Tuesday 12th MayOn Line Forum (Class Meeting through Webex)
9.30 – 10am
Morning roll/welcome

Rules/Expectations – Quick reminder about using hand to show you want to talk/answer a question, thumbs up for understanding etc

Parent/Student questions for days Literacy tasks

Phonics: NB: This is today’s submission task

Learning Intention:
To identify and apply the sound to the letter d and write the letter using correct letter formation.

Success Criteria:
I can say the sound for the letter “d” and write it using correct letter formation.

*Please note some students may be sent different Phonics activities in a separate learning task
Activity:
Sound pack 
Practice sound pack with video 
https://www.youtube.com/watch?v=4AAtXf5Y4eo&feature=emb_err_watch_on_yt

Handwriting
Writing on whiteboards a-m then n-z
https://www.youtube.com/watch?v=6Ec4g0Waj2s

Practice writing d in online meeting
Students complete one of the following activities:
Make a dinosaur crown
https://youtu.be/k0ELZuiwKtw

OR

Make an origami dog
https://youtu.be/_APImpVCYLE

Resources Required

Whiteboard/texta/duster
Paper, scissors, glue, pencils/crayons

Reading

Learning Intention: 
To identify how the pigeon is feeling during the story.

Success Criteria:
To identify different feelings of the pigeon as the story progresses. To give reasons why the pigeon has those feelings.

Activity:
Watch the link below “The Pigeon wants to drive the Bus!”

https://www.bing.com/videos/search?q=the+pigeon+drive+the+bus+youtube&docid=608005972524469771&mid=D8F04B94D5908904773FD8F04B94D5908904773F&view=detail&FORM=VIRE


In your Home Learning book, draw a happy or sad pigeon and write a sentence about what made him
happy or sad.

OR

Make a list of all the items /vehicles the pigeon could drive?? So that he could be happy.

OR

Was the bus driver mean to the pigeon? What do you think? Give a reason why you think that way?
“My favourite part was…”

Resources Required

Home learning Book, pencil, coloured pencilsWriting

Learning Intention:
To be able to label drawn objects.

Success Criteria:
I can attempt to label drawn objects by finger spelling and using the sounds that I know with increasing independence.

Activity:

My favourite room at home
Select a special room in your house, e.g., your bedroom, playroom.

Using your Home Learning Book draw the inside of that room using your coloured pencils, crayons or textas.
Give it a title.

Make sure that you choose a room that has lots of different things in it.
Use your grey lead pencil and label as least 6 objects in your picture.  As you write each word say it out loud and see if you can write some of the sounds that you hear. Use your alphabet cards to help you.

Resources Required

Home Learning scrapbook, grey lead, coloured pencils, alphabet cards

Learning Break 11am – 11.30am  (Recess Break)

On Line Forum (Class Meeting through Webex)
11.30am – 12pm

Focus: Clarify any questions from parents/children about daily learning tasks.

Numeracy:

Learning Intention:  
To establish an understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point.

Success Criteria:
I can order numbers from 1 to 20.

Activity:
Watch Ms Frizell’s counting video https://youtu.be/dAAWq9ae06s

Number Sequencing (Sausage Dog)
Students are to cut out the cards with the numerals/quantities and number words. They are to mix them up and glue them onto the blank brown paper in the correct order. Remember you can use your 100’s chart in your Home Learning Bag to assist you. They then need to assemble the sausage dog. Please glue your work into your Home Learning book.

Resources Required

“sausage dog” number sequencing handout (numeracy home learning pack), grey lead, scissors, glue stick

Learning Break 12.45pm – 1.45pm  (Lunch break)

Specialist: Indonesian
NB: Specialist activities will be in a separate learning taskPlease note: The timetable outlined is just an example for students to follow at home. We understand that all families daily schedule will differ depending on individual circumstances.