Wednesday

th
28 October 2015

PM

Middle

AM

Schedule
9:00am

Welcome

9:05am

Literacy
Continue Activity Sheet 18 and 19

9:30am

Spelling

10:00am

Reading

11:00am

Science
Unit 4 Lesson 2 Investigating water use

11:30am

Maths Year 1

12:00pm

Maths Year 2
Unit 6 lesson 11
Using and exploring calendars

1:45pm

Music

2:10pm

MORNING SESSION 9:00-10:30am

Key Teaching
Focus

1. How am I using positive reinforcement to engage the

students?
a. Use descriptive encouragement: be specific abut
the positive that is being recognised. E.g. That is
good use of capital letter sand full stops in your
writing
b. Be careful not to overuse.
c. Use positive reinforcement to cue parallel
acknowledgement praising students to encourage
others.
2. Focus on giving instructions.
a. Be clear that the instructions have been heard and
understood before moving on. Check for
understanding e.g. Can someone tell me what you
are meant to do now?
3. Focus on scan and wait.
a. Use the wait and scan approach to ensure there
has been understanding.

9:00am 9:05am

Morning Administration
1. Before students arrive:
a. Check resources and materials for the day; turn on
IWB if needed.
2. Students come into class:
a. Check for hats, readers and homework have been
handed in.
b. Move quietly to the mat when asked.
c. Mark the roll.
d. Discuss class rules as positive examples. (see
Skill 1: Setting Expectations)

9:05am 9:30am

Literacy Comprehending an Informative Text

Australian
Curriculum
Links

Understand that texts can take many forms, can be very short
(for example an exit sign) or quite long (for example an
information book or a film) and that stories and informative
texts have different purposes (ACELA1430)
Identify some differences between imaginative and
informative texts(ACELY1648)
Explore the different contribution of words and images to
meaning in stories and informative texts (ACELA1786)
Understand that nouns represent people, places, concrete

objects and abstract concepts; that there are three types of

nouns: common, proper and pronouns; and
that noun groups/phrases can be expanded using articles and
adjectives(ACELA1468)
Lesson
Objectives

1. Understand how language is used differently in

imaginative and informative texts.
2. Construct sentences and use language for specific
purposes.

Lesson
Outcomes

Today you will:

1. Revisit the text
2. Examine language
3. Write an informative text.

Resources

Fox and fine feathers by Narelle Oliver 2009.

Key learnings

Informative text; Narrative text; Noun Group; Proper nouns

Differentiation

1. Check for understanding through questioning in

discussions.

Warm up recap Read pages 11 to 22 of the text

of yesterday
Read the information about Nightjar at the back of the text.
Discuss some of the key ideas and write on the board.
Activity 1
Comprehending
texts

1. Display activity sheet 18 on the IWB

2. Finish activity sheet 18 as needed from yesterday.

IWB activity
Activity 2
Writing

1. Show students page 22 (From nowhere)

2. Ask what happened after fox leapt out of the bushes.
3. Students will write about this as an informative text.
Remind students that they have already had practice at
changing narrative texts to informative texts.
4. Display activity sheet 19 on the IWB.
5. Ask students for suggestions on what we might write.
6. Model the writing
7. Encourage editing ask students to look at the good
writing checklist and see if the sentence is okay.

Wrap up

Recap of information covered today:

what have we learnt?

Check for understanding.

Next lesson we will be

Resources

C2C Year 2 English Unit 6 lesson 14

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO SPELLING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to spelling groups: Year 2 students that move classes
can go. Preps to be at the back of the room with me; Year 1 and 2 students to
remain here with Mrs Amit.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

9:30am
10:00am

Spelling Groups Prep

Australian
Curriculum
Links

Recognise the letters of the alphabet and know there are

lower and upper case letters (ACELA1440)

Differentiation

Produce some lower case and upper case letters using

learned letter formations (ACELY1653)
1. Check for understanding through questioning in
discussions.
2. Use different methods to help students with concepts:
a. Counting the sounds on fingers
b. Keep the pace of the lesson going so not to lose
engagement
c. Use writing on the board to engage
d. Positive reinforcement that is explicit.

Resources

Prep Spelling Workbook Lesson

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO READING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to reading groups.

 Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

10am 10:30am

Reading Groups Year 2

Australian
Curriculum
Links

Listen for specific purposes and information, including

instructions, and extend students own and others' ideas in
discussions (ACELY1666)
Read less predictable texts with phrasing and fluency by
combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies, for example
monitoring meaning, predicting, rereading and selfcorrecting (ACELY1669)
Use comprehension strategies to build literal and inferred
meaning and begin to analyse texts by drawing on growing
knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670)

Lesson
Outcomes

Read a new text and complete an activity sheet.

Teaching ideas

1.

Book walkthrough what do you think is happening here?

Why?

2.

What do you think is happening?

Differentiation

1. Check for understanding through questioning in

discussions.
2. Help students that are having any trouble to complete the
activity sheet.

Resources

Year 2 Reading books and activity sheet

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

MIDDLE SESSION 11:00am-1pm

TRANSITION BACK TO CLASS
Students to come in and be seated with hats on their head. Check for hats.
Wait for the class to settle and give instructions (Skill 2)
We are going to be doing Science.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Students to move quietly and sit on the mat.

11:00am12:00pm

Science Using Water Wisely

Australian
Curriculum
Links

Earths resources are used in a variety of ways (ACSSU032)

People use science in their daily lives, including when caring for
their environment and living things(ACSHE035)
Participate in guided investigations to explore and answer
questions(ACSIS038)
Represent and communicate observations and ideas in a variety
of ways (ACSIS042)

Lesson
Outcomes

Understand that water is used in a variety of ways and needs

to be conserved.

Warm up

Remind students of the earths resources ask them if they

can remember as many as possible from the last lesson.

Activity 1

View the video of rotating earth and discuss the features

especially the blue parts.
Discuss the different uses for water
Write the ideas on the board.
Display copy of Sheet 4 on the IWB and explain to students
that they will be ranking the items from most important to least
important. Ask students to come up and arrange their
answers.
Discuss the final list.

Activity 2

Display a map of the school with the areas marked.

Ask students to have a look around and identify areas where
we use water in the school.
Mark the places on the map using the icons.
As students to think about how we waste water or conserve
water.

Activity 3

Video on Indigenous water use.

Differentiation

3. Check for understanding through questioning in

discussions.
4. Help students that are having any trouble to complete the
activity sheet.

Resources

C2C Year 2 Science Unit 4 Lesson 2.

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

12:00pm
1:00pm

Year 2 Maths Using and Exploring Calendars

Australian
Curriculum
Links

Name and order months and seasons(ACMMG040)

Lesson
Outcomes

Today students will:

Use a calendar to identify the date and determine the number of

days in each month (ACMMG041)

Name and order months of the year

Identify months in each season
Explore and compare examples of calendars used by

Indigenous people

Warm up

Remind students of days of the week and months of the year

and the seasons.
Questions on assumed knowledge:
How many days in the week?
What is the first day of the week?
What is the order for the rest of the days in the week?
How many months in a year?
What is the order of the months?
How many days are there in each month?

Activity 1
Videos

Watch video on calendars.

Activity 2
Computer work

Go to the computers and log students on to an online

calendar. Ask them to find a specific date. Ask them to
calculate another date and work out the elapsed time.

Watch the video on months and seasons.

Tell students that they are going to do their own research on

the seasons.
They will be using the internet to search for images that best
represent each of the seasons. E.g. snow for winter.
They will then be saving that picture to the PPT worksheet. At
the end of the activity they will have created a picture board of
the 4 seasons in PPT.
Activity 3
Differentiation

Video on Indigenous calendars.

1. Check for understanding through questioning in
discussions.
2. Help students that are having any trouble to complete the
activity sheet.

Resources

C2C Year 2 Maths Unit 6 Lesson 11.

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.