Week beginning – 4 May 2020

Each day, choose some different tasks from each learning area. Try to complete all tasks by the end of the week.

It is great to see lots of you using Epic to read books. Did you know your teacher can see what you have been reading and how long you have spent reading?

Reading

Learning Intentions:

We are increasing our reading stamina (the amount of time we can read without stopping).
We are recording our wonderings after reading a text.
We are identifying features of a narrative.
We are developing our fluency by reading aloud.

Tasks:

• Read your Just Right Book (JRB) independently every day. Try to increase the amount of time you read each day. A JRB can be your take home book, a book in your Epic mailbox, or a book of your choice. It is okay to read the same book over again. Remember to record the book in your reading log (lined book).
  One day, after reading a JRB, tell us about your favourite part and why. Complete this in your lined book.
  (20-30 minutes)
  
  
• The Year 2 teachers read the book ‘Twig’. After reading the book we had some wonderings, for example:
  • ‘I wonder how Heidi felt at the start of the book?’
  • ‘I wonder why they can’t see Heidi?’
  • ‘I wonder why they made a scarf?’

Click here to login to Story Box Library and listen to Twig.

                                       
After listening to ‘Twig’, write down at least two things you were wondering in your lined book.
(20-30 minutes)

• Choose and read a picture story book of your choice (it may be a book from Epic, Story Box Library, Sunshine Online or a book from home). Tell someone who the main characters were, where the story was set and what the problems and solutions were.
  Write the date and the title of your book on a new page in your scrap book.
  Divide the page into four and write the headings characters, setting, problem and solution (look at the example below).
  From the story of your choice, draw or write in each box the features of a narrative.
  (30-40 minutes)
  
                                                           
• Choose a book to read aloud to someone at home. This may be your library book, take home book or a book of your choice. It is okay to read the same book over again.
  Remember to pause at commas and stop at full stops. Use punctuation to guide intonation (how your voice changes as your read). 
  (20 minutes)

Phonological Awareness Learning Intention:

We are identifying rhyming words.

Task:

• Words that rhyme have the same or similar ending sound such as ‘top’, ‘hop’ and ‘mop’.
  Some rhyming words have different spelling patterns, for example, ‘four’, ‘more’, ‘saw’ and ‘roar’. These words all rhyme.
  
  Today, you are going on a rhyming word hunt. Search through books you have at home or use books on
  Epic, Sunshine Online or Story Box Library to find as many rhyming words as you can. Write these words in your lined book. Remember to add the date and title, Rhyming Words.
  (20-30 minutes)

Writing

Learning Intentions:

We are planning and talking about a narrative.

We are using a template to plan a narrative.

We are writing a narrative where we are the main character in the story (first person).

We are reading our narrative aloud to check that it makes sense.

Tasks:

• You are going to write a narrative where you are the main character in your story.
  Think about the setting, two other characters, problems and how these are resolved, and an ending for your story.
  Spend 10 minutes thinking about your narrative. Share your story with somebody.
  Copy the planning template into your scrapbook.
                                   
  

  Draw or write in each box, describing your characters, setting, problems, solutions and ending.
  Use the planning template to help you tell somebody your narrative.
  (40-50 minutes)
  
  

• Use your planning template to write your narrative in your lined book.
  We would like you to use a sizzling start to begin your story. A sizzling start immediately grabs the reader’s attention and makes them want to read more. Here are some sizzling starts to help you begin your narrative. Choose one of the following, or come up with your own sizzling start:

  • ‘Bursting with excitement, I ran through the door.’

  • ‘We were stuck in a tree. Again.’

  • ‘CRACK! The booming sound of lightning filled the air.’

  • ‘Quivering with fear, I answered the door.’

  • ‘The eyes in the painting followed me down the corridor.’

  • ‘Icy fingers gripped my arm.’

  • ‘It was a normal morning until I realised there was another door in my room.’

  • ‘Peeking through my window, I saw a giraffe strolling down the street.’

  • ‘Cold and wet, tired and exhausted, I made my way along the path in the forest.’
    
    Once you have written your sizzling start, continue writing the rest of your narrative.
    (40-50 minutes)
    

• Review your narrative by:

  • Reading it to yourself

  • Using a green coloured pencil to add more detail (extra information) and to add interesting adjectives or powerful adverbs

  • Reading it to somebody else. 
    (20 minutes)

Handwriting Learning Intention:

We are forming anticlockwise letters.

Task:

• Look at the handwriting example below. Copy and continue the handwriting into your lined book.
  Remember to use correct posture and pencil grip.
  You could also create your own sentences using words with d, f, q and s.
  (20 minutes)
                            
  Remember to use the correct pencil grip for your writing.
                               

Spelling

Learning Intention:

We are learning to find words with the ‘er’ spelling pattern (this is a vowel diagraph).

Tasks:

• Click here to log onto Epic and read the three books pictured below. These will be in your Epic Mailbox.
                                

In your lined book write the date and the title ‘er’ spelling pattern.
What do you notice about the words that have the ‘er’ spelling pattern? Write your answer in your lined book.
List as many words with the ‘er’ spelling pattern that you know or can find.
(20-30 minutes)

Maths

Learning Intentions:
We are creating a group of 3-digit numbers and finding the smallest and largest numbers (daily fluency task).
We are learning about place value.
We are learning to read, write and make 3 and 4-digit numbers.
We are collecting data using tally marks.
We are representing and analysing data in a bar graph or pictograph.

Tasks:

• Fluency Task: You will need a deck of cards.
  • Remove the picture cards (King, Queen, Jack and Joker)
  • Shuffle the deck of cards
  • Place the cards in a pile, face down
  • Take 3 cards from the top of the pile
  • Arrange the cards to create the largest number (for this game, 10= 0 and Ace= 1)
  • Say the number aloud and write the number in your scrapbook
                                      
  • Now take the next 3 cards and repeat until you have used all the cards
  • Make sure you record the numbers as a list in your scrapbook
  • Circle the biggest number you made in one colour and the smallest number in another colour
    
    
  • Optional: make 2, 4 or 5-digit numbers (depending what is just right for you). You may choose to order the numbers from smallest to largest.
    (10-15 minutes each day)
    
    
• Place value: Today we are learning more about place value
  • A digit is any number between 0 and 9.
  • An example of a 1 digit number is 5.
  • An example of a 2-digit number is 72.
  • An example of a 3-digit number is 308.
  • An example of a 4-digit number is 5074.
  • Place value is the value of each individual digit in a number.

Have a look at the page below from the book ‘Place Value’ on Epic. Click here if you would like to read the book.

‘216 and 621 have the same digits, but because their order is different the numbers are different. The place of each digit in a number determines its value. The 6 in 216 means 6 ones. The 6 in 621 means 6 hundreds’.

• Can you make the biggest number? The aim of this task is to make the biggest number possible with your deck of cards.
  • Draw a place value chart in your scrapbook like the one below.
                                              
  • Remove the picture cards (King, Queen, Jack and Joker)
  • Shuffle the deck of cards
  • Place the cards in a pile, face down
  • Take 1 card from the top of the pile (think carefully where you would place this card to make the biggest number)

    For this task, 10= 0 and Ace= 1

  • Put the card in one of the place value columns to make the biggest number (once you have placed the card in a column you can’t move it)

  • Continue taking one card until you have a 4-digit number

  • Write the 4-digit number in your place value chart

  • See example below. Repeat this 5 times

                                             

  • Optional- have a look at the numbers you made. Were they all the biggest number possible? If not, rearrange the digits to make the biggest number and write your new numbers in the place value chart.
    For example: 9713 is not the biggest number you can make with those digits. 9731 is the biggest number you can make with those digits.
    (30 minutes)
    
    

• Click here to watch a video about place value on Epic.
  You are going to make numbers by drawing MAB - ones, tens and hundreds.
  In your scrapbook, write the number and draw the MAB to make the number. Look at the example below.
                                               
  Here are the numbers to make: 137, 482, 609, 4231, 8974. Have a go at making some of your own numbers and recording these in your scrapbook.
  (30 minutes)
  
  
• Choose one of the questions below (or create one of your own questions)
  • What is your favourite colour?
  • Which pet do you like the most?
  • What colour eyes do you have?
  • What season were you born in?

Draw a tally mark table in your scrapbook (look at the example).
                                         

Think of 4 answers for people to choose from
Write these in your table
Ask 10 people your question and record their answer as a tally mark (you may wish to contact other family members, friends or neighbours by phone, text or email- ask an adult to help you with this).
Add up your tally marks and record the number in the Total column.
(30 minutes)

• Using the data that you collected from the task above, create a picture graph (pictograph) or bar graph.
                        

Once you have finished your graph, write two things you noticed.
For example ‘I noticed the most popular ice-cream flavour was chocolate’. 
(30 minutes)

Inquiry

Learning Intention:
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.
• Click here to read the book ‘How Does Weather Change?’ Click here to watch the video ‘How do you know when rain is coming?’
  Discuss with someone the different features of weather, such as a rainy day and a sunny day. For example, if it’s a rainy day you may notice dark clouds and raindrops.
  Write the date and the title, What does weather look like? on a new page in your scrapbook.
  Divide a page in your scrapbook into four and write the headings Stormy, Windy, Sunny and Rainy
  (look at the example below). 

                                       
Draw and label a picture in each box showing what the weather would look like outside if it was stormy, windy, sunny or rainy. You could predict the temperature for each type of weather.

Science

Learning Intentions:

We are discovering what happens to the environment when it doesn’t rain.

We are investigating what happens to rain when it falls on different surfaces.

Tasks:

• Click here to watch the video ‘Effects of dry weather.’ Remember you can click the ‘CC’ button to see subtitles. After watching the video write down an interesting fact that you learnt in your lined book.
  
  
• You are going to investigate what happens when it rains on different surfaces. Copy the table below into your scrapbook

Choose 5 surfaces that you would like to test.
Put a small amount of water in a cup. Use your fingers to sprinkle water on each of these surfaces. This will be like rain falling.
Record your observations in your scrapbook.
Tell somebody what happened to the water (rain) when it landed on different surfaces.

Wellbeing

Resilience, Rights and Respectful Relationships ‘Positive Coping’

Learning Intention:

We are learning to identify situations that cause fears and use strategies to overcome them.

Task:

• Click here to read ‘The Little Book of Big Fears’ on Epic. In your scrapbook, draw or write at least 3 things that make you feel afraid.
  Discuss with someone strategies you could use to overcome these fears and help you calm down when you feel worried. These may include:
  • Talking to someone about your fear
  • Having a night light on
  • Taking five deep breaths
  • Breaking a task down into small steps.

Click here for the Specialist options.

Self-reflection: In your book, draw a face next to each task showing how you felt about your learning this week.