Week 4 · 2020-05-08 · 2. ‘ ’.: / /.. /? = 3? =.) =.. 3

| NSW

Departm

ent of Education

Surveyors Creek Public School

Framew

ork for teaching online – Year 1, Term 2 W

eek 4 You w

ill need access to a digital device and help from a parent/carer to com

plete the following activities. You are also able to access M

athletics and any other w

ebsite that your teacher has given you access to. Com

plete all activities in your Hom

ework book or an exercise book. W

rite the date on your activities to keep track. Bring in your w

orkbook on the day you’re scheduled to attend school. Sauvage Sports House students attend school on M

onday. Freeman Sports H

ouse students attend school on Tuesday. R

after Sports House students attend school on W

ednesday. Thorpe Sports House students attend school on Thursday.

M

onday Tuesday

Wednesday

Thursday Friday

Task C

an you write dow

n your scheduled Zoom

meeting?

Can you help m

ake lunch today?

Can you m

ake your bed? C

ould you help fold the w

ashing? C

an you set the table for dinner?

Phase 1 Sauvage

Freeman

Rafter

Thorpe

Morning

English Look, cover, w

rite and check your spelling w

ords. Log in to your Seesaw

or G

oogle Classroom

student account. C

omplete

the (ue, ew) Activity. Sort

your spelling words into

two colum

ns of ‘ue’ and ‘ew

’ words.

Log in to your Seesaw or

Google C

lassroom

Com

plete the Sounds and W

ords Book Activity, p. 79-82. C

omplete w

ith an adult. Brain Break: W

atch the G

oNoodle




or G

oogle Classroom

student account. C

omplete

the Tricky Word Activity.

How

many tim

es can you w

rite your tricky words in

one minute?


Google C

lassroom

Com

plete the Decodable

Reader Activity. R

ead the decodable reader N

ewsflash! w


atch the Jack H

artmann video




or G

oogle Classroom

student account. C

omplete

the Six Star Sentence (ue, ew

) Activity. Choose five

words from

the spelling list to w

rite in six star sentences. Log in to your Seesaw

or G

oogle Classroom

C

omplete the D

ecodable R

eader Activity. Read the

decodable reader N

ewsflash! w


atch the



ords. Login to your Seesaw

or G

oogle Classroom

student account. C

omplete

the Sounds Boxes Activity. C

hoose five words from

the spelling list to w

rite in sound boxes. Break up each sound in the w

ord. C

omplete InitiaLit

worksheet a Lesson 46.


Google C

lassroom

Com

plete the Decodable

Reader Activity. R

ead the decodable reader




or G

oogle Classroom

student account. C

omplete

the Adjectives Trees Activity. C

hoose adjectives from

the list to describe trees. U

se your adjectives to w

rite sentences describing trees. C

omplete InitiaLit

worksheet a Lesson 47.


Google C

lassroom

Com

plete the Sounds and

education.nsw.gov.au

| NSW

Departm

ent of Education

https://ww

w.youtube.com

/w

atch?v=nnjke7WER

u0 Log in to your Seesaw

or G

oogle Classroom

W

riting: Watch the video to

revise what Persuasive

writing is about

https://ww

w.youtube.com

/w

atch?v=hD9arW

XIddM.

Watch the Youtube video

Hey Little Ant

https://ww

w.youtube.com

/w

atch?v=ehH6l6v5sYM

. D

iscuss with an adult three

reasons why the ant

should not get squished. W

rite your reasons down

in a mind m

ap.

https://ww

w.youtube.com

/w

atch?v=j3EYciNco58

Handw

riting: Go to C

lever Pickles on Youtube to com

plete a modelled

handwriting lesson on the

letter ‘qQ’.

https://ww

w.youtube.com

/w

atch?v=Ofx0fC

RD

Qrw

Storybook: Listen to the storybook The Pencil by Alan Ahlberg https://w

ww

.youtube.com/

watch?v=vVXG

Jrz6yNg

Talk to a parent/carer about the follow

ing words

and discuss what they

mean.

● shiver ● hesitate ● ridiculous C

an you use these words

in a sentence?

GoN

oodle video https://w

ww

.youtube.com/

watch?v=psU

PYR235O

8 Log in to your Seesaw

or G

oogle Classroom

W

riting: Watch the video

about OR

EO text structure

https://ww

w.youtube.com

/w

atch?v=hUP5hG

4IIQM.

Refer to your discussion

about Hey Little Ant.

Use the O

REO

writing

proforma and w

rite the title D

on’t Squish Ants at the top. U

se the sentence starter In m

y opinion I think …

Begin w

riting your reasons using the w

ords Firstly, Secondly and Thirdly. Include your evidence or exam

ple with the starter

For example. R

estate your opinion w

ith the sentence starter This is w

hy I think…

New

sflash! with an adult.

Brain Break: Watch the

Jack Hartm

ann video https://w

ww

.youtube.com/

watch?v=Q

xoDG

lPUm

yU&

t=98s H

andwriting: G

o to Clever

Pickles on Youtube to com

plete a modelled

handwriting lesson on the

letter ‘qQ’ for m

ore practise. https://w

ww

.youtube.com/

watch?v=O

fx0fCR

DQ

rw

Storybook: Listen to the storybook The Pencil by Alan Ahlberg https://w

ww

.youtube.com/

watch?v=vVXG

Jrz6yNg

Use the Story Slide

template to m

ap out the im

portant parts of the story.

Words Book Activity, p.

83-84. Com

plete with an

adult. Brain Break: W

atch the G

oNoogle

https://ww

w.youtube.com

/w

atch?v=nnjke7WER

u0 Log in to your Seesaw

or G

oogle Classroom

W

riting: Watch the video

about OR

EO text structure

https://ww

w.youtube.com

/w

atch?v=hUP5hG

4IIQM.

Reread your persuasive

text Don’t Squish Ants.

Use the Six Star Sentence

writing checklist to edit

your work.

Break

M

iddle M

athematics

: Addition and Subtraction 1.Practice m

aking number

combinations to 20.

You will need a set of

playing cards and dice. ( Below

is a link to some

online dice if you have

Mathem

atics: Addition

and Subtraction U

sing two dice

(If you don’t have any you can click this link ) https://w

ww

.random.org/di

ce/ 1.Play the follow

ing game:

Mathem

atics: Addition

and Subtraction 1.Students find today's date on the calendar, count how

many days until

the end of the month and

work out the date 10 days

later. Students explain

Mathem

atics: Addition

and Subtraction 1. Provide students w

ith a num

ber sentence that is m

issing an element

(using numbers less than

20) For example:

Mathem

atics: Addition and Subtraction The concept of ‘difference’ can also be explored w

hen learning about length. Students can com

pare lengths and discuss the difference betw

een the


| NSW

Departm

ent of Education

none at home).

https://ww

w.random

.org/dice/ 2.W

atch the following clip

of how to play the

‘Com

binations to 20’ gam

e. https://w

ww

.youtube.com/

watch?v=C

2Z43e05WP0

Can you m

ake different com

binations to make 20?

Write them

down and race

a friend or adult to call out the num

ber pairs that = 20. Eg) 16 and 4 = 20. If this is too tricky try starting w

ith number pairs

that equal to 10. 3.C

omplete the follow

ing task: A

ddition Turnarounds.

Addition Turnarounds.

You will need a partner.

Roll the tw

o dice and decide w

hich number is

easiest to start from. W

hy did you choose that num

ber? Then, add the tw

o num

bers and record the fact on the A

ddition Turnaround gam

e tem

plate.

2. Using the Think B

oard record the follow

ing story. “ Ella has 15 stam

ps, she gave Alex 7. H

ow m

any stam

ps does she have left?”

Students can then draw a

picture of the story, use objects such as counters or play dough to create and w

ork out the problem,

then record a number

sentence that matches.

Eg) 15 - 7 = Provide students w

ith a num

ber sentence and ask them

to write a story to

match using the think

board to develop m

athematical language.

strategies for their addition. (O

nline Calendar-

https://ww

w.starfall.com

/h/holiday/calendar/?t=293669292) 2. C

omplete the

Subtraction Language Activity. C

an you record your own

subtraction story? If this is challenging, encourage students to use the Think Board (from

previous lesson) to assist w

ith mathem

atical language. O

ptional Interactive Activity: https://w

ww

.mathplaygrou

nd.com/treasure_quest_ad

dition_chart.html

Using concrete m

aterials such as unifix cubes, Lego, etc. Students w

ork to m

ake towers to

represent the 13 and 5. They then com

pare the tow

ers to work out the

difference between the tw

o tow

ers. 2.C

omplete the follow

ing activity sheets: Find the difference

Optional Interactive

Activity: https://w

ww

.mathplaygrou

nd.com/puzzle_pics_subtr

action_facts_to_20.html

objects- either informally

(for example, using paper

clips) or formally (for

example using

centimetres).

“The ruler is longer than the pen. The rule is 12 cm

and the pen is 9 cm

. There is 3 cm

difference between

the objects. 1. H

ave a go at measuring

things around your home/

classroom using either

informal units such as

textas or formal units such

as a ruler. M

easure two objects and

record the difference betw

een the two.

Optional Interactive

Activity: https://w

ww

.mathplaygrou

nd.com/puzzle_pics_additi

on_facts_to_20.html

Break


| NSW

Departm

ent of Education

Afternoon

History

High Street – church,

terraces, changes, C

ombew

ood house Show

students an image

of High Street, Penrith as

it is today. Discussion;

have students been to H

igh Street before? W

here have they been on H

igh Street? (There are im

ages attached to end of fram

ework)

Task:

●look at pictures of H

igh Street from

the past and com

pare them to

what it looks like today.

●discuss and brainstorm

differences

●H

ow has H

igh Street changed from

then to now

? ●

Why do you think the

buildings were built and

created in the first place?

●W

hat is its use and purpose now

? ●

What aspects of the

past can you see today?

PD

HP

E D

iscuss with students the

term ‘trust’ and ‘stranger’

and discuss what these

terms m

ean. D

iscuss what people w

e trust and w

hat relationships w

e have with

them. C

onnect discussion w

ith previous lessons surrounding ‘safe and unsafe situation’ and ‘em

otions and feelings’. R

ead the following

scenarios. Thelm

a was in

Kindergarten. One day

when her class w

as in the library Thelm

a ’s teacher asked for som

eone to do a job. She needed som

eone to carry the special gold stickers back to the classroom

and put them

on her desk. The teacher chose Thelm

a because she knew

she could trust Thelm

a to do this special job. D

iscussion based on the follow

ing questions: • W

hat is trust? (Trust is believing in another person to do the right

Science

Give students a describing

word from

last lesson such as hard and get students to tell you an object that w

ould fit that category. G

ather the following

materials:

-

Towel

-Straw

s -

Pipe Cleaner

-Stick

-W

ool

Com

plete the worksheet

Does the m

aterial bend or tw

ist? Use your hands to

test each item, if you can

bend it or twist it record on

sheet. 1. D

escribe the material.

2. Test the material.

3. Tick or colour the box. Extension: choose 6 m

ore item

s to test and record on the 2nd sheet of w

orksheet.

Spo

rt Explain to students just like in Just D

ance, we can

see dancers use a range of m

ovements, but they

organise them into a

sequence to remem

ber. Today, w

e will be m

aking our ow

n 8 step dance sequence. D

ancers put numbers to

time their m

usic (this is also know

n as a 4/4 time

signature). First w

e want to be able to

keep a ‘count’ Lets count this together (1,2,3,4,5,6,7,8). W

e are going to repeat a non-locom

otor movem

ent for the count of 8 beats. E.g. jum

ping on each count. N

ext, our next sequence of 8 w

e can use a range of locom

otive and

non-locomotive

movem

ents. C

an you think of som

ething? It can’t be m

ore than the count of 8? Practice the tw

o lots of 8 dance steps a few

times

Creative A

rts (Soft, loud, fast and slow

sounds) ‘M

y Nam

e is Joe’.

- Repeat the chant and

have students join in the ‘M

y Nam

e is Joe…’ line

each time it

occurs. - C

reate actions to accom

pany the chant. Em

phasise the word

“smooth” w

ith a body m

ovement.

- Have students in sm

all groups experim

ent with

different ways of

presenting the chant – eg softly, loudly, w

hispered. - H

ave students experim

ent with different

mem

bers of the group leading the chant and body percussion accom

paniment.

Resources The Board’s

website

(http://ww

w.boardofstudies

.nsw.edu.au)

YouTube ( My nam

e is Joe) https://w

ww

.youtube.com/

watch?tim

e_continue=2&a


| NSW

Departm

ent of Education

●H

as it changed much

over the years?

Using iPads or laptops,

have students google H

igh Street, Penrith ‘then and now

’ to see what

other changes they notice. Students to com

plete ‘C

ompare and C

ontrast’ w

orksheet.

thing. We have YES

feelings about someone

we trust.)

• Why did the teacher trust

the other person? • W

hen can we trust other

people? (When w

e know

them, and w

e believe they w

ill do the right thing and w

e have a YES feeling about them

.) • C

an you trust everyone you know

? Why not?

then put to music.

mp;v=YyLC

FimSM

zI&amp

;feature=emb_logo


| NSW

Departm

ent of Education

Spelling Words and Tricky W

ords Week 4

Spelling Words

Extension Tricky W

ords

glue continue

says

clue overdue

over

true cashew

love

blue new

born any

due dew

drop m

any

rescue avenue

who

chew

m

other

stew

brother

screw

father

threw

sister

cousin

family


Pieces of different household and garden materials, such as:

Year 1 Science - Materials Lesson Four

1. Select a material.2. Write two describing words about the material.3. Test to see if the material bends.4. Test to see if the material twists.5. Fill in the worksheet.

Equipment:

Method:

Results:The shape of some materials is easily changed. For example, a piece of paper needs to bend around a present. Other materials, such as a brick, are very hard to change, so give strength to a wall.

newspaper aluminium can foil pans milk wool

feather log quilt sand leaf

Does the material bend or twist? 1. Describe the material.

2. Test the material.3. Tick or colour the box.


Material Description Does it bend?

Does it twist?

towel _______ _______ bend twist

straw _______ _______ bend twist

pipecleaner _______ _______ bend twist

stick _______ _______ bend twist

wool _______ _______ bend twist

_______ _______ bend twist





Does it twist?

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

!

!

!

Think Board

Think

Board

Story

Number Sentence

Pic

ture

s Ob

jects

!

!

!!

Venn DiagramN

ame:

Date:

Title:

Name: Title: Date:

Opinion

Reason and

Example 1

Reason and

Example 2

Reason and

Example 3

Opinion

Name:

© 2018 MultiLit Pty Ltd

InitiaLit–1 Lesson 46Worksheet a‘ue’ (glue)

Instructions: Fill in each word with ‘ue’. Write the word in the space. Read the word to your partner.

Instructions: Fill in the missing word. Read the sentences to partner. Choose one sentence to copy into your exercise book and draw a picture.

gl

bl bell

cl

1. Sometimes I with my little brother.2. The sky is .3. I need some to fix this shelf.4. We had to a cat in a tall tree.

blue argue rescue glue

© Tales FromMiss D, 2019

softsm

oothroughhardstickybum

pysquishy

dryw

et

beautifulshinyfurryspotty

colourfuluglydull

adorablestrange

quietsilent

tappingrum

blingloud

screechinggrow

lingbuzzingnoisy

circularrectangular

ovalroundsquare

triangularcurved

flatstraight

small

bigw

idenarrow

thinthickheavyhugelight

lilacturquoisecrim

songoldensilver

emerald

navy

magenta

tangerine

flowery

fruitycleanstinkyfreshstale

fragrantpungentearthy

crispysaltytangysw

eetsour

bitterspicyblandrotten

fewm

anyzerolots

severalhundredm

illiontonsm

uch

hotcold

freezingicy

frostyscaldingboilingw

armchilly

slowfast

sluggishspeedysw

iftrapid

instantlatebrisk

cheerfulsad

worried

elatedcontentangry

frustratednervous

tired

!!

!

InitiaLit–1S

tory Slide

© 2018 M

ultiLit Pty Ltd

Introduction

Characters:

Setting:

Problem

Solution

Name:

© 2018 MultiLit Pty Ltd

InitiaLit–1 Lesson 47Worksheet a‘ew’ (grew)

Instructions: Trace ‘ew’. Trace, read and write the word.

Instructions: Complete each sentence with a word from the box. Read the sentences to your partner.

ew chewew flewew new

1. I a picture of a frog.

2. Lewis the ball to Andrew.

3. I have a ball.

4. We to the moon in a rocket.

new flew threw drew

Trace Write the wordRead and trace

Do you have Six Star Sentences?

Complete the checklist: ❏Do you have capital letters?

❏Do you have full stops?

❏Do you have finger spaces?

❏Have you checked your

spelling and circled unknown

words?

❏Have you written neatly on

the lines?

❏Do your sentences make

sense?

Congratulations!

You have edited your own writing.





Does it twist?

towel _______ _______ bend twist

straw _______ _______ bend twist

pipecleaner _______ _______ bend twist

stick _______ _______ bend twist

wool _______ _______ bend twist

_______ _______ bend twist





Does it twist?

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

_______ _______ bend twist

Venn DiagramN

ame:

Date:

Title:

High Street Mall - then

High Street Mall – now

St Stephens Anglican Church – then and now

Documents

Week 4 · 2020-05-08 · 2. ‘ ’.: / /.. /? = 3? =.) =.. 3