1a Term Three Timetable Term Three Week 08

1A Term Three Timetable Term Three, Week 8
9.00am 10.00am
Session One
10.00am 11.00am
Session Two
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R
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11.30am 12.30pm
Session Three
12.30pm 1.30pm
Session Four
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2.30pm 3.30pm
Session Five
M
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Reading Writing

Performing Arts
Mrs Amici

Numeracy

Assembly
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Science Mrs
Tieppo
Writing Reading

Numeracy

P.E Miss
Polatajko
W
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Reading
Writing
THPS
Walk-a-thon

Numeracy

Integrated
Studies
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S
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4
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Numeracy Writing
Learning
Centre
Reading

Integrated
Studies
You Can
Do It!
F
R
I
D
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Y

5
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Reading

Writing

Numeracy Writing

Find Out
Friday

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READING
MONDAY
9.00AM-10.00AM
TUESDAY
11.30AM-12.30PM
WEDNESDAY
9.00AM-10.00AM
THURSDAY
12.30PM-1.30PM
FRIDAY
9.00AM-10.00AM
LEARNING
INTENTION
To retell information presented in a
Non-Fiction text
Non-Fiction text
Non-Fiction text
To compare a Fiction and Non
Fiction text
To read a poem about a special
person
SHARED
READING
(10-15MINS)
Text: Introduction to Non-Fiction
texts (pg 12)
texts (pg 10)
texts (pg 13)
Text: What is a Volcano Sunshine
Online, Learning Space 3
Text: Fathers Day Poem (see
Nancy)
Focus: To discuss a labelled photo
and to understand their purpose.

Read the information in the text
and in the labelled photo.
Teacher to model how to retell the
information read when looking at a
Non-Fiction text. Discuss how 3 key
points of information must be
discussed.
Focus: To discuss a map and a map
key and to understand their
purpose.

Read the information in the text
and the map.
Teacher to model how to retell the
information read when looking at a
Non-Fiction text. Discuss how 3 key
points of information must be
discussed.
Focus: To discuss a Venn Diagram
and to understand their purpose.

Read the information in the
labelled photo.
Turn and Talk: retell 3 facts read in
todays Non-Fiction text to a
partner. Select 2 students to share
their facts and record them on the
IWB.
Focus: To identify the difference
between a Fiction and Non-Fiction
text by using my knowledge of text
features and structure. When
reading, discuss the features that
are found in this Non-Fiction text.
Focus: To read and practice a song,
rhyme or chant.
PURPOSEFUL
READING
ACTIVITIES
(10-15MINS)
Students to engage in a range of
purposeful reading experiences on
the iPads in their reading groups.
Teacher takes the scheduled
Guided Reading Group.
Refer to next page for groups and
activities
activities
activities
activities
activities
INDEPENDENT
READING
(30MINS)
Students read JRBs independently
from their book box for 30mins
focusing on their reading goals.
Students to practice reading
strategy
Teacher conference/benchmark:

strategy

strategy

strategy

strategy

SHARED
REFLECTION
(5MINS)
Complete L part of KWL chart
completed last week, discussing
what I have learnt about a Non-
Fiction text
Fiction text
Fiction text
Display a Venn Diagram on the IWB
and label one section Fiction and
one section Non-Fiction. Record the
differences between the texts
referring to the text structure and
features.
Whole Class Discussion:
Is a poem a fiction or non-fiction
text? Why do you think that..?

PURPOSEFUL READING ACTIVITIES
INSTRUCTIONAL
LEVEL
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DINOSAURS

6
6
6
10
10
Computer Reading:
Text: Baby Animals, Learning
Space 2, Level 7
Focus: To identify the features
of a Non-Fiction text
Guided Reading:
Text:
Before reading Show the front cover of
the text, and students discuss what they
already know. Teacher reads the text
without showing the students the
illustrations. Students then read the
text independently.
Focus: to discuss a Non-Fiction text by
activating my prior knowledge
Book Response:
Using the template provided,
record 4 facts you learnt from
your Guided Reading book.
Focus: To retell a Non-Fiction
text
Non-Fiction Video on IWB:
Watch the video Penguins David
Attenborough. After watching
record 4 facts youve learnt on the
template provided.
Focus: To retell a Non-Fiction text
https://www.youtube.com/watch?
v=MfstYSUscBc
Nearpod:
Live Session with Mrs T
Read the Non-Fiction text with
help from Mrs T and respond
to the questions provided.
Text
PANDAS

13
14
14
14
15
Nearpod:
Access Code: QHSIM
Read the Non-Fiction text and
respond to the questions
provided.
Text
record 4 facts youve learnt on the
template provided.
v=MfstYSUscBc
Guided Reading:
Text:
What do you know about a Non-Fiction Text?
Record responses on A3 Paper.
Using your Guided Reading text, can you find
the Non-Fiction texts features discussed during
Whole Class Shared Reading this week? Record
the ones weve found on chart paper to add to
over the next few weeks.
Focus: To identify the features of a Non-Fiction
text.
Book Response:
record 4 facts you learnt from
your Guided Reading book.
text
Computer Reading:
Text: Natures Patterns,
Learning Space 2, Level 15
SHEEP

16
17
17
17
17
17
record the main idea and 4 facts
youve learnt on the template
provided.
v=MfstYSUscBc
Nearpod:
Access Code: ATYSJ
Read the Non-Fiction text and
respond to the questions
provided.
Text
Computer Reading:
Text: Maps, Maps, Maps,
Guided Reading:
Text:
Display the words spikes, scales,
hedgehog, porcupine, armadillo,
pangolin, tortoise on the IWB and
discuss them with the group prior
to reading.
Focus: To access my prior
knowledge before reading
Book Response:
record the main idea and 4
facts you learnt from your
Guided Reading book.
text
MONKYES

20
20
21
22
23
Guided Reading:
Text:
to reading.
Book Response:
text
Nearpod:
Access Code: FDKJC
Identify Fiction and Non-
Fiction text features and the
differences between these text
types.
Focus: To identify Fiction and
Non-Fiction text features
Computer Reading:
Text: Wind, Learning Space 3,
Level 21
provided.
v=MfstYSUscBc
ELEPHANTS

23
24
24
24
27
28
Nearpod:
Access Code: JSYPQ
Identify Fiction and Non-
Fiction text features and the
differences between these text
types.
Focus: To identify Fiction and
Non-Fiction text features
Computer Reading:
Text: Pollution Problems,
provided.
v=MfstYSUscBc
Book Response:
text
Guided Reading:
Text:
to reading.

WRITING
MONDAY
10.00AM-11.00AM
WRITERS WORKSHOP
TUESDAY
10.00AM-11.00AM
WRITERS WORKSHOP
WEDNESDAY
10.00AM-11.00AM
WRITERS WORKSHOP
THURSDAY
10.00AM-11.00AM
LANGUAGE CONVENTIONS
FRIDAY
10.00AM-11.00AM
SPELLING/ HANDWRITING
FRIDAY
12.30PM-1.30PM
SPELLING/ HANDWRITING
LEARNING
INTENTION
To write independently for
30 minutes
To understand the difference
between an opinion and a
fact.
To brainstorm some
subheadings for my expert
topic
To understand what a
synonym is
To understand the sound
that igh makes in a word
To understand the sound
that igh makes in a word
MODELLED/
SHARED
WRITING
(15MINS)
Free Choice Writing:
Turn and Talk: what types of
genres you can write about?
E.g. narratives, poems,
recounts, letters etc. Model a
writing piece to the children.
On the IWB display the following
opinions and facts:
Dustin Martin is the best
football player ever
Dustin Martin plays for
Richmond, he wears number
4.
Turn and Talk:
What is a fact, and what is an
opinion, which of the terms on
the IWB is a fact, and which is an
opinion. Students are to decide
and drag the term fact or opinion
where they believe it belongs.
Whole Class Shared Reading:
Crocodiles Sunshine Online,
Learning Space 2.
Distribute students mind
maps from the previous
week and get them to use a
highlighter to show the
expert topic for their
information report.
Record students expert
topics on an anchor chart
and display it on the Literacy
Wall.
What is a synonym?
https://www.youtube.com/watc
h?v=7cCqu5hArDQ
Turn and Talk: can you think of
two words that mean the same?
Select some students to share
their responses and record them
on the IWB
Create a synonym anchor chart
for the word Sad record as
many other words for the word
sad.
Display Miss Lazars Video on
how to use a thesaurus. What
could we use a thesaurus for
when looking at synonyms?
igh Word Hunt:
Students are given 10
minutes to use resources
around the room to find and
record as many igh words
that they can in their spelling
books.
After 10mins, come together
and make a list of igh words
on the IWB.
Teacher to discuss the long I
sound made by the igh letter
pattern.
Shared Reading:
Read the book Mrs
MacGuires Muffins
Sunshine Online Learning
Space 1.
Look at the list of igh words
created yesterday. Are there
any more that can be added?
INDEPENDENT
WRITING
(3OMINS)
Children are to pick a genre
and complete their own
writing piece. Students are
encouraged to write
independently for 30
minutes where they can
revise, edit and illustrate
their piece of writing.
In your Writing book, create
a t-chart and label one part
fact and one opinion. Record
3 facts and 3 opinions about
crocodiles.
Children are then grouped into
expert topics e.g. sports,
animals, food. As a group they
need to work together to record
4 subheadings (questions) they
are going to answer about their
expert topic of choice.
E.g. The animals group might
come up with the following
questions What do I eat?
Where do I live? What colour am
I? What covering do I have?
Students will record their
responses on an A3 piece of
paper.
Children to work in pairs to
create a synonym poster for
the word happy. By recording
as many other words they
know that mean happy.
Students will use A3 paper to
make their posters.
YouTube Tutorial:
Miss. C will create a tutorial
on how to form the letter Zz
correctly along the dotted
thirds.
Students will participate in
explicit teaching for
handwriting letter Zz.
Teacher to discuss that
lowercase z is a tail letter
which means the letter sits
below the dotted thirds and
will model how to correctly
form both an upper and
lowercase letter Zz.
Dont Pick The Pumpkin (igh words):
How to play:
Place the cards in a pile so that all
players can reach them. Each player
takes a turn by choosing a card. If
he/she correctly reads the word,
he/she gets to keep the card. If a
pumpkin card is chosen, the child
must put all of his/her cards back in
the pile.
The player with the most cards at the
end of the game is the winner.

Once completed, students will
practice the formation of the letter Zz
by re-writing what was demonstrated
yesterday.
SMALL GROUP
FOCUS
Simplify: Students will
participate in interactive
writing with Miss. C where
they will focus on stretching
out the sounds.
Simplify: To work in a group
with Miss. C and record facts
and opinions on IWB before
recording them in your
Writing Book .
Simplify: Simplify: Simplify: Simplify:
re-model the correct
formation of the upper and
lowercase letter Zz .
Stretch:
Use a thesaurus to add
interesting adjectives in your
writing .
Stretch: Share your facts and
opinions with a partner,
justify why it is a fact or an
opinion.
Stretch: Stretch: Stretch: Stretch:
Once completed, students
will use the resources around
the room to find words with
the letter Zz in them and will
record them in their writing
books.
SHARED
REFLECTION
(10-15MINS)
Authors Chair:
Select 2-3 students to sit in
the Authors Chair to share
their written pieces and how
they made sure they were
writing independently for 30
minutes.
T-Chart:
Students will share one fact
or opinion and teacher will
record them on a t-chart on
the IWB.
Whole Class Share:
Each group will share their
subheadings with the class.
Whole Class Share:
The word synonym means
Record student responses
and list some examples of a
synonym for happy.
What are some tips to
remember when recording
an upper and lower case Zz.
Record responses and refer
to them tomorrow when
revisiting handwriting.
Whole Class Share:
can we add any new words
to our igh anchor chart?

\

NUMERACY
MONDAY
12.30PM-1.30PM

TUESDAY
12.30PM-1.30PM
WEDNESDAY
12.30PM-1.30PM
THURSDAY
9.00AM-10.00AM
FRIDAY
11.30PM-12.30PM
LEARNING
INTENTION
To count backwards from the larger
number when solving subtraction
problems.
To explain how we solved our
subtraction problem.

To explain how we solved our
subtraction problem.

To use appropriate vocabulary to
compare the length of hair.
To understand that the length of
distances can be measured and
compared by using the same unit of
measurement.
VOCABULARY
count back, doubles, near doubles,
making 10, known fact, part, whole,
subtraction, taking away, total,
answer, tens frame, fact family,
number sentence
number sentence
number sentence
How far, how long, tall, taller, tallest,
short, shorter, shorter, wide, wider,
widest, distance around, length, same,
straight and curvy paths, step out
distances, sorting, longer, bigger; taller,
estimate, measure, formal units

How far, how long, tall, taller, tallest,
short, shorter, shorter, wide, wider,
widest, distance around, length, same,
straight and curvy paths, step out
distances, sorting, longer, bigger; taller,
estimate, measure, formal units

WARM UP
(10MINS)
Ring that Bell
Provide the students with a supply of counters. Ring a bell a number of times, for example, four times. Students are to place the corresponding counters on their desk. Teacher to hold up a symbol card for
subtraction and ring the bell again. For example twice. Students subtract the correct number counters.
Model warm up game above and allow
students time to explore game.
Students should be familiar with warm-
up game above and should transition
into playing with minimal prompting.
Students will be familiar with warm-up
game above and should transition into
playing with minimal prompting.
Watch the short clip on the prince
climbing up Rapunzels hair and
discuss the length terms
Read the text The Best Bug. Questions you
can ask during reading: What bugs do you
see? What numbers do you see? How are the
bugs measuring the length of each throw?
Questions you can ask after reading the story:
What happened in the story? What did you
see? Encourage students to explain that ants
were used to measure the distance of each
throw.
Have the students count the ants to make
sure that the number recorded in the
scoreboard on the next page matches.
WHOLE CLASS
INTRODUCTION
(10MINS)
http://more2.starfall.com/m/math
/subtraction-
content/play.htm?f&d=demo&n=b
owling&y=1
Model student activity. Focus using
the counting back strategy and
expectations using Explain
Everything
Model how to complete Think
Board. Teacher to give each
student a starting number. They
are to roll a dice and take that
amount away from their whole
number. E.g. 20 - 6

Display maths problem on the IWB:
20 people took their dogs for a
walk in the park. If 3 dogs went
home, how many dogs are left?
How can Mrs T solve this problem?
Students turn and talk. Model how
to solve the problem by
highlighting the keywords and
using a number line.
Discuss that the length of
Rapunzels hair had to be long
enough for the prince to reach (as
long as the distance from the
ground to the tower window).
Model student activity.
Students work in pairs. They take turns in
throwing a bean bag from the same starting
point. If Chloe threw this bean bag, could we
use ants to measure the distance of her
throw? Discuss how it would be very difficult
to count a large number of ants accurately or
quickly. Ask, what could we use that could be
more efficient? (Something longer) Discuss
other non-standard units of measure that
could be used such as a long rope, a skipping
rope, icy pole sticks. Give a different type of
unit for measuring to each group of students.
MAIN
ACTIVITY
(30-40MINS)
Subtraction Bowling:
In small groups, students will play
bowling. Each student will have one
turn and will take a photo of their
pins and a number line after their
shot on Explain Everything. They
will then use the number line to
discuss how they can count back to
find how many pins they knocked
down.
Students record the number of pins
they knocked down in their
Numeracy Books. Model how to
use a calculator to find the total
score of pins knocked down.
Think Board
Students complete different
sections of their think board using
materials for support.
Complete following sections-
-Number Sentence
-Number Story
-Picture
-Number Line
Open Ended Task:
I went to the supermarket and
bought a packet of lollies. I took
them home and put them on the
bench and walked away. When I
got back there was some missing.
The packet said there were 20
lollies inside. How many were now
left?
Choose a problem solving strategy
to solve the problem
- Write a number sentence
- Draw a picture
- Make a model
- Make a table
Students use Explain Everything to
record their working out.
Children create their own
Rapunzels and use crepe paper,
string or yellow paper to create her
hair. They then measure the length
of her hair using a non-
standardised unit. For example,
unifix blocks, links, click blocks.
They then compare the length of
Rapunzels and hair to one of their
teachers. .
They write
Rapunzels hair is ________ unifix
long. My teachers hair is ________
unifix long. . Rapunzels hair is
(shorter/longer/ a little bit
longer/shorter) than mine.
Have one student in each group
throw a beanbag in an open area.
The students then work together to
measure and record the distance
with their non-standard unit. When
the students return to the
classroom, discuss their results and
how suitable the unit of
measurement was.
Encourage children to integrate
their knowledge of fractions when
measuring, e.g. the distance of my
throw is 7 icy pole sticks and a half
or two skipping ropes and a half/a
bit.
Teacher: Take photos of children
measuring and recording.
SMALL GROUP
FOCUS
Simplify:

Simplify: are given the number 10 as
their whole number
Simplify:
Students to work with extra
support
Simplify: Simplify:
Stretch:

Stretch: are given the number 50 as
their whole number and are to use
a 10 sided dice-
Stretch:
Try to find another answer for your
problem, think about a different
number that could have been
missing
Stretch: Encourage children to
integrate their knowledge of
fractions when measuring, e.g. the
distance of my throw is 7 icy pole
sticks and a half or two skipping
ropes and a half/a bit.
Stretch:

SHARED
REFLECTION
(5-10MINS)
DropBox Upload:
Students to upload their work to
DropBox. Teacher will then share
some work pieces. Students are to
discuss their thinkings.
What section of your think board
helped you solve the problem? Do
you like using pictures, stories or
number lines? Why?

DropBox Upload:
Students to upload their work to
DropBox. Teacher will then share
some work pieces. Students are to
discuss their thinkings.

Turn and Talk:
Share what you have created with a
friend. Compare the length of
Rapunzels hair to your own OR to
your partners. I know mine is
longer because mine was 3 unifix
and yours was 1.
Display photos on the IWB and
discuss how we measure the length
of a persons throw accurately (e.g.
lining up the rope in a straight
direction, icy pole sticks lined up
straight, end to end).

INTEGRATED STUDIES
TRADITIONAL TALES
YOU CAN DO IT!
RESILIENCE
SANDPIT TIME
IPADS/MATHLETICS
FIND OUT FRIDAY
WEDNESDAY
2.30PM-3.30PM
THURSDAY
2.30PM-3.30PM
THURSDAY
12.00PM-12.30PM
WEDNESDAY
12.30PM-1.30PM
FRIDAY
2.30PM-3.30PM
LEARNING
INTENTION
To plan and design a Gingerbread
Man
To create a design brief for a
Gingerbread Man
To understand how relaxing can
help me to calm down when I am
angry, sad or worried.
To use the terms shorter and
longer to describe length
To create a Fathers Day Card
WHOLE CLASS
INTRODUCTION
(10-15MINS)
Read the story of The Gingerbread
Man.
Turn and Talk: If I could design a
Gingerbread Man, I would use to
make it.
Record student responses on IWB.
Read the steps of the recipe The
Gingerbread Man.
Record some of the materials that
would be needed to make
Gingerbread Men on the IWB
Model Student Activity Use Explain Everything to take a
photo of an object, for example a
ruler and find something that is
longer or shorter than that object.
State The ruler is longer than the
glue stick. Then use an item to
measure the length and take a new
photo and state I know this
because the ruler is 10 unifix cubes
long and the glue stick is 5 unifix
long.
Turn and Talk: Brainstorm a
thoughtful message that we can
record inside our Fathers Day
cards for our dads or someone
special.
STUDENT
ACTIVITY
(30-40MINS)
Design a Gingerbread Man:
Students will each be given a blank
template of a Gingerbread Man.
Students will think about what
materials they will use to decorate
their Gingerbread men and display
them on their templates. Students
can label their template with what
they are using icing,
marshmallows etc.
Create a design brief for a
Gingerbread Man. Students will
write an aim and the materials.
Students will be given a set of steps
to sequence.
Activity Whats fun for me activity
sheet

Students will use Explain everything
to take photos of everyday
classroom objects and compare
their length to another object. They
will state which is longer and which
is shorter. Students will then prove
how they knew by selecting an
appropriate measuring tool.
Students will use the shirt and tie
template provided to create a
Fathers Day card for their dad or a
special person. Students will record
their message inside their card and
can use some materials to make
their cards look fabulous.
SHARED
REFLECTION
(5MINS)
Gallery Walk:
Go on a gallery walk and find your
favourite Gingerbread Man. Tell
the creator what you like about it
and why.
Turn and Talk:
Share your design brief with the
person sitting next to you, what is
the same, and what is different?
Turn and Talk:
This week I will try to be resilient
by
DropBox Upload:
Students will upload their work to
DropBox. Students can access their
peers work and give them feedback
on their video.
Gallery Walk:
Browse through your friends cards,
find one you like and give the
creator some feedback as to why
you like it.

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