Embedded Files
Today's task to be uploaded to Google Classroom: Writing/Inquiry
Reading
Reading
Learning intention: We are learning to use expressions when seeing ‘?’ and ‘!’. Also, to stop at full stops and to pause at commas.
Success criteria: I understand how ‘?’ and ‘!’ are used for expressing ideas. I understand how to stop at full stops and pause at commas when I read.
At 3 minutes in, the book is read to the class.
After the reading there is a writing activity for students to complete.
Reading response heat levels:
1.Mild: I can answer this question:
What was the story about?
I can answer this question using full stops and capital letters.
Spicy: I can answer this question:
Do you think a bear can be a good babysitter? Why?
I can use full stops and capital letters. I can find one thing (example) from the story to support my opinion.
Hot: I can write a different ending to the story using capital letters and full stops.
Don't forget:Please re-read your learning activity to check for capital letters and full stops!.
Writing/Inquiry
Writing/Inquiry
Australian Animals
Australian Animals
Learning intention: We are learning to share what we know through by showing and sharing about a topic.
Success criteria: I can talk about an Australian animal and use interesting props to share with my audience.
Posters
Pictures
Toys
Videos
Students are to use their information report to prepare a ‘Show and Share’ video of approx 1 min to upload to Google Classroom.
The Show and Share presentation can include:
Interesting facts and information about the animal.
Pictures, Poster, Soft Toy or Model of the animal.
A sizzling start to introduce their animal.
Maps or diagrams to help explain information about the animal.
Spelling
Spelling
Learning intention: We can spell words with the prefix /re-/ meaning repeating or backwards
Success criteria: I can test my understanding of spelling words that have the prefix re.
Home learning task:
Students flip over the spelling book and write the numbers of their spelling words down the side of their page.
Leave enough space underneath for their dictation.
SPELLING TEST
Watch the video below to complete the spelling test. If it is moving too quick the student may press pause as they write the word.
DICTATION
Watch the video below and write the sentence as instructed on the video.
The video will also take the students through correcting their sentences.
Maths
Maths
Learning Intention: We are learning how to make and read grid maps.
Success Criteria:
I can make my own grid map using grid references (letters and numbers)
I can add landmarks to my map.
I can create a Key to help explain the landmarks.
I can give directions using the grid map references (hot chilli level)
Activity:
Students create their own grid map using toys etc. from around their home. Firstly, students need to create a grid set up labeled with letters and numbers. This could be done on a desk, in a sandpit or with chalk on a path in their backyard. (See examples below) A grip of approx. 8X8 would be ideal but they are welcome to make it smaller or larger. Students can place different items in their map in different grid locations. They can then make a Key on a piece of poster paper or in their maths book to match. They can then write references to their items eg: the teddy bear is at C4. As an extension they may like to write questions to ask family members eg: What is at G7? Or Where is the Lego truck located?
SPECIALIST PROGRAM
SPECIALIST PROGRAM
Every day you can choose one Specialist activity you would like to complete for the day. Remember there are five Specialist areas; Art, Performing Arts, STEM, Indonesian and Blue Earth.
Where to find the Specialist activities:
Scroll to the top of the website
To the right you will see a tap that says MORE
Click on the More tab
Click on Specialists
Click on your chosen Specialist
Click on the correct week
Click on the activity!
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