MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MORNING ENGLISH

PHONICS Year One Make a list of ew words. Draw a picture for each of the words you thought of e.g. drew

Year Two ‘u’ can make u/ as a long vowel sound or it can say u/ as in a short vowel sound Choose 10 words from each (u) group and practise writing them using ‘Look, Say, Cover, Write and Check’ at least 2 times for each word.

u as a long vowel

put pull push full cushion awful playful pudding bull full bully pudding octopus sushi

u as a short vowel

dust dump duck thump pump mumps hunt must tusk drum discuss instruct product sunset

ENGLISH PHONICS Year One Look, say, cover, write and check each word at least 3 times. ew – blew, drew, grew, chew, threw, cashew, outgrew Year Two First, write down the list of 20 words you chose on Monday to practise and then write them down in alphabetical order. Write sentences using as many words as you can from your list. READING Read a book. What was your favourite part of the story that you have read? Explain why you liked it. WRITING Composing Reread or listen to the book Lena the lion. Today we are going to write about what

ENGLISH PHONICS Year One Make a list of oo words. Draw a picture for each of the words you thought of e.g. boot

Year Two

Choose five words that you coloured and write sentences those words. READING Main Idea and Summarise: What was the main point or

ENGLISH PHONICS Year One Look, say, cover, write and check each word at least 3 times. oo – soon, cool, food, scoop, spoon, bamboo, cocoon Year Two

READING Read your book. How does the story make you feel? Why? WRITING Composing Reread or listen to the

ENGLISH PHONICS Year One Write your own ew/oo words into the correct columns

ew oo

Write sentences for your words. Year Two Write your own u words into the correct columns

long u

short u

Write sentences for the

Stage 1 Learning from home WEEK 3-4

Read every day with a book of your choice or go on to Bug Club (ActiveLearn) and Sunshine Online.

READING (BEFORE READING) Scan and Predict: Look at the title, pictures, captions, headings etc. and take a guess on what the text will be about. Make a prediction about what you think will happen in the story. WRITING Planning Read or listen to the book by Jan Latta called Lena the lion. This is an information book. While listening to the book write down anything important that you learn about lions. You can do it in dot points. After that make a mind map of all the information you know about lions from the book, you might like to ask your parents what they know about lions, or even do some research by googling lions on the internet. A mind map looks like this

Write lion in the middle and then add all the things you know about lions into the circles

lions look like. Start by drawing a lion and labelling its body parts. Then write descriptive sentences about what the lion looks like. You should write at least 6 sentences about what the lion looks like. For example: Lions have lots of sharp pointy white teeth for tearing up their food. Don’t forget to describe the lions body parts by using adjectives.

concept of the text you read? Rewrite what happened in the story in your own words. WRITING Composing Reread or listen to the book Lena the lion. Today we are going to write about what lions eat and where they live. Use the information from the book to help you. You can write it after your information about the lion's appearance by starting a new paragraph. Don’t forget to write in full sentences using capital letters and full stops. Draw a picture of your lion in his natural habitat (where it lives) eating some food.

book Lena the lion. Today we are going to write about how lions move and also some interesting facts about lions. Use the information from the book to help you. You can write it after your information about the lion's diet and habitat by starting a new paragraph. Don’t forget to write in full sentences using capital letters and full stops. Editing When you are finished read back over your information report and check it for spelling, full stops, capitals and adjectives.

words you have written READING Make connections: What connections do you make as you read? Good readers notice pieces of text that relate to or remind them of: *Their lives and past experiences *Other books, movies, songs *Events, people or issues Tips to start your sentences: *That reminds of… *This made me think of…. *I read another book that…. *This is different from… *I remember when… WRITING Publishing You have now finished your information report. Can you write it out very neatly and decorate it with a picture OR Make a poster about lions using the information you have written about. OR If you have a computer, make a power point presentation with 5-6 slides about lions.

MIDDLE MATHEMATICS NUMBER TALK Using the numbers in the blocks, make the smallest number

WHOLE NUMBER Place value Activity 1 Using this website, roll a 2 or 3-digit number, then write it out and identify the digits. For example: If I rolled a 5, 6 and 1, I could make 561.

Hundreds Tens Ones 5 6 1

Do at least 5 numbers in this activity. Activity 2 Highlight all the tens digit and write what that digit looks like. For example:

MATHEMATICS NUMBER TALK What number is displayed in the grid?

WHOLE NUMBER Place value Activity 1 Which are bigger? Identify which number is bigger. 83 or 73 92 or 86 189 or 182 190 or 290 For each one, write why it is bigger. For example: 56 is bigger than 53 because the ones digit is larger. Activity 2 Order the numbers from smallest to largest. 67, 60, 63, 65 89, 83, 81, 85 143, 113, 133, 193 178, 183, 153, 103 Extension: 1) 1134, 1334, 1234, 1324

MATHEMATICS/CAP/ LIBRARY NUMBER TALK What number is displayed in the grid?

WHOLE NUMBER Non-standard partitioning Activity 1 Using the MAB block cut outs, make these numbers 56, 92, 132 For example:

Activity 2 Using the same MAB blocks, break the numbers into just 2 groups. For example:

MATHEMATICS NUMBER TALK Use the numbers below to make ten

WHOLE NUMBER Non-standard Partitioning Non-standard partition means to break a number into 2. We already know that Standard partitioning means to break a number into tens and ones. It could look like this

If you take a close look at the two numbers partitioned from 86, if you add those two numbers together, they make exactly 86. There are no left overs.

MATHEMATICS NUMBER TALK What numbers can you find in this number? What digits can you find in this number?

WHOLE NUMBER Australian money Activity 1 Look at the Australian money on the sheet, and identify what person or animal is on the notes and coins. You may also use the website to identify who the person is: https://bit.ly/2VQvLC9

5c coin 10c coin 20c coin 50c coin $1 coin $2 coin $5 note $10 note $20 note $50 note

Activity 2 Fact: $1 equals to 100c Using this fact, make as many combinations of coins

Use the following numbers 45, 192, 75, 83, 165 After you have highlighted and written the tens digits as they are, answer the following questions. 1) Is the 4 in 45 just a 4? 2) Why is the 9 in 192 a 90? 3) How about the other digits? Are they just simply the number you see? Is the number 7 in 75 a 7 or 70? Next, highlight the hundred digits in the following numbers. 189, 452, 374, 865, 249

2) 1436, 1235, 1736, 1437

CAP/LIBRARY Choose one task from the CAP (Curriculum Additional Programs) learning grid and one task from the library learning grid to complete. See the learning grids attached.

Partition the following numbers:

to make $1. For example: Ten 10c coins make $1

AFTERNOON SCIENCE AND TECHNOLOGY MATERIAL WORLD The substance used to make something is called a material. A school desk, for example, may be made from wood, plastic, or metal or a mixture of all three materials. Materials can be described by their properties. Materials may be soft, hard, flexible

PDHPE SPORT Body Balance Try balancing in different ways. For example, one hand and one foot, two knees and your head, two elbows and one foot Skipping If you have a skipping rope skip from one end to the other.

CREATIVE ARTS DRAMA Guess the Animal

With another family member play guess the animal. You could also record yourself, upload it to SeeSaw and have your teacher guess your animals.

GEOGRAPHY FEATURES OF PLACES We are learning about the weather. Can you list down all the different types of weather that you can think of and draw a picture of the weather next to each word. Now watch the weather PowerPoint that your teacher has sent you. Can

CREATIVE ARTS VISUAL ARTS LION LEAF CRAFT! We will be creating some lion leaf masks to go with our writing! Follow the steps in the learning pack and access the link to help you create your ROAR-SOME mask!

(bendable), rigid (stiff), transparent (see-through), opaque (meaning light does not shine through it), rough, smooth, shiny, or dull. Look around your home and find objects and complete the following table. The first is an example for you.

Objects Material Properties

Table Wood Hard

Optional: Watch the following video https://bit.ly/36IZfnE

Bike Riding, Scooter or Skateboard If it is a nice day, go outside and ride your bike, scooter or skateboard

Without making any sounds you are to move like the animal you choose. Think about are they small or big, how much room do you need to pretend to be that animal, how do they walk, what special features do they have.

you add any more sorts of weather to your list? Answer these questions: *Is the weather the same each day? *Why do we need to predict the weather? *What sort of weather is it today? Make a weather chart showing what the weather is today and what temperature it is. Every day this week record the weather and temperature.

You might like to watch this video https://www.youtube.com/watch?v=Uo8lbeVVb4M

https://www.youtube.com/watch?v=jA4U80SbWZE

If you cannot make your own lion leaf mask or have extra time and want to be creative, you might like to try drawing one! Follow the link below to learn how to draw your own lion. https://www.youtube.com/watch?v=p4Uz0wwCdqE

Stage 1 Learning from home WEEK 3-4

Read every day with a book of your choice or go on to Bug Club (ActiveLearn) and Sunshine Online. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MORNING

ENGLISH PHONICS Year One ou says ‘oo’ Make a list of ou words. Draw a picture for each of the words you thought of e.g. soup

Year Two ‘y’ can be both a consonant and a vowel Choose 10 words from each (y) group and practise writing them using ‘Look, Say, Cover, Write and Check’ at least 2 times for each word.

y by my sky spy reply butterfly myself simplify multiply python style tyre type typing magnify terrify

y very happy funny carry

hairy smelly crunchy lolly merrily pyramid mystery

READING (Comic strip) Choose the four most important events that happened in your book and turn

ENGLISH PHONICS Year One Look, say, cover, write and check each word at least 3 times. ou - soup, group, wound, youth, coupon, toucan, routine Year Two First, write down the list of 20 words you chose on Monday to practise and then write them down in alphabetical order. Write sentences using as many words as you can from your list. READING After a book, answer the questions: Who was your favourite character in the story? Why was that character your favourite? Write down a list of adjectives that describe your favourite character. WRITING- Composing BEGINNING Write the beginning part of

ENGLISH PHONICS Year One Write sentences for these words ou – soup, group, wound, youth, coupon, toucan, routine Year Two

READING (Create) Create a title page for your reading book. Include a picture, the title, author and illustrator. WRITING- Composing MIDDLE What is the problem to your story?

ENGLISH PHONICS Year One Fill in the missing ou word. wound, soup, group, routine, toucan 1. The ___ was very tasty. 2. I saw a ____ at the bird park. 3. She was playing with her ___ of friends. 4. His ___ is healing. 5. I like to follow my daily ______. Year Two

READING Missing Poster – Create a

ENGLISH PHONICS Year One Colour in the ou says ‘oo’ words in each row.

Year Two

READING Write down a book

them into a comic strip.

WRITING- Planning NARRATIVE Look at the picture • What do you think is

happening? • What characters do you

think are going to be in the story?

• Where does it take place? • Describe this scene. What

does it smell like here? What sounds can be heard? What is familiar, and what is unfamiliar?

• What problem is going to happen?

• What do you think will happen next?

Record your answers on the Story Mapping Boxes

your story. You will need to introduce the characters and setting (place). Remember to use your Story mapping page to help you with composing.

• I have a paragraph with all the sentences for each action grouped together.

• I say my sentence out loud before I write it.

• I look at my plan and use the words from it to help me write a good sentence.

Remember to use your Story mapping page to help you with composing.

• I have a paragraph with all the sentences for each action grouped together.

• I say my sentence out loud before I write it.

• I look at my plan and use the words from it to help me write a good sentence.

wanted poster for a character from your book. Include:

- a description - what he/she did - a reward

WRITING-Composing ENDING How did they solve the problem? Remember to use your Story mapping page to help you with composing.

• I have a paragraph with all the sentences for each action grouped together.

• I say my sentence out loud before I write it.

• I look at my plan and use the words from it to help me write a good sentence.

review of the story you have read. *Book Title *Author’s Name *What type of book is it? (funny, spooky, mystery, adventure, tales, non-fiction) *Write one interesting fact about the book. *Explain why you liked or didn’t like the book. WRITING- Publishing Rewrite your story neatly. You can create a book and draw pictures to go with each part of your story.

MIDDLE MATHEMATICS NUMBER TALK How can you quickly work out the answer to these questions without counting back by 1’s.

1. 18-4 2. 10-6 3. 15-4 4. 6-3 5. 20-15

Write an explanation in you book or record your thinking and upload it onto SeeSaw (e.g., I know that 12-6 equals 6 because half of 12 is 6) ADDITION AND SUBTRACTION Year 1: “Maggie had 12 apples and David took 5 away. How many apples does Maggie have left?” Year 2: “Maggie had 34 apples and David took 15 away. How many apples does Maggie have left?” Draw a picture of the story in your book. Record the number sentence. Work out the answer using a subtraction strategy. (A list of strategies is provided) Year 1: Write 10 different simple subtraction number sentences (e.g., 19-5) in your book. Show your working out to each questions using different strategies. Year 2: Write 10 different 2-

MATHEMATICS NUMBER TALK

How can you work out the answer? Record your thinking and upload it to SeeSaw or write an explanation in your book. What strategy did you use to work out the answer? ADDITION AND SUBTRACTION Year 1: Solve a variety of subtraction problems to 20 e.g., 20-9=11. Record your answers in your book using a number line to show your working out. Year 2: Solve a variety of subtraction problems using two 2-digit numbers e.g., 41-32=9. Record your answers in your book using a number line to show your working out.

Note: Students can choose to do either Year 1 or Year 2 work depending on their ability.

MATHEMATICS NUMBER TALK How can you quickly work out the answer to these questions without counting on by 1’s.

1. 4+4 2. 7+3 3. 18+2 4. 15+5 5. 6+6

Write an explanation in you book or record your thinking and upload it onto SeeSaw (e.g., I know that 7+3 equals 10 because it is a friend of 10) ADDITION AND SUBTRACTION Year 1: “I have 8 apples, how many more do I need to make 10?” Year 2: I have 18 apples, how many more do I need to make 20? How many to 30? Draw a picture of the story in your book. Record the number sentence. Work out the answer using an addition strategy. (A list of strategies is provided) Year 1: Write 10 different simple addition number sentences in your book. Show your working out to

MATHEMATICS NUMBER TALK 25-___ =19 How can you work out the answer? Record your thinking and upload it to SeeSaw or write an explanation in your book. What strategy did you use to work out the answer? ADDITION AND SUBTRACTION Answer the following questions in your book:

12+7= __-7=12 19-6= __+6=19

This strategy is called inverse operation. Write some addition number sentences and then turn them into subtraction sentences using inverse operation. Example: 6+4=10 so 10-4=6

MATHEMATICS NUMBER TALK How many ways can you make $5 adding all different coins together (e.g., $2+$2+$1=$5)

ADDITION AND SUBTRACTION

1. Look at the school canteen menu (attached). Write different ways you could spend $2 at the canteen or how many items you would need to buy to add to $5. Record the answers in your books.

2. Using the school canteen menu. What could you buy with $5? Would you get any change? Record the answers in your book.

digit subtraction number sentences (e.g., 26-12) in your book. Show your working out to each questions using different strategies. Note: Students can choose to do either Year 1 or Year 2 work depending on their ability.

each questions using different strategies. Year 2: Write 10 different 2-digit addition number sentences (e.g., 26+12) in your book. Show your working out to each questions using different strategies. Note: Students can choose to do either Year 1 or Year 2 work depending on their ability.

AFTERNOON SCIENCE AND TECHNOLOGY MATERIAL WORLD Everyday materials can be physically changed in a variety of ways. Students will look at different materials (playdough, foil, popsicle sticks, pipe cleaners) and what they can do with those materials (e.g bend, twist, roll, stretch, cut, squeeze). Complete the following table (found in your learning pack)

Object Material Prediction/Estimate

Observation/Can do

PDHPE GYMNASTICS/SPORT Bounce and catch Bounce a ball to a partner and catch with two hands Soccer kick Play a game of soccer with your family. Using the inside of your foot, aim a ball into the goals and kick. Swap kicking feet.

CREATIVE ARTS DRAMA What If?

Choose one ‘What If’ question from a Fairy Tale story and perform a short role play to record and upload to SeeSaw. You can Video, Voice record or write about it. Questions -What if… Jack’s Mum climbed the beanstalk -What if… Rapunzel cut off

GEOGRAPHY FEATURES OF PLACES Seasons Watch the seasons PowerPoint Can you list down all the months of the year and seasons in order. Next to the season can you write down the weather for that season. Answer these questions *What season is your favourite? *Why is this season your favourite? *What sort of clothes do you wear for this season? *What sort of activities can you do in this season? Draw a picture of your

CREATIVE ARTS VISUAL ARTS To go with our Geography unit and learning all about the weather, you will be creating your own Weather Chatterbox! The steps on how to create your chatterbox are on the sheet. There is also a link to help you make it. Make sure you take a photo or video to show your teacher on Seesaw! https://www.youtube.com/watch?v=dtm0WlsVMt

0

her hair -What if… the Ugly Duckling had turned out to be a turkey or Choose your own ‘What if” question

favourite season

Week 4- Writing

Week 4 (Monday)

Week 4 (Tuesday)

Week 4 (Wednesday)

Week 4 (Thursday)

Week 4 (Friday)

Week 3 (Wednesday) Maths

Week 3 (Monday) Maths

Week 3 (Friday) Maths

Week 4 (Monday) - Science

Material World

Object Material Prediction/ Estimate

Observation/ Can do

WEEK 4 FRIDAY – ART

Week 3 FRIDAY – ART