Week 8

Term Four.
Monday 24th November

Monday.
Time.
Learning Tasks.
9.00
ASSEMBLY.
Leave bags at door.
Toilet on way back to classroom.
Change Take Home Books.
Compulsory Tasks.
Learning Goal-to encourage a sense of responsibility
towards their learning and to develop time management
skills.
Introduce New Compulsory Tasks- (Individually)
1. Taped Story Nelsons New Balloon: Listen to the story
and draw a picture of their favourite part of the story
2. Read to Self independent reading from their book box
(read for at least 15 minutes)
3. Phonics- Onset and Rime activity: complete the words and
make 3 sentences using the words on the sheet.
4. Writing [letter formation]- alphabet book, focus on line
use- v,w,x
5. Writing- Weekly Reflection Diary. Chn write about their
learning.
6. Number Activity- Dice activity: In pairs the students roll
2 dice and find the largest number and count on the
amount of the other dice. They then swap with their pair
and pick the largest number and count back the amount
on the other dice.
7. Measurement- Mass activity: circle the largest and
smallest mass object and have the students draw an
object that is larger and smaller in mass than the circled
objects.
8. Craft-create a tree from the resources provided that
shows growth. E.g. folding the paper to show it from
sapling to fully grown.
One More Task- Horse Grid (Mapping activity)
ExtensionAssessment: The students place their names underneath the
task when they have finished it and at end of the week I will tick
off which activities each child completed on a class list.
Resources: Scissors, glue, paper, pencils, craft materials
---------------------------------------------------------------------------------------Chn use laptops/ipads according to timetable on door.
Work in Literacy planet and/or Mathletics or Studyladder.
Reading.
Assessment- anecdotal notes about the students reading

To Do.

and focus of each group

Guided Reading Groups- (Mixed ability)
See GR folder for detailsGroup 1 Daniel (Pink): FOCUS using prior knowledge,
tracking words, using pattern within the text
Group 5 Henry, James, Bawi, Suan: FOCUS tracking words,
using picture information and prior knowledge, expression, using

Chn: Re-read previously read book, talk about new book and ask
questions, complete a book walk and then students
independently read.

10.15

10.50

11.10
11.50

Writing-Writers Notebook.
Curriculum area and topic- Writing
Learning Goal- to make chn aware of thinking and to use
their thinking to develop understanding about different
forms of writing.
Tchr. select topic for thinking, prompt chn to share
knowledge or questions related to topics, shape
thinking into a writing genre to introduce chn to a range
of styles.
Chn-move to table groups for own writing time, finished
pieces go into please read me tub and another piece
started.
Tching Group- selected chn as noted on management
board. Form writing verbally, repeat at least three times,
attempt writing with tchr guidance. Tchr find individual
tching points and use them to create learning goals for
each child, written on back of writing. Record anecdotal
notes and goal for each child. (Assessment strategies
anecdotal notes about the students writing goals)
Reflection-every child in teaching group will share
learning.
Table Group- One. (Mixed ability)
Resources: Writing notebook, paper, pencils, assessment sheet
Toilet
Wash Hands
Eat lunch.
Sweep floor, clean room.
Break One.
Maths- Unit of Work
Topic- Number
Learning Goal- To make children aware of connecting number
names, numerals and quantities from 0 to 10.
Focus- Connecting number names, numerals and quantities
Task Tuning In:
Number StoriesThis Old Man NFO 1
Sing all verses up to 10 and have the students recall which object was for each
number.
Investigations SessionStudents will be working in partners to play A Game of Numbers
How to play:
- In turn, roll the dice and trace over the number you rolled

The first person to trace over all their numbers wins.

Assessment- Observation of the use of skills and appropriate mathematical
language.

Resources10 sided dice

Game board
This Old Man rhyme
Reflection- Ask the students to reflect upon the game that they did in the
game and on whether the game was easy or hard and why.

12.50

Junior School Rotations.

Science-[Rhonda]- FS
Physed-[Kerrie]- 1/2B
Library-[Georgina]- FH
Computer-[Glynis]- 1/2N
Library Session Details.

1.50

Break Two.
Yard Duty. Side A 1.50-2.10
Junior School Rotations.
Science-[Rhonda]- 1/2B
Physed-[Kerrie]- 1/2N
Library-[Georgina]- FS
Computer-[Glynis]- FH
Library Session Details.

2.30

Tuesday *HALF DAY CONTROL*

Time.
Learning Tasks.
9.00
Change Take Home Books. Compulsory Tasks(Individually)
Learning Through Exploring & Compulsory Tasks as per
Monday.
One More Task- Horse Grid (Mapping activity)
ExtensionAssessment: The students place their names underneath the
task when they have finished it and at end of the week I will tick
off which activities each child completed on a class list.
Resources: Scissors, glue, paper, pencils, craft materials

Reading.
Assessment- anecdotal notes about the students reading
and focus of each group
Guided Reading Groups- (Mixed Ability)
See GR folder for detailsGroup 6- Bayden and Joshua (Light Blue): FOCUS Expression
and fluency
Group 2- Teresa, Joseph, Tom (Orange): FOCUS Cross
Checking btw cues (from pictures to words and back etc.)
Chn: Re-read previously read book, talk about new book and ask
questions, complete a book walk and then students
independently read.
10.00
PMP
with Mrs. Savoury in Music room.

To Do.

10.30

11.00
11.10
11.50

Independent Reading from Book Boxes. (Individual)

Individual conferencing
Assessment: Using folder make anecdotal notes about the
students reading in the topics of Meaning (comprehension) ,
Structure (Grammar) and Visual (words on the page)
Focus Child- Reads their story from their book box to the
teacher
Independent Children- Reading from book boxes quietly to
themselves
Get lunch
Eat outside in eating area, if weather nice.
Break One.
Maths- Unit of Work
Topic- Number
Learning Goal- To make children aware of connecting number
names, numerals and quantities from 0 to 10.
Focus- Connecting number names, numerals and quantities
Task Tuning In:
FarmyardPresent the Farmyard scene to students. Ask,
- What animals can you see? Invite a student to answer, and then ask
- How many can you see? and have the students explain how they
worked out how many animals there were.
Investigations SessionStudents complete the In the bush (pg. 34 student book)
Individually the students will colour in the animals in the bush and count how many
there are.
Assessment- Collect work samples from the students to see how they went
with the counting

ResourcesFarmyard scene
Worksheet
Reflection- Ask the students to tell the class about how many of the bush
animals they counted.

12.50

1.50
2.30

Literature. (Independent)
Title- Diary of a Wombat
Learning Goal-to develop chns understanding of reading
and writing through excellent models.
Task- Writing days of the week. Draw picture for each day
showing what wombat did.
Assessment: Collect work samples from the students and mark
on rubric which students completed the task.
Early finishers.
1.Read to self from own book box.
Break Two.
ART
[APT]

Wednesday *HALF DAY CONTROL*

Time.
Learning Tasks.
9.00
Change Take Home Books.
Compulsory Tasks- (Individually)
Learning Through Exploring & Compulsory Tasks as per
Monday.
One More Task- Horse Grid (Mapping activity)
Assessment: The students place their names underneath the
task when they have finished it and at end of the week I will tick
off which activities each child completed on a class list.
Resources: Scissors, glue, paper, pencils, craft materials
Reading. Assessment- anecdotal notes about the
students reading and focus of each group
Guided Reading Groups- (Mixed Ability)
See GR folder for detailsGroup 4- Shayla, Wilson, Zaroon, Emily: FOCUS Cross
Checking between pictures and words, Tracking with finger, Using
initial letters

To Do.

Group 3- Isabella, Emily (Orange): FOCUS Using picture

details and rereading after errors
Chn: Re-read previously read book, talk about new book and ask
questions, complete a book walk and then students
independently read.
10.00

Writing-Writers Notebook.
Curriculum area and topic- Writing
Learning Goal- to make chn aware of thinking and to use
their thinking to develop understanding about different
forms of writing.
Tchr. select topic for thinking, prompt chn to share
knowledge or questions related to topics, shape
thinking into a writing genre to introduce chn to a range
of styles.
Chn-move to table groups for own writing time, finished
pieces go into please read me tub and another piece
started.
Tching Group- selected chn as noted on management
board. Form writing verbally, repeat at least three times,
attempt writing with tchr guidance. Tchr find individual
tching points and use them to create learning goals for
each child, written on back of writing. Record anecdotal
notes and goal for each child. Assessment strategies
anecdotal notes about the students writing goals
Reflection-every child in teaching group will share
learning.
Table Group- Two Mixed ability)
Resources: Writing notebook, paper, pencils, assessment sheet

10.50

Toilet
Wash Hands
Eat lunch.
Sweep floor, clean room.
Break One.
Independent Reading from Book Boxes. (Individually)
Conferencing with teacher.
Assessment: Using folder make anecdotal notes about the
students reading in the topics of Meaning (comprehension),
Structure (Grammar) and Visual (words on the page)
Focus Child- Reads their story from their book box to the
teacher
Independent Children- Reading from book boxes quietly to
themselves
Resources: Assessment sheet, books

11.10
11.50

12.30

LOTE
[APT]

1.10

Maths- Unit of Work

Topic- Number
Learning Goal- To make children aware of connecting number
names, numerals and quantities from 0 to 10.
Focus- Connecting number names, numerals and quantities
using tens frames
Task Tuning In:
Toy BusShow the empty ten frames to the students and tell them that you are going to tell
them a story about the day the toys went into town.
Tell them the bus started at the depot with 10 empty spaces on the bus. The bus
travelled along until it got to a stop, and there at the stop was 1 teddy wanting to
go into town. So the teddy got onto the bus and sat in one of the empty spaces.
Put teddy on the bus and ask, Teddy sat in one of the spaces, so how many
spaces are left?
Continue telling the story about a teddy getting on at each stop and count the
teddies and empty spaces
Investigations Session- Show the students empty tens frame and explain that a ten frame is a way of
making a picture of a number.
- Invite a student to come and count the empty spaces in the tens frame.
-

Point to the top row and ask, how many spaces are in each row? If I fill up
the top row, what number can I show?
Invite a student to come and fill up the top row, counting aloud as the dots
are placed.
Ask, If I fill up both rows, what number can I show?
Have a student fill up both rows to make 10.
Select a new frame, place 3 dotes into the frame and ask, What number
can you see? continue making different numbers

Students to complete Using tens frame worksheet individually (pg. 40 student

worksheet)
* Answering questions about how many dots are in each frame and how
many places are left*

Assessment- Collect work samples from students

- Anecdotal notes about strategies students used to answer questions.

Resources10s frame
10 teddy counters.

Worksheet
Reflection- Ask a few students to come up and explain how they worked out
the answers to the tens frame worksheet.

1.50
2.30

Break Two
Yard Duty Side A 2.10-2.30
Handwriting.
Teacher model using lines correctly
Children begin with cat or seahorse paper to adopt correct usage
Focus- Head Letters e.g. b p

Observation
Lesson

Thursday *FULL DAY CONTROL*

Time.
Learning Tasks.
9.00
Change Take Home Books.
Compulsory Tasks- (Individually)
Learning Through Exploring & Compulsory Tasks as per
Monday.
Assessment: The students place their names underneath the
task when they have finished it and at end of the week I will tick
off which activities each child completed on a class list.
Resources: Scissors, glue, paper, pencils, craft materials

To Do.

Reading.
Assessment- anecdotal notes about the students reading
and focus of each group
Guided Reading Groups- (Mixed Ability)
See GR folder for detailsGroup 2- Teresa, Joseph, Tom (Orange) : FOCUS Maintaining
meaning
Group 1- Daniel (Pink): FOCUS Using detail of pictures to find
meaning
Chn: Re-read previously read book, talk about new book and ask
questions, complete a book walk and then students
independently read.
10.00

Writing-Writers Notebook.
Curriculum area and topic- Writing
Learning Goal- to make chn aware of thinking and to use
their thinking to develop understanding about different
forms of writing.
Tchr. select topic for thinking, prompt chn to share
knowledge or questions related to topics, shape
thinking into a writing genre to introduce chn to a range
of styles.
Chn-move to table groups for own writing time, finished
pieces go into please read me tub and another piece
started.
Tching Group- selected chn as noted on management
board. Form writing verbally, repeat at least three times,
attempt writing with tchr guidance. Tchr find individual
tching points and use them to create learning goals for
each child, written on back of writing. Record anecdotal
notes and goal for each child. Assessment strategies
anecdotal notes about the students writing goals
Reflection-every child in teaching group will share
learning.
Table Group- Three (Mixed ability)
Resources: Writing notebook, paper, pencils, assessment sheet

FIREMAN
INCURSION

10.50

11.10
11.50
12.50

Toilet
Wash Hands
Eat lunch.
Sweep floor, clean room.
Break One.
PERFORMING ARTS
[APT]
Maths- Unit of Work
Topic- Number
Learning Goal- To make children aware of connecting number
names, numerals and quantities from 0 to 10.
Focus- Connecting number names, numerals and quantities
using tens frames
Task Tuning In:
Revisiting tens frames
Present the students with tens frame and make a number. Have the students look
carefully at the representation. Ask, How many dots do you see? How many
spaces can you see?
Revisit all numbers to 10, having students identify both the number of dots and
empty spaces.
Investigations SessionHave the students complete the Tens frame trains (pg. 41 student workbook)
individually.
Students need to write the word of the number shown and then also put it into a
tens frame

Assessment

Collect work samples

Anecdotal notes about strategies used when identifying numbers

Resources

10s frame
counters.

Worksheet
Reflection- Ask, How do you recognise the numbers shown on the ten frame
so quickly? Discuss what strategies students used to identify numbers.

1.50
2.30

Break Two
Buddies.

Friday *FULL DAY CONTROL*

Time.
Learning Tasks.
9.00
Change Take Home Books.
Maths Rotations- (Like Ability Grouping)
Learning Goal-to revise skills and strategies already
learnt.
-to encourage the ability to work in teams.
*Two activities every week.
*Activity One always tching group.
*Rotation- Four
Assessment- Group 1 is teaching group and will create a rubric
that establishes their number knowledge and how they match
the words, pictures and numbers.
Resources- Ipads, computers, worksheets, glue, scissors, pencils
Tasks1.Words for numbers 0-20. Sheet, matching
2. UNO
3.Clown colour by amount
4. Symmetry Clown
5. More than, less than number lines
6. Ordering numbers sox on a line
7. Using pictures to create a graph, answer questions
8. Ordering months dragon pic down side
9. Computers/ipad. (Matheletics)
10. Mobilo (create a moving object)
10.00

Compulsory Tasks- (Individually)

Complete tasks not finished across the week.
Assessment: The students place their names underneath the
task when they have finished it and at end of the week I will tick
off which activities each child completed on a class list.
Resources: Scissors, glue, paper, pencils, craft materials

To Do.

Followed by Learning Through Exploring.

Learning Goal-to encourage independent, active, thinking,
responsible learners.
Reading. (Mixed Ability)
Guided Reading GroupsSee GR folder for detailsGroup 4- Shayla, Wilson, Zaroon, Emily: FOCUS tracking
constantly, Cross checking between cues (pics words first
letter etc)
Group 3 Isabella, Emily (Orange): FOCUS 1-1 matching,
checking between cues
Chn: Re-read previously read book, talk about new book and ask
questions, complete a book walk and then students
independently read.

10.50

11.10
11.50

12.50

1.50
2.30

Toilet
Wash Hands
Eat lunch.
Sweep floor, clean room.
Break One.
First Aid, Staff Room Duty, Time Out Room- all of Break.
Junior School Rotations.
Science-[Rhonda]- FH
Physed-[Kerrie]- FS
Library-[Georgina]- 1/2N
Computer-[Glynis]- 1/2B
Library Session Details.
- Settle children in pit
- Read story
- Discuss Call Nos
- Play game with alphabet order
- Return old borrowed books
- Browse
- Rove
- Monitor
Junior School Rotations.
Science-[Rhonda]- 1/2N
Physed-[Kerrie]- FH
Library-[Georgina]- 1/2B
Computer-[Glynis]- FS
Library Session Details.
- Settle children in pit
- Read story
- Discuss Call Nos
- Play game with alphabet order
- Return old borrowed books
- Browse
- Rove
- Monitor
Break two.
Yard Duty-1.50-2.10 Side B
*Pack up room.
*Take bags to Hall
*Dismiss from Hall.

Junior School Assembly.

Celebrations and Concerns affecting Area.
Dancing
Indoor Games
Task: Supervise the students during the Assembly. Make sure all
students are participating in the activities.