Week beginning – 5 October 2020

 

Webex Essential Schedule 

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

 

Monday: Vocabulary, Reading - response (Introducing and Teaching)

Draw a new word of the week template in your scrapbook for this session.

 

Tuesday: Writing - adjectives (Teaching)

 

Wednesday: Vocabulary, Maths - efficient strategies (Reviewing)

 

Thursday: Vocabulary, Wellbeing (Teaching)

 

Friday: Writing - sharing narrative or description (Reviewing)

 

Work or items to be brought to Webex Essential sessions are highlighted like this.

 

Work to be uploaded by Thursday afternoon:

Reading - BOTH response tasks

 

 

Wellbeing

Resilience, Rights and Respectful Relationships 

 

Learning Intention:

We are identifying how our interests can be similar or different to others

 

Task:

• Sometimes we have the same interests as some people, but not others. For example:
  
  Mrs Ryan likes to read, just like Miss Moore, and she also likes to cook with people like Miss Bonollo.
  Mrs Bailey and Mrs Mason both like football, but support different football teams.
  
  Click here to log into ClickView and listen to the story Pearl Barley and Charlie Parsley.
  Copy and complete the table below into your lined book.
  Find examples of how Pearl Barley and Charlie Parsley are different.
  Record how you are like one of the characters.
  
  What have you learnt from the book? Record your response below the table.

 

 

Reading

 

• Each day you need to read a book from Bug Club to someone.
  Choose both fiction and non-fiction books to read.
  Together, talk about the quiz questions before you answer them.
  Remember, you can look back at the page to help you find the answers.
  When you finish a book, spend five minutes discussing the book with the person who listened to you read.
  After you have read your Bug Club book, read a ‘just right’ book independently.
  At the back of your lined book, record the title of the books you have read. 
  If you have finished reading your ‘My Stuff’ books, reread the books in your library to practise your reading goal.
  (15–20 minutes each day)

 

Learning Intention:

We are responding to a book by listening to our inner voice (what you are thinking)

 

Tasks:

• A response is when you share your thoughts and feelings about something.
  This will be taught during Monday’s Webex Essential session.
   
• Click here to log into Story Box Library and listen to Greetings from Sandy Beach.
  In your lined book, copy the table below.
  Record the conversations that you are having in your head while reading.
  For example, any questions, connections, feelings or predictions that you have.
  Be sure to have at least two sentences in each box.
  
  (20 minutes)
  
  
• Choose a book of your choice to read.
  In your lined book, redraw the table above.
  Record the conversations that you are having in your head while reading.
  For example any questions, connections, feelings or predictions that you have.
  Be sure to have at least two sentences in each box.
  (20 minutes) 
  
  Success Criteria: (for both Reading response tasks)
  • I recorded my thinking about what I read
  • I have at least two sentences in each box

 

Please ask a parent to take a photo of BOTH Reading response tasks and send them to your teacher
through the Sentral Parent Portal by Thursday afternoon. Written feedback will be provided.

 

 

 

Writing

 

Learning Intention:

We are using three adjectives to describe a noun

 

Task:

• An adjective is a word to describe a noun.
  We often use three adjectives at a time to describe a noun.
  Do you know that adjectives should be written in a particular order?
  When using two or more adjectives, follow the order of adjectives (see the picture below) to ensure your sentence makes sense.
                                 
  In your lined book, record three adjectives in the correct order to describe each noun listed below.
  
  
  • Cat: One shy, black cat.
  • Strawberries:
  • School:
  • Beach:
  • Flower:
  • Book:

(15 minutes)

 

 

Learning Intention:

We are embellishing our writing using adjectives

 

Task:

• Good writers embellish (to make something sound or look better) their sentences by adding adjectives to make their writing more descriptive and interesting. 
                       
  For example:
  The lady crept inside the house.
  
  Can be embellished to:
  The grumpy, old lady crept inside the dark, mysterious house.
  
  In your lined book, embellish the following sentences by adding at least 3 adjectives.
  • The cat was on the mat.
  • The chair was red.
  • I saw a lion.
  • It is a cold day.
  • I like to eat chocolate.
  • The dog was there.
  • He drinks tea.
  • I like to read.

(20 minutes)

 

 

Learning Intention:

We are using a picture stimulus to write a narrative or a description

 

Task:

• Choose one of the pictures below.
  In your lined book, brainstorm adjectives to describe the picture.
  Write a narrative or describe what you see (description) using some of the adjectives from your brainstorm.
  Remember to use capital letters and punctuation correctly and reread your story to check it makes sense.
  Please do not write more than one page.
  
  Bring your writing to share during Friday’s Webex Essential session.
  
  (40 minutes)

 

Vocabulary

 

Learning Intention:

We are investigating a word of the week

 

Task:

• We will be investigating the meaning of a word and the different ways we can use it when writing and speaking.
  Words will be introduced and discussed during Webex Essential sessions on Monday, Wednesday and Thursday.
  Draw a new word of the week template in your scrapbook for Monday’s Webex Essential session.
  
  

 

Maths

 

Learning Intention:

We are using efficient strategies to solve subtraction equations

 

Task:

• Fluency Activity (to be completed daily)
  Click here to apply your subtraction knowledge.
                   
  Challenge: choose another option to select.
  (Up to 15 minutes each day)

 

Learning Intention:

We are identifying important information to help us solve word problems

 

Task:

• When solving word problems, identify the important information that you will need to create a number sentence.
  
  For each problem, follow these steps in your lined book:
  
  1. Write the word problem.
  2. Write the equation.
  3. Write the answer to the problem.
  
  For example:
  
  1. Noah has 12 books in his book box. Mrs. Ryan told him to take out 5 books.
      How many books does he have left?
  2. 12 – 5 = 7
  3. Noah has 7 books left in his box.
  
  Solve the following worded problems using the steps above:
  
  
  • Criston has 16 oranges and he bought 5 more.
    How many oranges does he have now?
    
    
  • Ethan has 19 tennis balls and he lost 8.
    How many tennis balls does he have left?
    
    
  • Liam has 20 pencils. Toby borrowed 7.
    How many pencils does Liam have now?
    
    
  • Hamisha has 28 cupcakes. Aiden has 6 cupcakes.
    How many cupcakes do they have altogether?

(20 minutes)

 

Learning Intention:

We are using the language of addition and subtraction to create word problems

 

Task:

• In your lined book, write a word problem using the correct language for each equation below.
  
  
  • 18 + 5
    
    
  • 29 - 7
    
    
  • 12 + 11
    
    
  • 24 - 17
    
    Use an efficient strategy to solve the equations.

(20 minutes)

 

Learning Intention:

We are using efficient strategies to solve addition and subtraction equations

 

Tasks:

• This will be taught during Wednesday’s Webex Essential session.  
  
  
  
• Use an efficient strategy to solve the following equations.
  Copy the table below into your scrapbook.
  Name the strategy and explain how you used it.
  
  (20 minutes)

 

 

 

P.E./Movement Breaks:

 

           

To view the Leader Board after the second week click here.

 

Don’t forget to …

• Keep track of how much time you spend being active from Monday to Friday each week,
  1 minute of any form of exercise = 1km.
  
  For example, if you complete a total of 30 minutes exercise every day from Monday to Friday you will contribute 150 km! (30 x 5=150).

• Keep track of the type of activity you participate in from Monday to Friday each week
  eg. walking, running, skipping, bike riding

Click here to enter your results by 3pm Friday.
Remember to demonstrate the school value of integrity when entering your results.

Bonus offer – If you would like to send a video of yourself performing the following skill via the Sentral Parent Portal, we will TRIPLE your result!

While singing your favourite AFL team song, perform the ‘Can Can’ skipping skill (for a minimum of 20 seconds).

 

Good luck and remember every kilometre counts!

 

 

Inquiry

 

Learning Intention:

We are observing changes over a period of time

 

Task:

• Click here to log onto ClickView and read the story Windows.
  After reading, in your lined book record at least four changes that you noticed throughout the story.
  Look at the example below.
  

Science

 

Learning Intention:

We are learning about the forces of push and pull

 

Task:

• A force is when you make something move or change shape.
  There are two types of forces called push or pull.
  Click here to log onto ClickView and watch the video Use the Forces.
  Copy the table below into your scrapbook.
  
  Walk around your house to find objects that you push or pull to move or change shape.
  Record your findings in the table.

 

 

Click here for the other Specialist options.