□ Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Tune in: 5 Finger Summary

Learning Intention

• We are learning to create a concise summary on the assigned Book Club chapters

     Success Criteria

• I can concisely summarise the main points of assigned chapters of a book
• I can discuss the characters, setting, problem, solution & message or favourite part of

□ Summariser: What happened in these chapters of the book? Think about who, where, the problem, the solution and the message or your favourite part of the assigned chapters. Complete this on loose leaf paper.

□ Extension (optional): Complete this role for another book OR complete a picture summary as well

□ Upload a photo to your journal on Seesaw Class (student) app to show your teacher

_________________________________________________________________________________________________

□ Spelling Fluency (10 minutes): Spelling check – get an adult to test you on your 10 spelling words from this week.

□Writing: Finish off/reflect/improve on any piece completed this week

OR

Pick a free choice writing prompt from Ultimate 100 Writing Prompts list: http://mrsbuckle.global2.vic.edu.au/2020/05/11/100-writing-prompts/

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): Free choice on how to practice your counting goal. You could make a song, watch a Youtube clip, flip cards and answer times tables sums etc.

Click on this link and find your counting pattern on YouTube: https://www.youtube.com/playlist?list=PLb7Q5jsm9eh_fdDPQmVpyp4XRu-raUbHc

Learning Intention:

• We are learning to problem solve using a number line

Success Criteria:

• I can use a number line to help me solve problems
• I can read the question carefully

□ Tune in: Rewatch any of the videos from this week

□ Worksheet: Subtraction mental strategies – the jump strategy (p 13)

□ Extension: Cross Number #1 Puzzle

_________________________________________________________________________________________________

Enjoy your Friday afternoon!

Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Tune in: Watch Mrs Buckle’s video

     Learning Intention: 

• We are learning to tune in to interesting and unknown words and find the meaning of these words.

     Success Criteria:

• I can find interesting/unknown words in the text and take note of these (including page number)
• I can try and use context clues to figure out what this words means (by using clues from the text around the word)
• I can use a dictionary to find the meaning of the word
• I can write the definition in my own words so I know what it means
• I can verbally use the work in a different sentence

□ Vocab Enricher: 

List 3-5 interesting words and their dictionary meanings from your text.

Make sure you write the meanings in your own words so you understand their meanings.

Other resources: http://mrsbuckle.global2.vic.edu.au/2020/04/20/vocab-enricher/

□ Extension: Complete this role for another book OR find synonyms & antonyms for the words you found to build on your vocabulary.

_________________________________________________________________________________________________

□ Spelling Fluency (10 minutes):

Find 1 synonym (same meaning) and 1 antonym (opposite) for each of your words

Learning Intention:

• We are learning to publish informative texts demonstrating increasing control over text structures and language features

Success Criteria:

• I can reread my draft and make any final changes to fix errors
• I can type or copy my languages paragraph and fix the changes I made during editing
• I can type/write neatly so the reader can follow my work
• I can include illustrations/pictures that are relevant and presented neatly

□ Tune In: 

□ Publishing: Today you need to publish by rewriting/typing your draft from yesterday on Indigenous Housing using the presentation method you have chosen. Make sure this is your best work!

□ Find a picture/map/graphic that can be put alongside this paragraph.

□ Upload a photo to Seesaw Class student journal to show your teacher

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): Practice the timetables facts for your counting pattern by writing them out.

1 x 2 = 2

2 x 2 = 4

□ Tune in:

Learning Intention:

• We are learning to solve worded problems by using the jump strategy

Success Criteria:

• I can use an empty number line
• I can use the jump strategy by breaking numbers into tens and ones
• I can read the question carefully and think about what it is asking me

□ Activity: Worksheet – Problem Solving Using a Number Line (in pack)

Extension:Problem Solving Using a Number Line (3 DIGIT) on empty number lines

□ Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

Tune in:

Watch Mrs Buckle’s lesson on making connections

Learning Intention

• We are learning to make connections with a text

Success Criteria

• I can make a text-to-self connection (what does this text remind me about my own life?)
• I can make a text-to-text connection (what other book/movie does this remind me of?)
• I can make a text-to-world connection (what does this text remind me of in history or world events that I know about?)

□ Activity: Complete the Book Club role of Connector: Make connections with the text. Try to make one deep text-to-self, text-to-text and text-to-world connection.

□ Extension (optional): Complete this role for another book OR think “deeper”! What would a Grade 5/6 connection look like?

________________________________________________________________________________________________

□ Spelling Fluency (10 minutes):  Highlight the vowel sounds/consonant sounds in your spelling words

Tune In: Watch Mrs Buckle’s video on drafting and editing information paragraphs

Learning Intention:

• We are learning to draft and edit an information report section on Indigenous Housing

Success Criteria:

• I can include a sub heading
• I can use the facts and details about Indigenous Housing from my Informative Prewriting template
• I can write using paragraphs
• I can use descriptive language and choose words carefully
• I can edit my work and correct any errors

Activity: Using your planning from yesterday, draft/write the Housing section of your Indigenous History information report.

Once you have drafted your piece, go back over it and check for spelling and punctuation errors and see if you need to up level any vocabulary or sentence structure. Make sure you have produced the best work you can.

Think of how you could use descriptive language in this paragraph. You still need to engage your reader and try to create a picture in their mind. 

________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes):

Roll a dice/flip a card multiplication

E.g. If your counting pattern is 3 and you roll a 4 answer:         3 x 4 = 12

Roll a 6:           3 x 6 = 18

Tune In: Watch Mrs Buckle’s Video on the jump strategy

Subtracting from 100 (Using ten facts)

Learning Intention:

• I am learning to use the jump strategy to solve addition and subtraction problems

Success Criteria:

• I can use an empty number line to solve addition and subtraction problems
• I can start at the biggest number
• I can break into tens and ones to do my “jumps”
• I can check my answers carefully

□ Worksheet: Adding and Subtracting Using an Empty Number Line (2-digit)

□ Extension:Adding and Subtracting Using an Empty Number Line (3-digit)

_________________________________________________________________________________________________

Big Life Activity – From Mel

Today’s Video: https://drive.google.com/file/d/1uDeB54H1jaLss232_N7HQzD_vT_pBmAQ/view?usp=sharing

Hello grade 3/4s!

Congratulations – you have nearly reached the end of 8 weeks of online learning!

This lesson, Danielle and Mel will introduce you to the ‘GOLDEN Check-in’. This is a reflection tool that helps us think about what we have been doing with our time, what we have enjoyed, what has been difficult and what we might need moving forward. Mel will run you through a quick brain break, and then her and Danielle will both share their GOLDEN check-ins with you. Then we invite you to write your own GOLDEN check in on a piece of paper or on the Seesaw assigned worksheet.

Don’t forget to submit your wonderful work afterwards.

Have a lovely day!

□ Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book or Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Tune in: Watch Mrs Buckle’s lesson – http://mrsbuckle.global2.vic.edu.au/2020/05/01/character-profiler-activity/

Learning Intention:

• We are learning to find character traits using evidence from the text.

Success Criteria:

• I can draw a detailed picture of my character.
• I can find character traits of this character.
• I can give evidence of this character trait by using the conjunction “because”

□ Character Profiler: Draw a picture of one character from your Book Club text. Write 3-5 character traits with evidence. (e.g. Auggie is brave because he goes to school even though he looks different.) Remember that character traits are NOT emotions – they are the personality of the character.

These character traits should be evident in the current assigned chapters. Complete this task on the Book Club sheet in your Remote Learning pack.

Other resources here: http://mrsbuckle.global2.vic.edu.au/2020/04/20/character-profiler/

□ Extension: Complete this role for another book OR make a family tree of how all the characters in the text are connected

_________________________________________________________________________________________________

□ Spelling Fluency (10 minutes): Using the 10 ‘a’ and ‘al’ words you selected yesterday, find the syllables (breaks/chunks) in each of your words.

Optional tune in explanation: https://www.youtube.com/watch?v=Um7ukvphdHY

Example:       

won•der•ful = 3 syllables

snap• = 1 syllable

bas•ket = 2 syllables

Writing Task

Learning Intention:

• We are learning to use a template to gather information

Success Criteria:

• I can organise my ideas
• I can write my brainstorming in simple sentences
• I can include at least four facts

□ Tune In: Watch Mrs Kenwright’s Video

□ Organise and Plan

Today you will be using the template (in pack) to organise the information you gathered last week on Indigenous Housing in preparation for drafting this section of your Information Report tomorrow.

• Where did the Aboriginal people live?
• What were their shelters made from?
• Did they live alone or in groups?
• How did they build their shelters?

□ Upload a photo to Seesaw Class student journal to show your teacher

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): start at non-zero number and skip count using your counting goal.

□ Tune in: 

Learning Intention: We are learning to use the jump strategy on a number line to solve addition and subtraction problems

Success Criteria:

• I can use my knowledge of ten facts to help me solve problems
• I can use a 100 chart or number line for support

□ Worksheet: Adding and Subtracting on Number Lines 

□ Extension: Reading Number Lines worksheet

_________________________________________________________________________________________________

There are no assigned specialist lessons, but head to the blogs to find activities to complete. 

SCIENCE

http://woodfordscience.global2.vic.edu.au/

ART

http://missdalesart.edublogs.org

PE

http://woodfordpe.global2.vic.edu.au/

MUSIC

http://mrsdowie1.global2.vic.edu.au/

□ Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Tune in: http://mrsbuckle.global2.vic.edu.au/2020/04/14/book-club-roles/

Learning Intention: We are learning to write strong questions about a text

Success Criteria:

• I can create strong “teacher-like” questions
• I can think about who, what, when, where, why & how
• I can think about deeply about the text by considering author’s purpose, themes, opinions etc.
• I can create “thick” questions (not “thin” questions)

□ Discussion Director: Write 3-5 strong questions about your assigned Book Club chapters. Think “teacher-like”, “thick” questions. Complete this task on the Book Club sheet. 

□ Extension: Answer your questions in full sentences OR complete this role for another book

_________________________________________________________________________________________________

Learning Intention: We are learning the graph ‘a’ and the digraph ‘al’

Success Criteria:

• I can recognise the spelling digraph ‘al’
• I can recognise the spelling graph ‘a’
• I can brainstorm words that include
• I can count how many sounds in a word
• I can find the tricky part in a word

□ New Spelling Pattern (30 minutes) – /a/ and /al/ making the sound “ar” as is banana and half

Have your new spelling pattern in front of you. Watch the introduction to this spelling pattern:

Choose 10 words from the list. Fill out the sounds grid worksheet for your words. Remember you are listening for individual sounds in the word. One sound is to be written in each box (could be two letters that make a digraph like “ea” “sh” “ch” etc.).

Example of how to fill out worksheet:

□ Extension: Brainstorm as many “al” or “a” words as you can.

□ Upload a photo to Seesaw Class (student) app to show your teacher

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): start at 0 and skip count using your counting goal.

□ Tune in: 

Learning Intention: We are learning to understand number lines and fill in missing numbers on a number line

Success Criteria:

• I can recognise that numbers increase and decrease
• I can draw my attention to the starting point of the number line
• I can think about the intervals of the number line

□ Complete worksheet: Filling In Missing Numbers on a Number Line to 1000 Differentiated Worksheet (in pack)

□ Extension: Worksheet – Add and Subtract Number Line Multiple Choice

□ Once complete send a photo on Seesaw Class (student)

_________________________________________________________________________________________________

□ Big Life: Today you are completing the Big Life activities.

Learning Intention: 

• To understand & describe what positive and negative emotions are.
• To investigate what mixed emotions are.
• To identify times when we experience positive, negative and mixed emotions.

 Success Criteria:

• I can name positive, negative and mixed emotions.
• I can name times I have experienced positive, negative & mixed emotions.

Part 1: https://drive.google.com/file/d/1r0T-RLYW5qA73ToO7IQKA3JTiqRbWs1i/view?usp=sharing

Melanie will talk about our emotions and explain why it is important to have lots of different emotions in our vocabularies. Melanie will play a game with you to help you understand positive and negative emotions, and then you will need to click on the link https://www.do2learn.com/games/feelingsgame/index.htm to play ‘The Feelings Game’.

Part 2: https://drive.google.com/file/d/1YFtjogdCe7zryYTrXuRw0CPB2VeJGgpk/view?usp=sharing

Danielle will talk about what positive, negative and mixed emotions are and describe some situations where you might feel mixed emotions. You will then need to complete the table described by Danielle. Click on this link to view the table: https://drive.google.com/file/d/1xHAbBwNPcPCVXpYrmg_xnN-MqM-IuLBr/view?usp=sharing

Emotions list – https://drive.google.com/file/d/1ar-CNGvJzdlqKTFk4qr8ty1TexOC_Agt/view?usp=sharing

□ Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Activity Option #1: Complete the Illustrator role for Book Club.

You could draw a:

• sketch
• cartoon 
• diagram 
• flow chart
• stick figure scene. 

You can draw a picture of something specifically related to the book, or something that reminded you of, or a picture that conveys any idea or feeling that you get from the reading. You could draw the character in the setting, or the character doing something that has been described in the book.

OR

□ Activity Option #2: Complete the Rainbow Serpent reading and comprehension task.

_________________________________________________________________________________________________

□ Spelling Fluency (10 minutes): Spelling check – get an adult to test you on your 10 spelling words from this week.

□Writing

Finish off/reflect/improve on any piece completed this week

OR

Pick a free choice writing prompt from Ultimate 100 Writing Prompts list: http://mrsbuckle.global2.vic.edu.au/2020/05/11/100-writing-prompts/

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): Free choice on how to practice your counting goal. You could make a song, watch a YouTube clip, flip cards and answer times tables sums etc.

Click on this link and find your counting pattern on YouTube: https://www.youtube.com/playlist?list=PLb7Q5jsm9eh_fdDPQmVpyp4XRu-raUbHc

□ Activity: Complete any unfinished Maths tasks, extension tasks or assigned tasks on Mathletics.

_________________________________________________________________________________________________

□ Catch up on any unfinished specialist activities

ART:  http://missdalesart.edublogs.org

PE:  http://woodfordpe.global2.vic.edu.au/

SCIENCE: http://woodfordscience.global2.vic.edu.au/

MUSIC: http://mrsdowie1.global2.vic.edu.au/

□ Remember to email them photos of your work – they would love to see it!

jennyd@woodfordps.vic.edu.au

davea@woodfordps.vic.edu.au

courtneyd@woodfordps.vic.edu.au

Reading fluency (15-30 mins): Read to self, read together OR read to me (Book Club text, another good fit book OR Epic! https://www.getepic.com/)

Mrs Buckle’s Epic! Code: htl5326

Mrs Kenwright’s Epic! Code: ize9902

□ Tune in: Watch Mrs Buckle’s video

     Learning Intention: 

• We are learning to tune in to interesting and unknown words and find the meaning of these words.

     Success Criteria:

• I can find interesting/unknown words in the text and take note of these (including page number)
• I can try and use context clues to figure out what this words means (by using clues from the text around the word)
• I can use a dictionary to find the meaning of the word
• I can write the definition in my own words so I know what it means
• I can verbally use the work in a different sentence

□ Vocab Enricher: 

List 3-5 interesting words and their dictionary meanings from your text.

Make sure you write the meanings in your own words so you understand their meanings.

Other resources: http://mrsbuckle.global2.vic.edu.au/2020/04/20/vocab-enricher/

□ Extension: Complete this role for another book OR find synonyms & antonyms for the words you found to build on your vocabulary.

_________________________________________________________________________________________________

□ Spelling Fluency (10 minutes):

Find 1 synonym (same meaning) and 1 antonym (opposite) for each of your words

Learning Intention:

• We are learning to publish informative texts demonstrating our understanding of text structures and language features

Success Criteria:

• I can reread my draft and make any final changes to fix errors
• I can type or copy my languages paragraph and fix the changes I made during editing
• I can type/write neatly so the reader can follow my work
• I can include illustrations/pictures that are relevant and presented neatly
• I can include a title for this section

□ Tune In: 

Although the following link shows how to publish a narrative, the same rules apply to an information report.

□ Publishing: Today you need to publish by rewriting/typing your draft from yesterday on Indigenous food using the presentation method you have chosen. Make sure this is your best work!

□ Include a title for this section

□ Find a picture/map/graphic that can be put alongside this paragraph.

□ Upload a photo to Seesaw Class student journal to show your teacher

_________________________________________________________________________________________________

□ Counting pattern fluency (10 minutes): Practice the timetables facts for your counting pattern by writing them out.

1 x 2 = 2

2 x 2 = 4

□ Tune in: Watch the videos on partitioning to solve addition & subtraction problems

Learning Intention:

• We are learning to partition numbers to solve larger addition and subtraction problems.

Success Criteria:

• I can use my place value knowledge to help me
• I can understand that partitioning means splitting the number into hundreds, tens, ones etc.

□ Activity: Partitioning – Splitting into Tens and Ones to Solve Addition & Subtraction Problems

Worksheet: Splitting into Tens and Ones to Solve Addition & Subtraction Problems (in Learning Pack)

Complete the worksheet as shown in the example.

Extension: Subtraction mental strategies – the split strategy (p 15) in Learning Pack

_________________________________________________________________________________________________

Tune In: Head to the following websites for more information

https://www.creativespirits.info/aboriginalculture/land/aboriginal-houses

https://education.abc.net.au/home#!/media/3124132/housing

Activity: Investigate traditional Indigenous housing. Answer the following questions using the above resources and from the fact sheet in your Remote Learning pack:

• Where did the Aboriginal people live?
• What were their shelters made from?
• Did they live alone or in groups?
• How did they build their shelters

Keep this information safe as you will need it for writing next week.