Thursday 21st MayOn Line Forum (Class Meeting through Webex)
9.30 – 10am
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
To identify and apply the sound to the letter v and write the letter using correct letter formation.
I can say the sound for the letter “v” and write it using correct letter formation.
*Please note some students may be sent different Phonics activities in a separate learning task
Practice sound pack with video
Writing on whiteboards a-m then n-z
Students are to create a V vase. Cut 4 long strips of green paper. Cut the V out and attach to the end of the green paper. Glue the flowers to the vase.
On a coloured piece of paper draw a v. Cut it out. Using coloured paper create 3 flowers. Alternatively you can draw flowers on white paper and colour them in with your pencils. Cut them out and place them in the v vase.
Pencil, texter, scissors, glue, sticky tape, ruler, popsicle stick, coloured pencils or crayons
White board and white board marker
To read and write simple high frequency/irregular words
I can identify and read taught high frequency /irregular words.
Watch the following word list videos. There are two videos. One for the heart words and one for list 1 of the irregular words. Choose one of these lists and read each word aloud as each word comes up on the screen.
Heart words: http://youtu.be/Mj-ivpeBUe8?hd=1
Irregular Words Set 1:
Choose some of the following activities to complete
. Make the words using playdough.
. Use a paintbrush and write them with water on the concrete.
. Use your magnetic letters to make them.
. Make a double set of them and play a game of Memory.
. Write them using chalk or textas.
. Read them to your favourite teddy or to your pet.
. Put them into a spoken sentence.
Home Learning scrapbook, grey lead, coloured pencilsWriting
To identify elements of a recount.
I can identify who, what, when, where, why/how of a familiar event.
Think about something you have done over the last few days. It might be playing outside, going for a walk or to the shops, playing a game or watching a movie.
Use this experience to complete the recount ‘mind map’.
When writing a recount we include details of
Students draw a box for each of the different elements and draw and write the details.
Who – picture of themselves and who else was with them. Write the names of the people.
What – a picture of what they were doing. Write what they did e.g. basketball, watching TV.
Here is an example of what it may (but does not have to) look like:
recount map example.docx
Students may then (but not essential) put these details into a complete sentence/s to write about what they did.
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: NB: This is today’s submission task via compass
Answer yes/no questions to collect information
I can answer simple questions about data shown on graphs.
Select a question you could ask others that can only have a “yes” or “no” answer: examples/make up your own?
Do you like chocolate?
Is a dog your favourite pet?
Do you like ice cream?
Is _______ your favourite football team?
Are you 6 years old?
Is playing outside your favourite thing to do?
Do you like watching Bluey?
Write your question on a page in your Home Learning Book.
Write YES and NO underneath, then put a tick under the word the people say who you ask the question of. Or draw and label that person under YES or NO.
Which choice won? How many people said YES? How many people said NO? Was it a draw? ( the same)
Grey Lead pencil, Home Learning Book, coloured pencils
Learning Break 12.45pm – 1.45pm (Lunch break)
Specialist: Visual Arts
NB: Specialist learning tasks will be assigned separately.
Please 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.