Week beginning – 27 July 2020

Book Expectations

These activities need to be completed in a notebook that you have at home. Sticky notes should be kept in your notebook under the title of the book you have read. For each learning task you must include the following:

- Date
- Title underlined (Subject/Week, e.g. Reading Week 2)
- Joined handwriting that should be neat and correct line spacing used

Try to organise and plan your week, spreading your learning tasks over your Learning from Home days.
Here's an example for five days, but your family might use different days for your learning. Please remember your Webex sessions as well!
       

Webex Essential Schedule

Below is a list of what we plan to do in our Webex Essential sessions:

Monday: Review the timetable for the week and highlight any tasks that will need to be uploaded for feedback. Maths - How is the fluency game played?

Tuesday: Reading - Summarising fiction books using a general statement.

Wednesday: Writing - Procedural writing using command verbs.

Thursday: Maths - Representing numbers in different ways.

Friday: Inquiry - Sharing your item that is significant to your culture.

Wellbeing

Resilience, Rights and Respectful Relationships ‘Stress’ and ‘Help Seeking’

Learning Intention:

We are identifying strategies that can help us calm down when we are upset

Task:

Most of us have different things that we like to do to help us calm down when we feel angry, or to feel comforted when we are upset. For example, Miss Travill likes to walk her dog to help her calm down.
What are some things that you do to help you calm down when you are feeling sad, angry, lonely, frightened or worried?
Try to think of 1-2 different examples so that we can share our ideas and make a class list of calming strategies in our Webex Check In.
(10-20 minutes)

Learning Intention:

We are learning to appreciate our differences.

Task:

Click here to watch and listen to the story ‘All The Ways to be Smart’. After listening to the story, try to think of another way to be smart or a way you think you are smart. Draw a picture to show your idea. Add some writing to help explain your picture. Ask an adult to take a photo to send to your teacher so we can make a class book with all of your pages.
(20-30 minutes)

Learning Intention:

We are exploring different ways to practise mindfulness.

Task:

Breathing Colours - if you can, get someone to read the instructions below to you.
(5-10minutes)

                          

Task:

Practise a mindful activity of your choice, e.g. colouring, finger knitting, origami, drawing, belly breathing.
Optional: If you have an app such as Smiling Mind or Headspace, you may like to do this instead. [Your parents can find links to download these on the LFH for Parents page if needed] 
(10-20 minutes)

 

Reading

Learning Intention:

We are building our reading stamina.

Task:

Ensure you are reading a Just Right book independently for at least 30 minutes each day. This could include one of the books that your teacher has allocated to you on Active Learn (Bug Club/Rapid Readers). Remember to record these books in your reading log.

Learning Intention:

We are summarising fiction books.

Task:

Click here to read Little Bad Riding Hood on Epic! You may like to read it twice before you complete the following task. When you have finished reading the story, use the following prompts to help you summarise the story.
(20-30 minutes)

A general statement

Setting:

Characters:

Beginning:

Middle (Problem):

Ending (Solution):

Task:

Click here to listen to the story ‘Dead of the Night’ on Story Box Library. Look at the summary below.

Summary:
This story is about a girl who gets scared at night time. In the end, she lets her brother sleep in her bed to make her feel better.

This summary is too short! Use the questions below to think about how you could improve it.

Does it include details of the characters and setting?
Is it missing important details?
Does it include important ideas from the beginning, middle and end of the story?

Rewrite the improved summary in your lined book.
(15-20 minutes)

You need to take a photo of this task and ask your parent/guardian to send it to your teacher via the Sentral Parent Portal app by Friday 31 July.

Success Criteria:

I can make improvements to a summary.

I can write a general statement that includes characters and the setting.

I can include key details from the beginning, middle and end of the story.

Task:
Choose one book from the selection below. Read this book twice.
While reading, think about the important things you need to include in a summary.
In your lined book, write a summary for the book you chose. Make sure that you are writing in complete sentences.
(20-30 minutes)

You could begin your summary like the example below:

The Pied Piper of Hamelin is a fairytale from Germany. It takes place...

 

Click here for The Pied Piper of Hamelin

Click here for The Ninjabread Man

Click here for Rapunzel and the Prince of Pop

Click here Rumpled Stilton Skin

Learning Intention:

We are leaving tracks of our thinking about the setting in a Just Right book.

Task:

Read a Just Right book of your choice. This can be a book on Epic! Sunshine Online or a Just Right book that you already have at home. When reading, leave tracks of your thinking on your sticky notes OR in your lined book about the setting in your story. Does the setting stay the same?
Does it change?
Why does it change?
Is the setting important to the story and why?
Could this story have a different setting?
(15-20 minutes)

 

Writing

Learning Intention:

We are writing commands using action verbs.

Task:

Click here to read through a procedure. You will notice that this procedure is missing details in the steps.
Your task is to use the information given and fill in the missing steps.
We have given you the action verb at the beginning of each step.
Copy the entire procedure into your lined workbook.
(20-30 minutes)

You need to take a photo of this task and ask your parent/guardian to send it to your teacher via the Sentral Parent Portal app by Friday 31 July.

Success Criteria:

I can write steps using the action verb provided.

I can include the provided materials in the steps.

I can write steps that clearly explain what to do.

 

Learning Intention:

We are identifying the purpose of a goal in procedural texts.

Task:

The goal in a procedural text is important because it helps you know what you want to achieve by following the procedure.
For example, in Task 1 ‘How to Wash Your Hands’, the goal was ‘to remove all germs from your hands so that they are squeaky clean’ NOT ‘to wash your hands’. The goal should not be the same as your title. 
Below are some titles of procedure texts. Copy each title into your lined book and underneath write a goal to match each of these procedures.
(10-20 minutes)

How to Tie Your Shoe Laces

Goal: ?

How to Write Neatly

Goal: ?

How to Pack Your Lunch Box

Goal: ?

How to Choose a Just Right Book

Goal: ?

 

Learning Intention:

We are identifying the purpose of a concluding sentence in procedural texts.

Task:

A concluding sentence is a short statement that may give the reader some specific tips or advice to make the task easier.
This could include a safety warning.
It helps the reader know if they have been successful in achieving the goal.
Click here to open a list of jumbled procedure titles and concluding sentences.
Your task is to match the correct title to the matching conclusion.
You can print this out and cut and paste the correctly matched titles and conclusions in your lined book OR write them down.

Optional: Afterwards, choose one of these titles and write the entire procedure in your lined book.
(30-40 minutes)

Learning Intention:

We are writing for enjoyment, by choosing a topic and a genre.

Task:

Choose a genre of writing that you would like to do today. For example; recount, narrative, poetry, letter, procedure, play.
You can use the picture below for an idea or come up with your own.
Remember to include interesting adjectives and edit your writing to make sure you have correct capital letters
(click here for CHIMPS), punctuation and spelling.
You can choose to complete your free choice writing in your notebook.
(30-40 minutes)

Spelling

Learning Intention:

To investigate the homophones their, there and they’re.

Task:

This week we will be continuing to investigate the homophones their, there and they’re.
It is important to notice words, like homophones, because it can help us with our spelling and reading.
Watch the ClickView video below by clicking on the correct link for your class.
Make sure you stop the video at 5:15 (after 5 minutes and 15 seconds).
(10-20 minutes)

Click here for 4A’s interactive video.

Click here for 4R’s interactive video.

Click here for 4T’s interactive video.

Click here for 4P’s interactive video.

Click here for 4F’s interactive video.

Task:

Using the information that you have learnt in your investigation and in the ClickView video, try writing some of your own sentences using the homophones there, their and they’re.
Write at least two sentences for each one and underline the correct homophone.
Below is an example of what this could look like in your lined book. (20-30 minutes)

                    there                                                      they're                                                   their
  The view is better from over there.             They're behind a tree.                    Their bag is heavy.

  We know there was a house.                    They're going on holidays.               Where are their shoes?

      
Optional: Can you create a sentence that uses all three homophones?
(5-10 minutes)

 

Maths

Learning Intention:

We are using our knowledge of place value to order numbers.

Task:

Fluency Place Value Game - Click here for the game board. You can print the game board or draw it in your scrapbook.
On ClickView, watch a video explaining how the game is played here. We will also discuss this in Monday’s Webex Essential.
If you play with a partner, you will both need your own game board.
If you roll the dice and cannot use the number, then you miss a turn and pass the dice to your partner.
If you are playing alone, you will need to roll the dice again until you roll a number you can use.

Optional: If you have three dice you could roll these to make three-digit numbers.
(10 minutes)

Learning Intention:

We are using place value to represent numbers.

Task:

Click on the link for your class to watch a ClickView video about using place value. Listen carefully to the information in the video and take your time to answer the questions throughout.
NOTE: At the end of the video, the teacher gives you a number to investigate. This is for tomorrow’s task.
(20-30 minutes)  

Click here for 4P’s interactive video

Click here for 4F’s interactive video

Click here for 4R’s interactive video

Click here for 4A’s interactive video

Click here for 4T’s interactive video

 

Task:

Watch the ClickView video again. Complete the investigation at the end of the video and try to think of as many ways as possible to represent the number 74.
Write your answers in your scrapbook.
(20-30 minutes)

Learning Intention:

We are using our prior knowledge and strategies to solve maths problems.

Task:

Have a go at solving the problem below.

How many hours will you sleep in your lifetime?

Before solving this problem estimate what you think the answer might be. Remember an estimate is a good guess.

What do you already know that will help you solve this problem?
(For example: 1. How many hours do you sleep in one night? 2. How many years in an average lifetime?)

Show your working out in your lined workbook.
(20-30 minutes)

 

P.E./Movement breaks:

Learning Intentions:

We are learning to practise our skipping skills.

We are learning to explore a range of skipping skills.

We are learning to display resilience when we face challenges in skipping.

 

Tasks:

Last week our focus was developing our skipping skills. Hopefully most of you have had some practise with some of the skills you learnt. This week we are going to continue practising so we get better each week.
Remember to always find a safe space (inside/outside) to practise spinning the rope over your head and jumping over the rope. If you don’t have a skipping rope, you can use a hula hoop, a spare rope or simply jump back and forth over a line on the ground. Once you are able to spin the rope over your head, practise forward and backward skipping.

Optional: Take a video or some pictures of you completing some of the skipping challenges and send them via Sentral to either Mr Marikar or Mrs Yue-Lamb.

CHALLENGE 1: Criss Cross  
   

CHALLENGE 2: Single Side swing and Jump 

BONUS CHALLENGE: Double Under

 

Inquiry

Learning Intention:

We are exploring the meaning of the word culture.

Task:

What is culture? Click here to watch a video on ClickView about culture.
When you click on the link, it will ask you to log in first and then take you directly to the video.
While you are watching the video, write down the important information that you hear using dot points in your notebook.
After you have watched the video, click here to read the book ‘Cultures Around the World’ on Epic!.
As you are reading this book, write down any important information that is new or different to the video.
(30 minutes)

Learning Intention:

We are sharing our family’s culture and its significance.

Task:

This week, you will need to look for an item at home that is important to your culture.
Be ready to share this item in our Webex session on Friday 31st July.
When you have found your special item, write down the answers to the following questions in your notebook and bring them to our Webex session. Some examples of items could include a family tree, a flag, photos, books, music, a particular song or a type of food.

What is your object or item?

Where did it come from?

Why is it important to your family's culture?

(20-30 minutes)

 

Science

Learning Intentions:

We are investigating the properties of soil

We are making and recording observations

Task:

Click on your classes link to watch a ClickView video about soil. Listen carefully, follow the instructions and answer the questions as they appear on the screen.
Click here to open the soil sample worksheet and click here to open the soil glossary.
(20-30 minutes)

Click here to watch 4A’s video

Click here to watch 4F’s video

Click here to watch 4T’s video

Click here to watch 4R’s video   

Click here to watch 4P’s video

 

Click here for the other Specialist options

Self-reflection: At the end of the week think about your learning.

Did you try your best?

Were you resilient this week when something didn’t go as planned the first time?

Have you used the school value of curiosity this week?

Write 2-3 sentences in your lined homework book about your learning.

What tasks did you enjoy?

Were there any challenges that you came across while learning from home?