0

Thursday Week 5 (14/5/2020)

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: 

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

□ Publishing: Today you need to publish your section on Indigenous Languages using the presentation method you chose last week (poster, speech or powerpoint/prezi presentation). 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.

Example (for 4s counting pattern):

4 x 5 = 20

4 x 12 =48

4 x 9 = 36 etc.

□ Tune in: Watch video

Learning Intention:

  • We are learning to make 10 to help with subtraction problems

Success Criteria:

  • I can simplify subtraction by using the make ten strategy
  • I can break up a number to make it easier to use
  • I can take away to make a 0 in the ones column

□ Activity:

Complete the Making Tens Subtraction work sheet from your Remote Learning Pack

□ Extension: Try 3 digit numbers on blank number lines.

_________________________________________________________________________________________________

Tune In:

Activity:

Today you are to investigate the Dreamtime. After viewing the above videos and reading related information from your Learning Pack, take notes on the following questions in preparation for using this information during writing next week.

  • What is a Dreamtime story?
  • What are some famous Dreamtime stories?
  • What is the importance of The Dreaming, Dreamtime stories in Aboriginal cultures?
  • Draw a picture of one of the Dreamtime stories.
0

Integrated Week 5

Tune In:

Activity:

Today you are to investigate the Dreamtime. After viewing the above videos and reading related information from your Learning Pack, take notes on the following questions in preparation for using this information during writing next week.

  • What is a Dreamtime story?
  • What are some famous Dreamtime stories?
  • What is the importance of The Dreaming, Dreamtime stories in Aboriginal cultures?
  • Draw a picture of one of the Dreamtime stories.
0

Tuesday Week 5 (12/5/2020)

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 “er” 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 make a mind map to organise and plan information

Success Criteria:

  • I can create a mind map
  • I can connect my ideas
  • I can write my ideas in a simplified way
  • I can present my mind map in a neat and ordered manner

Tune In: Watch Mrs Kenwright’s video on Mind Mapping 

Organise and Plan: Using the information you gathered last week on Indigenous Languages, begin organising and planning your ideas for your paragraph. Create a mind map to organise the information. You can create your Mind Map on a piece of loose leaf paper or try https://www.mindmup.com/ online.

This is an example of a mind map. This mind map is not finished so build on it with more ideas.

□ 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: Subtracting ten or one hundred video

Learning Intention: We are learning to subtract 10/100/1000

Success Criteria:

  • I can use place value to help me solve subtraction problems
  • I can look in the tens column and take 1 when subtracting 10
  • I can look in the hundreds column and take 1 when subtracting 100

□ Subtract 10/100 Activity:

Roll a dice twice to make a 2 digit number. Take 10 from that number. See how many sums you can answer in 5 minutes. e.g. 27 – 10 = 17

39 – 10 = 29

Now roll a dice three times to make a 3 digit number. Take 100. How many sums can you answer in 5 minutes?

e.g. 853 – 100 = 753

346 – 100 – 246

□ Extension: Math Operations Puzzles sheet in Remote Learning pack OR go on Mathletics 

_________________________________________________________________________________________________

Music: See Remote Learning pack for further details

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

Send photos/videos to Mrs Dowie: jennyd@woodfordps.vic.gov.au

0

Monday Week 5

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 digraph “er” as in supermarket.

Success Criteria:

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

New Spelling Pattern (30 minutes) – ‘er’ as in supermarket and fern

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 “er” words as you can. Remember your listening for the “er” sound like in “fern”

□ 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: Linking Addition & Subtraction video

Learning Intention: We are learning to understand the link between addition & subtraction

Success Criteria:

  • I can discuss addition & subtraction
  • I can use the same strategies for both addition & subtraction
  • I can find fact families related to addition & subtraction

□ Complete worksheet: Linking addition and subtraction in your Remote Learning pack.

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

□ Extension: Math Operations Puzzles sheet in Remote Learning pack OR go on Mathletics 

_________________________________________________________________________________________________

□ Science: Day and Night – Science Poster

See your Remote Learning pack or head to the blog: http://woodfordscience.global2.vic.edu.au/

□ Email any photos/videos through to Mr A: davea@woodfordps.vic.edu.au