Week beginning – 4th May 2020

Every day you can choose a task to complete from each of the sections below: Reading, Writing, Maths, Inquiry and Wellbeing. These tasks needed to be completed in your scrapbook. Please write the date in your book for each activity completed.

Reading

Learning Intentions:

We are practising reading independently by stopping and saying the first sound of unknown words.

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.

We are learning to sequence a story by identifying the beginning of the story.

Tasks:

• This week in independent reading (10 minutes), we are going to focus on getting your mouth ready to say the first sound of a word. When you are reading and you get to a word that you don’t know straight away follow these steps:

1. Stop and look at the first letter and think, what sound does this letter often make?
2. Get your mouth ready for that first sound.
3. Look at the pictures and see if there is anything that starts with that sound.
4. Try the word and read it in the sentence.
5. If it doesn’t make sense, have another go before asking a family member to help you.

Here is an example:

• Look at the pictures below:

1. Point to 10 items in the pictures and say what they are, for example, glasses, giraffe, tap.
2. What are the people and animals doing? Point to 5 characters and say what they are doing, for example, the elephant is sneezing. The man is holding the wing.
3. Use some of the words you just found to make up a story. Don’t forget to use your imagination because that’s what great storytellers do.
   (10 minutes)

• Last week you made some high frequency word cards, use them to play this game. Put the cards on the floor so they make a “path”. Make sure you can see the words and that they are close enough together that you can easily step from one to the next. Don’t just make a straight line, how creative can you be!
  Stand at the start of the path and read the word on the first card out loud. If you cannot read the word correctly ask Mum or Dad to help you, make sure you repeat the word so you can learn it. Once you’ve correctly read the first word, you can step on that card.
  Repeat these steps with the next word card, and the next, until you reach the end of the path. You might like to time yourself and then see if you can beat your time. How fast can you read and walk the path?
  (10+ minutes) 
  
  
• Click here to listen to the story ‘Twig’ on Storybox Library. A family member might need to help you log in. (Username: lpsstories Password: lps1). While you are reading, think about what is happening at the beginning of the story? Who was there? Where were they? You can listen to the story more than once so you can think about these questions.
  When you have finished the story, tell a family member or a teddy what happened at the beginning. In your book, draw a picture of the beginning of the story ‘Twig.’ Then tell a family member what is happening in your picture.
  Underneath your picture, have a go at writing a sentence or ask someone to write your sentence for you.
  (30+ minutes)
           

Writing

Learning Intentions:

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

We are learning to write the letters for the sounds /c/ or /k/, /p/, /r/ and /d/.

We are learning to correctly write the lowercase letters c and d (anti-clockwise)

Tasks:

• Follow the instructions to make an origami cat. Tell a family member how you made your cat. In your book, copy and complete the following sentence - My cat likes to ____________.
  If you would like to try and write more about your cat, please have a go.
  (20 minutes)
  
  

• Using the sounds you know, write a list of all of your favourite animals and draw a picture.
  (20 minutes)
                                                           
  

• Look around your house and see if you can find things that begin with the sounds /c/ /k/ or /p/, for example /c/ cup, /p/ plant. Make sure you can say the word aloud, you might like to have a family member help you.
  Draw three things that begin with the /c/ or /k/ sound in your book and have a go at writing each word.
  Draw three things that begin with the /p/ sound in your book and have a go at writing each word.
  (20 minutes)
  
  

• Log into Sunshine Online (Username: laburnumps Password: laburnumps).
  Choose ‘Learning Space 1’ and now click Alphabet and choose a game to play for letter c or d.
                  

• In your book, practise drawing six whirlpools like the example below. When you have finished six whirlpools, practise writing at least ten lowercase c’s and d’s in your neatest handwriting. Tick your neatest c and d.
  (15 minutes)
                       
  

Maths

Learning Intentions:

We are learning the order of the days of the week.

We are learning to start counting forwards from any number between 1 and 10/20.

We are learning to copy and continue patterns with objects and drawings.

Tasks:

• Make three separate cards saying;
  • Yesterday was…
  • Today is…
  • Tomorrow will be… 

Using your Days of the Week cards from last week complete these sentences for today by matching the cards together, just like the example below. You could do this activity every morning.
(15 minutes)
                                             

• Log on to Sunshine Online. Your parents have the username and password. Choose ‘Learning Space 1’ then Maths. Next, select the book ‘My Week’. Read the book then play the 3 'days of the week games.
  (20+ minutes) 
•   
  
• Make 10 cards and write one number on each card. These numbers should be ‘just right’ numbers for you. For example, if you are working on numbers between 1 and 10 or 10 and 20.
  Put your flashcards upside down on a table. Choose a card and start counting forwards from that number, as high as you can go or when a family member tells you to stop. For example, 5, 6, 7, 8, 9, 10. After you have counted forwards from that number, count down to zero from that number. For example, 5, 4, 3, 2, 1, 0.
  (30+ minutes)
  
  
• Go on a pattern hunt around your house. A pattern is the same thing repeated over and over again.
  What patterns can you find? You might find a pattern on a tea towel, a pair of socks, a jumper or a rug. Which patterns were your favourite? Can you think of your own pattern?
  Now, draw a big love heart on a piece of paper. Decorate your love heart with a pattern. The pattern could be made out of colours or shapes. This might be a great present to give your mum on Sunday for Mother’s Day!
  (30+ minutes)

Inquiry

Learning Intention:

We are learning about the habitats of animals and why the habitat is important.

Tasks:

• A habitat is a place that an animal lives. These places are special to each animal. Listen to the book ‘Land Habitats’ on Epic and learn about the rainforest, arctic, forest, and desert habitats. Have a chat with a family member about the differences between the habitats and the animals you find in each. Why do you think these habitats are special to each animal?
  (15 minutes)
  
  
• Choose your favourite habitat from the book or it can be a habitat that you already know about. Draw your habitat and include some animals that live in this habitat.
  (20 minutes)

Science

Learning Intention:

We are learning about what a particular animal needs to stay alive.

Tasks:

• Each living thing needs certain things to be happy and healthy. With a parent or sibling, look at the book ‘What do living things need?’ on Epic. After reading the book, see if you can think of the things you need to live and to be happy and healthy. Are any of these needs similar to the needs of the animals from the book you read?
  (10 minutes)
                                                            
  
• Click here to visit and view animals from our local Melbourne, Healesville, and Werribee Zoo. What animals did you see? What do you notice about the enclosures and the habitat the animals live in? What do you think these animals need to survive?
  (10 minutes)
  
  
• Choose one of the animals you looked at and list the things that animal needs.
  (20 minutes)

Wellbeing

Resilience, Rights and Respectful Relationships 'Positive Coping'

Learning Intention:

We are learning to practise feeling calm.

Task:

• Find a nice quiet, comfy space to lie down. Practise counting to 5 as you breathe in and counting to 5 as you breathe out. Get a grown up to help you do this for 3 minutes. Notice what happens to your body during this time. What can you hear? What are you thinking about? Do you feel calm?
  (5 minutes each time)

  You can practise this game whenever you like!

Click here for the Specialist options.

Self-reflection: At the end of the week, have a think about your learning and how curious you were. Is there something you want to learn more about? Did you find out anything interesting about the animals? Draw a face in your book to show how well you went. If you have a question about your learning, get mum or dad to write it down and you can let your teacher when they contact you.

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