What am I learning?

To identify number patterns.

How can I make sure I am successful?

• Carefully look at the numbers.

• Work out the missing numbers in the pattern by using my skip counting.

Activity description/steps:

Skip counting is when we don’t count every single number. For example, if we skip count in 2s we only say every 2nd number: 2, 4, 6, 8... If we skip count in 3s, we only say every 3rd number 3, 6, 9... You might have heard skip counting being called “timetables”. Knowing how to skip count (knowing our times tables) is a really important math skill!

1. Write the date and WALT: identify number patterns at the top of your paper.

2. Copy out the questions on the worksheet before answering the questions (or you could print the worksheet).

3. Carefully read and work through the worksheet.

4. Use the last page to mark your answers honestly.

Extras for early finishers

Make up your own number patterns and see if a member in your whānau can complete it

Resources:

Worksheet

Paper

Pencil

What am I learning?

*To tell time

How can I make sure I am successful?

*I have read the directions

*I complete the entire worksheet

*I ask questions if I need help with a problem

Activity description/steps:

Read the directions carefully for each section.

1. Write the time that each clock is showing. Remember that the little hand points to the hours and the big hand points to the minutes! (Thanks you for catch our mistake! ;)

2. Now try drawing the time yourself. Look at the time given below each clock and draw the correct hands.

3. For this question, remember that there are 60 minutes in 1 hour.

4. Try your best at the last section on your own first. If you need help, refer to the poster below.

Time and time again you all prove to be legends! Keep up the awesome mahi and post your work to class dojo or email your teacher.

Resources:

WORKSHEET

Time poster

What am I learning?

To read a poem with confidence, expression and fluency.

How can I make sure I am successful?

• Video myself reading

• Read with confidence

• Read with expression

• Read with fluency

• Answer the questions

Activity description/steps:

1. Your first step is to read the poem once in your head and then once out loud. Try to read with confidence and expression, make your voice interesting.

2. Your next step is to record a video of yourself reading the Bedtime Cat Poem with confidence and expression and upload it to class dojo.

3. Answer these questions:

   • Write down all of the rhyming words from the poem.

   • What was the poem about?

   • What does the word growl mean?

   • What does the word howl mean?

   • Did you like that poem? Why or why not?

Extras for early finishers

Draw a picture that summarises the poem.

Resources:

Bedtime Cat Poem

What am I learning?

*I am learning to read with someone using designated parts

*I am using expressions when I am reading.

How can I make sure I am successful?

*I use family members to become characters in the play.

*I practice my individual lines.

*I practice with the other members of the play.

*I record all characters reading the play together.

Activity description/steps:

1. There are 6 Characters in the play ‘Good as Gold’. Allocate people in your family characters. Some people may need to be two characters if there are not enough people.

2. Characters should have 5-10 minutes to practise their individual lines before meeting together.

3. All Characters will practice reading their play together for 10 minutes, using expression and tones to match the story.

4. Finally, record a video of all the characters reading the play together. Not everyone needs to be on the camera, but we would love to be able to hear everyone.

5. Extra points for those families who turn this into a short film!

Resources:

Text - Good as Gold

What am I learning?

To understand the features of a narrative.

How can I make sure I am successful?

• Read and follow the instructions.

• Understand what a narrative is.

• Understand that a narrative has a certain way in which it is written.

• Copy the Story Mountain diagram

• Draw my own Story Mountain diagram based on a chosen narrative

Activity description/steps:

This term we are going to continue focusing on what narrative writing is.

We know that there are lots of different types of writing and different reasons that we might write. For example, we might be writing to give someone instructions on how to make a cake. We might be writing to give our class information on our favourite animal or we might be writing to tell our teacher what we did on the weekend.

A narrative is another word for a story. Did you know that movies are also narratives because they tell stories.

Before we start writing our narratives we need to know what all good narratives have in them.

1. Write the date and WALT: understand the features of a narrative at the top of your paper.

2. Copy the Story Mountain diagram onto a piece of paper (discuss with your teacher/whānau). Make sure you include all of the writing. You’re going to want to save this piece of paper because it is going to help you with the rest of your week's writing!

3. Every good story or movie you have ever read or watched follows the Story Mountain diagram that you have just copied. Have a read (you don’t have to copy) how the Story Mountain has been used in the fairytale about the Three Little Pigs.

4. Pick any fairytale or narrative that you know the story of very well (Cinderella, Little Red Riding Hood, Shrek, Moana) and draw a Story Mountain, like the one about the Three Little Pigs for your chosen story.

5. Make sure you have added onto your Story Mountain your stories: exposition, rising action, climax, falling action and resolution.

Extras for early finishers:

Choose your favourite movie and complete the Story Mountain diagram. Instead of writing words you could draw pictures. You could also do this online.

Resources:

Pencil

Paper

What am I learning?

To use my completed plan from yesterday, to write a full story.

How can I make sure I am successful?

*I have my completed writing template from yesterday's writing.

*I follow the template as a guide and/or checklist.

Activity description/steps:

1. Re-read your Writing Template completed from yesterday. This is to only help as a guide to help you write a larger detailed amount for your story.

2. Begin Writing your Title and beginning which includes your setting and climate. Proof read and edit.

3. Continue to produce the main body of your writing. Multiple events that include a buildup and hold a problem and solution.

4. The final part is your ending and outcome. Is there a way to leave the readers on the edge of their seat wanting more?

5. Edit your work and send your raw copy to your teacher. There is no expectation to publish your writing for this activity.

Resources:

Yesterday's Completed Writing Plan