Week beginning - 18 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 learning to stop at a tricky word, have a go and then ask ourselves ‘Does it sound right?’.

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 middle of the story.

Tasks:

• This week in independent reading (10 minutes), we are going to focus on what to do when we get to a tricky word. When you are reading and you get to a word you don’t know, follow these steps:

For example:

• Look at the pictures below.

1. Point to 10 items in the pictures and say what they are. For example, birthday cake, jelly, children.
2. What is happening in the pictures? Have you ever had a birthday party? What did you do for your birthday party? Have you done some of the things that the children are doing?
3. Use some words you just found to make up a story. Don’t forget to use your imagination because we are all great storytellers.
4. Draw a picture of a birthday you have had or been to. You may want to label your drawing
   
   (20 minutes)

• You have listened to the story ‘Twig’ and found out what happened at the beginning and end.
  This week, we will look at the middle of the story. Listen to the story again.
  This time, really focus on what happens in the middle (your parents might help you to find what happens between 2:16 and 3:20 of the video).
  Can you draw what the characters were doing?
  In the middle, they learnt how to weave.
  What happened to Heidi the twig?
  Tell a family member everything you remember from the middle of the story.
  (10 minutes)
                                                         
  
  

• Have a go at weaving. Use the side of a box and ask a family member to cut some lines in it.
  Then using paper, weave the paper through – over and under.
  You could make a pattern by repeating colours.
  (20 minutes)
                                                           
  
  

• Using one set of your high frequency cards from the past few weeks, make a puzzle.
  Cut each card in half, like the example below.
  Mix all the pieces up and then see if you can match them together to make the words.
  When you have made a word, say it out loud. Keep your puzzle so you can practise again.
  (10 minutes)
                                        
  
  

Writing

Learning Intentions:

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

We are learning to write sentences from left to right. 

We are learning to write the letters for the sounds /h/ and /z/.

We are learning to correctly write the lowercase letters h and z.

Tasks:

• Did you know that your hands are special?
  Each of our hands is unique with fingerprints and lines that are different from anyone else’s!
  Read the book ‘Hands’ on Epic.
  Trace your hand onto a blank page in your workbook or on plain paper.
  You can have a go at tracing it yourself or have someone help you.
  Decorate the hand you have traced to make it special.
  (20 minutes)
           
                                              
  

• Mrs K, Miss Bruce, Miss King, Miss Williams and Ms Peacock all agree that one of our favourite things to do is use our hands to wave hello during our Prep morning Webex meetings!
  Brainstorm the many things you can do with your hands and talk about these actions to a family member or a toy.
  Have a go at writing a sentence next to the picture you traced of your hand.
  You may want to write your own sentence or you can use the sentence provided and fill in the blank.
  Remember, when we write we move from left to right.
  (15 minutes)
                                         
  

• This week we are going to learn two new sounds and the letters that we use to record these sounds when we write.
  Log in to Sunshine Online and play the letter getter games for h and z.
  Listen carefully for the sounds that each of these letters make.
  Play the games after the story too.
  When you have finished your games on Sunshine Online, get your fingers ready to practise writing.
  On a piece of paper, draw 3 zig zags and 3 mountains, like the ones below and then cut these out.
  When you have finished, practise writing 10 lowercase h’s and 10 lowercase z’s in your workbook.
  (30 minutes)
                          
  
  

• The initial sound is the first sound in a word.
  Look at the boxes below and say what the pictures are.
  Can you be a detective and find the two pictures that start with the same sound?
  For each sound - /c/, /h/, /z/ and /r/ - draw the two pictures that start with the sound in your workbook.
  (20 minutes)
                      
  

• Practise reading the words below by first saying each sound.
  Say one sound for each arrow, like this – ‘/t/ /a/ /p/’ and then say the whole word ‘tap’.
  Try the next one on your own. Now, draw these pictures and record the sounds you hear for each arrow.
  When you have written all of the sounds, say the whole word out loud.
  (20 minutes)
               
  

Maths

Learning Intentions:

We are learning about familiar two-dimensional shapes.

We are learning to compare two collections and say which one has more. 

We are learning to correctly form the numerals 1-5.

We are learning to create patterns with objects and drawings.

Tasks:

• Listen to the book ‘Silly Shapes’ on Epic.
  After you have listened to the story, create your own picture using all the shapes from the story.
  You could create an animal, a person or an object, like the examples below.
  (30 minutes)
               
  
• Count the following pairs of collections below and decide which collection has more.
  Draw the pairs of collections in your workbook like in the examples below, and then circle the collection of things that has more.
  (20 minutes)
        
  
• Look at our classroom number posters below and use these to help you practise forming the numbers 1 to 5.
  Remember your pencil starts where the red dot is.
  When you are forming your numbers, say the rhymes aloud.
  Write each number 10 times in your workbook and then tick the 5 numbers that you think are the best you have written.
  (10 minutes)
                   
  
  

• Look at the patterns below and copy them into your workbook.
  Then try to make the patterns keep going.
  What colour would come next?
  Remember, your patterns need to repeat over and over again. If you would like a challenge, you could choose your favourite colours and draw your own colour patterns into your workbook.
  (15 minutes)
                                
  

Inquiry

Learning Intentions:

We are learning about the people that are responsible for looking after our environments (at home and school). 

Tasks:

• Watch Benny Bungarra’s Big Bush Clean Up on Storybox Library.
  Talk to a family member about one of the ways the animals solved the problem of too much rubbish in the bush.
  For example, in the story the animals asked the humans to use less rubbish, they put rubbish in the bin, they reused some materials and they had a big bush clean up.
  Draw a picture of something the animals did to look after the bush.
  (15 minutes)
  
  
• Talk to a family member about who is responsible for looking after an environment that you are familiar with.
  Is it yourself, your parents, the rubbish collectors, the street sweepers, the cleaners, the gardeners etc.?
  Draw a picture of a place which is special to you. It may be your house, your classroom or somewhere else.
  Draw and label the people who are responsible for looking after your special place.
  If you would like a challenge, you can also write how they look after it. 
  (20 minutes)
                                    

Learning Intentions:

We are learning to identify the senses of touch, hearing, smell, sight and taste.

Tasks:

• We are learning about our 5 senses and how they help us enjoy the world around us.
  Read Our 5 Senses on Epic. Draw a picture of yourself and label the parts of your body that you use for your 5 senses.
  (15 minutes)
                                          
  

• Today we are using our senses to describe different foods.
  Ask your mum, dad or helpful adult to select some mystery foods such as a carrot, a piece of bread, a biscuit, a marshmallow, a sugar cube, a date, etc.
  Have your adult put one item at a time in a bag without you looking. This is your feely bag.
  Feel the item in the bag and describe how it feels. Can you tell what it is?  
  After you have made your guess, pull out the item. Were you right? 
  Use your other senses to explain what it sounds like, looks like, smells like and tastes like.  
  Ask your adult to put the next item in without you looking.
  Describe one mystery item at a time, until you have done them all. 
  (10 minutes)
  
  

  The following words may help you describe each item:

  • Does it feel hard, soft, squishy, bumpy, prickly?

  • Does it look bumpy, round, long, thin?

  • Does it smell yum, yuck, sweet?

  • Does it sound crackly, rattly, crunchy, or have no sound?

  • Does it taste delicious, yuck, sweet, sour, tangy, spicy?

• Copy the following table into your workbook and have a go at writing words that describe one of the food items in the mystery bag.
  If you do not have a family member to help you make a feely bag, walk around your house and draw something you can see, smell, taste, hear and feel.
  (30 minutes)
                    
  

Wellbeing

Resilience, Rights and Respectful Relationships ‘Positive Coping’

Learning Intentions:

To understand that problems are a normal part of life.

To identify and name problems.

To recognise that there are solutions to problems.

Tasks:

• At the moment we are learning from home and there are some things which make it very different from learning at school.
  Can you think up a solution for each of the problems below?
  (10 minutes)
  
  
  • I miss seeing my teacher and friends at school.
  • Sometimes my family are busy working when I need help.
  • I have to share a computer/iPad with other people in my family.
  • I can’t go on the playground at the park.
    
    
• Draw ideas of how you can solve these problems and get an adult to help you label your pictures.
  (20 minutes)

Click here for the Specialist options.

Self-reflection:

Have a chat with your family members and complete the sentences verbally:

My favourite task this week was ________________ because _______________.

A task I found difficult was _________________ because __________________.

A task I found easy was __________________ because __________________.