‘Learning from Home’ Grid - Term 2 Week 3 › content › dam › ... · Kotara South Public School Stage 1 – Year 1 and Year 2 ‘Learning from Home’ Grid - Term 2 Week 3

Kotara South Public School Stage 1 – Year 1 and Year 2

‘Learning from Home’ Grid - Term 2 Week 3 Monday Tuesday Wednesday Thursday Friday

English Optional Video – listen to Ms Godden explain how to write letters with an open mouth formation.

Optional Video – listen to Mrs Cox explain using alliteration to write descriptively and how to begin sentences using verbs or adverbs

Handwriting Activity: Practise writing letters that begin with an open mouth formation. The letters you can practise are: c, a, d, q, g

Remember open mouth letters begin in between the dotted lines.

Writing Alliteration in a sentence is when two or more words share the same beginning consonant sound. Example: “A black bug bit a big brown bear.”

Activity: Write sentences using alliteration to describe Mr Twit’s:

beard face hair personality Example: Mr Twit’s hair grew in spikes that stuck out straight like the spines of a porcupine. Draw a picture to illustrate each sentence that you write.

Writing Activity: Write sentences about Mr Twit beginning with the following verbs: snorting sweating yawning sneezing drooling Example: Sneezing loudly, Mr Twit covered the dinner table in a green slimy mess. Draw a picture to illustrate each sentence that you write.

Writing Activity: Write sentences about Mr Twit beginning with the following adverbs: quickly slowly loudly carefully angrily Example: Carefully creeping out of bed, Mr Twit took Mrs Twit’s walking stick to his workshed. Draw a picture to illustrate each sentence that you write.

Writing Activity: Write a description of Mr Twit. Describe his physical appearance and his personality. Have a go at writing in paragraphs. A paragraph is a group of sentences about the same topic or idea. Write one paragraph for Mr Twit’s physical appearance and one paragraph for his personality. Remember to use nouns, adjectives, verbs, adverbs and alliteration to make your sentences interesting. Remember to begin each sentence in a variety of ways and end with punctuation markers (full stop, exclamation mark, question mark). Draw a picture to illustrate your description of Mr Twit.

Monday Tuesday Wednesday Thursday Friday

Optional Video – listen to a teacher read a story in the Daily Teacher Reading channel. Reading Read a story out loud to someone. Listen to someone read you a story.

Reading Read a story out loud to someone. Listen to someone read you a story.




Optional Video – watch Mr Eldridge explain the super six comprehension strategy summarising. Optional Video – watch Mr Eldridge read Chapters 7 – 9 of ‘The Twits’ in the Term 2 Week 3 channel of your Teams class

Optional Video – Decoding with Miss Partridge Optional Video – Reading Strategies with Mrs Madge

Reading Summarising is identifying and retelling the main points of a text. Activity: Choose a story or part of a story and create a ‘sketch to stretch’ or complete an ‘I Remember’ activity. A ‘sketch to stretch’ means creating a sequence of illustrations to show the important parts of the story. An ‘I remember’ activity helps you summarise the most important parts of the text. We use quality illustrations and sentences to show our understanding.

Reading Summarising is identifying and retelling the main points of a text. Activity: Choose a chapter from ‘The Twits’ and create a ‘sketch to stretch’ or complete an ‘I remember’ activity.

Reading Summarising is identifying and retelling the main points of a text. Activity: Choose a story that your teacher has read to you this week and create a ‘sketch to stretch’ or complete an ‘I remember’ activity.

Guided Reading Decoding Practise decoding (reading words by blending sounds) by reading a decodable text such as a decodable home reader or the provided cut-and-paste story. A decodable text is made of sounds you are familiar with and a limited number of sight words. Example sentences: The pan is on the log. The sun is in the pan. The pan is in the bag. The man has a pan. Example sentences: The man can run. The man has a pet. The man has a fan. The man Is big.

Guided Reading Reading Strategies Strategy 2: Find the chunks Words are often like big glaciers of ice, but we can look for small chunks and sail through the word easier. Look for smaller words or chunks that you can unlock or recognise from other words. Example: What chunks or smaller words can you find in these words?

sand into cupcake this little snowman monster



Optional Video – practise some phonemic awareness skills each day with Ms Godden Phonemic Awareness Activity 1: Rhyme/ Animals e.g. Teacher says” zark” Student says” not zark shark” Activity 2: Onset Fluency e.g. Teacher says: Cats can climb. Student says ‘c’.

Phonemic Awareness Activity 1: Blending e.g. Teacher says “s-oon”. Student says “soon”. Activity 2: Isolating Final Sounds e.g. Teacher says “rain” and “can”. Student says “n”.

Phonemic Awareness Activity 1: Segmenting Onset Rime e.g. Teacher says “fang”. Student says “fang and then “f-ang”. Activity 2: Adding Initial Phonemes e.g. Teacher says “ake” then add “r” at the beginning. Student says “rake”.

Phonemic Awareness Activity 1: Deleting Initial Phonemes e.g. Teacher says “bone”. Without the ‘b’ what’s left is…” Student says “own”. Activity 2: Substituting Phonemes e.g. Teacher says “tank”. Change ‘t’ to a ‘b’ and the word is…” Student says “bank”.

Phonemic Awareness Activity 1: Practise saying letter names e.g. Letter is ‘a’ sound is ‘a’ Activity 2: Language awareness e.g. Teacher says a sentence using expression. e.g. “I am baking blueberry pie!” Student repeats and counts how many words.

Optional Video – watch Mr Armstrong’s video where he explains the activities you can do to learn your sounds

Phonics/Spelling Focus sound oy – boy, destroy, employ, enjoy, oyster, royal, toys Activity 1: Say the sound in a normal voice, a loud voice and a soft voice. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. e-m-p-l-oy. Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound ay – clay, day, play, praying, splay, spray, stray, tray Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. p-r-ay-i-ng Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound ey – monkey, key, kidney, jockey, mickey, turkey, valley Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. t-ur-k-ey Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound aw – claws, dawn, draw, hawk, jigsaw, prawn, saw, yawn Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. h-aw-k Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Speaking and Listening Choose a longer piece of your work or a few short pieces that link to our Reading Comprehension or Writing this term. This could be a sketch-to-stretch, ‘I remember’ statements or descriptive writing. Use Flipgrid to record yourself sharing your work. Concentrate on using a clear, confident voice, expression and staying on topic. Aim to speak for at least 30 seconds. You might like to practise with your family before recording yourself.


Mathematics Data Chance

Optional Video – listen to Miss Cornish explain data and the ways it can be displayed. Optional Resource – Tally and Graph Table worksheet in the Week 3 Monday Resources folder.

Optional Video – listen to Miss Cornish explain the vocabulary of chance

Important Vocabulary: DATA - information, collect, gather, display, objects, symbol, tally mark, picture, row, category, picture graph, list, table, equal spacing, CHANCE - will happen, won’t happen, might happen, probably, certain, uncertain, possible, impossible, likely and unlikely. Revision: When we work with data, we gather information that we can organise into groups or categories. Then we can display the data using tally marks, picture graphs or column graphs. Activity: Gather a collection of objects e.g. fruit in a fruit bowl, wrapped lollies, coloured pencils, etc. Write a question about your data e.g. How many of each fruit are there in my fruit bowl? Split your collection into categories e.g. apples, bananas, pears. Write your categories and tally the amount in each category. Graph your data using a picture graph or column graph.

Activity: Gather a collection of objects e.g. fruit in a fruit bowl, wrapped lollies, coloured pencils, etc. Write a question about your data e.g. How many of each fruit are there in my fruit bowl? Split your collection into categories e.g. apples, bananas, pears. Write your categories and tally the amount in each category. Graph your data using a picture graph or column graph. Answer these questions: Which category has the most amount? Which category has the least amount?

Activity: Roll a dice 30 times. Use tally marks to record the number that is rolled each time in a table like the picture below. Write the total that each number was rolled in the boxes next to your tally marks.

Answer these questions: Which number did you roll the most? Which number did you roll the least? Did you have an equal amount of any numbers?

Activity: Draw a picture and/or write a sentence of an event for each of the following: • Something that will

happen tomorrow • Something that might

happen tomorrow • Something that won’t

happen tomorrow • Something that will

probably happen tomorrow

• Something that is certain to happen tomorrow

Activity: Draw a picture and/or write a sentence of an event for each of the following: • Something that will

happen • Something that is

possible to happen tomorrow

• Something that is impossible to happen tomorrow

• Something that is unlikely to happen tomorrow

• Something that is uncertain to happen tomorrow



Other Key Learning Areas Optional link ‘Get Skilled: Get Active – Kick video’ https://www.youtube.com/watch?v=ha3vUqH654w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3 Optional Resource – Kick Activities PE Activity: Practise and play games involving the following Fundamental Movement Skill – kick e.g. Scatter Skittles

PE Activity: Practise and play games involving the following Fundamental Movement Skill – kick e.g. Far Away Kick

PE Activity: Practise and play games involving the following Fundamental Movement Skill – kick e.g. Partner Kicks

PE Activity: Practise and play games involving the following Fundamental Movement Skill – kick e.g. Goal Kicks

PE Activity: Practise and play games involving the following Fundamental Movement Skill – kick e.g. Soccer

Creative Arts Activity: Make puppets for the characters from a book you have heard your teacher read in the Daily Teacher Reading channel or you can make puppets for characters from ‘The Twits’. You can use any materials you like.

Science Optional Video: Watch ‘A Sunflower is a Living Thing’

PD Optional Video: Watch Miss Cornish read the story ‘Silly Billy’ written by Anthony Browne

Creative Arts Activity: Make puppets for the characters from a book you have heard your teacher read in the Daily Teacher Reading channel or you can make puppets for characters from ‘The Twits’. You can use any materials you like.

Science Activity: Find or look at a picture of another plant (refer to Tuesday activity). Look closely at their external features. Compare the two plants and write a list of the similarities and differences between the two plants.

Science Activity: Find a plant e.g. flower, succulent, tree to observe. Look closely at its external features. What do you see? What do you feel? What do you smell? Draw and label your plant. For example:

Health/PD Activity: Make your own worry dolls using paddle-pop sticks, pegs or pipe cleaners. Put them under your pillow each night and let them take your worries away.

https://www.youtube.com/watch?v=ha3vUqH654w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3


Other Activities – “Weekly Wellbeing with Mrs Harvey” and physical activity (sport)

Get Crafty Use craft rolls to create a version of yourself showing the

current emotions on your face. https://www.newidea.com.au/kids-crafternoon-toilet-roll-people

Story Time

https://www.loom.com/share/e13f665e4895457bba5c040d322a7066

Play soccer in your backyard with your family and your dog (if you have a dog).

Do a family Yoga session.

https://www.loom.com/share/e13f665e4895457bba5c040d322a7066


‘Learning from Home’ Grid - Term 2 Week 4 Monday Tuesday Wednesday Thursday Friday

English Optional Video – listen to Ms Godden revise tall stick letters and open mouth letters.

Optional Video – listen to Mrs Cox explain simple sentences, compound sentences and complex sentences.

Handwriting Activity: Practise writing letters that have a ‘tall stick’ formation and an ‘open mouth’ formation. The letters you can practise are: h, k, b, a, d, g Remember we start at the top and do a downward stroke for the ‘tall stick’ letters and start between the dotted lines for the ‘open mouth’ letters.

Writing A simple sentence contains a subject and a verb. Activity: Write simple sentences to describe Mrs Twit’s: face, nose, chin, teeth, eye Example: Mrs Twit had an ugly face. Draw a picture to illustrate each sentence that you write.

Writing A compound sentence is two sentences connected with a joining word (conjunction) e.g. and, but Activity: Write compound sentences to describe Mrs Twit’s: face, nose, chin, teeth, eye Example: Mrs Twit had a double chin and she had crooked teeth that stuck out of her mouth. Draw a picture to illustrate each sentence that you write.

Writing A complex sentence joins two ideas. Only one of the ideas is a complete sentence. Activity: Write complex sentences to describe Mrs Twit’s: face, nose, chin, teeth, eye Example: Mrs Twit had a glass eye that sat at the bottom of Mr Twit’s mug. Draw a picture to illustrate each sentence that you write.

Writing Activity: Write a description of Mrs Twit. Describe her physical appearance and her personality. Have a go at writing in paragraphs. A paragraph is a group of sentences about the same topic or idea. Write one paragraph for Mrs Twit’s physical appearance and one paragraph for her personality. Remember to use nouns, adjectives, verbs, adverbs and alliteration to make your sentences interesting. Remember to begin each sentence in a variety of ways and end with punctuation markers (full stop, exclamation mark, question mark). Draw a picture to illustrate your description of Mrs Twit.


Optional Video – listen to a teacher read a story in the Daily Teacher Reading channel. Reading Read a story out loud to someone. Listen to someone read you a story.





Optional Video – watch Mr Eldridge explain the super six comprehension strategy summarising. Optional Video – watch Miss Partridge read Chapter 10 - 12 of The Twits in the Term 2 Week 4 channel.

Optional Video – Decoding with Miss Partridge Optional Video – Reading Strategies with Mrs Madge

Reading Summarising is identifying and retelling the main points of a text. Activity: Choose a story or part of a story and complete the ‘Alphabox’ activity An alphabox tasks consists of choosing important words from the text for each letter of the alphabet: Example (from ‘The Twits’): A – angry B - beard

Reading Summarising is identifying and retelling the main points of a text. Activity: Listen to or read the chapter from ‘The Twits’ - ‘Mr Twit’ and complete the ‘Alphabox’ activity about Mr Twit.

Reading Summarising is identifying and retelling the main points of a text. Activity: Choose a story that your teacher has read to you this week and complete the ‘Alphabox’ activity.

Guided Reading Decoding Practise decoding using a decodable home reader or the provided cut-and-paste story. A decodable text is made of sounds you are familiar with and a limited number of sight words. Example sentences: Sal has ten hens Sal is mad and bad. The lid is on Sal. Sal has six bugs. Example sentences: Ted is on the box. Ted has a big hat. Ted is in the tin. Ted is on a pen.

Guided Reading Reading Strategies Strategy 3: Flip it around Sometimes our letters don’t always say the same sound. Some of our letters can make more than one sound. It can be hard to know which sound to use when we are reading tricky words. If the sound doesn’t work (make sense and sound right) then we need to Flip it around and try the letter’s other sound. This is common with vowels and knowing when to use the short or long vowel sound. Example: Can you find where you need to Flip the sounds around in these sentences? The yellow bird is in the cage. This is my baby sister. I can see a cement truck. My robot is fun to play with. A volcano has hot lava. I can be kind. A hero helps saves people.



Optional Video – practise some phonemic awareness skills each day with Ms Godden Phonemic Awareness Activity 1: Rhyme e.g. Teacher says” rub, dub, cab”. Student says “rub, dub”. Activity 2: Onset Fluency e.g. Teacher says the word “ostrich”. Student says ‘o’. Say sound not letter name.

Phonemic Awareness Activity 1: Blending e.g. Teacher says “lif-t”. Student says “lift”. Activity 2: Isolating Final Sounds e.g. Teacher says “Tim came home.” Student says ‘m’ Say sound not letter name.

Phonemic Awareness Activity 1: Segmenting Onset Rime e.g. Teacher says “lump”. Student says “lump” and then “l-ump”. Activity 2: Adding Initial Phonemes e.g. Teacher says “ox” then add “f” at the beginning. Student says “fox”.

Phonemic Awareness Activity 1: Deleting Initial Phonemes e.g. Teacher says “fix”. Without the ‘f’ what’s left is…” Student says “ix”. Activity 2: Substituting Phonemes e.g. Teacher says “van”. Change ‘v’ to a ‘f’ and the word is…” Student says “fan”.

Phonemic Awareness Activity 1: Practise saying letter names e.g. Letter is ‘t’ sound is ‘t’. Activity 2: Language awareness Teacher says a Nursery Rhyme line by line. Students repeat Hickory Dickory Dock The Mouse ran up the clock

Optional Video – watch Mr Armstrong’s video from Week 2 where he explains the activities you can do to learn your sounds

Phonics/Spelling Focus sound ue – blue, clue, glue, issues, tissue, true, venue Activity 1: Say the sound in a normal voice, a loud voice and a soft voice. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. v-e-n-ue Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound wh – wheel, when, which, whip, whirling, whisk, whisper Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. wh-i-s-k Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound ph – alphabet, dolphin, elephant, morph, phonics, sphinx Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. m-or-ph Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Phonics/Spelling Focus sound ew – chew, drew, flew, grew, jewel, phew, screws, stew Activity 1: Say the sound in a normal voice, loudly and softly. Activity 2: Write the sound five times. Activity 3: Take turns with an adult to break the words into sounds aloud. e.g. j-ew-el Activity 4: Use the ‘Spelling Elkonin Boxes’ sheet to write each word based on their sounds. Use dots and dashes to code each word. Activity 5: Write sentences using the spelling words.

Speaking and Listening Activity: Use FlipGrid to video your puppet show or act out your puppet show for your family, toys or pets.


Mathematics Addition and Subtraction

Optional Video - ‘Doubles and Near Doubles’ video with Mr Armstrong

Optional Video - ‘Bridging to Ten’ video with Mr Armstrong

Optional Video - The Split Strategy video with Mr Armstrong Optional Resources – ‘Base Ten Pieces’ and ‘Split Strategy Outline” sheets.

Optional Video - The Jump Strategy video with Mr Armstrong Optional Resources – “Jump Strategy Outline’ sheet.

Important Vocabulary: equals, equal to, partitioning, rearranging parts, doubles, near doubles, bridging/ friends of tens Addition – add, plus, counting on Subtraction – take away, minus, difference between, counting back Counting on and Back An efficient (fast and clever!) strategy for addition and subtraction is to start at the bigger number and count forwards or backwards, rather than always starting at one! Examples: 4 + 3: We can start at 4 and count on 3 more. Put 4 in your head and say “5, 6, 7”. 5 - 2: We can start at 5 and count back 2 times. Put 8 in your head and say “4, 3” Activity 1: Try your counting on and back with these questions. You might like to draw a number line to help you to count on or back accurately:

5 + 3 10 – 3

9 + 4 14 – 5

Make some more questions of

Doubles and Near Doubles Knowing number facts helps us with addition and subtraction. ‘Doubles Facts’, are the sum when a number is added to itself. For example: 2 + 2 = 4 and 3 + 3 = 6. Some questions have a hidden double inside the groups, we call these ‘Near Doubles’. Example: When we add 3 and 4 together, it is the same as 3 and 3 (double 3), then an extra one. If we know that 3 + 3 is 6, then it is easy to add the extra 1 to get the sum of 7. Activity 1: Practise your doubles fluency by rolling a dice and seeing how quickly you can write the double of the number rolled. For example, if I rolled a 4, I would write the double of 4

Bridging to ten ‘Friends of ten’ are another type of number fact that can help us to solve addition and subtraction problems more easily. ‘Friends of 10’ are numbers that add together to make 10; 10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5. When we know our Friends of Ten well, we can solve problems by ‘Bridging to Ten’. That means borrowing from one group to build a ten first and then adding the extras. Example: We can add 9 and 4 together by moving one from the group of 4 and putting it with the 9, to make 10. Then we can easily add the 10 and extra 3 to make 13. Activity 1: Practice your 'Friends of Ten’

The Split Strategy The ‘Split Strategy’ is an efficient strategy for solving addition problems. We partition the numbers using place value, then add the place value parts together one at a time. When adding 2-digit numbers, we add the tens parts together first, then the ones. Example: For 46 + 33 we can partition 40 and 6 and we can partition 33 into 30 and 3. We can add the tens first, 40 and 30 make 70. Then we can add the ones. 6 and 3 make 9. Altogether that makes 79. Activity 1: Practise the split strategy on these questions. You may like

The Jump Strategy The ‘Jump Strategy’ is an efficient strategy for solving addition and subtraction problems. We start at the larger number, then jump forwards from it to add the smaller number or jump backwards from it to subtract the smaller number. Examples: For 46 + 33 we can partition just the 33 into 30 and 3. We can add the 30 to 46 first in 2 jumps of ten. Put 46 in your head then count up by tens “56, 66, 76”. Then we can add the extra 3. 76 + 3 makes 79.

For 64 - 21 we can partition the 21 into 20 and 1. We can take away the 20 from 64



your own by rolling 2 dice and either adding the 2 numbers by counting on or taking away the smaller number by counting back. Activity 2: Play ‘Think Big: Count Small’ and use the ‘Hundreds chart’ from your home pack, to practise counting on.

which is 8. How many doubles can you roll and write in a minute? Activity 2: Find the ‘double fact’ to help you solve these '‘near doubles’ problems. You may like to make each group with counters to help you see the hidden doubles.

4 + 5 9 + 8

6 + 5 7 + 6

Activity 3: Play the game ‘Doubles’ from your home pack, to practise your doubles facts.

by writing the numbers 0 to 10 on post-it notes. Make an extra of the number 5. See how quickly you can match up the pairs that add to 10. Activity 2: Practise 'Bridging to Ten’ on these questions. You might like to use a ten frame to help you make the group of ten.

9 + 5 8 + 4

9 + 7 8 + 6

Activity 3: Play the games ‘Build to’ and ‘Nine and... +9) from your home pack, to practise your bridging to ten.

to use cut-out base ten pieces to help you add the tens together, then the ones together.

14 + 25 36 - 14

21 + 65 57 - 23

Activity 2: Roll 2 dice twice to make two 2-digit numbers. Add them together using the split strategy. Challenge: Roll 3 dice twice to make two 3-digit numbers. Add them together by splitting them both into hundreds, tens and ones. Add the hundreds first, then the tens and finally the ones.

first in 2 jumps of ten. Put 64 in your head then count back by tens “54, 44”. Then we can take away the 1. 44 - 1 makes 43.

Activity 1: Practise the jump strategy on these questions. You may like to draw an open number line to help you see the jumps.

45 + 23 65 - 21

26 + 42 79 - 33

Other Key Learning Areas Optional link ‘Get Skilled: Get Active – Two-Hand Strike video’ Optional Resource – Two Hand Strike Activities https://www.youtube.com/watch?v=d6shCkvjTmo&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=10\

PE Activity: Practise and play games involving the following Fundamental Movement Skill – Two Hand Strike e.g. Tee Strikes

PE Activity: Practise and play games involving the following Fundamental Movement Skill – Two Hand Strike e.g. Strike and Run

PE Activity: Practise and play games involving the following Fundamental Movement Skill – Two Hand Strike e.g. Stocking Strike

PE Activity: Practise and play games involving the following Fundamental Movement Skill – Two Hand Strike e.g. Tee Off

PE Activity: Practise and play games involving the following Fundamental Movement Skill – Two Hand Strike e.g. Tee Ball

https://www.youtube.com/watch?v=d6shCkvjTmo&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=10%5C


Optional Video: Listen to Miss Cornish read ‘The Very Hungry Caterpillar’ by Eric Carle to learn about how caterpillars grow and change.

Optional video: Listen to the optional story ‘Under the Love Umbrella’.

Optional Video: Listen to Miss Cornish read ‘The Tiny Seed’ by Eric Carle to learn about how seeds grow, change and reproduce.

Drama

Activity: Using your puppets from last week create a puppet show to retell the story, or part of the story if it is a chapter book such as the Twits.

Science

Activity: Draw the life cycle of a caterpillar using arrows between your pictures. A cycle is like a story map (used in Term 1) that continues. While a story map has a beginning and an end, a cycle continues and does not end.

For example:

Health/PD

Activity: Make an artwork of an umbrella using all of your favourite colours.

Write the names of some special people in your life to remind you that you have people to help keep you safe and happy.

Hang your umbrella from the ceiling or on the wall.

Drama/Creative Arts Activity: Put on your puppet show for your family! Use your puppets from last week to retell the story or part of the story if it is a chapter book such as The Twits. Create tickets for your family members to attend the show and a poster to let them know what the show is about.

Science Activity: Draw the life cycle of a seed using arrows between your pictures. A cycle is like a story map (used in Term 1) that continues. While a story map has a beginning and an end, a cycle continues and does not end.

For example:



Other Activities – “Weekly Wellbeing with Mrs Harvey” and physical activity (sport)

Learn It Emotional Intelligence

Choose an emotion. e.g. happy, sad, excited Close your eyes and remember a time that you felt that way. Have a Think… What colour best represents that emotion for you? Where in your body did you feel that emotion? Use crayons or pencils to draw a stick figure of yourself. Use different colours to show different emotions you are feeling. Choose whatever colour you think best shows the emotion and use that colour on the stick figure to show where in your body you feel that emotion.

Mrs Harvey’s Quote from: ‘Kindness Grows’ by Brittas Techentrup

“Words or encouragement, sweetness, warmth and care

Blossom, grow and flourish

As they spread love everywhere.”

WWW (What Went Well) Think of something from this week that went well and draw it.

Gratitude With mum and dad talk about what are you grateful for? Why are you grateful for that? How could your life be different without that thing? https://www.youtube.com/watch?v=6yuQXUn3MEg

WWW (What Went Well) Think of something from today that went well and draw this.

Play a game with your family in the backyard.

Create an obstacle course to do with your family. Time yourselves.

https://www.youtube.com/watch?v=6yuQXUn3MEg

Documents

‘Learning from Home’ Grid - Term 2 Week 3 › content › dam › ... · Kotara South Public School Stage 1 – Year 1 and Year 2 ‘Learning from Home’ Grid - Term 2 Week 3