Framework for teaching Year One Week 9

| NSW Department of Education – Term 3

education.nsw.gov.au

Framework for teaching – Year One – Week 9 Monday Tuesday Wednesday Thursday Friday

Task

Morning Spelling

Colour Sound – write the

sound of the week in

orange and the rest of the

word in lead

Sound Work – Word

Endings - ff

Double Consonants at the

END - 4 Minute Phonics -

YouTube

Spelling

Dictionary Dig – look up 6

of your spelling words and

write down there meaning

Sound Work – Word

Endings - ff

#Stayathome - Alphablocks Level Two |

Letter Sounds - FF LL SS |

#HomeSchooling -

YouTube

Spelling

Colour Code – Write the

vowels (a, e, i, o, u) in blue

and the consonants in red

Sound Work – Word

Endings - ff

The FF Sound | Phase 2 |

Phonics - YouTube

Spelling (Hand in Task)

Elkonin boxes – Write out

your word and then break

it into the sounds you hear

in the word.

Sound Word – Word

Endings - ff

Nessy Spelling Strategy: Flossy Words | FF LL SS |

Learn to Spell - YouTube

Tech Free Day.

The Matrix is attached with

some ideas for your Friday.

You can do any, all or

make your own tech-free

fun. You will only need to

complete your check in

activity today on Seesaw.

Have a great day!

https://www.youtube.com/watch?v=jneDqE7cEJg



https://www.youtube.com/watch?v=K-0TUXSakTk





https://www.youtube.com/watch?v=_5XiB9JKFMc

https://www.youtube.com/watch?v=_5XiB9JKFMc

https://www.youtube.com/watch?v=hPcl5i30IGI



© NSW Department of Education, Aug-21 1

Monday Tuesday Wednesday Thursday Friday

Writing

Take a 10 minute Crunch

and Sip break.

Reading

Login to your Decodable

Readers Australia or Epic account and read a book

from the library.

Reading Eggs

Work on reading eggs for

20 minutes.

https://readingeggs.com.

au/y

Writing


and Sip break.

Reading (Hand in Task)



from the library.

Reading Eggs


20 minutes.


au/

Writing ( Hand in Task)


and Sip break.

Reading


Readers Australia or Epic

account and read a book

from the library.

Reading Eggs


20 minutes.


au/

Writing


and Sip break.

Reading



from the library.

Reading Eggs

Work on reading eggs for 20 minutes.


au/

Break Break Break Break Break Break

Middle

Mathematics - (Hand in

Task – Miss Cetinski

providing feedback)

Word problem On the weekend, I bought 36 lollies. Then I bought 12 more. How many lollies do I have altogether?

Mathematics -

Word problem I collected Pokémon cards. I had 34 and my friend gave me 20 more. I now have how many Pokémon cards?

Maths Lesson

Mathematics -

Word problem Little Johnny gave 3 of his friends 5 jellybeans each. How many did he give away altogether?

Maths Lesson

Mathematics -

Word problem Little Jane gave 5 people 2 cupcakes each. How many did she give out?

Maths Lesson Warm up:

https://readingeggs.com.au/








2


Maths Lesson Warm up:

What can you tell me about

the number 56? E.g. is it odd

or even? How many tens and

ones? What two numbers

make 56?

Lesson:

Students will be learning

about how subtraction and

addition are inverse

operations – meaning they

reverse the effect of each

other. Inverse is a strategy

used to double check our

answer. E.g. 7 + 3 = 10 but I

can double check by making

it into the subtraction number

sentence of 10 – 7 which

should equal 3 or 10 – 3 which

should equal 7.

Using counters (or another

concrete material), solve

number sentences then

double check your answer by

making it into a subtraction.

For example: If I had 6 + 2 as

my number sentence, I would

get 6 counters and count on

another 2 counters by going

6…7, 8. I will then leave my 8

counters and turn it into a

subtraction by either

subtracting 2 or 6 from 8. I

decide to subtract 2 from 8

(which should equal 6) by

going 8…7, 6. Complete the

Warm up: What can you tell me about




make 23? Lesson: Students will continue with

inverse operation but this time

changing a subtraction

number sentence into an

addition number sentence.

For example: I had 13 – 4 as

my number sentence. I have

13 counters and begin taking

4 away by going 13…12, 11,

10, 9. I then keep my 9

counters and this time I count

on 4 which should equal 13.

9…10, 11, 12, 13. Complete

the following number

sentences:

• 8 – 4 =

• 15 – 9 =

• 23 – 5 =

• 49 – 6 =

Mathletics

Complete 15 mins of

activities on Mathletics https://www.mathletics.com/au/

Warm up: What can you tell me about




make 14? Lesson: Students are learning to

measure the length of objects

using informal unit such as

cubes, paper clips, Lego,

cards etc. Students must

remember to make sure they

measure from end-to-end,

leave no gaps and to not

overlap so they have the

most accurate answer.

Before measuring, they are to

estimate the length of their

object based on what object

they will use to measure with.

Students need to think of a

reasonable estimate for

example saying an ipad’s

length is 6 cards rather 60

cards. Students are to pick 5 objects around the house to measure as well as something informal (only 1) to measure the length of the objects. Some things to measure could

include a book, shoes, table, chair, kitchen bench etc.

Mathletics

Complete 15 mins of activities on Mathletics

What can you tell me about




make 78? Lesson: Students will continue to

measure using informal units.

They will use the same 5

objects as yesterday,

however, they will use a

different informal object to

measure them with. E.g. If

they used cards to measure

their objects yesterday, they

might use paper clips to

measure the same objects

today. Once students have

measured the same 5 objects

with another informal object,

they are to compare their

answers. Were they the same

length or a different length?

Why/why?

Mathletics

Complete 15 mins of

activities on Mathletics https://www.mathletics.com/au/

https://www.mathletics.com/au/






following number sentences:

• 4 + 2 =

• 15 + 7 =

• 20 + 3 =

• 31 + 6 = Don’t forget to double check

by turning the addition

number sentence into a

subtraction number

sentence!

Mathletics

Complete 15 mins of

activities on Mathletics

https://www.mathletics.

com/au/


Break Break Break Break Break Break

Afternoon Zones of Regulation –

Self Reflection 1

Goal: Reflect on

your own learning and feelings about

your home-schooling journey

Steps Step 1 - Pick a

challenge: Pick a challenging homeschooling lesson or situation. (Example:

Geography – My Park

(Lesson 2)

Goal: Draw an inclusive park and play area for multiple uses

Steps

Wednesday –

Handwriting

The letter “j” &

The letter “y”

See attached

handwriting sheets.

Thursday Art

Pro Hart (Lesson 2 –

creating Art)

1. Review the slides and read about Pro Hart

2. Research - If you wish to know more then do some





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math lesson, getting ready in the morning for learning or another situation)

Step 2 – Pick a Zone

From step 1 think about what zone you were in and how you felt at the time (Example: Yellow: I

was anxious because …. Red: I was angry because … Blue: I was sad because …)

Step 3 – Pick a

Solution Write down the strategy you used to overcome your

feelings and helped you move into the green zone. (Example: I went for a walk to calm down, I helped my mum with …, I

played handball with …)

Step 4 – Upload to

Step 1 – Review come

parks from week 7. Research some parks from local area.

Step 2 – Review and

Plan

Grab your list of items in your park (include both natural and built). Roughly draw

your design.

Step 3 – Draw your

park and consider the

following.

Draw your park

• Use Colour • Where do you place your trees

(not near BBQ’s)?

• Do you need fences around

Here are copies of the final product and what they should look like when you finish.

research and look up some art work type "Food Art by Kids" on Google

3. Create an art work

using food 4. Think about what healthy food you have for lunch 5. Create art using the food you

choose (See attached document for ideas)

4. Submit a photo of

your creation through Seesaw

**Note 1: Remember to use what you have

at home and think about the colour of items and what they



Seesaw Write answers in full sentences

your play area for safety?

• Do it from a “birds eye view”. From above

• What does you

play area include?

• Is you slide fun?

• Do you have enough climbing equipment?

• Does it need a bike or walking track?

• Is it near the

ocean of in a caravan park or somewhere else?

Step 4 – Upload a

photo to Seesaw

may represent**

**Note 2: Try to use items that you can eat afterwards. Try to avoid food that will

be wasted becuase it isn't cooked like rice

or pasta**

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Monday

8

Tuesday

10

Wednesday

14

Thursday


Friday

Framework for teaching Year One Week 9

Documents

Transcript of Framework for teaching Year One Week 9