STAGE 2

OVERVIEW Monday Tuesday Wednesday Thursday Friday

Week 2 T3

Morning ENGLISH

Reading

Spelling

Sentence of the Day /

Grammar

Writing – Deconstructing

persuasive texts

ENGLISH

Reading

Spelling

Sentence of the Day /

Grammar

Writing - Tree house

persuasive writing

ENGLISH

Reading

Spelling

Sentence of the Day /

Grammar

Writing – Deconstructing

persuasive texts 2

ENGLISH

Reading

Spelling

Sentence of the Day /

Grammar

Writing - Moon landing

persuasive writing

ENGLISH

Reading

Sentence of the Day / Grammar

Handwriting

MATHEMATICS-

Whole number

Mathletics

LUNCH

Middle MATHEMATICS –

Whole number

Measurement and

Geometry

MATHEMATICS-

Whole number

Measurement and

Geometry

MATHEMATICS-

Whole number

Measurement and

Geometry

CATCH UP

LIBRARY – Mrs Smok

FRUITBREAK

Afternoon THE OLYMPICS SCIENCE

GEOGRAPHY CAPA

(Creative & Practical Arts)

PHYSICAL EDUCATION

Stage 2 (Year 3 & 4) Week 2 Term 3

MONDAY

WELL BEING MONDAY!!! Send a picture on Seesaw of your pet/s with their name and what you love about them. If you don’t have a pet,

send a picture of a pet you would like to have and why 😊

English- Reading

Today we are focussing on a comprehension strategy called asking questions. Good readers ask themselves questions as they read to help

them understand the text and to figure out the deep meaning of the book.

Learning Intention: I am learning to ask myself questions while I am reading so I can understand the text I am reading.

Success Criteria: Before reading a text, I can ask myself questions to activate my prior knowledge and make predictions.

Watch the video to help you understand the importance of questioning: https://www.youtube.com/watch?v=F9BWnulpc7s or search on

YouTube – Lesson 13 - Good Readers Ask Questions As They Read! - Parents Help Kids Learn

Here are some ideas of questions you can ask yourself before, during and after reading:

Questions I ask myself before reading Questions I ask myself during reading Questions I ask myself after reading

What do I think this book will be about? Why?

What characters might I meet?

What do I think will happen?

Where will this story be set?

What clues are in the title or any pictures?

What do I already know about the topic of this story?

Does the topic of this story remind me of anything you I

seen or done before?

Stop at different points during the book

and ask questions about the setting, the

characters and the plot.

What will happen next in the story? Why

do I think that?

How do I feel about the main character?

Are there any ways that I can connect

with any of the characters? Who?

Why/why not?

How do I think the story is going to end?

• What is the main message of this

story?

• What did I like or dislike about the

story?

• What was the author’s purpose?

How do I know this?

• Was there a problem to be resolved

in the story? If so, how was it

resolved?

• Have my feelings about any of the

characters changed? How?

• How did the story make me feel?

The story we are going to listen to today is- The Monster Who Ate My Peas. Complete the question chart before reading. When you have

written 4 (you may write more) questions in the before reading box, listen to the story.

You will find a copy of this in the Stage 2 learning pacK

The Monster Who Ate My Peas by Danny Schnitzlein - YouTube

After the reading activity you can create your own monster. Label the different animal parts of the monster. Write a couple of sentences

describing your monster, what your monster loves to eat and some adventures it has had. Perhaps you can give your monster a name.

Reading

Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting,

like we are talking. We can: * stop at full stops * change our voice when characters talk * read at the right speed. Practise reading a story

/chapter out loud. Try to read fluently and with expression. Read to someone in your house or class and ask them to give you feedback. You

should read for at least 10 minutes.

Sentence of the Day / Grammar

Spelling - Seesaw activity

Choose Level 1 OR Level 2 and follow the instructions in

Seesaw

CRUNCH & SIP

Have a stretch - go for a short walk or 20 star jumps

Writing

Deconstructing persuasive texts 1

CODES:

3/4A- LKJ49 4M- 6FV34

4L- EJ3SY 3F- FWL4S

3Q- P7FXL

LUNCH

MATHEMATICS

WARM UP- Seesaw: Multiplication Warm up

MATHEMATICS – Whole Number

CODES:

3/4A- VRHFN 4M- JXDY3

4L- WSJEV 3F- RC6DK

3Q- ATZQ9

MATHEMATICS – Measurement and Geometry

CODES:

3/4A- K6DWF 4M- SJCTX

4L- SMRWB 3F- MY35S

3Q- QEIY2

Measurement and Geometry - Seesaw activity- Perimeter challenge.

FRUITBREAK

The Olympics

Four-time Olympians Patty Mills and Cate Campbell have been announced as Australia's dual flag-bearers for the opening ceremony at the

Tokyo Olympics.

Choose one of these athletes and create an athlete profile for them. Use this graphic organiser to help you organise your information.

Worksheet provided in Stage 2 Pack

Stage 2 (Year 3 & 4) Week 2 Term 3

TUESDAY

Reading

Today we are going to write a retell of the story- The Monster Who Ate My Peas.

The Monster Who Ate My Peas by Danny Schnitzlein - YouTube

Learning Intention: I am learning to retell a story in my own words.

Success Criteria:

I know the beginning, middle and end of the story.

I can retell the story in the correct sequence.

I used my own words.

I know the problem and a solution.

I used vocabulary from the text.

Watch this video to help you understand how to complete a retell of a story.

https://www.youtube.com/watch?v=w33-m8-geuM

While listening to the story Use the summary outline to make notes about the story.

After listening to the story use the summary outline sheet to write your retell.

Upload the retell sheet to Seesaw. Or you may wish to create a storyboard of the book, on a piece of paper or your book..

Reading

Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting, like we are

talking. We can: * stop at full stops * change our voice when characters talk * read at the right speed Practice reading a story /chapter out loud. Try to read

fluently and with expression. Read to someone in your house or class and ask them to give you feedback. You should read for at least 10 minutes.

Sentence of the Day / Grammar

Spelling - Seesaw activity

Continue with the same instructions as

yesterday

CRUNCH & SIP

Have a stretch -

go for a short walk or 20 star jumps

Writing - Tree house

Persuasive Writing

CODES:

3/4A- K2NGR 4M- NH3EM

4L- 8BTRY 3F- AGJTQ

3Q- KJF4I

LUNCH BREAK

MATHEMATICS

WARM UP- Seesaw: Multiplication Warm up

Whole Number CODES:

3/4A- NL5AM 4M- UQCDZ

4L- MTC6K 3F- QJKLV

3Q- 4GXSF

MATHEMATICS – Measurement and Geometry- Seesaw activity

Tuesday- Length lesson- Week 2.

FRUITBREAK

SCIENCE

Nearpod CODES:

3/4A- LVQ2H 4M- 5UMNT

4L- AX9QM 3F- FMYKC

3Q- QVNUM

Stage 2 (Year 3 & 4) Week 2 Term 3

WEDNESDAY

ENGLISH - Reading

K-W-L charts help you organise information before, during, and after a lesson. They help to engage you in a new topic, activate prior knowledge, achieve

learning intentions and monitor your learning. Watch this Clip to help you understand how to use the KWL chart

Learning Intention: I am learning to understand how to utilise the KWL comprehension strategy.

Success Criteria: I can explain the three steps to the KWL reading strategy.

I can utilise the KWL comprehension strategy when I read to help me understand what I have read.

https://www.youtube.com/watch?v=nAr7F7iDYIg or search KWL on YouTube

Today you are going to listen to a story- Bat loves the Night.

It is a hybrid text- A hybrid text is a text that presents important information about a specific topic using narrative text. It is usually story that gives you facts at the same time. The text may have a combination of illustrations, scientific drawing or photographs. There may be text boxes with facts to explain what the animal is doing. Maps and diagrams could be in the text.

Complete this KWL chart. Write down 5 or more facts you know about bats. Write down 4 facts you would like to learn about bats.

You will find a copy of chart in the Stage 2 learning pack

https://www.youtube.com/watch?v=Yel-OLQ6L9w - Bat Loves the Night

After listening to the text, write down 5 facts you learnt about bats. If you wish you could do extra research about bats to find out more about bats

especially the facts you wanted to learn about.

Reading

Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting, like we are talking.

We can: * stop at full stops * change our voice when characters talk * read at the right speed Practice reading a story /chapter out loud. Try to read fluently and

with expression. Read to someone in your house or class and ask them to give you feedback. You should read for at least 10 minutes.

Sentence of the Day / Grammar

Spelling– Seesaw activity

CRUNCH & SIP

Have a stretch -

go for a short walk or 20 sit ups

Writing - Deconstructing persuasive texts 2

CODES:

3/4A- LVQ2H 4M- 5UMNT

4L- AX9QM 3F- FMYKC

3Q- QVNUM

LUNCH BREAK

WARM UP- Seesaw: Multiplication Warm up

MATHEMATICS – Whole number

CODES:

3/4A- UEH6G 4M- GRTLF

4L- R2HB8 3F- WAF8S

3Q- EGUNM

MATHEMATICS- Measurement and Geometry—Seesaw activity

Wednesday Length lesson- Week 2.

SEESAW ACTIVITY

Level 1

Level 2

Level 3

FRUITBREAK

GEOGRAPHY – Seesaw Activity

Stage 2 (Year 3 & 4) Week 2 Term 3

THURSDAY

ENGLISH- Monitoring your reading

One of the most important parts of reading and writing is vocabulary. You may not realise it, but the more words you know, the better your speaking and

writing skills will be. Sometimes you might struggle when you come across a word they have never seen. You may have been told to look up the word you

did not know. That is fine if you have access to a dictionary, but what if you don’t? What if you are taking a test and don’t recognise the word in a

passage?

Learning Intention: I am learning to use context clues to find the meaning of words and/or phrases in the text.

Success Criteria: I can determine meanings of words using contextual and structural clues in the text.

I can understand some words have many meanings and use the correct meaning of the word by using context clues.

Context clues will help you. They are words that appear before, after, or close to a word whose meaning you might not know. All you do is keep reading

and see if there is a clue to the unknown word’s meaning either before, after, or close to the unknown word. Today you are going to learn to use context

clues to work out the meaning of words in- Bat Loves the Night

Watch this clip - context clues so you understand how to use context clues. https://www.youtube.com/watch?v=eHCpJ86XDY4 Or search on YouTube Context Clues | English For Kids | Mind Blooming

As you are listening to the story – Bat loves the Night- think about the meaning of these words or other words you do not know the meaning of.

Complete this table below. When you have written you meaning, check to see if you are correct in a dictionary. Then put the word in a sentence. You need to choose 3 to

5 words.

Word I think it means Sentence

monarch I think it means leader Queen Elizabeth is the monarch of England.

Sentence of the Day / Grammar

Spelling – Seesaw activity

CRUNCH & SIP

Have a stretch -

go for a short walk or 20 push ups

Writing - Moon landing persuasive writing

CODES:

3/4A- 5NGCY 4M- AJ9Y6

4L- 8SE6M 3F- TX2ND

3Q- FQYUN

LUNCH

CATCH UP SESSION

If you are up to date with your work, please complete Mathletics or Reading Eggs tasks.

FRUITBREAK

CODES:

3/4A- 3ZVYF 4M- XKNJ3

4L- Y6GLZ 3F- PDRUN

3Q- TWUX7

Stage 2 (Year 3 & 4) Week 2 Term 3

FRIDAY

ENGLISH

Comparing Texts

Comparing and contrasting text assists you think about the text. Comparing involves highlighting similarities and differences. Contrasting focuses only

on differences.

Learning Intention: I am learning to compare and contrast two fiction texts on the same topic.

Success Criteria: I can identify the similarities and differences in the stories.

I can compare and contrast the structure of the stories.

I can compare and contrast the genre of each text.

I can compare and contrast the characters in each text.

Today you are going to listen to the story Stellaluna. While you are listening to the story, think about how the books are similar and

different.https://www.youtube.com/watch?v=VLRIvyWUzxs

Complete the paired stories grid Word of the week – Year 3 – delicious Year 4- accomplishment

Use the Seesaw template to complete this activity

ENGLISH – Reading

LI: I am learning to use the super six strategies to help me understand what I am

reading.

Complete one lesson on Reading Eggspress.

Sentence of the Day / Grammar

Handwriting

Go to seesaw and select the appropriate sheet for you.

MATHEMATICS – Whole number

Seesaw Warm up activity

CODES:

3/4A –9QYZR 4M- 649KP

3F- LXWUZ 4L - 2UZBA

3Q- YQE3B

LUNCH

LIBRARY

3/4A – BTHM8 4M- 6RTJH

3F- XFCP8 4L - Z75SV

3Q- CFPN5

FRUITBREAK

PE/SPORT- Nearpod

3/4A- VXJRS 4M- JNSE4

4L- LMDBT 3F- TP26D

3Q- 7RSBU