| NSW Department of Education

Framework for teaching– Early Stage 1

Term 3, Week 5

Monday Tuesday Wednesday Thursday Friday

Activity 1. Throw a ball into theair and catch it. Recordhow many times you cancatch the ball? Can youthrow it higher? Can youstill catch the ball? (2minutes)2. Throw a ball against awall. Record how manytimes you can catch it.(2minutes)3. Bounce a ball in frontof your body, with yourhands, Record how manytimes that you canbounce the ball. (1minute)

1.High Knees - Whilewalking, lift your kneeshigh in the air. Add armmovements like a hand orelbow touch. (2 minutes)2.Skipping -Skip using askipping rope. Record howmany skips you can do. (2minutes)3.Arm circles: Hold yourarms out from yourshoulders and turn in smallcircles. Slowly increase thesize of your circles. (1minute)

1.Dancing- Students makeup their own dance to asong of their choice or partof a song.(4 minutes)Perform your dance forsomeone? (1 minute)

1.Run on the spot. (1minute)2.Star jumps. (1 minute)3. Bottom kicks - Jog onthe spot and try to kickyour bottom with eachstep. (1 minute)4.Marching - Start offmarching on the spot. Howhigh can you get yourknees? March backwardsand forwards (2 minutes).

1.Leg swings- Hold ontosomething to support you.Start with one leg - Swingyour leg backwards andforwards, keeping it closeto your body. Swap over tothe other leg.(2 minutes)2.Knee Lifts. Lift yourknees up to your chest.Record how many kneelifts you can do?(1 minute)3.Hurdle hops: Jumpside-to-side orfront-to-back over apretend hurdle.(1 minute)4.One foot hops - Lift oneknee and jump on thestanding leg. Alternatelegs (1 minute)

HANDWRITING It is very important that letters are formed correctly - that they start and finish in the proper place andare the correct size. Please take time this week to revise formation with your child. This video is a great way to starthttps://youtu.be/DlojiV3yszA There are different links down the bottom.If your child is forming letters incorrectly, you might find it easiest to focus each day on a specific group or individualletter, rather than doing all of them each day.

education.nsw.gov.au

tall letters (also known as sky letters) - b,d,f,h,k,l,tail letters (also known as ground letters) - g,j,p,,q, ybody letters (also known as grass letters) - a,c,e,i,m,n,o,r,s,u,v,w,x,zPractice writing the letters in a salt tray, sandpit, using paint, shaving foam or the sheets provided.Once you have practiced a letter, remind your child during writing sessions about the correct way to write them.

Morning It’s all about sheeptoday!Phonics -eeWatchhttps://youtu.be/KMueYNikpGwHow many ee wordscan you rememberfrom the clip? Writethem down and draw apicture that matches ifyou can. (bee, feet,teeth, tree, weed,cheese, seed)

ReadingListen to the storyWhere is the GreenSheep? by Mem Foxhttps://youtu.be/xDv0J9V4kRINow you read the storyalong with Dave. Youmay need to practice afew times until you arefluent - rememberfluent readers don’tread like robots, theyread like they arespeaking.

Today we’re going toMeet the Creeps!Phonics -ee

Print out the poem andcolour in all the ee youcan find.

What do you think TheCreeps look like? Drawand label your drawing.

ReadingPractice reading Meetthe Creeps until you canread it fluently tosomeone in your family -remember fluent readersdon’t read like robots,they read like they arespeaking.

and/ or

Read a book from the PM

Today we’re off to thebeach!Phonics -eaWatchhttps://youtu.be/cIvyM3ImfoYHow many ea words canyou remember? Writethem down and draw apicture that matches ifyou can. (tea,sea, east,leaf, mean)

Print out the poem andcolour in all the ea youcan find.

ReadingPractice reading MyDream until you canread it fluently tosomeone in your family -remember fluent readersdon’t read like robots,they read like they arespeaking.

Silly sentence day!Phonics: weeklyrevision. Write down asmany words as you canthat have the ee/easound in them? (Lookback at the word listsfrom Monday andWednesday).Can you use 3 of thesewords in a sentence -remember the sentenceneeds to make sensebut it can be silly. Useyour word lists andbutterfly card to helpyou.The green sheep sat onthe beach with a meanleaf.Draw a picture of yoursilly sentence.

Reading

Today we’re Going ona Bear Hunt withMichael Rosen

Reading/DramaListen to the story We’regoing on a Bear Hunt byMichael Rosenhttps://youtu.be/0gyI6ykDwds - if you can’taccess the link thewords of the story are intoday’s resources.Join in with Michael andthen perform for yourfamily - Michael uses hisface and body to makethe story moreinteresting for hisaudience, what actionscan you do?

Writing sequence thepictures (resources) toretell the story of thebear hunt. Write asentence for eachpicture to explain whereyou are.

© NSW Department of Education, Jul-211

Writing - Where is theGreen Sheep? In thestory she is fast asleepnext to a bush, butwhere are you going tohide your greensheep? under yourbed? in the car? at theend of the rainbow?Then decide why sheis there?

You might want to usethis sentence to help…

My green sheep isunder the rainbowbecause she is lookingfor treasure.

Parents – read out thequestions to promptthem to come up withnew ideas. We wantthem to use theirimagination and thentheir butterfly charts tosound out unknownwords)

Use the sheet to helpyou draw a sheep -now you can illustrateyour sentences. Take aphoto and send it to

eCollection at your level.

https://app.pmecollection.com.au/login

Writing What wouldhappen if you met theCreeps? What wouldyou do?Where wouldyou go?

Parents – read outthese ideas thenbrainstorm with yourchild. Make sure theycan say their sentencebefore they try to write it.We want them to usetheir imagination andthen their butterflycharts to sound outunknown words. Try toencourage them to writemore than one sentenceby asking what they didnext with The Creeps)

You might want to usethis sentence to help…

I met the Creeps in thejungle. We saw sleepysloths and big greenleaves.

and/ or

Read a book from the PMeCollection at your level.

https://app.pmecollection.com.au/login

Writing Magic Beach byAlison Lester

Listen to the story

https://youtu.be/gNPjUOVP9dg

Listen out for therhyming words and taketime to look at all thethings happening in thepictures.

What would you do atyour magic beach? Usethe pictures to help you.

Write a postcard to yourteacher describing whatyou are doing (inresources)

Practice readingBee andSheep until you canread it fluently tosomeone in your family -remember fluent readersdon’t read like robots,they read like they arespeaking.

and/ or

Read a book from the PMeCollection at your level.

https://app.pmecollection.com.au/login

Handwriting

Choose part of a poemwe have looked at thisweek and copy it out inyour best handwriting -can you tell which lettersare tall, body and tail?(Parents you might want

and/or

Look at the story map(resources). Draw amap for your bear hunt -where would you go?

Remember to useadjectives to describeeach place - eg A dark,spooky cave.

2Framework for teaching– Early Stage 1 L White

your teacher.

Draw a picture in thebox.

to choose part of thepoem if the whole thingis too challenging -quality not quantity)

Break Break Break Break Break BreakMiddle Mathematics

Subtraction:Watch:https://www.youtube.com/watch?v=QkPa9V2wtZsWhen you subtract ortake away a numberyou are always leftwith a smallernumber.Watch Miss Eldridge’sLesson:https://youtu.be/4uLCKt4PXJc

Students will create abowling alley. Set up10 things that yourchild can use likebowling pins, such asteddy bears or papercups, and have your

MathematicsSubtraction:Miss Eldridge’s lessontoday is aboutsubtracting using a tenframe. Watch her video:https://www.youtube.com/watch?v=Pf0tyHCC7b4Last week you used theten frame to help youadd your friends of 10. Ifyou still have that 10frame on the carpet oron paper, you will needit for this lesson. If notyou can draw it again.Have two differentcoloured blocks ofLego/objects for thisactivity. Get your child toroll the dice and removethe number ofLego/objects from the

MathematicsSubtraction:Watch Abby and CookieMonster subtractcookies.https://www.youtube.com/watch?v=bnBeGmjWnK4Last week we used ourhands to add our friendsof 10. Today we aregoing to use them totake away numbers from10.Using a blank piece ofpaper, have your childtrace both their hands(just like we did lastweek). They may needsupport for this activityfor tracing their left handand cutting. Cut thehands out and pasteONLY the heel of the

MathematicsSubtraction:Watch:https://www.youtube.com/watch?v=-DE_QkBDYJc

Students re-enact thestory with some of theirdinosaurs.Materials:• Ten animal counters(dinosaurs if possible)set up in a ten frame.• A dice.• 2 paddle pop sticks setup as a mouth.Modelling: Studentsstart with 10 animalcounters in a tens frameand roll a die to see howmany get eaten.Students use 2 popsiclesticks

MathematicsSubtraction:Watch Jack Hartmansubtraction storieshttps://www.youtube.com/watch?v=pwQKugrFmJQWatch: the link below towatch how to do thefollowing activity:https://youtu.be/QMB4x-OgHo0

You will need: one coathanger, 10 pegs, a dicePlace the paper T-shirtworksheet over the hookof the coat hanger.Have your child roll theirdice and subtract thatnumber from 10 byplacing it on the otherside of the shirt. (seethe image below) Get

© NSW Department of Education, Jul-213

child roll a ball atthem down a hallway.Record your findingson the sheet below:

10 frames. E.g. if I roll a4 I then remove 4 Lego/objects from the 10frame and count theremaining Lego/objects.Repeat.

hand on the providedworksheet. Using thefingers your child willfold the fingers downthat they aresubtracting.

to make a mouth thatcan literally ‘eat’ thetaken away dinosaursas shownin the photo. After eachturn, students replacethe dinosaurs to againstartfrom 10. Record the 10fact and the matchingbackwards 10 fact, forexample, 7 + 3 = 10 so10 – 3 = 7Questioning:• What did you startwith? How many goteaten? How many areleft?• Is the number that isleft getting bigger orsmaller? Why?• If you know 1 + 9makes 10, what else doyou know?

Record your work here:

them to then write theiranswers in the providedworksheet.

4Framework for teaching– Early Stage 1 L White

Break Break Break Break Break BreakAfternoon In this lesson, students

explore the ways inwhich animals canmoveKey words: run, hop,skip, roll, slither, fly,walk, swim, climbView:https://youtu.be/DYPTJj6hd44 animals inaction song

Brainstorm someanimals. Can youdescribe how theymove?

Explain to students thatstorytelling is a way ofrelating family historyand where you havecome from.·Using a photograph,share a personal storywith your child andfocus the discussion toemphasise the idea thatstorytelling has played avital role in history -without stories beingpassed down, we wouldnot know about the past.·Choose a Dreamtime

DrawTiddalick the Frog.

Use the link below tolearn how to draw a frog

https://www.youtube.com/watch?v=DI2a6_5q7CM

If you can, share yourfinished artwork withyour teacher in a zoomcall or take a picture.

Alphabet Exercise andMovement.

View the A-Z movementcards.

Can you complete eachmovement to spell outyour name?

Do as many times asyou can!

Feel free to take somephotos to share withyour teacher if you can.

Have you watched anyof the Olympics?

“The Olympic symbolexpresses the activity ofthe Olympic Movementand represents theunion of the fivecontinents and themeeting of athletes fromthroughout the world atthe Olympic Games.”

Enjoy colouring theOlympic rings.

© NSW Department of Education, Jul-215

Some ideas are:fly,walk, slither, swim,climb.

Pick an animal andplay a guessing game.Can someone in yourhouse guess whatanimal you are just bymoving like they do?

My Imaginary Animal

Fill out the worksheetand draw yourimaginary animal. Usethe words to describehow your animal willmove

story to view – explainthat these stories were

originally told byAboriginal elders andhave only recently beenwritten down.

Tiddalick the Froghttps://www.youtube.com/watch?v=0y3Ta5xcKV4

Why Koala has aStumpy Tailhttps://www.youtube.com/watch?v=itszep0duwI

How the Kangaroos Gottheir Tailshttps://www.youtube.com/watch?v=MSBEGg2X-iE

See attached colouringpage

Some useful links and games:

Phonics Pop - Phonics Pop || Listen to the sound, then pop as many bubbles as you can - mobile friendly (ictgames.com)

PM e Collection - https://app.pmecollection.com.au/login

Phonics game: https://www.abcya.com/games/consonant_blends

6Framework for teaching– Early Stage 1 L White

Base 10 fun - https://www.abcya.com/games/base_ten_fun - choose ‘count and write’ either ones or tens

Jolly Phonics song: https://www.youtube.com/watch?v=VmMoFbhpFk4

Numberblocks: https://www.youtube.com/watch?v=fC_0LqcEsu8 – this is the link to season 1 if you’d like to start at the beginning.

Handwriting Letters of the Alphabet | Lower Case Letter Formation | Alphabet Workout | Jack Hartmann

Handwriting Video for Kids - How to Write the Letter 'a' ( you can then search Handwriting Video for Kids - How to Write theLetter ….. for other tricky letters)

© NSW Department of Education, Jul-217

Take away Name:

_ take away _ leaves _

_ take away _ leaves _

_ take away _ leaves _

_ take away _ leaves _

_ take away _ leaves _

_ take away _ leaves _

_ take away _ leaves _

Backwards 10 Facts Bowling Name:

10 take away 1leaves 9

10 take awayleaves

10 take awayleaves

10 take awayleaves

www.toptenresources.com

My Dream

My Imaginary Animal and How It MovesCreate an imaginary animal. Think about how your animal will move.

How does your animal move?

The name of my animal is

.

Why does it move that way?

running wriggling hopping

walking jumping slithering

flying swimming crawling

Name : _____________________________

Tide Sand Boat

Fish Shells Bait

At my beach, at mymagic beach....________________

________________

________________

________________

________________

________________________________________

________________________________________

________________________________________

Name:

A postcard frommy Magic Beach.

Name:

M _____________________________________________________

A _____________________________________________________

G _____________________________________________________

I _____________________________________________________

C _____________________________________________________

B _____________________________________________________

E _____________________________________________________

A _____________________________________________________

C _____________________________________________________

H _____________________________________________________

Name:

10 - ____=____ 10 - ____=____

10 - ____=____ 10 - ____=____

10 - ____=____ 10 - ____=____

10 - ____=____ 10 - ____=____

10 - ____=____ 10 - ____=____

Friends of 10 Hands

6 3

5

4

1

7 9

2

8

0

We're Going on a Bear Hunt! (Written and performed by Machael Rosen,

and cited from http://www.youtube.com/watch?v=ytc0U2WAz4s)

Script of the story

We're going on a bear hunt.

We're going to catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

Grass!

Long wavy grass.

We can't go over it.

We can't go under it.

Oh no!

We've got to go through it!

Swishy swashy! Swishy swashy! Swishy swashy!

We're going on a bear hunt.

We're going catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

A river!

A deep cold river.

We can't go over it.

We can't go under it.

Oh no!

We've got to go through it!

Splash splosh! Splash splosh! Splash splosh!

We're going on a bear hunt.

We're going catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

Mud!

Thick oozy mud.

We can't go over it,

We can't go under it.

Oh no!

We've got to go through it!

Squelch squerch! Squelch squerch! Squelch squerch!

We're going on a bear hunt.

We're going to catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

A forest!

A big dark forest.

We can't go over it.

We can't go under it.

Oh no!

We've got to go through it!

Stumble trip! Stumble trip! Stumble trip!

We're going on a bear hunt.

We're going to catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

A snowstorm!

A swirling whirling snowstorm.

We can't go over it.

We can't go under it.

Oh no!

We've got to go through it!

Hooo wooo! Hooo wooo! Hooo wooo!

We're going on a bear hunt.

We're go to catch a big one.

What a beautiful day!

We're not scared.

Uh-uh!

A cave!

A narrow gloomy cave.

We can't go over it.

We can't go under it.

We've got to go through it!

Tiptoe! Tiptoe! Tiptoe!

WHAT’S THAT!

One shiny wet nose!

Two big furry ears!

Two big goggly eyes!

IT’S A BEAR!

Quick!

Back through the cave!

Tiptoe! Tiptoe! Tiptoe!

Back through the snowstorm!

Hoooo woooo! Hoooo woooo! Hoooo woooo!

Back through the forest!

Stumble trip! Stumble trip! Stumble trip!

Back through the mud!

Squelch squerch! Squelch squerch! Squelch squerch!

Back through the river!

Splash splosh! Splash splosh! Splash splosh!

Back through the grass!

Swishy swashy! Swishy swashy! Swishy swashy!

Get to our front door.

Open the door.

Up the stairs

Oh no!

We forgot to shut the door.

Back down stairs.

Back upstairs.

Into the bedroom

In to the bed

Under the covers

I’m not going on a bear hunt again.

Find plenty free materials for teaching the story of “We're

Going on a Bear Hunt” at the website of

http://www.sparklebox.co.uk/cll/story/bearhunt.html

Materials can be downloaded only for personal or classroom

use. Please check the copyright of SparkleBox. The usage of

materials is cited as the following descriptions:

� Bear Hunt story pack (Ref: SB236)

A set of visual aids for use when working with ‘We’re

Going on a Bear Hunt’, by Michael Rosen and Helen

Oxenbury. Includes resize-able story images and

word cards.

http://resources.sparkleplus.co.uk/sb236.zip

� Bear Hunt 15cm x 15cm cards (Ref: SB826)

Multi-use printable cards with pictures and words

linked to the popular story ‘We’re Going on a Bear

Hunt’ by Michael Rosen and Helen Oxenbury. Each

card is 15cm by 15cm and can be used for all sorts of

card-based activities.

http://resources.sparklebox.me.uk/501-999/sb826.pdf

� http://resources.sparklebox.me.uk/501-999/sb827.pdf

� Numbers 0-20 on bear paw prints (Ref: SB1060)

A PDF of colorful bear paw prints featuring the

numbers from 0-20. Ideal to be laminated to form a

floor number line.

http://resources.sparklebox.org.uk/sb1060.pdf

� Story word mats (Ref: SB613)

A set of very useful printable word mats to laminate for

use with five popular stories: We’re Going on a Bear

1. Make guide lines. Draw two cartoon eyes.

9. Trace with a marker and color.

2. Add two ears.

5. Add a curly body.5. Add a curly forehead.

7. Add swirls inside the body.

3. Draw the face below the eyes.

6. Draw four simple legs and a tail.

8. Draw a background.

Draw a Cartoon Sheep

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We’re going on a Bear Hunt by .

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