Harcourt Public School – Stage Early Stage One

Harcourt Public School 1 Early Stage 1 Offline Learning Weekly Activities

Harcourt Public School – Stage Early Stage One

Term 2, Week 1 - Offline Learning Unit

Monday Tuesday Wednesday Thursday Friday Task Have a go at tying up your

shoes

Can you help make dinner tonight?

Have you cleaned your teeth in the morning and night?

Could you help bring in the clothes?

Can you help make your own bed?

Morning English Phonics/Sight Words Review Term 1 letter sounds and sight words with a parent/carer. Focus on letter sounds and sight words that your child is not yet familiar with, please revise over several times. Take one sound and ask your child questions like ‘what sound do you hear at the beginning of dog?’. They should respond with the letter sound not the letter name (e.g. “d” – make sure you are teaching the sound not the name of the letter). Do this 5 times for a single sound.

English Phonics/Sight Words Revise letter sounds. Take one sound and ask your child questions like ‘what sound do you hear at the beginning of dog?’. They should respond with the letter sound not the letter name (e.g. “d” – make sure you are teaching the sound not the name of the letter). Do this 5 times for a single sound. Lay the alphabet flashcards out on a table and ask your child to identify each single sound (e.g. can you please find the letter that makes ‘d’ sound?).



English Phonics/Sight Words Revise letter sounds. Lay the alphabet flashcards out on a table and ask your child to identify each single sound (e.g. can you please find the letter that makes ‘d’ sound?). Practise the letter formation with your child (refer to attached handwriting sheet). Ask your child to practise independently on the back of the sheet or in a scrapbook without the assistance of the tracing sheet.


Use paper to make up flashcards with each alphabet letter. Lay the flashcards out on a table and ask your child to identify each single sound (e.g. can you please find the letter that makes ‘d’ sound?). If your child knows all their letter sounds, you may wish to do the following:

• Play I Spy • Snap/Memory

using alphabet cards

• Scavenger Hunt to find things that begin with a sound at your house

• Look through a book to find words that begin with a sound

Read over sight words with a parent/carer. Rainbow writing is when you use a different colour for each letter of a word. Using coloured pencils, ask your

Model and practise the letter formation with your child (refer to attached handwriting sheet). Read over sight words with a parent/carer. Choose 3 sight words. Ask your child to use clothing pegs, legos or pens to make each letter of the sight words. Complete the attached Sight Word Search sheet. Explain to your child that they will need to find the listed sight words. Reading/Comprehension/Writing Choose a story picture book that your child likes to read and read it with them. After listening to the story see if your child can retell the story in their own words.

Complete the attached Sound Matching worksheet and colour in the pictures. Ask your child if they can think of any other words that begin with the listed letters on the work sheet. Ask them to draw pictures for the words they come up with and label with a parent/carer. Read over sight words with a parent/carer. Play sight word snap or sight word memory game using the cards provided at beginning of term. Reading/Comprehension/Writing Choose a story picture book that your child likes and read it to them. Look at the cover and discuss what they think the story will be about. What is the title? Who is the author? Talk about the book asking questions. eg Who was in

Practise the letter formation with your child (refer to attached handwriting sheet). Ask your child to practise independently on the back of the sheet or in a scrapbook without the assistance of the tracing sheet. Read over sight words with a parent/carer. Write a mixture of sight words on a blank paper. Ask your child to point to a sight word that a parent/carer calls out. Reading/Comprehension/Writing Choose a story picture book that your child likes and read it to them. Look at the cover and discuss what they think the story will be about. What is the title? Who is the author?

Complete the attached cut and paste activity to match the letter sounds to the correct picture. Read over sight words with a parent/carer. Choose 3 sight words and put them into a simple sentence (e.g. can - I can see a dog). Choose one of the sentences, with the help of a parent/carer, write the sentence on paper or in a scrapbook. Draw a picture to match the sentence. Reading/Comprehension/Writing Choose a story picture book that your child likes and read it to them. Look at the cover and discuss what they think the story will be about. What is the title? Who is the author? Talk about the book asking questions. eg


child to do rainbow writing by writing each of their sight words three times. Reading/Comprehension/Writing Choose a story picture book that your child likes and read it to them. Before reading the book talk about the title of the book and the cover. What do you think the story will be about? Who is the author? Talk about the book asking questions. eg Who was in the story? Where did it take place? Who was the main character? Did they like the story? Why did they like the story- was it sad, funny, scary? Talk about their favourite part of the story. Get your child to draw a picture of their favourite part.

Then get them to describe a character in the story using descriptive words (adjectives). Describe what the character is wearing and what it looks like. Get them to draw a picture of their character. Get them to finish this sentence (Name the character) has……. eg. Goldilocks is a pretty girl. She has blonde hair and blue eyes. Write the sentence for your child in big letters under their picture. Point out that a sentence starts with a capital letter and ends with a full stop. Be sure to remind them that there is a finger space between each word. You could then count the number of words in the sentence. Get your child to read back their sentence while

the story? Where did it take place? Who was the main character? Did they like the story? Why did they like the story- was it sad, funny, scary? Talk about their favourite part of the story. Get your child to draw a picture of their favourite part. Get them to finish this sentence for you I like when…. Write the sentence for your child in big letters under their picture. Point out that a sentence starts with a capital letter and ends with a full stop. Be sure to remind them that there is a finger space between each word. You could then count the number of words in the sentence. Get your child to read back their sentence while pointing at each word. Your child could then try to

Talk about the book asking questions. eg Who was in the story? Where did it take place? Who was the main character? Did they like the story? Why did they like the story- was it sad, funny, scary? Talk about their favourite part of the story. Get your child to draw a picture of their favourite part. Get them to finish this sentence for you I like when…. Write the sentence for your child in big letters under their picture. Point out that a sentence starts with a capital letter and ends with a full stop. Be sure to remind them that there is a finger space between each word. You could then count the number of words in the sentence. Get your child to read

Who was in the story? Where was the story set? eg inside a house, outside, at the beach etc What does it look like? What can you see? After talking about the setting of the story get your child to draw a picture of the setting. Alternatively you can get them to look out their window and draw what they see. Get them to finish this sentence for you I can see a…. Write the sentence for your child in big letters under their picture. Point out that a sentence starts with a capital letter and ends with a full stop. Be sure to remind them that there is a finger space between each word. You could then count the number of words in the sentence. Get your child to read


Get them to finish this sentence for you I like when…. Write the sentence for your child in big letters under their picture. Point out that a sentence starts with a capital letter and ends with a full stop. Be sure to remind them that there is a finger space between each word. You could then count the number of words in the sentence. Get your child to read back their sentence while pointing at each word. Your child could then try to copy the sentence or trace over it. Literacy Game (Rhyming): Remind children that rhyming words are words that sound the same at the end. Tell your child a word and they respond with a rhyming word. Keep taking turns saying one rhyming

pointing at each word. Your child could then try to copy the sentence or trace over it. Literacy Game (Syllables): Remind children that we can break a word into parts using claps. E.g. ‘ba/by’, ‘sis/ter’ Ask children to clap how many parts (syllables) a friend’s name has e.g. ‘josh/u/a’ Give children some other words to clap into parts.

copy the sentence or trace over it. Literacy Game (Rhyming): Remind children that rhyming words are words that sound the same at the end. Tell your child a word and they respond with a rhyming word. Keep taking turns saying one rhyming word after the other. (e.g. skip, drip, lick, sick).

back their sentence while pointing at each word. Your child could then try to copy the sentence or trace over it. Literacy Game (Syllables): Remind children that we can break a word into parts using claps. E.g. ‘ba/by’, ‘sis/ter’ Ask children to clap how many parts (syllables) a friend’s name has e.g. ‘josh/u/a’ Give children some other words to clap into parts.

back their sentence while pointing at each word. Your child could then try to copy the sentence or trace over it. Can you remember this finger play? If you can teach your family. Here are Grandma's glasses. Make "glasses" over eyes with fingers. Here is Grandma's hat. Place hands close together over head. And this is the way she folds her hands Clasp hands together. And lays them in her lap. Place hands in lap. Recite this second verse in a deep, low voice: Here are Grandpa's glasses. Make "glasses" over eyes with fingers. Here is Grandpa's hat. Place hands farther apart over head. And this is the way he folds his arms Cross arms. And takes a little nap. Place head on arms, as if sleeping.


word after the other. (e.g. ring, sing, king, sting)

Break Stretch as tall as you can and bend as low as you can 5 times. Crunch & Sip break

Stretch as tall as you can and bend as low as you can 5 times. Crunch & Sip break




Middle Mathematics Numeracy Take turns with a family member counting to 20 or more. Try counting down to zero. Correctly write your numbers from 0-20 or more. Attached number chart 1-100 Patterns and Algebra Can you make or find patterns...?

1. On your clothing? 2. With your toys? 3. A sound pattern?

(bang tap tap) 4. Blocks or Lego 5. With stickers or

stamps?

Mathematics Numeracy Sing number rhymes with a family member to practise representing numbers with your fingers where possible. Five little ducks. Ten in the bed. One two buckle my shoe. The ants go marching. Length How long is each toy? Choose two toys that are different lengths. Use blocks or marbles or anything else that is the same size to measure how long each toy is. Can you say how long each toy is? “My toy ____ is ____blocks long.”

Mathematics Numeracy Using a set of your numeral flashcards lay them out from the smallest number to biggest number? Jumble them up, pick out any two numeral cards and compare them. E.g. 12 is bigger than 9. 2D shapes Draw a big circle, triangle, square and rectangle on four different pieces of paper. Make them as large as the page. Have an adult write the names of each shape at the bottom of each page. Look through old magazines or newspapers for these shapes. Cut them

Mathematics Numeracy Using a set of your numeral flashcards, lay them face down spread out. Turn over a card and practise saying the number before. Practise writing your numbers with correct formation from 0-30. Attached number tracing sheet 0-30 Data What fruit does your family eat the most? Draw an apple, banana, grapes and orange at the bottom of a page. Ask your family which is their favourite fruit. Draw a

Mathematics Numeracy Using a set of dominoes (attached below) Students turn over domino and count how many dots altogether. Using the tens frame students record how many more they need to get to the total number. E.g. Students turn over a dice with the total number being 12, on the tens frame students cover 10 and determine how many more they need to get to 12 (2 more). Have a go at using the number sentence below


6. Save lids and make a variety of patterns.

7. Objects you find from nature.

8. Draw patterns. 9. Fruit pattern for

crunch and sip. 10. Coins patterns.

Can you say what the pattern is for each?

Use a piece of wool or string or ribbon to find things around the house that are...

1. Longer than your string.

2. Shorter than your string.

3. The same size as your string.

Practise comparing objects to the string.. “The string is longer than my book.” or “The string is the same length as my bookshelf.” “My bed is longer than the string.”

out and paste them onto the big shapes. You can also draw pictures of things that are these shapes too if you like! Or: Make each shape above using different materials or objects from home like playdough, pegs, cards, small toys small squares of coloured paper glued onto a page.

smiley face above each fruit that your family chooses. How many people chose apple? How many people did you ask altogether? Which fruit was chosen the most? Were there any fruits that did not get chosen?

the tens frame to help you. Attached domino template. Attached tens frame. Whole number Practise counting to 30 or more and back down to zero. Write the number out in order. What comes before: 10? 14? 18? 20? What comes after: 5? 11? 17? 23?

Break Afternoon Geography

People Live in Places Ask your parent or carer if they have a large map of our country Australia. If they don’t ask them if they have a street directory. See if you can find some of these places.

1. Your house. 2. Your street.

Science and Technology On the Move Musical Statues We are learning about how things move. Ask your parent or carer to put on some music for you. Do some dancing to the music. When your parent or carer stops the music, don’t move and

Creative Arts Music Sing a simple song that you know that has actions. eg. 5 Little Ducks or a nursery rhyme. eg. Baa Baa Black Sheep. If you have some children’s songs you can listen to, walk around the room during the chorus of one of the songs. When the verse

PDH Who Am I? We are learning about how we are special and different. Look in a mirror and look at the different features of your face. You are now going to do a self-portrait. Look at the features around your face eg. eyes, ears, nose,

PE Static Balance We are learning to do a static balance. A static balance is when we can balance on one foot, bend our other leg while balancing on one foot, hold our head still and look forward and hold our body still. Practise these balances at home.


3. Our school which is Harcourt Public School.

4. Your suburb. 5. Our city of Sydney. 6. Our state of NSW. 7. The country we live

in, which is Australia

OR Go for a walk in your street with your parent/carer. Look at the houses in your street and see where your house is. When you go home draw a picture of you walking in your street. Draw your house and the other houses in your street.

freeze like a statue. Play this game a few times.

starts, stand still and do some actions. Move around the room in time with the music when the chorus comes on again. The chorus is the part of the song that sounds the same and repeats itself.

mouth, eyebrows, eyelashes etc.

Take a walk to a park and play a tag game with your family. One person chases but if you do a static balance you are safe. Take turns and swap over.


Handwriting worksheet


Tuesday - Sight Word Search



Friday – Cut and Paste Activity








Chinese CLOTE

Week 1 Term 2 Chinese CLOTE

Activity

Topic-All about me! Please do one activity a day. (20 minutes) 每天做一个练练，大概 20到25分练。 Activity 1 默写一到十


Write term 1 spelling words from memory. Practise the ones you still have trouble with. 练练你没有写练的字。一个写五遍。 Spelling words for term 2: 我练，你，他，她，它，练是，的，好 Activity 2 笔画：复练学练的笔画。念练家人听。 Revise the strokes learned last term by telling a family member.

Please practise 2 following strokes. Write each stroke 10 times and highlight the two strokes in the following characters. 每个笔画写十

遍。

用彩色笔描出下面练字里的练两个笔画。


练，口，练，是，的。

Activity 3 Reading 练练：每天练一遍。

练是我。

练是我的家人。

练是我的练练。

练是我的爸爸。

Extension：

练是我。我叫_____. 我今年______练。

我喜练狗。 Activity 4 画自己。练着在画像下面写“我”。

draw a picture of yourself and try to copy the character of ‘I 我” underneath. Activity 5 练练：

练色，白色，黑色，练色，练色。 Extension: 粉练色，黄色，橙色，灰色，紫色


Korean CLOTE

Week 1 Korean CLOTE

Activity

Topic: Korean Consonants & Pure Korean Numbers Korean consonants - ㅇ, ㅇ, ㅇ

1. Say the sounds of 练, 练 and 练. Write each word out five times.

(练, 练, 练练练练练练练练练练. 练练练练练练练练练 5练练练练练练练练.)

2. Find the words starting with the sounds of 练, 练 and 练, e.g., 练, 练练, 练, 练练练, 练.

(练, 练, 练练练练练练练练练练练练练练练练练练练. 练: 练, 练练, 练, 练练练, 练) 3. Read out the Korean letters on the worksheet and write them three times.

(练练练练练练练练练练练练练练练练练练练练 3练练练练.)

4. Draw a line to match up the words with a picture on the worksheet. (练练练练练练练练练练练练练练练练练练练练练练练. )

Pure Korean numbers – from 1 to 12

1. Count the numbers from 1 to 12 (练练练练练练练练练练练练练.)

2. Write the number, 11 and 12 three times. (练练 11练 12练练练练练练练练练.) 3. Find the items in your house you can count to 11 and 12, e.g., pegs, socks, shoes, spoons. Count them with your parent.

(练练练, 练练练练练练练练练练练练练练练练练练练练练. (练) 练练练练, 练练, 练练, 练练练


Sight words: ㅇㅇ, ㅇㅇㅇ, ㅇㅇ, ㅇㅇ, ㅇㅇ, ㅇㅇㅇ 1. Read aloud the sight words above five times. These sight words are the names of places in a school.

(练练练练练练练练练练练练练练练练练练. 练练练练练练练练练练练练练练练练练练练.)

2. Write the sight word, ㅇㅇ three times in your workbook. (练练练 ‘ㅇㅇ’ 练练练练练练.)

Read a story with a parent/carer. What is your favourite part of the story? Talk about your favourite part with your parent/carer.

(练练练练练练练练练练练练. 练练练练练练练练练练? 练练练练练练练练练练.) *Extension (练练练练): 1. Write a sentence about your favourite part of the book you read with your parent.

(练练练练练练练练练练练练练练练练练练练练练练练练练.) 2. Read the sentences below three times and write them twice. (练练练练练练练练练练练练练练练练练练练练练练练练练练练练练.)

练练练练练练练练练练练. 练练练练练练练练练.

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Harcourt Public School – Stage Early Stage One