9:00-10:00

Recess

10:00- 11:00

Wri)ng

MON

1/2AB Alicia & Mirella

RM11

WEEK 9

WEEKLY PROGRAM
Reading

11:30-12:30
Interven)on

Language
Conven)ons

TERM 3, 2015
Lunch

12:30-1:30
1/2A Dance
1/2B Art

Maths

Laura 9-11am

Reading

TUE

Laura 2:30- 3.:00pm

Wri)ng

Interven)on

WED

1/2AB Music

1/2AB Chinese

THUR

1/2B Dance
1/2A Art

Wri)ng

Laura
FRI

Reading

2:30-3:30

Language
Conven)ons

Maths

Interven)on

Maths

YD

Inquiry

Laura 12:30- 1.:30pm

Laura 2:30- 3.:30pm

Reading

Museum/Wri)ng

Inquiry

Maths

YD

Inquiry

Maths

YD

Reading

Laura
wri)ng

Language
Conven)ons

Curriculum Day

Wellbeing
Class Mee)ng

Jess -
LE

WHATS ON
Monday
Ipads

Tuesday

Wednesday

A)er School Chinese- Room 11

PLC
Class visit- Mirella

Thursday

Friday

Maths

Inquiry

Team Mee>ng
PLC

FOCUS
Reading

Decoding
Inferring

Wri)ng

The Wri>ng Process

Language Conven)ons

Personal spelling words

Time
Frac>ons
Money

Wellbeing

Assembly

Reading Planner Week 9

Focus/
Mentor Text

Mini Lesson
(whole class)
10-15 minutes

Independent Reading & Guided

Practice (40 min)

Guided Reading & Conferencing

Share Time
(whole class)
5 minutes

Monday

Decoding

LG: To use a range of decoding/reading strategies when reading.

SC:
Does it look right? Sound right? Does it make sense?
I can stretch, get my mouth reread, look at the picture and chunk words.
I can look for little words in big words, skip the word and reread, try the vowel a
different way, use base words, flip the sound.
ML: Teacher or students reads aloud. Use a Big Book. Model decoding strategies and ask
students to recommend decoding strategies that could be used.

Tuesday

Summarising
Two Blankets
(google drive)

LG: To summarise the important details in a text

SC:
- I can retell the important events in a text (first, then and finally)
- I can identify the main characters
- I can identify the problem and solution in a narrative
ML: Read Two Blankets. Clarify vocabulary and verbally discuss who, what, when, where,
why and how.

Summarise who, what,

when, where, why and
how with the person next
to you.
Summarising tennis with a
buddy.

https://drive.google.com/drive/
folders/
0B3UfXdiZoOP0fjZrVE9FaFJGc
21Pa3VHXy1WVm9vdzlpUWEz
THN4d21JbGt5aUxRR0tFSTg

Wednesday

Summarising
Two Blankets
(google drive)

LG: To summarise the important details in a text

SC:
- I can retell the important events in a text (first, then and finally)
- I can identify the main characters
- I can identify the problem and solution in a narrative
ML: Read Two Blankets and complete WWWWWH Anchor Chart.

Summarise who, what,

when, where, why and
how with the person next
to you.
Summarising tennis with a
buddy.

Thursday

Inferring
Look for clues. Bring
together questioning
and inferring.

LG: To use evidence from a text to infer.

SC:
-
I can make an inference.
-
I can find evidence in a text to support my inference.
-
I can justify my inference using the evidence and my prior knowledge.

Why do we read and how

does it help us as a
reader?

Two Blankets
(google drive)

Friday

ML: Explicit modelling of finding clues that support/justify inferences based on character
motivations, authors message.

CURRICULUM DAY

Feelings? Empathy?
Authors message?

1/2AB READING GROUPS

Teacher Groups

Independent
Reading

Classroom
Library

ICT

Independent
Reading

MON

Giraes


Tigers

Zebras


Lions

Toucans


Hippos

Snakes


Elephants

Meerkats


Monkeys

TUES

Meerkats


Monkeys

Giraes


Tigers

Zebras


Lions

Toucans


Hippos

Snakes


Elephants

WED

Snakes


Elephants

Meerkats


Monkeys

Giraes


Tigers

Zebras


Lions

Toucans


Hippos

THURS

Toucans


Hippos

Snakes


Elephants

Meerkats


Monkeys

Giraes


Tigers

Zebras


Lions

FRI

Zebras


Lions

Toucans


Hippos

Snakes


Elephants

Meerkats


Monkeys

Giraes


Tigers

1/2AB READING GROUPS

Alicia

Giraes

Meerkats

Snakes

Toucans

Zebras

LG:

LG:

LG:

LG:

LG:

Text & Level:

Lvl 16

Text & Level:

Lvl 13

Text & Level:

Lvl 20

Text & Level:

Lvl 2

Text & Level:

Lvl 25

Julius
Victoria
Jade

Jerry
Fa)ma
Sophia S
Violet
Wern
RD

Arushi
Charvi
Sowda
CharloXe
Jules

Kevin
Mohammed

Sophia G
Monica
Ka Hei
Hansen
Harschil

Tigers

Monkeys

Elephants

Hippos

Lions

LG:

LG:

LG:

LG:

LG:

Text & Level:

Lvl 11

Text & Level:

Lvl 19

Text & Level:

Lvl 5

Text & Level:

Lvl 23

Text & Level:

Own Texts

Joshua
Katsuki
Ashvik
Toby
Shilo
Saksham

Trisha
Chris)an
Jiji
Axel
Elisa
Nik
Be]

Bailey
Caiden
Abcedy
Rasheem

David
Sharmake
Angela
Zack

Ana
Billy
Sho
Tiago

Mirella

1/2AB WRITING GROUPS

Mirella

Red

Wern
Adishree
Toby
Billy
Ashvik
Julius

Alicia

Saksham
Sophia
Mohammed
Harschil
Angela

Sharmake
Rasheem
Violet
Sho
Abhi

Blue

Black

Katsuki
Kevin
Axel
Trisha
Ana

Green

White

Chris)an
Zack
David
FA)ma
Abcedy
Sowda

Purple

Monica
Jules
Hansen
Jade
Victoria

Orange

Bailey
Be]
Joshua
Elisa
Arushi
Charvi

Yellow

Caiden
Nik
CharloXe
Jiji
Tiago
Sophia S

Writing Planner Week 9

Materials

Independent Reading & Guided

Practice (40 min)

Mini Lesson
(whole class) 10-15 minutes

Share Time
(whole class) 5
minutes

Table Conferencing

Monday

Tuesday

Youtube
https://
www.youtub
e.com/
watch?
v=KFPvdNbft
OY

LG: To practice getting all of my ideas down in one go,

SC:
-
I can write for a short, focused period of time.
-
I can write whatever is in my head.

List of
similes

LG: To effectively use crafts in my writing to engage my reader

Mentor Text:
Owl Moon
https://
www.youtube.
com/watch?
v=UDlhUKV4t
WM

Wednesday

List of
Powerful
Words
Mentor Text:
Owl Moon
https://
www.youtube.
com/watch?
v=UDlhUKV4t
WM

Thursday

List of
metaphors
Mentor Text:
Owl Moon
https://
www.youtube.
com/watch?
v=UDlhUKV4t
WM

Friday

Quick Writes/Rocket Writing

Reverse Mini-lesson

ML: Present the seed. Provide time for the children to think about what they can see/
hear/wonder etc.

SC:
-
-
-
-

Independent Writing

Sharing similes from

JRBs

Independent Writing

Sharing powerful words

I can explain what a simile is

I can use a simile in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.

ML: Mentor text heavy on similes: Students come up with a list of their own

LG: To effectively use crafts in my writing to engage my reader

SC:
-
-
-
-

I can explain what a powerful word is

I can use powerful words in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.

ML: Mentor text heavy on similes: Students list powerful words they find in the Mentor
Text.

LG: To effectively use crafts in my writing to engage my reader

SC:
-

I can explain what a metaphor is

I can use a metaphor in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.

ML: Mentor text heavy on metaphors: Students come up with a list of their own

Curriculum Day

Independent Writing

Anchor Chart listing

metaphors

Mathematics Planner Week 9

Focus/
Materials
M
o
n

T
u
e
s

W
e
d

T
h
u
r
s

F
r
i

Warm Up

Introduction

Activity

Share Time

(whole class) 5-10 minutes

25-30 minutes

10 second walk
(Maths on the Go)

LG: To understand how the features clocks (analogue/digital) help us to

tell the time.
- I can use the language of time (half past, quarter past and quarter
to.
- I can investigate and record my findings
- I can work with a partner and take turns
ML: Model the activity in a fish bowl, using the language of time. (Im
heading past the hour, Im heading to the hour, Im 15 minutes past).

SA: Jesss race track clock. Students are

given the race track clock. With two 6
sided dice they race around the track with
a partner using the language of time. See
how many times they can pass the flag.
Half past, quarter past and quarter to
Extn: time to the minute.

3,2,1 (Facts,
learned, tricky)

Ordering times
throughout the day, or
use pictures and labels
such as wake up,
breakfast, go to school,
recess, lunch, school
finishes, reading at
home, dinner, go to bed

LG: To understand how the features clocks (analogue/digital) help us to

tell the time.
- I can read and record time in different ways
- I can share what I know about analogue and digital
- I can interpret a daily timetable
ML: Teachers show students class daily/weekly timetable and discuss
how it helps them to know what is happening and when. Model the task.

Half past, quarter past and quarter to

Give them a daily timetable with template
analogue and digital clocks next to each
time. They need to record the time.
EX: Students work out the durations of the
timetable. How many hours are you at
school? Learning hours/play hours?

Speed date

Doubles

Hit the button doubles or halves

LG: To understand the relationship between doubles and halves

SC - I can use the language of doubles and halves (eg. equal parts)
- I can double a number, shape or collection of objects
- I can halve a number, shape or collection of objects
ML: Model using the language of doubles and halves. Find 2 people, then
double your group, then halve them etc. Model the student activity,
focusing on language.

Use dice to roll a number, make it using

concrete materials, then double it. Halve it
back to your original number. Can you halve
it again?
Extn: Roll 2 x 20 sided dice & add them
together, make the number on a PV chart,
double it, and halve it record all on a
hundreds chart.

Generalisations
about doubles
and halves

Doubles &
Halves

Video online doubles

harry kindergarten

LG: To understand the relationship between doubles and halves

SC - I can use the language of doubles and halves (eg. equal parts)
- I can double a number, shape or collection of objects
- I can halve a number, shape or collection of objects
ML: Model using the language of doubles and halves. Find 2 people, then
double your group, then halve them etc. Model the student activity,
focusing on key words. Focus on what the question is actually asking.

Toys R Us is having a big sale. All items are

half price.
What could you have bought? How much did
each cost?

Time

(whole class) 10 mins

THIS WAS
FROM CERES
EXCURSION
DAY

Time

Curriculum Day

(whole class) 5 mins

Language Conventions Planner Week 9

Focus

Mini Lesson
(whole class) 5-10 minutes

Less
on
One

Less
on
Two

punctuation

Lesson to
be repeated
next week
Base words
and word
families

LG: To investigate dialogue

- I can look at the verbs that come before or after quotation/talking
marks
- I can explain why the author use that verb for dialogue
- I can look at the punctuation that is used
ML: Model student activity.

LG: To explore base words and their families

SC:
- I can describe what a base word is
- I can describe how the meaning of a word changes when we add to a base
word
- I can investigate and record word families
ML: Introduce the concept of a base word and word families. List the
word play as an example. Students think about and look for words where
play is the base word.
(play, move, run, open, hope, lucky, do, love, extra, care)
* When possible change spelling homework words.

Less
on
Three

Curriculum Day

Independent & Guided Practice

(15-20 minutes)

Give students speech bubble.

Students then write out what is in
the speech bubble using punctuation,
talking marks, verb and who said it.

Share Time
(whole class)5 minutes

Generalisations Chart

Refer to Said is Dead chart.

Students look through their JTBs

and think about words they know
that have play as the base word
Discuss how the meaning is changed
when we add to the base word.
Extra support Magnetic letters
with the base word in one colour and
the prefix and suffix in a different
colour.

Complete anchor chart and

come up with a whole class
generalisation about base
words and their families.

INQUIRY, Term 3 Week 9

GANAG

Materials

Mini lesson (10-15min)

Including Learning Intent & Success Criteria
(Goal & Accessing Prior Knowledge & New Knowledge)

ApplicaZon & Guided PracZce (40min)

(ApplicaZon of New Knowledge)

ReecZon/Share
(5-10min)
(Revisit Goal)

INDEPENDENT
Lesson
1

LI: We are learning how our actions impact our world?

SC: I can describe what the environment is?
SC: I can use technology to calculate my eco footprint.
SC: I can make a generalization about the impact of our class eco
footprint.
ML: Whole group discussion
1)
What is environment?
2)
What is eco footprint?
(Eco footprint= The amount of productive land needed to
produce all the things we use (food, clothing, houses, etc.) and to
absorb the waste we produce in our every day lives.)
(Five categories that contribute to eco footprints = water, food,
energy, transportation and waste.)

Lesson
2

www.wwf.org.a
u - eco
footprint

LI: We are learning how our actions impact our world?

SC: I can describe what the environment is?
SC: I can use technology to calculate my eco footprint.
SC: I can make a generalization about the impact of our class
eco footprint.
ML: Review the lesson learnt from Eco step game and

Eco step game (to recognize the different eco footprints

children have in the class)
Children stand in a line.
When the teacher calls out a question, based on their answers
they can move forward or backward. Teachers can add more
questions.

What is one thing

you can do to help
the planet and
improve your eco
footprint

Q1) If you eat meat everyday, move one step forward.

Q2) If you have electricity in your house, move one step forward.
Q3) If you have shower for less than three mins aday, move one
step backward.
Q4) If you always walk to school, move one step backward.
What impact do you have on the environment?

Students will evaluate their eco footprint. Students can record

and graph the class data (line plot, bar graph)

www.wwf.org.au eco footprint/