Week beginning - 20 April 2020   

 

Parents: the numbered points under Tasks can help your child to arrange days and tasks. Feel free to suit your family's schedule - we know they are all different.

We recommend spreading tasks from each section throughout the week, e.g. don't do all the Maths tasks on one day!

As well as Reading every day, your child should try to do one Task (or part of a task) from these sections on any day - Writing, Spelling, Maths, Inquiry, Science and Wellbeing.

          

 

This week we will again be focussing on: ORGANISATIONAL SKILLS.

1. Ensure each task is completed in your HOME LEARNING book, unless otherwise instructed.
2. You must include a TITLE and DATE before beginning any new tasks, not using a new page for each new task.
3. Ensure your setting out and handwriting are NEAT and CLEAR.
4. Use the times provided as a guide to how long to spend on each task.

1. Read through all of the tasks, then use your Organisational Timetable as a guide to self-manage these, including necessary breaks.
2. Remember to complete your self-reflection at the end of the week.

These tasks needed to be completed this week:

 

You need to include 30 minutes a day in your Organisational Timetable for MOVEMENT breaks. See ‘Specialists’ link towards the end to see some great ideas from P.E. 

You need to include 30 minutes a day in your Organisational Timetable for WELLBEING/MINDFULNESS breaks. You may choose to listen to some relaxing music, meditate or try one of the following activities:

Reading

 

Learning Intention:

To summarise the texts we are reading.

 

Tasks:

1. Daily Independent Reading with Tracks of your Thinking: Continue with your own independent reading. This could include texts selected from Epic, books, magazines, newspapers etc. you have at home, or other online library sources. Remember to detail what you are reading in your Reading Log and leave tracks of your thinking. For example, questions, wonderings, predictions, inferences, connections or visualisations. (You should be reading for at least 30 minutes a day, plus tracks of your thinking)
2. Setting up your Epic Library: You will need to become familiar with our new and exciting online reading resource ‘Epic’. Click on this link: Epic! then enter your special class code, which has been emailed to your parents. You should now see your class mates' names and avatars. Locate, then click on your name to access your individualised account.

Once in, to set up your online book box, firstly browse the site and find at least 6 books you can add to your ‘My Library’ list. You can do this by clicking the ‘Explore’ tab top right. You need to find at least: 3 fiction texts and 3 non-fiction texts. Consider books which are Easy, Just Right and Challenging, to ensure you have variety.

If you do not have access to Epic online, set up a book box with a variety of texts you have at home. This could include the newspaper, cookbooks or other interest books. (This task should take about 20 minutes to complete)

3. What are your thoughts on Epic? In your HOME LEARNING BOOK, write a short reflection detailing your thoughts on this resource. (This task should take about 10 minutes to complete)
4. Recording a Summary of your Reading:

The purpose of summarising what we read is to help us make sense of the important details within the text. It can also help us to remember the main points of what we have read. It is a record of what we have read in our own words. We can use a summary to help support other reading strategies, such as predicting.

 

When summarising a fiction text, we can use the who, wanted to, but, so, then method.

 

Your task today is to read a fiction text for at least 20 minutes. Use this method to record a summary in your Home Learning book. Don’t forget to also fill in your reading log. (This task should take about 35 minutes to complete)

 

 

Writing

 

Learning Intention: 

To self-edit my recount, using the provided checklist.

 

Tasks:

1. Editing a piece of my writing: Your task is to edit the diary entry you wrote last week (writing from a different character’s perspective e.g. Willy Wonka). Use the editing checklist provided to assist you with this task.
Make any edits to your work in red pen.
 

 

**Optional: What else can you look for when editing?

e.g. Up-levelling words (alternative words that mean the same, but create greater impact. For example, ‘the icecream was tasty’ sounds better than ‘the icecream was moreish’), using interesting punctuation, is your message clear for the reader? (This task should take about 20 minutes to complete)

 

2. Adding a New Character’s Perspective: Something important has been left out by the original author of your chosen story. Develop a new event that fits perfectly within the theme of your story. For example, there were Six Golden Tickets and therefore another character needs to be developed.

Use the graphic organiser below to plan the unique traits of this new character. You are welcome to print the graphic organiser, complete it, then paste it into your home learning book. Alternatively, use your ruler to make a copy of the graphic organiser into your home learning book, copy the questions, then draw/write your responses into the appropriate sections. (This task should take about 30 minutes to complete)

 3. Enter – My New Character!: Now that you have created your new character to the original story, write about how their introduction has altered the storyline and perhaps even the ‘traditional’ ending. Consider how you can engage your reader? Could it be a funny or an unexpected ending? Remember to use interesting vocabulary to clearly describe the changes that are happening and to entertain your reader. (This task should take about 30 minutes to complete)

 

 

Spelling

 

Learning Intention:

To identify, record and sort a variety of words with different spelling patterns

 

Tasks:

1. Word Hunt: Find 50 words from around the home. Visit each room in the house. Record these in your home learning book. Aim to record a combination of easy, Just right or hard words. (This task should take about 15 minutes to complete)

 

2. Thinking about Word Sorts: What are some different ways you could sort these 50 words? Record 4 different ways in your home learning book. For example, by theme or topic, similar sounds, letter patterns, unusual spelling, prefixes or suffixes, number of letters, number of syllables etc. Please note: You don’t need to sort them now. (This task should take about 10 minutes to complete)

 

3. Word Sorts: Complete one of your 4 word sorts each day over 4 days this week. Record your ‘sorts’ into your home learning book. (This task should take about 20 minutes each day to complete = 80 minutes)

 

 

Maths

 

Learning Intention 1:

To develop concepts in Number and Algebra

 

Tasks:

1. Sunset Maths: Each day this week, begin your Maths work with 5 minutes of ‘Sunshine Maths’. This helps you to build your number fluency skills. Log into ‘Essential Assessment’ and select the ‘game controller’ icon to access Sunshine Maths. (This task should take 5 minutes to complete each day)

2. My Numeracy: Log into Essential Assessment. Select Number and Algebra. Select General All. Select My Numeracy. You should now see your Learning Goals. Choose three of the goals which you need to work on in Number and Algebra.

Spend 10 minutes each day this week working on developing these skills through ‘My Numeracy’.

After working for 10 minutes, STOP. Record the date into your home learning book, then write a brief 5 minute reflection on your progress. Be specific about what you were learning and how accurate you were in solving the problems presented to you. (This task should take 15 minutes each day to complete)

Maths

 

Learning Intention 2:

To use a tool to measure the dimensions of an area.

To create a map that reflects accurate, proportional sizes.

Task:

3. Map of my house: Create a birdseye view map of your house. Include main features, such as rooms, doorways, windows, cupboards and furniture. Find a tool you could use to measure the dimensions of each room. If your house has more than one level, draw these separately. (This task should take about 120 minutes (two hours) to complete throughout the week)

 

**Optional activity: Can you apply a scale to your diagram? Can you work out the perimeter and area of your house? Estimate the percentage of available floor space in each room.

 

 

Wellbeing: Resilience, Rights and Respectful Relationships ‘Positive Coping’

 

Learning Intention:

To practise using positive self-talk

 

Task:

 

1. Self-talk statements: Create a list of all the positive self-talk statements you can think of in your home learning book. For example, ‘I might still have a way to go, but I am proud of how far I have already come’.

Perhaps you could arrange these statements in some way? Different age groups? Different situations? (This task should take about 15 minutes to complete)

 

2. Practising positive self-talk: Practise using positive self-talk around the house throughout the week. Explain and reflect upon how it made you feel in your home learning book. (This task should take about 15 minutes to complete)

3. How to Stay Healthy on the Inside and Outside: Click on the link below to access a five minute video about how we can look after ourselves during challenging times: 

BTN: Coronavirus Mental Health

When you have finished watching the video, record three strategies that you could personally do to maintain your wellbeing

(This task should take about 15 minutes to complete)

 

Inquiry

 

Learning Intention:

To begin investigating our Term 2 Geography unit ‘How the Land Affects our Lives’.

 

Tasks:

1. Word Splash: Create a word splash of words relating to world geography. You could do this using an online tool or by hand. (This task should take about 20 minutes to complete)

2. Family Interview: Interview a family member (either at home or by phone) and record their responses to the following questions:

• Why do they live where they currently live?
• What do they like/dislike about the area they live in?
• What are the geographical features of the area where they live?     (This task should take about 20 minutes to complete)

 

Science

 

Learning Intention:

To explore the impact earthquakes have on the land and its people

 

Tasks:

1. Earthquake Encounters: Look at the story board below:

Write an explanation about what you think is occurring in each of the boxes. (This task should take about 10 minutes to complete)

 

2. What’s the story? Write the questions below in your home learning book and provide an answer to each. Please respond using full sentences (i.e. not just words or dot points. Start with a capital letter, write complete sentences and end with a full stop.)

• What is the story of the drawings?
• Can you describe what has happened in the story board?
• What might have caused this damage?
• Where might you see something like this?
• Explain how you think an earthquake could have caused this.

(This task should take about 20 minutes to complete)

 

3. Applying Summarising to what I already know

You will find a text on Earthquakes assigned to you in Epic!

Rule up a page in your reading journal with a line down the middle. On the left, record the heading “What I think I know about Earthquakes”. On the right, record the heading “What I know after reading about Earthquakes”.

 

What I think I know about Earthquakes	What I know after reading about Earthquakes

 

Before reading, record your knowledge in the left column. Read or listen to the text. What do you know and learn after reading? Add this new knowledge to the right column. (This task should take about 35 minutes to complete)

 

4. Summarising a non-fiction text:

The way we summarise a non-fiction text is different to fiction.

Use the text read previously on Earthquakes to write a summary. You can reread this text again if you wish. You need to include the main idea, important information, key words, as well as a sentence to explain the different sections. (This task should take about 20 minutes to complete)

 

 

Click here for the Specialists

Self-Reflection: Include a brief reflection on your learning this week. Questions you may consider:

How did I organise my time this week?

 

Was I successful in completing the allocated tasks?

Which tasks did I particularly feel proud of achieving?

Challenges I had along the way

What I could do more effectively next time

(This task should take about 20 minutes to complete)