Week beginning – 20 April 2020

Every day you can choose a task to complete from each of the sections below: Reading, Writing, Maths, Inquiry/Science and Wellbeing.

(Parents: the dot points can help you to sort out days and tasks. One task, or part of a task, from each Task section each day works well, but it is up to you to suit your family schedule. Please do some Reading every day).

These tasks needed to be completed in your scrapbook.

Reading

Learning Intentions:

We are practising reading independently, by pointing to where we start reading and using the pictures.

We are learning to use the vocabulary we know to tell a story about the pictures.

We are learning to recognise our high frequency words automatically.

Tasks:

Practise independent reading each day for 10 minutes. Remember to point to where we start reading and use the pictures to help you read the story.

• Where do you like reading at home? Draw yourself reading at home. Think about what a good reader does, for example: sitting in one spot or thinking about the book. What did you do well today? (15 minutes)

• Look at the picture below and see what you can find. Play ‘I spy’ with a family member. Have a chat answering the questions about the picture. Draw and have a go at labelling something you found in the picture. (25 minutes)

• Make up a story using the ‘At the Park’ picture and tell your story to a family member. Think about who is in your story, where they are and what they are doing (10 minutes).
• Play a game to learn your high frequency words. e.g. High frequency words around the house: put your high frequency words around your house. Ask a family member to say a word and you have to find it. (10+ minutes)

Learning Intentions:

We are learning to write the letters for the sounds we hear.

We are revising the sounds /s/, /t/, /b/ and /n/.

Tasks:

• Copy the picture and sound boxes. Say the word and record the sounds that you can hear. (20 minutes)

• Draw the picture of a farm, like the one below. Label the things you can see by saying the word and writing the sounds that you can hear. Have a go at writing the first, middle and end sounds. (30 minutes)

• Choose one of these sounds and go on a sound hunt: /s//t//b/ /n/. Look around your house and see if you can find things that begin with this sound, for example /t/ - table, /b/ - bed. Make sure you can say the word aloud, you might like to have a family member help you. Draw the things in your book and have a go at writing each word. (20 minutes)

• Make a board game with a family member. Look at the pictures and choose words to write in your blank board game. Listen to the sounds you can hear and record these. Play your game with a family member. (30+ minutes)
  
  

   

Maths 

Learning Intentions:

We are learning to represent numbers in different ways.

We are learning to make patterns using shapes.

We are learning to identify the bigger numbers using playing cards.

Tasks:

• Think of a number less than 10. Divide your page into four sections, with your number in the middle. Show your number in four different ways, for example: dots, in a tens frame, drawing pictures and tally marks. Make another page using a different number. (15 minutes)

• Who has the biggest number? Use your playing cards to play this game. Take out the joker, king, queen and jack cards, we do not need them. Make a pile of the remaining cards 1 (ace) to 10. With a partner take turns flipping over a card and reading the number. The player with the biggest number keeps both cards. The person with the most cards at the end of the game wins. (20 minutes)
• Ask a family member to draw three squares and four circles for you, about the same size. Practise cutting these out. Glue them into your book making a pattern. (30 minutes)
• Make your own pattern by drawing squares and circles and don’t forget to colour them in. (20 minutes)

Inquiry and Science

Learning Intentions:

We are learning to show our thinking about the basic needs of living things, including food, water and shelter (Science).

We are learning that places can be special and why they are special.

Tasks:  

• Living/non-living things – Look around you at things you can see. Look out a window. On one page draw some living things you see. On another page, draw some non-living things you see. Think of more living and non-things you know about and add them to your pages. (30 minutes)
• Important places are places that are special to us. What places are special to you and your family? Why are they important? Draw a place that is special to you and your family, for example the beach, your grandparent’s house or even your backyard. (30 minutes)
• We will use Epic Library to read a story. Click here to access Epic – your parents have your class code. 

• When you log onto Epic! any new book assigned to everyone in the class will appear as a pop up, letting you know your teacher has chosen a book for you all and it will be the first book in your list. Click on the blue mailbox at the top right hand side of the page and this takes you to the list of all your individual books. You can listen to a book being read to you, as well as practising reading this aloud for fluency.
• Read the story that has been selected for you - ‘Kat Goes’ and discuss the special places that she likes to visit. Write a sentence ‘Kat goes to the ________’. Draw where you think Kat will go next and share with a family member where you like to go?  (30 minutes)

Wellbeing

Resilience, Rights and Respectful Relationships 'Positive Coping'

Learning Intentions:

We are learning to use positive self-talk.

Tasks:

• Draw three things that you are really good at. This might be dancing, riding your scooter and playing soccer. (20 minutes)
• Think about why you are good at those things and say these reasons out loud. (10 minutes)
  • “I am good at dancing because I love to hear music and move around.”
  • “I am good at riding my scooter because I practise in the driveway."
  • “I am getting better at soccer because I try hard to kick the ball in a straight line.”
• What are three things that you find hard? Draw these things and think about what you could say that is positive. (20 minutes)
  • “I am trying hard to read new words.”
  • “I am brave when I go on the big slide.”
  • “I keep trying when learning how to ride my bike.”

Click here for the Specialist options.

Self-reflection: At the end of the week, have a think about your learning and how organised you were.
Did you find all of the things you needed easily this week?
Did you pack up and tidy your learning area?
Draw a face in your book to show how well you went.

Please remember to save your work and bring it to school when you return.