Week beginning – 11 May 2020

 

Each day, choose some different tasks from each learning area. Complete all tasks by the end of the week. Remember to write the date in your lined book or scrapbook for each task.
Please note, any tasks with an Epic book or video will be located in your mailbox each week.

 

We would love to see how much you have been reading. If you would like to share your reading log with us, ask your parents to take a photo and send it to us through the parent portal.

 

Premier’s Reading Challenge

If you would like to participate in the Premier’s Reading Challenge as part of our reading program you can do this by logging in from home and registering.
You will need your parents to assist you logging in, as you need to use their email address in order to receive your password. The link is here. 

Click on Challenge Application and then click on HOME BASED READER which is the MIDDLE TAB. 
You will need to use your PARENTS’ EMAIL ADDRESS AS IT IS REMOTE ACCESS FROM HOME.

Fill in all the information needed so that you can receive your log in details.
You cannot log in on the School/Student tab as you are registering as a remote learner because you are learning from home.

 

Reading 

 

Learning Intentions:

We are increasing our reading stamina.

We are identifying features of a fiction text.

We are thinking about what we are reading by asking questions.

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).
  (20-30 minutes)
  
  
• Fiction texts always have characters, settings, problems and a solution. These are the features of a fiction text. Choose a JRB fiction book you have read this week.
  Tell someone about your favourite character and why they are your favourite.
  Draw your character and write about this in your lined book, for example,
  
  My favourite character was the cow from The Cow Tripped Over the Moon written by Tony Wilson. This is because he was very resilient and never gave up. Even though he was really tired, he still achieved his goal. He listened to his friends’ advice. I found the book really funny.
  (20-30 minutes)
  
  
• Choose a JRB fiction book you have read this week.
  Describe to someone the setting of this book.
  In your lined book, draw and write the words you used to describe the setting.
  (20-30 minutes)
  
  
• Good readers ask questions before, during and after they read.
  The Year 2 teachers listened to the story ‘The Children Who Loved Books.’ We had some questions about the story, for example,
  • Before: Why do they have so many books?
  • During: Why do they live in a caravan?
  • After: What was the title of the book that dad was reading at the end of the story?

Look at the cover of the book below and in your lined book, write any questions you have.
                            

• Click here to log in to Story Box Library. Listen to ‘The Children Who Loved Books.’
  Pause this story half way through and write at least one question you have.
  When you have written your question, listen to the rest of the story.
  After the story is finished, write any other questions. 
  (30 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 your intonation
  (how your voice changes as your read).
  (20 minutes)

 

Phonological Awareness

 

Learning Intention:

We are breaking words into syllables.

 

Tasks:

• Syllables are the beats of words, for example, kangaroo (kan-ga-roo) has three beats or syllables. Some words are short and have one beat or syllable, like dog; some words are long and have more beats or syllables, like hipp-o-pot-a-mus.
  Say the word slowly aloud and using your hands clap or chop the word into syllables.
  Practise using the examples below. 
                          
  
  

• Say the following words aloud and at the same time, clap or chop the word into syllables.
  In your lined book write the words using boxes, like in the example above.

  • carrot

  • tiger

  • cloudy

  • supermarket

  • hamburger

  • book

  • exercise         

  • cup

  • watermelon

  • chimpanzee

    (20 minutes)  

Writing 

 

Learning Intentions:

We are listing adjectives to describe people, places and objects in ‘Once in a Lifetime.’

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:

• Click here to watch ‘Once in a Lifetime.’
  Watch the video again. Write down as many adjectives as you can to describe what you see, for example, the old man, the massive green turtles and the white fluffy clouds.
  (20-30 minutes)
  
  
• You are going to write a narrative where you are the person that jumps on the turtle.
  Here are some things to think about when planning your story:
  • Where are you going on the turtle?
  • What are you feeling?
  • What will you see?
  • What adventures will you have?
  • What problems will you face?
  • How will you solve these problems?
    

Tell someone your narrative. Remember to include the features of a narrative (characters, setting, problems, resolution/solution and ending).
(20-30 minutes)

• Copy the planning template into your scrapbook.
                                               
  
  

  Use this planning template, plan your narrative ‘Once in a Lifetime.’
  Draw or write in each area describing your characters, setting, problems, resolution/solution and ending.
  (20-30 minutes)
  
  

• Use your planning template to write your narrative in your lined book. Remember 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.
  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 clockwise 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 h, k and m.
  (20 minutes)

                                           

                             

Remember to use the correct pencil grip for your writing
                                   

 

Spelling

 

Learning Intention:

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

 

Tasks:

• A spelling pattern is a group of letters that we see.
  Look at the book covers below. Can you identify the words with the ‘ir’ spelling pattern?
                        

In your lined book write the title ‘ir’ spelling pattern.
List as many words with the ‘ir’ spelling pattern that you know or can find by searching through books.
Group the words according to the sounds the ‘ir’ spelling pattern represents.
Look at the example below.
(20-30 minutes)
                                                   

 

 

Maths 

 

Learning Intentions:

We are developing our knowledge of odd and even numbers.

We are making 2 and 3-digit numbers and writing them as words.

We are learning to place 1 and 2-digit numbers on a number line.

We are using the language of chance to describe when an event may happen.

 

Tasks:

• Fluency Task: Odd and Even Chance
  Numbers that end in 1, 3, 5, 7 and 9 are odd numbers. Numbers that end in 0, 2, 4, 6 and 8 are even numbers. This is a good task to play with a partner.
  • Remove the picture cards (King, Queen, Jack, and Joker)
  • Shuffle the deck of cards
  • Place the cards in a pile, face down
  • Take it in turns to flip one card at a time (for this game, 10= 0 and Ace= 1)
  • Before you flip the card and read the number, guess whether it is odd or even
  • Record your prediction in the following table:
                        

  • If you guessed correctly, give yourself a point

  • Keep playing until there are no cards left

  • Add up your total points at the end

  • The player with the most points at the end of the game wins.
    (10-15 minutes each day)
    
    

• Click here to play a place value game, using MAB.
  Select at least two of the following buttons to create 2 or 3-digit numbers (located on the left hand-side of the screen).

                                                                             

• In your scrapbook, draw a place value chart with hundreds, tens and ones. Write and draw the following numbers in number form, MAB and word form. See example below.
  • 491
  • 672
  • 345
  • 206
  • 70
  • 35
  • 58
  • 67

                                                       

Optional: After completing the above numbers, write and draw 4-digit numbers in a new table including the thousands column.
(30-40 minutes)

 

• Click here to play the game ‘Placing Numbers on a Number Line’, through FUSE.
  Click on ‘Play game’.

                                               

Begin with one of the following number lines:
                                       

If you are within 5 either side of the number, that’s great estimating. Fantastic effort!

Optional: Explore number lines 0 to 100 or 0 to 1000.
(20-30 minutes)

• Click here to log in to Sunshine Online.
  • Click on ‘Learning Space 3’
  • Click on ‘Maths’
  • Click on the story ‘What’s the Chance?’ (found in the blue section under number 18)

Listen carefully to the story. Be ready to answer the questions as you go through the book.
Once you have finished listening to the story, select the activity ‘What’s the Chance?’
You will be asked some questions and need to choose ‘No chance’, ‘Even chance’ or ‘Complete chance’.
(20-30 minutes)

• Click here to watch ‘Chance and playing with dice’ on ABC Education. To complete the next task, you will need a 6 sided dice. If you do not have one of these, use the paper dice from your homework pack or use an Ace, 2, 3, 4, 5, and 6 from your deck of cards.
  • In your scrapbook, copy the table below. 
                           
  • Using the language of chance (no chance, even chance or complete chance), make a prediction about what you think will happen. For example, I predict there will be an even chance of rolling each number.

  • Roll the dice and record the number in the table.

  • Repeat 20 times (if you are using a deck of cards, shuffle in between each turn).

  • Underneath the table write a statement about your prediction and the result.
    (20-30 minutes)

 

Inquiry 

 

Learning Intentions:

We are making a graph to represent the weather data we have collected over the past four weeks.

We are learning to recognise the features of maps.

 

Tasks:

• Click here to read the book ‘What is Weather?’ on Epic!
  Look at your weather chart and in your scrapbook answer the questions below:
  • How many days were sunny?
  • How many days were rainy?
  • How many days were windy?
  • How many days were stormy?

Use the data to make a bar graph. Remember to label each axis and add a title to your graph.
Look at the example below.

                                       

In your scrapbook rule a line down the middle of your page and write the headings:

What I Know About Maps Already 

What I Have Learnt About Maps

See the example below:

                                 

Under the heading, What I Know about Maps Already list everything you know about maps.

 

• Click here to read the book ‘Reading Maps’ on Epic. Under the heading, What I have learnt about maps, add anything new you have learnt.
  
  Have a look at these maps. What else have you learnt? Record your thinking under the same heading.

                                                 

Science

 

Learning Intentions:

We are learning about the water cycle.

 

Tasks:

• Click here to watch a video about the water cycle, on ABC Education.
  
  
• Click here to read the book ‘Water Cycle’ to page 13.

                                                                    

In your scrapbook draw and label a diagram of a water cycle.
(20-30 minutes)

 

 

Wellbeing

Resilience, Rights and Respectful Relationships ‘Positive Coping’

 

Learning Intention:

To understand that we all have different things that make us happy, sad, scared or worried.

 

Tasks:

• Learning from home has been a new experience for everyone. There are parts of learning from home that will be really positive for some people and other things that are really challenging.
  For example:
  It is really great to be able to Face Time my grandparents each day to talk to them. This makes me feel happy.
  I miss seeing my friends at school and playing on the monkey bars together. This makes me feel sad.
  
  Think of some different feelings you have had since learning from home has started. Create a book which could be shared in the class library when we return to school.

 

Click here for the Specialist options.

 

Self-reflection: In your book, write about your favourite task from this week and tell us why you enjoyed it.