Week beginning - 4 May 2020

These tasks need to be completed in your pink lined book with the date written at the top of the page.
Reading

Learning Intentions:
We are learning to make a prediction about our story using the front cover
We are learning to predict what will happen next in a story
We are learning to stay focused when reading our Just Right book (including Epic! books)
We are learning to record what we have been reading in our yellow reading logbook (including Epic Library reads!)

Remember, once tasks are completed to read your Just Right Book, seeing how long you can read and stay focussed for.
When you log onto Epic! any new book assigned to all students in the class will appear as a pop up, letting you know your teacher has assigned a book for you.
Click on the mailbox at the top right hand side of the page and this takes you into all your assigned books.
You can listen to a book being read to you, as well as practising reading this aloud for fluency. Make sure you read at least one book a day aloud for fluency.

Tasks:

• Make a prediction on what the book below is about. Make sure you look at the title and the picture. Draw and write what you think the story is going to be about. You should start your sentence with: I predict No Bears, written by Meg McKinlay, is about  ___________ because __________.
  (20-30 minutes)

• Click here to watch the story on Storybox, but STOP the video at 2 minutes and 46 seconds. The page looks like the picture below.
                                      

Make a prediction about what you think the rest of No Bears will be about and what happens at the end.
Your sentence should start with;
I predict the end of No Bears will be about _________ because _________.
Watch the rest of the story, were you correct? Write a sentence about whether or not you were correct and why.
(20-30 minutes)

Challenge: Complete the above tasks again, but with one of your own Just Right Books. Stop at the part of the book where you are wondering what could happen.

• Read a Just Right Book and tell somebody at home, or write down what happened in your book.
  (20-30 minutes)
  
  
• Every day, read a Just Right Book. You could choose a book from Epic! library (your teacher has assigned some books for you in your mailbox) OR one of your library books OR a book from home. Make sure that you are carefully reading each page.
  Every day when you read, you are expected to record what you have read, the pages you have read and the date you read, in your yellow reading log. If you don’t have one, you can record this at the back of your pink lined book. 
  (20-30 minutes)

These tasks need to be completed in your pink lined book with the date written at the top of the page.
Writing

Learning Intentions:
We are learning to write a procedure about our Learning From Home morning routine
We are learning to identify the different types of writing that we know (procedure, word splash, letters, recounts, stories and lists).
We are learning to add to our adjective and verb lists.   
We are learning to write sentences including adjectives and verbs.
We are learning to write a card to our mum for Mother’s Day.

You can choose the order or how many times you complete each activity.

Tasks:

• Write a procedure about what you do to get ready for Learning From Home each day. What materials do you need in order to be prepared for the day? We have included an example of a procedure below.
  (30 minutes)   
                                       

• Free choice writing. You can choose to write a procedure, a letter, a recount, a story or a list. You can do this task more than once! Don’t forget to create some illustrations to add meaning to your writing.
  (30 minutes)
  
  

• This week we are looking at adjectives AND verbs. Adjectives are describing words. Verbs are action words. Review the adjective and verb lists you created over the last few weeks. Are there any extra words you can think of to add onto your lists? Look through your Just Right Books and find some adjectives and verbs to add to your lists.
  (30 minutes)
  
  

• Write four or more sentences to describe a member of your family and what they are doing using an adjective and verb. Underline the adjective and verb. You can draw a picture to match the sentence afterwards.

  For example:
  My beautiful mum is cooking dinner.
  My handsome dad is helping me with my work.
  Hayley, my annoying sister, is jumping up and down the stairs.
  (30 minutes)
  
  

• Sunday 10 May is Mother’s Day. Listen to the story My Mum Says the Strangest Things, by Katrina Germein on Story Box Library, and create a card for your mum for Mother’s Day. (You can use some blank paper from your scrap book if you don’t have any other paper available). Inside your card, write something strange that your mum says.

   

                                                         
  For example:
  Dear Mum,
  Happy Mother’s Day!
  I love you so much.
  I think it’s so funny when you tell me I have ants in my pants when I can’t sit still!
  Love from Susie xx
  (30 minutes)

   

This task needs to be completed in your pink lined book with the date written at the top of the page.
Spelling/Handwriting

Learning Intention:
We are learning to find words with ‘and’ in them.
We are learning to write lower and upper case letters.

Tasks:

• Find and write as many words as you can with ‘and’ in them. Underline the ‘and’ in each of the words. You can use an alphabet strip or a book to help you find and think of words.
  • Some examples to get you started:
    • candy
    • band
    • standing

Write these words as neatly as you can and on the correct lines in your book.
Click on this link if you need some help on how to form each letter (works best in Google Chrome).
(10-15 minutes)

• Rewrite each of the letters as shown below in your book. Make sure each letter sits on the solid blue line. Does your writing look like this? You might like to do this every day! 
  (10-15 minutes)
                          
  

A note for left handers: tilt your book slightly to the right when writing so that you can see what you have written.

These tasks can be completed in your blue scrapbook with the date written at the top of the page.
Maths

 
Learning Intentions:
We are learning to count forwards by 10s up to and beyond 100.
We are learning to count backwards by 10s from 100 (or a different starting point).
We are learning to count by 10s from non-zero starting points.
We are learning to order containers from holds least to holds most.
We are learning to estimate and measure the capacity (how much a container holds) of containers at home.

Tasks:

• Read the Epic! book Make it 100. Practise counting forwards by 10s up to and beyond 100 out loud. Write these numbers down in your scrapbook. You can use your 100s chart to help you.
  (30-40 minutes)
  
  
• Practise counting backwards by 10s starting at 100 out loud. Write these numbers down in your scrapbook. You can use your 100s chart to help you.
  (30-40 minutes)
  
  
• Choose a number between 1 and 10 and write it down. What is 10 more than this number hint: you can use your 100s chart to help you. Write this number down. See how far you can go. Can you find a pattern? What is it?
  For example: 1, 11, 21, 31, 41, 51 etc.
  (30-40 minutes)
  
  
• Read the book A Beach For Albert (Mouse Math) on Epic! Find 5 containers in your house and put them in order from holds least to holds most and draw them in your scrapbook. How can you check that you are correct? Write down your answer.
  (30-40 minutes)
  
  
• Find a large container in your house. Estimate how many cups it would take to fill it up with water. Check your estimation by carefully filling the container with cups of water. Don’t forget to keep count of how many cups. 
  (30-40 minutes)
   

  What I’m Measuring	Estimate	Actual
  Measuring Jug	3 Cups	5 Cups
  Ice Cream Container	5 Cups	10 Cups

These tasks need to be completed in your scrapbook (blue book) with the date written at the top of the page.
Inquiry/Science

Learning Intentions:
We are learning to recognise features of weather by drawing what we think different weather may look like.

Tasks:

• Fill in your weather journal each day. Don’t forget to include the temperature and whether it is sunny, cloudy, windy, rainy or stormy.
  
  
• Watch the video ‘How do you know when the rain is coming?’ on ABC Education.
  Read the book ‘How does weather change?’ on Epic! 
  What are some signs it is going to be a rainy day? (dark clouds and windy) and what are some signs it is going to be a sunny day? (no clouds and blue sky).
  Draw a picture and label what the sky would look like if it’s about to storm, if it’s a windy day, a sunny day or snowy day. You might even want to add what temperature it might be if you can.
  See example below:

Wellbeing: 

Resilience, Rights and Respectful Relationships 'Positive Coping' 

Learning Intentions:

We are learning to describe things which make us feel angry.

We are learning to identify and use strategies to feel calm.

Task:

•  Read the book Angry on Epic!
  
                                                                         

Draw a self-portrait of a time when you were angry. What does your face look like? What does your body look like? You might want to look in a mirror and see how your face changes. Add in a speech or a thought bubble. Label your picture.
For example my mouth has a frown, my arms are crossed.
(30 minutes)

• On another page, list some things that help you calm down when you are angry. For example, I take 10 deep breaths, I read a funny story. (30 minutes)
  
  
• Optional task: Draw another self-portrait of when you are calm and label it. What does your face look like? What is your body doing? (30 minutes)

Click here for the Specialist options.

Self-reflection: In your book complete these sentences:
My favourite task this week was ________________ because _______________.
A task I found difficult was _________________ because __________________.
A task I found easy was __________________ because __________________.