **11:30- 1:00** || **Math**

Dojo Reward Time ||  || - cross country - athletics practise ||  ||
 * **1:00- 1:45** || **Lunch** ||  ||
 * **1:45- 3:00** || **Sport**
 * **1:45- 3:00** || **Sport**
 * **3:00- 3:10** || **Pack up and bus** ||  ||
 * || **Dismissal** // Natasha Dunn 16/5/14 // ||