Stage 1 Learning @ Home Plan Week 3 Important Information

Class Dojo Classroom teachers and specialist/support teachers will be communicating with students and their families daily on Class Dojo. Teachers will be available throughout the hours of the school day to answer any questions and support your child/ren with their learning. We encourage students to post photo and video samples of their completed work to their portfolio so that all teachers can view the learning they are doing at home and provide them with feedback. If you have any questions, please do not hesitate to get in touch with your child’s teacher on Class Dojo. Maths: Interactive 120 Chart Each day you will be participating in a counting and/or number task. Follow the below link to use an online interactive 120 chart to help you with number sequencing tasks: https://www.abcya.com/games/interactive_100_number_chart Mindfulness Activity: Rainbow Walk Mindfulness is about focusing attention on the present, rather than focussing on the future. Research shows that mindfulness: · Increases self-awareness, social awareness, and self-confidence · Increases emotional self-regulation · Builds resilience Make some time this week to go for a walk in your street or school with a family member or teacher. Look around you to find one thing of each colour: red, orange, yellow, green, blue, and purple. Red Orange Yellow Green Blue Purple

Time to reflect: 1. How were these objects similar? (For example, were they all small?) 2. Other than their colour, how were these objects different (For example, different sizes or materials) 3. Which ones would you have never noticed if you hadn’t been looking? 4. How did noticing new things make you feel?

Share your thinking with someone at home or draw/write your responses.

Monday 11 May Session 1: English (45-60 minutes)

Phonics/Spelling Tricky Words: You are going to practise reading and spelling some tricky words: then there they Use look/say/cover/write/check to write each word 3 times. Optional extension words: really because arrival Letter Detective: Let's play detective. The letter thief has taken a letter from the word, which is supposed to say 'cap'. I wonder which letter has been taken? Can you find the missing letter? c _ p Can you find the missing letters in these words? Draw a picture of the words you have made. b _ g p _ g h__ g p __ t Sound Boxes: Do you remember what a phoneme is? Tell someone at home. A phoneme is a little _____ in a word. You are going to write some words in sound boxes. Each phoneme will go in a separate box. You will need to draw 3 boxes. You can use a different colour to record each phoneme. Example: cap

c a p Record these words in sound boxes: mum dad hop pet bit fog bug Independent Reading: Complete the ‘So Can I’ reading task. This will be posted on Class Dojo and can be found at the back of this learning plan. Reading/Writing Reading: Today you are going to listen to the story Bears Don’t Read! By Emma Chichester Clark Before you read the story: Think about these questions and share with a family member. 1. What are some things that you know about bears? 2. Where do bears live? 3. What are some different kinds of bears? 4.What are bears good at? 5.Do they read? 6.Look at the picture on the front cover here and predict what you think the story will be about.

Read or watch the story. Enjoy the whole story without stopping. https://www.youtube.com/watch?v=iEWLtjl5HLM After listening to the story:

1. Talk about the beginning, middle and end of the story 2. Was your prediction correct?

Writing Task: Optional - write a retell of the story Now share your thinking by choosing one of the following:

• Oral retell (you can video yourself retelling the story) • Drawing the beginning, middle and end. • Write what happened in the beginning, middle and end.

Session 2: Maths (30-45 minutes)

Counting: Partner Counting Play the counting game with a partner.

• Using 36 as a target number, take it in turns to count on by saying the next 1, 2 or 3 number words in the sequence

Example 1: Partner A: '36' Partner B: 37', Partner A: '38' Example 2: Partner A: '36, 37', Partner B '38, 39, 40’, Partner A: '41'

• The player who says the target number is the winner and gets a point • Then choose a different target number between 20-40 • Try playing using backward counting

Number Talk: Number busting

• Choose a teen number (11-19) • Collect that number of items in your home (pasta pieces, counters, pencils, buttons) • Organise the items in different structures (ten frame structure, dot dice structure, twos

structure) • Describe the structure you have used • Record your thinking by using drawings, numbers, words and symbols

Session 3 Geography (30-60 minutes)

We are learning about how spaces within a place can be used for different purposes. Today we are looking at how a classroom space can be organised for a purpose. Picture your classroom then watch the Arranging Furniture video. Think about the different ways desks can be arranged.

https://online.clickview.com.au/share?sharecode=110ce3ad Make a list of the activities students do in the classroom. Choose one of the activities and design and map a space in the classroom of how you would like it arranged.

Tuesday 12 May Session 1: English (45-60 minutes)

Phonics/Spelling Tricky Words: You are going to practise reading and spelling some tricky words: then there they Can you use these words in a sentence? Tell someone at home your sentence. Optional extension words: really because arrival Letter Detective: Let's play detective. The letter thief has taken a letter from the words below. Can you find the missing letters in these words? Draw a picture of the words you have made. st _ p th _ t w __ nt th __ s fl __ ff Sound Boxes: Do you remember what a phoneme is? Tell someone at home. A phoneme is a little _____ in a word. You are going to write some words in sound boxes. Each phoneme will go in a separate box. You will need to draw 4 boxes. You can use a different colour to record each phoneme. Example: clap

c l a p Record these words in sound boxes: spit spot spat spun send Independent Reading: Complete the ‘So Can I’ reading task. This will be posted on Class Dojo and can be found at the back of this learning plan. Reading/Writing Reading: Listen to the story “Bears Don’t Read!” and learn three new ‘interesting words' https://www.youtube.com/watch?v=iEWLtjl5HLM During the story, pause to answer these questions and share your thinking with an adult. 1. Why was George not happy chatting, fishing and telling the same old stories with his brothers and sisters? 2. George was strolling through the forest and found a book lying beneath a tree. What was George doing when he found the book? What was inside the book? Why did he want to know what it said? Explain what ‘strolling’ means: walking in a slow, relaxed way. Demonstrate strolling. 3. What was George’s brilliant idea? What did the other bears think? 4. Before he slept, George opened the book again and gazed at the words. Why did George gaze at the book that night? Explain what ‘gazed’ means: looked at something for a long time and thought about how wonderful or beautiful it was. 5. “How peculiar!” thought George as he walked towards the school. Was it peculiar that everyone in town ran away from him, screaming? Why did George think it was peculiar? Explain what ‘peculiar’ means: odd, strange or puzzling. 6. Was Clementine a good teacher? How can you tell? 7. Why did George and Clementine dance at the end of the story? Writing Task: After listening to the story use each of these words in a sentence: strolling, gazed, peculiar. Create an 'interesting words' poster using the 3 words to show what you understand about their meaning.

Session 2: Maths (30-45 minutes)

Counting: Partner Counting Play the counting game with a partner, counting forwards by twos. Your target number today is the number 42. Example 1: Partner A: '42' Partner B: '43', Partner A: '44' Number Talk: Number busting

• Choose a number a teen number (11-19) different to yesterday • Collect that number of items in your home (pasta pieces, counters, pencils, buttons) • Organise the items in different structures (ten frame structure, dot dice structure, twos

structure) • Describe the structure you have used • Record your thinking by using drawings, numbers, words and symbols

Session 3 Arabic Community Language (30-60 minutes)

Please find the Arabic Community Language learning plan on the Skoolbag app and Class Dojo.

Wednesday 13 May

Session 1: English (45-60 minutes)

Phonics/Spelling Tricky Words: You are going to practise reading and spelling some tricky words: then there they Word detective: Can you find these words in somewhere in your home? Record the word once you find it. Optional extension words: really because arrival Vowels: Remember our vowel song? Every word that we read has a vowel Every word that we write has a vowel a e i o u are the vowels that we use Every word, every word has a vowel Make sure you say the letter names, not the letter sounds. What is the vowel sound in the word 'rat'? The letter 'a' makes the /a/ sound. On a piece of paper, draw five columns like this

a e i o u

Listen for the vowel sound in the following words and write the word in the column that has that vowel sound. shut shop ship lost went flat camp best lift crop must Diagraphs: Sometimes we see two letters that are the same at the end of a word. These two letters together say just one sound. We have a special word for this, we call it a diagraph. A diagraph is when two letters say one sound. For example: bell the double 'l' in bell make one /l/ sound. Write the letters l, f, s and z as shown in the example below.

L ll

F ff

S ss

Z zz

bell

Write the following words under the correct diagraph. As shown in the example above. fuzz sniff whizz pass pull moss full stiff press Independent Reading: Read the digraph words out loud to an adult. These will be posted on Class Dojo and can be found at the back of the learning plan. Reading/Writing Look again at the three words from your 'interesting words' poster (strolling, gazed, peculiar) Act out or think about each word, and then use it in a sentence as follows: 1. Pretend that you are strolling along a beach collecting shells. Now say this sentence: “I am strolling along the beach collecting shells.” 2. Pretend that you are gazing at the twinkling stars in the night sky. Now say this sentence: “I am gazing at the twinkling stars.” 3. Think of some peculiar things (e.g., a pencil writing by itself, a teacher wearing a school uniform, a cake that tastes sour, etc.). Now say this sentence: “It was peculiar when......” Share a video of yourself actin g out each of the words. During the day or week try to find opportunities to use the three special words during different activities in your day (e.g., while cooking, playing outside, going for a walk)

Session 2: Maths (30-45 minutes)

Counting: Partner Counting Play the counting game with a partner counting forwards by fives. Your target number is 55. Example 1: Partner A: '5' Partner B: '10', Partner A: '15' Hidden Numbers: 1.

Think about the following: What numbers are hidden? How do you know? Share your thinking. for eg," I know the number is 23 because it is one more than 22", "I know the next number is 23 because it is ten more than 13" 2.

Think about the following: What numbers are hidden? How do you know? Share your thinking. for eg," I know the number is 56 because it is one more than 55", "I know the next number is 56 because it is ten more than 46”

Session 3: Creative Arts (30-60 minutes)

Thursday 14 May Session 1: English (45-60 minutes)

Phonics/Spelling Tricky Words: You are going to practise reading and spelling some tricky words: then there they Use look/say/cover/write/check to write each word 3 times. Optional extension word: really because arrival Phonemes: A phoneme is a small sound in a word. How many sounds in the word 'snap'? S - N - A - P (4) How many sounds in the word 'black'? B – L – A - CK (4) 'c' 'k' makes one sound /ck/ Pick 4 different words and count the phonemes on your fingers. Record how many phonemes you hear in each word. with ship fluff buzz mess camp went stomp fish thin shop mum what very Adding phonemes We can add phoneme to the end of a word to make a new word. e.g. /t/h/i/n/ If we add and /k/ we can make a new word: /t/h/i/n/k/ think Add a phoneme to the following words to make a new word: plan__ car___ ten___ fun___ men___ Independent Reading: Read the digraph words out loud to an adult. These will be posted on Class Dojo and can be found at the back of the learning plan. Reading/Writing Use the 'My Favourite Book' writing template to help you write a book review. Discuss the title and type of book (story), as well as what the book is about. What did you like about the book? After discussion, fill in the template using full sentences.

Session 2: Maths (30-45 minutes)

Counting: Partner Counting Play the counting game with a partner counting backwards by ones. Start from the number 79 and stop at zero. Example: Partner A: '79' Partner B: '78', Partner A: '77' Task: 1 more, 1 less, ten more, ten less You may use a hundreds chart if you need to.

1.Write the number that is one more (the number after) in the white box on the right. 2.Write the number that is one less (the number before) in the white box on the left. 3.Write the number that is ten more in the white box under the grey box. 4.Write the number that is ten less in the white box above the grey box.

Think about the following: What numbers are missing? How did you work it out? Share your thinking. for eg," I know the number before is 55 because it is one less than 56", "I know the next number is 66 because it is ten more than 56"

Session 3: Science (30-60 minutes)

What is sound? Watch the video: https://www.youtube.com/watch?v=3-xKZKxXuu0 How are sounds made? How do we hear the vibrations? Making a musical instrument - Tissue Box Guitar You will need: rubber bands, an empty tissue box, a cardboard tube (from wrapping paper or toilet paper). Step 1: Get the tissue box, cut off the plastic around the hole. Step 2: Cut a hole in one end of the tissue box for the cardboard tube to fit in. Insert the cardboard tube to make the handle. Step 3: Wrap rubber bands around the tissue box to make guitar strings. You can use thick and thin rubber bands. Decorate your guitar! Step 4: Pluck the rubber band to make a sound. Do the different rubber bands sound different? Why do you think that is? Where does the sound come from? How did you hear the sound?

Bottle Maracas You will need: an empty bottle (milk or soft drink bottle), some rice or beans. Put rice or beans into the bottle. Close the lid. Shake the bottle. Can you describe the sound? Does the bottle with rice make a different sound to the bottle with beans in it? Play your favourite song and use the maraca as you sing along!

Can you make a loud sound? Can you make a soft sound?

Friday 15 May Session 1: English/ Library (45-60 minutes)

Phonics/Spelling Tricky Words: You are going to practise reading and spelling some tricky words: then there they Can you use these words in a sentence? Tell someone at home your sentence. Optional extension word: really because arrival Diagraphs We are going to learn another diagraph. Remember a diagraph is two letters that make one sound. When you see the letters 'ck' together you say /k/. Underline the diagraphs in the following words: e.g. duck pick pack click rock dock pluck peck deck stick Tricky Words: How did you go learning your tricky words? Get an adult or sibling to quiz you on the following tricky words: said, are, her, was, you, very, put, have, were, then, there, they Extension words: until, was, February, were, friend, women, home, where, different, why, family, caught, who, people, something, ask, what, really, because, arrival Library - Please find your library lesson on Class Dojo

Session 2: Maths (30-45 minutes)

Counting: Partner Counting Play the counting game with a partner. Counting forwards by tens off the decade starting from 33. Example: Partner A: '33' Partner B: '43', Partner A: '53' Task: 1 more, 1 less, 10 more, 10 less Roll a dice or choose any number and write it in the grey box.

1.Write the number that is one more (the number after) in the white box on the right. 2.Write the number that is one less (the number before) in the white box on the left. 3. Write the number that is ten more in the white box under the grey box. 4. Write the number that is ten less in the white box above the grey box. 5. Repeat the activity with a different number (up to 4 times)

Think about the following: What numbers are missing? How did you work it out? Share your thinking. for eg: I counted on ten more from…… I used my fingers to keep track of……. I know that……

Session 3: PDHPE (30-60 minutes)

Health: Rest and Mindfulness On YouTube, listen to the story 'Mindful Monkey, Happy Panda' by Lauren Alderfer. Follow this link: https://www.youtube.com/watch?v=OpAvVX_S3EQ Think about the following questions after you have listened to the story, and discuss your answers with someone; -Why was Panda so happy? -How did he help Monkey? - In the beginning, why do you think Monkey wasn’t as happy as Panda, even though he was doing the same things? -What could we do to help us be happy like Panda? - Tell someone in your family what you think Mindfulness means. Mindfulness Breathing Activity Now practise some Mindfulness breathing. Have someone in your family guide you through it because their job will be to read this next part to you. (Hint; if you are reading this to them, you need to keep a calm, soft and slow voice) -You can stand or sit for this activity -Put both hands on your belly. -You should close your eyes, or look down to your hands. -Take three slow deep breaths in and out and see if you can feel your hands being moved.

-Count “1, 2, 3” for each breath in and “1, 2, 3” for each breath out, pausing slightly at the end of each exhale. -Think about how your breath feels and answer the following questions in your mind. – What is moving your hands? Is it the air filling your lungs? – Can you feel the air moving in through your nose? – Can you feel it moving out through your nose? – Does the air feel a little colder on the way in and warmer on the way out? – Can you hear your breath? – What does it sound like? OR Use the following YouTube link to practise some mindfulness on your own (Rainbow Breaths- Go Noodle): https://www.youtube.com/watch?v=O29e4rRMrV4 Think about and discuss the following question with someone; Why is rest and mindfulness important? (Write in a few sentences or video yourself explaining why you think rest and mindfulness is important) Sport - Why is maintaining stability or balance an important foundation skill? Warm up Practise whole body movements such as marching, walking, knee lifting, half squats. Practise arm movements such as elbows in and out, curls, reach for the sky, shoulder rolls. Stability and body control Maintaining stability or balancing is an important foundational skill for more advanced skills. Practise different stability and control movements by following the link: https://www.youtube.com/watch?v=HXkAPjuWy9A OR copy the following images:

Monday 11 May & Tuesday 12 May

Wednesday 13 May & Thursday 14 May – Diagraphs