english · happy box discuss and record things related to personal happiness. butterfly box discuss...

English Year 1 SET 9

Activity Book

ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.

Play safe, stay safe

SET 9 Activity Book

First published 2017

© Department of Education WA (Revised 2020)

Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]

Department of Education

This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

This product contains various images © Thinkstock 2011, used under licence. These images are protected by copyright law and are not to be reproduced or re-used in other materials without permission from the owner of Thinkstock.

https://creativecommons.org/licenses/by-nc/4.0/

Play safe stay safe Fun with print – 1 Day

© Department of Education Western Australia 2017 (Modified 2020) – ECEENGLISHYR1Set9

1

Feeling safe

I was safe but I felt unsafe. I was unsafe but I felt safe.

Play safe stay safe – 1 Exploring words Day

© Department of Education Western Australia 2017 (Modified 2020) ENGLISH – ECE YR1Set9

2

Guess and spell

a a a c d d e e

e e e e f f g g

i i i m n n n n

n o o r r r r s

s t t t w y

Play safe stay safe – 1 In short Day


3

I feel ….

sad

angry surprised sick tired loved



4

Letter cards

a b c d e f g h i j k l m n o p q r s t u v w x y z e

a b c d e f g h i j k l m n o p q r s t u v w x y z e

a e i o u a e i o



5

My body tells me


© Department of Education Western Australia 2017 (Modified 2020) – 9 ECEENGLISHYR1Set

6

Singing feelings

If you’re happy and you know it

Clap your hands!


Clap your hands!


And you really want to show it


Clap your hands!

If you’re ____ _ and you know it___





7

Sounds I hear

Spelling words Sounds I hear

friend secret safety warning danger emotion



8

We all feel safe

We all have the right to feel safe

all the time.

We can with someonetalk

about anything

no matter what it is.

Play safe stay safe – 2 Fun with print Day


9

We are all unique



10

Looks like, smells like, sounds like, feels like

looks like

smells like

sounds like

feels like


1© Department of Education Western Australia 2017 (Modified 2020) – 9 ECE YR1ENGLISH Set

11

Read, trace say and print

friend

secret

emotion

warning

danger

safety



12

Safe people, safe places

Safety planMy name

My phone number

Other phone numbers

Parent name/s

If I am in trouble I

Safe people:

Safe places:



13

A letter in between

Long /a/ with a letter in between a-e

s__f__ g__m__

br__v__ s__v__

ch__s __p __ esc __

am__z beh__v__ __

s__f ly f__c__ __

r__c m__t__ __

pl__c__ r__g__

w__v__ bl__m __



14

Happy box

Play safe stay safe – 5Exploring words Day


15

Where does it fit?

I told my best _____________ a ____________.

The ______________ ______________!sign said

My favourite _______________ is happiness.

Firefighters learn skills to stay safe._____________

Play safe stay safe s 1 Reflection Day – 5

© Department of Education Western Australia 2017 (Modified 2020) – ECEENGLISHPPYR1Set9 16

Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 1 – 5. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.

The student can No help

Some help

Lots of help Comments

relate facial expressions to emotions

understand that a sound can be spelled in a variety of ways

identify and use the long /a/ sounds /ei/ and /eigh/

use known spelling strategies to spell unknown words

use word meanings to identify given words

respond to and create an action song

use personal experiences to connect with a given topic

think critically and explain ideas

label and explain a diagram

identify and use the long /a/ sounds /ai/ and /aigh/

demonstrate known reading and comprehension strategies when reading aloud or silently

identify key words in a text

understand that words and pictures work together to convey a message

© Department of Education Western Australia 2017 (Modified 2020) ECEENGLISHPPYR1Set9 – 17


Some help

Lots of help

Comments

interpret text and draw illustrations that add meaning

contribute ideas and opinions based on personal experiences

identify and use words using the long /a/ sounds /a/ and /ea/

identify different sounds in words

identify syllables in words

express own ideas and thoughts in an artwork

organise thoughts under headings, eg looks like, feels like

identify and use words using the long /a/ sounds /ae/ and /a-e/

recite own phone number and address

role play to show understanding about personal safety

identify target audience

identify a book as fiction or information and explain reasons

give oral explanations about the purpose of an item, eg happy box

use computer skills to navigate a child centred game website.

Other comments

Play safe stay safe s 1 Reflection Day – 5

© Department of Education Western Australia 2017 (Modified 2020) – ECEENGLISHPPYR1Set9 18



19

Making words

t n r l i p n rh e k i v e a e i t p c a r l fn w u p t s c uk o b r e o a l



20

Problem solved!

My problem was

When?

Who ? helped

How?

I felt



21

Sharing secrets

Materials : for one worry doll1 pop stick felt tip pens craft glue glue brush wool scissors

1. Draw a face on one end of thepop stick.

2. Cut off a piece of wool about 40cm long.

3. Paint some glue on the pop stickfrom below the face almostdown to the bottom.

4. Cover the glue by winding thewool around the pop stick.

Place the worry doll in a safe place to dry.

When the worry doll is dry, add other decorations and hair if you wish.



22

Helping hand



23

I expect

I expect my first circle network to

I expect my second circle network to

I expect my third network people to



24

Matching /ld/ words

Print /ld/ into each word. a picture. Read and the word match it to

chi__ren

f __ ie

he__

wor__

co__

bui__ing

ba__

bou__er

go__

fo__

Play safe stay safe – 8Exploring words Day


25

Adding /ly/

Ben nice__ friends. plays all with his

The snail slid slow__ across the grass.

The dog barked loud__ at the postman.

Molly . whispered soft__ because the baby was quiet__ sleeping

The boy kind__ __ helped the man to careful cross the road.

talk run

smile dance

jump print



26

Helping hand song

Thumb

Pointer finger

Tall finger

Ring finger

Little finger

Sing to the tune of Where is Thumbkin?

Left hand Right hand

Where is ?

Where is ?

Here I am!

Here I am!

Please will you help me?

Please will you help me?

Yes I can!

Yes I can!

Repeat the verse for the thumb person and each finger person.



27

Have a go

Read and trace Look and print Cover and print

think

public

network

careful

private

personal



28

Personal and private me

My body

My body belongs to me, me, me My body belongs to me.

From my head down to my feet, feet, feet, My body belongs to me.



29

Time to tell

Time to tell

My body feels like wobbly jelly My heart beats like a drum.

I’ve a nasty feeling in my belly I’ll go and tell someone.

These people can see my private parts if I say yes:

If someone tries to see or touch my private parts, I

•

•

From my ________ to my ________

______ say what goes!


© Department of Education Western Australia 2017 (Modified 2020) Set – ECEENGLISHYR1 9

30

Word search

d d d d d r r r r r a a a a a f f f f f t t t t t g g g g g b b b b b h h h h h j j j j j k k k k k

m m m m m n n n n n a a a a a q q q q q l l l l l i i i i i f f f f f t t t t t u u u u u ccccc

lllll e e e e e f f f f f t t t t t v v v v v f f f f f w w w w w x x x x x y y y y y hhhhh

z z z z z b b b b b t t t t t h h h h h j j j j j t t t t t s s s s s k k k k k m m m m m i i i i i

r r r r r n n n n n e e e e e q q q q q u u u u u v v v v v o o o o o w w w w w x x x x x aaaaa

a a a a a i i i i i r r r r r c c c c c r r r r r a a a a a f f f f f t t t t t z z z z z r r r r r

f f f f f b b b b b h h h h h j j j j j k k k k k m m m m m t t t t t n n n n n q q q q q lllll

t t t t t s s s s s w w w w w i i i i i f f f f f t t t t t u u u u u v v v v v w w w w w iiiii

x x x x x y y y y y z z z z z d d d d d r r r r r i i i i i f f f f f t t t t t b b b b b f f f f f

s s s s s p p p p p a a a a a c c c c c e e e e e c c c c c r r r r r a a a a a f f f f f t t t t t

a__ er dri__ __ ra

aircra__ gi__ __ so

chairli le spacecra__ __ __

dra li__ __ __swi

Play safe stay safe – Exploring words Day 10


31

Crazy plurals

Add /s/ to make plurals.

rabbit robot____

spoon__ book__

secret__ smile__

Add /es/ to make plurals.

match___ church___

box___ wish___

cross___ bus___

/s/ or /es/?

tomato___ piano___

photo___ volcano___

Crazy plurals

fish sheep

mouse foot

child tooth

Play safe stay safe – Exploring words Day 10


32

I think I can

I think I can spell ______ words correctly.

I am __________ when I cross the street.

My phone number is __________.

The park is a __________ place for everyone to play.

Max is my __________ friend.

We have a __________ of friends who help us.

We need to __________ when we spell.

I spelled _____ words correctly.

Play safe stay safe – In short Day 10


33

One less worry

My worry was

When?

Who ? helped

How?

I felt

Play safe stay safe print – Fun with Day 10


34

Space bubbles

My personal space is my safe place.

I can say “______ ________” when others want to touch me.

Play safe stay safe – Reflection Days 6 10


35

Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 6 – 10. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.


Some help

Lots of help Comments

use a news plan to organise information

use known spelling procedures to spell unknown words

use a simple dictionary to find meanings

remove letters from words to make new words

express personal thoughts and experiences on a topic

follow a simple procedure

print an explanation

read and use words containing the /ld/ blend

show social groups as a diagram

finish sentences to express personal opinions

use title and pictures to predict story content

demonstrate known reading and comprehension strategies when reading aloud

respond to oral questions relating to read texts


36


Some help

Lots of help

Comments

create a song with actions based on a know pattern

make adverbs by adding the suffix /ly/

create meanings for words, to fit the set topic

respond to questions, based on personal experiences and understandings

read words using the /ft/ blend

use single words and phrases to express ideas

respond to written questions with written answers

attempt to spell learned theme words

understand and demonstrate that plurals follow different spelling patterns

express opinions based on personal experiences

role play a safety action plan.

Other comments

Play safe stay safe S et return checklist


37

Set return checklist Day Items to return Check

1

Singing feelings – video recording

Feeling safe

My body tells me

2 Sounds I hear

We are all unique

3 My safe place – video recording

Looks like, sells like, sounds like, feels like

4 Safe people, safe places – photograph or scan

Telling the story video recording–

5 Where does it fit?

Happy box – photographs

Butterfly box – photographs

Reflection Days 1 – 5

6 Problem solved!

Sharing secrets – photograph

My gift – student writing

7 Matching /ld/ words

My network – student diagram

I expect

Helping hand – photograph

8 Adding /ly/


38

Write a meaning – student writing

Public places – video recording

Private places – video recording

9 Have a go

Word search

Personal and private me photograph or scan–

Time to tell – photograph or scan

10 One less worry

I think I can

Space bubbles photograph or scan–

No! Go! Tell! – photograph

Reflection Days 6 – 10

Set plan


© Department of Education Western Australia

https://creativecommons.org/licenses/by-nc/4.0/

Year 1 Set 9

Activitiy Book

English Year 1 SET 9

Lesson notes

ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.

Play safe, stay safe

SET 9 Lesson notes

First published 2017

© Department of Education WA (Revised 2020)

Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]


This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

This product contains various images © Thinkstock 2011, used under licence. These images are protected by copyright law and are not to be reproduced or re-used in other materials without permission from the owner of Thinkstock.

E2065146

Cross-Out

Play safe stay safe Overview

© Department of Education Western Australia 2017 (Modified 2020) – ECEENGLISHYR9

1

Overview

Year 1 Play safe stay safeSet 9:

Western Australian Curriculum

Early Childhood English

Content strands

Language

Literature

Literacy

Content Descriptions

L anguage

Language variation and change

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

Language for interaction

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Text structure and organisation

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)



2

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Expressing and developing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Phonics and word knowledge

Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)

Understand how to spell one and two syllable words with common letter patterns (ACELA1778)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)

Use visual memory to read and write high frequency words - (ACELA1821)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)



3

Literature

Literature and content

Discuss how authors create characters using language and images (ACELT1581)

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Examining l iterature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Creating literature

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)

Literacy

Texts in context

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Interpreting, analysing, evaluating

Describe some differences between imaginative and persuasive texts , informative (ACELY1658)



4

Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Creating texts

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

Write using unjoined lower case and upper case letters (ACELY1663)

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)



5

Early Childhood Health and Physical Education

Content strands

Health Knowledge and Understanding

Health Skills

Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active

Personal strengths and how these change over time (ACPPS015)

The strengths of others and how they contribute to positive outcomes, such as games and physical activities (ACPPS015)

Ways in which the body changes as individuals grow older (ACPPS016)

Strategies to use when help is needed, such as:

• dialling 000 in an emergency

• reading basic safety signs

• accessing a safety house or a trusted network

• asking a trusted adult

The benefits of healthy eating and regular physical activity on health and wellbeing (ACPPS018)

Communica and ting interacting and for health well being

Appreciation and encouragement of the behaviour of others through the use of:

• manners

• positive language • praise

Positive ways to react to their own emotions in different situations, such as:

• walking away

• seeking help

• remaining calm

Ways health messages are communicated on:

• television

• posters

• radio



6

Contributing to healthy and active communities

Actions that support a safe classroom, such as:

• moving around safely

• sharing appropriately

• following class rules

Physical activities that can take place in natural and built settings in the local community (ACPPS023)

Movement and Physical Activity

Moving our body

Body management skills:

• side roll (pencil) (ACPMP025)

Locomotor skills:

• jump (one foot)

• dodge • skip (ACPMP025)

Object control skills:

• underarm throw • ball bounce (ACPMP027)

Understanding Movement

Physical changes to the body when exercising, such as:

• raised heart rate

• increased breathing rate (ACPMP028)

Ways to maintain a balanced position while performing various skills, such as throwing or running (ACPMP029)

Learning through movement

Strategies that will assist with involving everyone in games (ACPMP030)

Cooperation skills in partner and group work during physical activity practices (ACPMP030)

Alternative ways in which tasks can be performed when solving movement challenges (ACPMP031)

Simple rules and fair play in partner, group activities and minor games (ACPMP032)



7

General Capabilities and Cross Curriculum Priorities

General capabilities

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding

Cross- curriculum priorities

Sustainability

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

This resource contains extracts from The Western Australian Curriculum Version . © School Curriculum 8.1

and Standards Authority.

The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/

creativecommons.org/licenses/by- -nc sa/3.0/au/

Play safe stay safe Set Plan

© Department of Education Western Australia 2017 (Modified 2020) – ECEENGLISHYr1Set9

1

Day Activity Content focus

1 I feel Explore emotions through role play.

Play safe stay safe Explore all the long /a/ sounds, focus on /ei/ and /eigh/.

Guess and spell Solve clues to reveal and spell words.

Singing feelings Create song verses.

Feeling safe Safe and unsafe feelings, make connections to student’s own experiences.

My body tells me Label a diagram

2 In the mirror Explore emotions in the mirror.

Long /a/ Explore all the long /a/ sounds, focus on /ai/ and /aigh/.

Sounds I hear Identify parts of words and how they help with spelling.

We all feel safe Interpret text, create illustrations to enhance the text

We are all unique Identify hidden traits through observation and discussion.

Dare and double dare Explore the concepts of being safe, unsafe, comfortable and uncomfortable behaviours.



2

3 This is how I feel Discuss emotions.

Single letter long /a/ Explore all the long /a/ sounds, focus on /a/ and /ea/.

Read, trace, say and print Identify syllables, attempt to spell words

My safe place Express thoughts and idea through an artwork.

Looks like, smells like, sounds like, feels like

Organise thoughts into given groups.

Reading Eggs Practise reading and comprehension strategies in an online format .

4 Emotions guess Mime and guess emotions.

Look at a and e Explore all the long /a/ sounds, focus on /ae/.

Move to spell Use whole body actions to spell words.

Safe people, safe places Discuss and role play safe places and safe people, make a safety plan

On the net Discuss and explore computer safety

Read and share Read a book using developing reading skills, identify storyline.



3

5 On the phone Role play emergency phone behaviours.

A letter in between Explore all the long /a/ sounds, focus on /a-e/.

Where does it fit? Cloze activity using spelling words.

Happy box Discuss and record things related to personal happiness.

Butterfly box Discuss person experiences about problems.

Triple zero challenge Navigate the computer to complete educational activities.

6 Problem solved Use a news plan to express a problem.

Making words Use spelling strategies to learn unknown words.

Unbuilding Make small words from larger words.

Secrets Contribute ideas to define safe and unsafe secrets.

Sharing secrets Follow a procedure.

My gift Write an explanation.



4

7 Check the boxes Discuss positive thoughts and possible problems.

Stand and spell Use spelling strategies to learn unknown words.

Matching /ld/ words Explore and use the /ld/ blend.

My network Define the meaning of ‘network’, discuss and draw different networks.

I expect Discuss and record social behaviours.

Helping hand Use a diagram to record trustworthy people.

Read and share Practise reading skills and discuss the characters and ideas in a book.

8 Helping hand song Create a song based on a known song pattern.

Into the boxes Discuss positive thoughts and possible problems.

Adding /ly/ Build adverbs by adding the suffix /ly/.

Write a meaning Relate spelling words to theme and define meanings.

Public places Discuss and record information about public places.

Private places Discuss and record information about private places.

Reading Eggs Practise reading and comprehension skills in and online environment.



5

9 Sing the helping hand song Sing and perform actions to match a song.

Have a go Exploring parts of spelling words.

Word search Explore and use the /ft/ blend.

Personal and private me Contributing personal experiences to a discussion.

Time to tell Contribute ideas to make a personal action plan.

Read and share Practise reading skills and discuss the characters and ideas in a book.

10 One less worry Use a news plan to express a problem and its solution.

I think I can Use learned skills to spell theme words.

Crazy plurals Explore regular and irregular plurals.

Personal space bubbles Experiment with and discuss personal space.

Space bubbles Create a diagram to express different social relationships.

No! Go! Tell! Make, discuss and role play a safety action plan.

Play safe stay safe Reflect on the things that make us happy.

Play safe stay safe – 1 Lesson notes Day


1

Day 1 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Reading texts (at the student’s reading level) for this set can be downloaded with the set materials or sourced from the following places:

• your SIDE teacher

• SIDE Resource Centre

• your local library

• your personal library

• online book stores

• local book stores.

Materials checklist Activity sheets (please print) Check

• I feel …

• Letter cards cut out–

• Guess and spell

• Singing feelings

• Feeling safe

• My body tells me

Resources

• Lesson notes – 1Day

• My Phonics b prepared as shown in the Tutor guideook –

• My Dictionary prepared as shown in the Tutor guide–

Home resources

• music playing device with four or five songs/pieces of music



2

• video camera

• art materials, eg coloured paper, cotton wool, wool, material

• glue

• scissors

Storage folders A display book, sheet protector or envelope is required to store completed activity sheets for return to the teacher upon the completion of the set. Alternatively, create a folder on the computer to digitally store the student’s completed and scanned activity sheets. A display book, envelope or box is required to store charts, games and other materials that will be used by the student across all sets.

Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

In short I feel…. Materials: • activity sheet – I feel….

I feel excited about starting a new set. How do you feel? Answers will vary. How do you know you feel X? Answers will vary. Feelings are also called emotions. This is how I show I am feeling excited. (Own choice of actions.) Use your face and body to show me you feel X.



3

What are some other motions? Answers will vary, eg sad, happy, angry, lonely, thrilled, amazed. Act out an emotion and I’ll try to guess how you feel. Answers will vary.

Take turns to act out and guess five emotions each. Place the activity sheet on the table. Ask the student to look at the top row and tell you what feeling or emotion he/she thinks each face is showing. Ask the student to print the word below the face. Answers will vary, eg happy/pleased, worried/not sure, upset/unhappy, embarrassed/shy. Ask the student to act out each of the four emotions.

What word is printed below the fifth face? sad Draw a sad face inside the circle. Show me how you show you are sad. Read the emotions in the second row. angry, tired, surprised, sick, loved Draw a face to match each emotion.

Ask the student to act out each of the five emotions in the second row.

Store the activity sheet for future use.

Exploring words Play safe stay safe Materials: • Letter cards – cut out • My phonics book

• envelope.

The title of this set is Play safe stay safe. What sound do you hear in each word? /ay/ There are lots of different ways to spell the / sound. Can you tell me long /aany? Answers will vary.

Ask the student to separate the vowels from the consonants. Ask the student to place the vowels on the table ready to use.



4

Use the letters to make any long /a/ sounds you know. Answers will vary, eg /ay/, /ai/, /a /a/, /ei/, /ey/, /ea/-e/, , /ae/, /eigh/, /aigh/.

Check the the student has made. Help the student add others to his/her list sounds until /ay/, /ai/, /a e/, /a/, /ei/, /ey/, /ea/, /ae/, /eigh/, /aigh/- are all included.

Look at your long /a/ sounds. Some of these spellings are only used for a few words. Take out the /ei/ digraph. I’ll give you some clues and you can try to guess these /ei/ words. What do horse riders hold when they ride a horse? reins Use the other letters and the /ei/ digraph to try to make ‘reins’.

Check the spelling, correct if required. Ask the student to open to a new page in the phonics book. Ask the student to print the title ‘long a’ across the top line. Ask the student to fold the page to make two columns. Ask the student to use a coloured pencil to print ‘ei’ on the next line in the first col umn.Ask the student to print ‘reins’ on the line below the /ei/ digraph.

What does a bride wear on her head? veil Use the letters and the /ei/ digraph to try to make ‘veil’.

Check the spelling, correct if required. Ask the student to print ‘veil’ into the /ei/ list. Continue using the same steps for these words: vein – a tube that carries blood around the body. reindeer – animals that pull Santa’s sleigh sheik – a king from an Arab land

The next group of words also has ‘ei’ in their spelling, but they have some silent letters too. Look at your sounds. Which one am I thinking about? eigh Is this a digraph? no How do you know? It has four letters and a digraph has two. Miss a line and print ‘eigh’ below the /ei/ words. Let’s play the guessing game again. What does Santa ride in? sleigh Use the letters and the /eigh/ digraph to try to make ‘sleigh’.

Check the spelling, correct if required. Ask the student to print ‘sleigh’ into the /eigh/ list.



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Continue using the same steps for these words: eight – number after seven neigh – the noise a horse makes neighbour – the people who live close to us weigh – you use a scale to do this Ask the student to read the words in the lists. Ask the student to use coloured pencils to trace the spelling of the two /ay/ sounds in the words. Ask the students to draw matching pictures for any of the words, eg sleigh and reindeer.

Store the phonics book and letter cards (in the envelope) .

Guess and spell Materials: • activity sheet – Guess and spell

• My Dictionary.Ask the student to sort the letters into letter groups.

This is a guessing game so you can work out your list words. All these letters will work together to make the words. When you finish you won’t have any letters left. The first word means mate or pal. It begins with ‘fr’. Use the letters to make the word you think it is. (Ignore the spelling at this stage.)friend The second word is something you might not want anyone to know. It begins with ‘s’. Use the letters to make the word you think it is. Place it below your first word. secret (Ignore the spelling at this stage.) The third word is another word for feeling. Use the letters to It begins with ‘e’. make the word you think it is. Place it below your second word. emotion (Ignore the spelling at this stage.) The fourth word is something you might feel, hear or see, like a stop sign that stops you from doing something dangerous. Use the letters It begins with ‘w’. to make the word you think it is. Place it re the spelling in the list. warning (Ignoat this stage.) The fifth word is the name for something bad that you want to avoid because you might get hurt Use the letters to make the word you think . It begins with ‘d’.it is. Place it in the list. danger (Ignore the spelling at this stage.) The sixth word is what you should think about before you cross the road. It begins with ‘s’.



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Use the letters to make the word you think it is. Place it in the list. safety (Ignore the spelling at this stage.) Do you have any letters left? Answers will vary.

Ask the student to read each word and make any changes he/she wishes to make. He/she should try to fit in any extra letters.

Let’s check your spelling. I’ll spell list words and you point to each letter as the I say it. Turn over any letters that should not be in the word or are in the wrong place. If any letters are missing, move the letter cards to make a gap so you can add them later.

Spell each word slowly. Help the student check the letters and follow the instructions. Ask the student to put any turned over letters at the top of the desk. Ask the student to listen as you spell each incorrect word and to add the missing letters to make them correct. Check the words again with the student. Place the student dictionary on the table.

What letter does ‘danger’ begin with? d Find the ‘d’ page in the dictionary and glue the letters for ‘danger’ on the page. What letter does ‘emotion’ begin with? e Find the ‘e’ page and glue the letters for ‘emotion’ on the page. You can finish finding the pages and gluing the words yourself.

Store the dictionary.

Fun with printSinging feelings Materials: • activity sheet – I feel….

• activity sheet – Singing feelings

• music playing device with four or five songs/pieces of music • video camera.

Place the Singing feelings activity sheet on the table. Read the first verse of the ‘If you’re happy and you know it’ song with the student.



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Sing the verse and do the actions with the student.

How do you feel when you hear or sing that song? Answers will vary. Music can make us feel different emotions. Let’s listen to some music and discuss how it makes us feel.

Set up the music playing device. Ask the student to close his/her eyes while listening to the music. Play 30 seconds to a minute from one piece of music/song. Ask the student to tell you how the music made him/her feel and why. Tell the student how the music made you feel and why. Repeat for the other pieces of music. Ask the student which piece was his/her favourite and why. Place both activity sheets on the table.

You can use the feelings faces to help you make up some different verses for the If you’re happy and you know it song. You need to write the first two lines of each verse. Look at the emotions on the I feel activity sheet. Would you like to write a verse about one of the emotions on the page or an emotion of your own? Answers will vary. Read the first line below the song. If you’re __ and you know it Print your emotion on the line. What action will you do to show the emotion? Answers will vary, eg angry = stamp feet, tired = close my eyes. How can you describe that action using three or four words? Answers will vary, eg jump in the air. Print your action on the next line. Let’s sing the new verse and make the actions.

Sing the new verse and make the actions. Ask the student to work independently to write the remaining two new verses. Sing the verses and do the actions with the student.

Record the student introducing him/herself and the song.

Record the student singing and doing the actions for the original verse and one of the new verses. If others are around, ask them to join in.

Save the recording in the Set folder. Store or display the Singing feelings activity sheet. Store the activity sheet I feel… for future use.



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Feeling safe Materials: • activity sheet – Feeling safe.

One of the feelings we should always have is the feeling of safety. Everyone has the right to feel safe. What does it mean to feel safe? Answers will vary, eg happy, not scared, in bed with my teddy, a hug from granny. Sometimes you are safe but you might not feel safe. You might feel a bit scared. Some people can be safe in their homes until a storm happens and then they feel unsafe. They don’t like the thunder or lightning, wind or rain. They know they are safe inside their home but they don’t feel safe. If a person felt unsafe in a storm, what could they do? Answers will vary, eg go to a room with other people, get into bed with a favourite toy. Can you think of a situation when you really were safe but you didn’t feel safe? Answers will vary, eg in a boat and the water was rough, a chained dog barking at you, doing something in front of a large group, trying to catch/hit the ball in a cricket game, on a roller coaster. What could you do to make yourself feel safe again? Answers will vary.

Ask the student to look at the activity sheet and read the sentence below the first box. I was safe but I felt unsafe. Ask the student to draw a picture of a situation where they felt unsafe but they were safe.

Sometimes we feel safe but we are unsafe. You might be playing in the ocean on a surfboard and not realise you have drifted into deep water. You would feel safe until you realised what had happened. Can you think of a situation when you felt safe but you were not? Answers will vary, eg walking home with friends and one of them starts to push you around, climbing too high in a tree, playing outside and it starts to get dark. What could you do to make yourself feel safe again? Answers will vary.

Ask the student to look at the activity sheet and read the sentence below the first box. I was unsafe but I felt safe. Ask the student to draw a picture of a situation where they felt safe but they were unsafe. Ask the student to print a sentence below each picture to say what they did or could do to make him/herself feel safe again. The student completes the task independently.

The activity sheet will be used in the next activity.



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My body tells me ….. Materials: • activity sheet – Feeling safe

• activity sheet – My body tells me

• art materials, eg coloured paper, cotton wool, wool, material

• glue • scissors.

Ask the student to look at the Feeling safe activity sheet.

Look at your first picture. What did your body do to show you were unsafe in this situation? Answers will vary, eg felt sick in the stomach, got a headache, started to cry, couldn’t breathe. Look at your second picture. What did your body do to show you were safe in this situation? Answers will vary, eg felt cheerful, excited, relaxed. What did your body do when you realised you were unsafe in this situation? Answers will vary, eg felt sick in the stomach, got a headache, started to cry, couldn’t breathe. Our bodies are very good at letting us know how we feel. We should always pay attention to what our bodies are telling us as these feelings help us decide what we should do when a situation is unsafe. Our bodies also let us know when something good is about to happen.

Place the My body tells me activity sheet on the table. Ask the student to tell you what he/she sees. a body shape

This is your body shape. Use the art materials to make this body shape look like you.

The student works independently to complete the task.

There are lots of ways our bodies react when we feel unsafe. When I feel unsafe (point to own head) I sometimes get a headache. Let’s say other ways our bodies react when we feel unsafe. Answers will vary, eg sweaty face, shaking legs, sick feeling in stomach, crying, not breathing. Choose a coloured pencil and we’ll put some labels on the picture to show how our body reacts when we feel unsafe. Let’s start by printing ‘shaking legs’ next to the legs.

Discuss each body reaction and ask the student to label the picture to show it. Ask the student to choose a different coloured pencil to label the body with ‘safe’ feelings, eg butterflies = excitement, rumbling tummy = hunger, smiling = happy



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Store or scan and save both activity sheets.

Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day stored or saved.1

S tore the checklist and complete it at the end of each lesson.



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Day 2 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused.


• Sounds I hear

• We all feel safe

• We are all unique

Resources


• I feel (from Day 1)

• Letter cards (from Day 1)

• My Phonics book

Home resources

• large mirror, eg bathroom

• scissors

• photograph of the student

• glue

In short In the mirror Materials: • activity sheet – I feel (from Day 1)

• large mirror, eg bathroom.

Place the mirror (or move to it) so you can both see your faces.



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Let’s make some crazy faces. Let’s make the happiest faces we can. Let’s make the saddest faces. Let’s make surprised faces.

Continue, making the following faces: amazed, crazy, silly. Move to the table. Place the activity sheet on the table. Ask the student to point to faces and tell you what emotions they represent.

How many faces do not have any emotions? five What emotions can you draw on these faces? Answers will vary, eg curious, sorry, confused, scared, amazed, thrilled, bored, disappointed, exhausted, jealous, hurt, relieved.

Ask the student to draw and label the five faces using emotions of his/her choice. Ask the student to act out each of the five emotions.

We don’t often see our faces so we don’t know what we look like when we are showing emotions. Let’s take a look.

Take the activity sheet and move to the mirror.

Choose an emotion from the sheet and I’ll make the face. Answers will vary. Now I’ll choose an emotion from the sheet and you make the face. Answers will vary.

Continue until each player has chosen five emotions and made five emotions.

Store the activity sheet for use on Day 3 .

Exploring words Long /a/ Materials: • Letter cards (from Day 1) • My phonics book.

Place the materials on the table.Ask the student to open the phonics book to the long /a/ page from Day 1.Ask the student to read the words in the lists.Ask the student to take out the letters ‘a’, ‘i’, ‘g’ and ‘h’.



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Ask the student to try to make a long /a/ sound using all the letters.

This is a long /a/ sound that is not used in many words. How did you put the letters together? Answers will vary. Does the long /a/ sound you made with the letters look a bit like /eigh/ in eight? Answers will vary. Both these sounds have silent ‘gh’ at the end.

If required, the student to rearrange the letters to say ‘aigh’.ask Ask the student to print /aigh/ at the top of the second column on the /ei/ page in the phonics book,

Watch while I make the most common English word that uses this sound. (Add letters to make /aigh/ say ‘straight’.) Look at the word. Point to the blend at the beginning and read it. str Point to the long /a/ sound and say it. /aigh/Point to the final letter and say it. t What is the word? straight Print this word into the /aigh/ list on the phonics page. Do you know any words that use ‘straight’ as a base word? Answers will vary, eg straighten, straighter, straightest, straightener, straightened. Let’s have a go at printing those words .

Say each word (maximum of five words) to the student ask the student to print it into the ‘aigh’ list. Help with spelling as required.

Look at the /aigh/ sound printed at the top of the list you just made Cover two . of the letters to make another /ai/ digraph that you know. /ai/ train Miss a line below the last /aigh/ word and print the /ai/ train digraph on the line. Let’s try to think of some interesting words that use this sound. I could say rain, which is a simple word, or I could say raining or rainfall instead. They are more interesting words. Print rainfall below the /ai/ digraph.

Continue sharing, word building and printing /ai/ words until the student has filled the column. Answers will vary, eg Spain, painting, waited, sailing, waist, Abigail, available, sailor, brainy, bobtail, chainsaw, daisy, mermaid, mailman, hailstone. Ask the student to trace the /aigh/ and /ai/ sounds in colour. Ask the student to draw pictures to match some of the words.

Store the phonics book and letter cards.



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Sounds I hear Materials: • activity sheet – Sounds I hear.

Place the activity sheet on the table.

Look at the activity sheet and tell me what you see. Answers will vary. This task will help you focus on the different parts of your spelling words. You’ll be able to see helpful and tricky parts. Look at ‘friend. I can see a helpful blend. What is it? fr Trace it using a green pencil. Green is for go. These letters are going to help you spell. Look at ‘secret’. Can you see any helpful blends or digraphs? Answers will vary, eg ‘cr’

If the student has identified any letters, ask him/her to trace them using the green pencil. Ask the student to look at the other words to find any helpful blends or digraphs and to trace them using the green pencil. Answers will vary, eg a e in safety, /y/ in -safety, /ing/ in warning, /er/ danger.

Read the first word and tell me the sounds you hear. friend fr – end How many sounds did you hear? 2 Which letters make the first sound? f r Print them into the next to the whole word.first space Which letters make the second sound? i e n d Print them into the next space. Read the second word and tell me the sounds you hear. secret se – cret How many sounds did you hear? 2 Which letters make the first sound? s e Print them into the first space next to the whole word. Which letters make the second sound? c r e t Print them into the next space.

Repeat these steps for the remaining words. safe – ty warn – ing dan mo tion – – ger e –

If required, help the student work out the letters that make up each sound group.



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Let’s look at the tricky letters in the words. These are letters you might forget or they make sounds together. Look at the ‘friend’ row. Which letter is silent when you say the word? i Trace this letter in red. Red is for stop and think because this part is tricky. Look at the ‘secret’ row. Are there any tricky letters? ‘e’ says ‘ee’ Trace this letter in red.

Repeat these steps for the remaining words. Answers will vary, eg tsafe y, warning, danger, emotion.

Look at the letters that have not been traced. They are not extra helpful but they are also not tricky. Trace them using your printing pencil.

Store or scan and save the activity sheet.

Fun with printWe all feel safe Materials: • activity sheet – We all feel safe

• scissors.

In this activity we’ll make two mini posters so we can let everyone know they have the right to feel safe. When I say ‘everyone’ who do you think I mean? Answers will vary, eg me, you, our family, aunts and uncles, cousins, friends, children, babies, teenagers, adults, people in other countries. To make sure everyone feels safe, we need to behave well and think about the safety of others and ourselves. If we feel unsafe, we have the right to do something to make sure we feel safe again.

Place the activity sheet on the table. Ask the student to look at the section on the left and read the text.

Some of the words are dotted. Use a bright coloured pencil to trace them. Why do you think those words were highlighted for tracing? They are the key/important words in the sentence. That sentence is short and very powerful. It is clear to everyone what it means. It should make you think about your behaviour and how others behave.



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Tell me something you do or could do to make someone in our family feel safe. Answers will vary, eg listen to them. Tell me something you do or could do to make a friend of yours feel safe. Answers will vary, eg play nicely with them. Look at the picture on the poster. What is it? the earth/world The picture goes with the sentence. What does the picture tell you? Answers will vary, eg everyone in the world has a right to be safe at all times. What could you add to the picture to make this meaning more clear? Answers will vary, eg pictures of people, hands holding around the world, smiling faces.

Ask the student to add his/her idea to the picture to complete the poster.

If you were with a group of friends and one of them pushed you, you might not feel safe. What could you do? Answers will vary, eg tell them not to do it, say I don’t like it, move away, tell an adult/older person, call for help. What would you do if this person started pushing another friend? Answers will vary, eg tell them to stop, take my friend away, tell an adult. You are playing on the beach and a large dog runs up to you. Do you feel safe or unsafe? Answers will vary. What do you do? Answers will vary. The dog stands and barks at you. Do you feel safe or unsafe? Answers will vary. What do you do? Answers will vary. The dog runs off. How do you feel? Answers will vary. If someone was saying nasty things to you, you might feel unsafe. What could you do? Answers will vary, eg tell them to stop, tell an adult/older person, walk away. Read the text on the other mini poster. What does the poster tell us? Answers will vary, eg We can tell someone if we feel unsafe or scared. Use a bright coloured pencil to trace the key words in the sentence. This is a good rule to remember. Sometimes we don’t tell ot when we are hers feeling unsafe because we think they might laugh at us or say we are silly. If we don’t tell someone the situation could get worse. If you are not sure about , the thing that is making you feel unsafe or scared, always tell an older person. They can help you decide if the situation is serious or perhaps you were feeling unsafe even though you were safe. Who could you tell if you felt unsafe? Answers will vary, eg parents, older siblings, teacher, doctor, policeman, family.



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Draw a picture of a person or some people you could talk to, in the space below the first part of the sentence.

Ask the student to tell you who he/she has drawn.

In the other large space, draw a picture of you showing how you would feel after you had told someone about your unsafe situation. If you follow the advice from both posters, you will always help others feel safe, and if you feel unsafe, you will get help when you talk to someone about it. Feeling unsafe it not a secret, even if someone says it is. Make sure you always tell someone you trust if you ever feel unsafe.

Ask the student to cut out the two posters. They can be left as one or cut into two. Ask the student to gather together other family members/friends to tell them about the posters and what they mean.

Ask the student to choose a place to display the posters.

We are all unique Materials: • activity sheet – We are all unique

• photograph of the student

• large mirror, eg bathroom • glue.

Stand in front of the mirror with the student.

Look at yourself in the mirror and tell me what you see. Answers will vary. Now I’ll tell you what I see when I look at myself in the mirror. Tell me what you see when you look at me in the mirror. Answers will vary. Now I’ll tell you what I see when I loo (Say things the k at you in the mirror.student may not have mentioned, eg lovely smile.) Let’s list the things that are the same about us. I’ll begin with we both have two arms. What can you say? Answers will vary.

Continue taking turns to list the things that are the same until they have all been listed.

The things we listed make us feel comfortable with each other. It’s good to have some things in common with your family and friends. Let’s list the things that are different. I’m taller than you. What can you say? Answers will vary.



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Continue taking turns to list the things that are different until they have all been listed.

I know you like X (your choice, eg bananas). I like X too. When you look at us in the mirror, can you tell we both like X? no I can X (eg bake a cake). Can you? no Can you tell that by looking at us in the mirror? no Tell me something you know we both have or like or can do. Answers will vary. Can you tell that by looking at us in the mirror? no Tell me something you know that you have or like or can do and I don’t. Answers will vary. Can you tell that by looking at us in the mirror? no Everyone is unique. We all have things about us that are the same as others however we also have things that are different. It is these different things or traits that make us unique and interesting. Many of our traits cannot be seen from the outside. We need to get to know each other to find out about our uniqueness.

Return to the work area. Place the materials on the table. Ask the student to read the title. We are all unique Ask the student to glue his/her photograph into the large space at the top of the activity sheet.

Close your eyes and think about the traits that make you unique. Think about the traits people can see and the traits they cannot see. Tell me some of the hidden traits that you thought of. Answers will vary. On the lines below the photograph, print some sentences or phrases that tell me about your unique hidden traits. Answers will vary, eg I love monkeys.


Think about the people in your family. Does one person have a unique hidden trait that you know about? Answers will vary. In the small box below your sentences, draw the person’s face. Print the person’s name and relationship to you on the top line next to the picture. (eg Nonna – grandmother) On the other two lines, print some words to describe the unique hidden trait. Answers will vary, eg she always listens to me. Everyone had hidden traits. Getting to know a new person is like opening a present because you never know what you will find inside.



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Your friends are all unique and have their own special hidden traits. Tell me why you like some of your friends. Answers will vary. Tell me about a hidden trait one friend has. Answers will vary.

Ask the student to use the second picture box and lines to show a friend with a unique hidden trait.

It is very important that we value the unique hidden traits of others and remember to work to make everyone safe


Dare and double dare Materials: • nil.

Have you ever played dare and double dare? Answers will vary. It’s a game where your friends dare you to do things you might not usually do. Often you do not want to do them. Sometimes the dares are simple and safe. I dare you to tidy your toys in less than three minutes. That is a safe dare. Can you think of a safe dare you could ask me to do? Answers will vary. Sometimes a dare will seem safe, until you think about it. I dare you to pull the dog’s tail. What is unsafe about that dare? Answers will vary, eg the dog could bite me, I could hurt the dog. I dare you to climb a tree. Is that a safe or unsafe dare? Answers will vary, eg it depends how high the tree is, it’s unsafe for me because I don’t like to climb trees, it’s a safe dare for me because I love to climb trees. Some dares or activities make some people feel safe but they make other people feel unsafe, like climbing trees or playing soccer. Can you think of an activity that you feel safe doing but someone else does not? Answers will vary, eg swimming in the deep end of the pool. Tell me an activity that someone else feels safe doing but you do not feel safe. Answers will vary, eg climbing to the top of a ladder, touching spiders.

Take turns to share activities that make you feel safe and unsafe.

Sometimes activities and people’s behaviour do not make us feel unsafe but they can make us feel uncomfortable. You might not like to share your bed when a friend has a sleep over or you might not want to hold a cat. These things are not unsafe but they can make us feel uncomfortable and we don’t want to do them.



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Can you think of anything that makes you uncomfortable? Answers will vary. What can you do so you can avoid uncomfortable situations? Answers will vary, eg go somewhere else, tell someone, tell the person who wants me to do the activity, refuse to do it. Think back to the dare and double dare game. How would playing this game would make you feel? Answers will vary. If you were playing this game and you were dared to do something that made you feel uncomfortable or unsafe, what would you do? Answers will vary. Should you ask others to do things that make them unsafe or uncomfortable? no If someone says they do not want to do as you ask, what should you do? Answers will vary, eg let them not do it, choose another activity. Let’s act out some situations and you can show me how you would say no to doing something uncomfortable or unsafe. You are at the park playing. (student acts this) A person you don’t know asks you to help find a lost puppy. (you and student act this) What do you do? (student shows or tells you)

Repeat the role play, using these situations or some that are personal for the student. If the situations below do not make the student feel unsafe or uncomfortable, he/she will respond positively. • run up to another child and kiss them

• go swimming without wearing clothes

• go to a birthday party for someone who has bullied you • take something without paying for it

• play with one person and not include other friends

• help a friend find a lost pet.

Because we are all unique, we have different ideas about what is safe, unsafe, comfortable and uncomfortable. We must remember to respect the wishes of others and respect our own wishes too.





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• Read, trace, say and print

• Looks like, smells like, sounds like, feels like

Resources


• I feel (from Day 1)


• My Phonics book

• My Spelling journal

Home resources

• scissors

• 2 envelopes or similar to store picture and word cards

• 30 objects (counters, buttons or similar groups of 15) – 2 different objects

• glue

• quiet and comfortable place to lay down, either inside oroutside, eg grass, carpet, day bed.

• large sheet of art paper (A3 or larger)

• drawing materials, eg paint, felt tip pens, crayons

• video camera

• clipboard or book to lean on

• computer with access to Reading eggs



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In short This is how I feel Materials: • activity – sheet I feel (from Day 1)

• scissors

• envelope or similar to store pictures

• 30 objects (counters, buttons or similar) – 2 groups of 15 different objectsNote: Player 1 needs 15 of the same item, eg 15 blue counters and Player 2 needs15 of the same item eg, 15 red counters.Ask the student to cut out the emotions pictures along the dashed lines.Ask the student to spread the pictures on the table.Ask the student to count out the 15 items for each player.

These pictures show fifteen different emotions. We have used our faces and bodies to show these emotions. Let’s think about when we feel these emotions. (Point to the tired face.) I feel tired at the end of the day. Answers will vary. I’ll place one of my counters on the tired emotion because I have talked about it. Point to a face and tell me when you feel the emotion. Answers will vary. Place one of your counters on that emotion because you have talked about it.

Continue to take turns choosing, talking about and covering each emotion picture. At the end of the activity, each picture should have two counters (one from each player) covering it.

Store the materials for use on Day 4.

Exploring words Single letter long /a/ Materials: • Letter cards (from Day 1)

• My phonics book.

Place the materials on the table.



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Today let’s begin with the most simple long /a/ sound. What do you think it might be? ‘a’ Is this a digraph? no Why not? There is only one letter and a digraph has two. I can think of alien where ‘a’ says long /a/. Can you think of any words where ‘a’ says long /a/? Answers will vary, eg baby, table.

Take turns to think of ‘a’ saying long /a/ words until ten have been listed, eg apron, danger, acorn, basin, lady, cable, radio, paper, label, potato, lazy, hazy, crazy, tomato. Ask the student to open to a new page in the phonics book. Ask the student to print the title ‘long a’ across the top line. Ask the student to fold the page to make two columns. Ask the student to use a coloured pencil to print an ‘a’ in the second line of the first column. Ask the student to make and copy long /a/ words in a list in the column.five ‘a’ saying Answers will vary.

Listen to these words. They all use the same long /a/ spelling. Great, steak, break. How do you think the long /a/ is spelled? Answers will vary. It’s ‘e’ and ‘a’. Let’s see if you can spell and record the words I said. Miss a line and print /ea/ below the ‘a’ list. Make three /ea/ digraphs using the letter cards. Place them across the table. Add some letters to one digraph to make ‘break’. What blend did you add to the start? br What letters did you add to the end? k Add some letters to another digraph to make ‘steak’. What blend did you add to the start? st Did you change the letter at the end? no Add some letters to one digraph to make ‘great’. What blend did you add to the start? gr What letters did you add to the end? t Let’s do some word building to make more words. Look at ‘steak’. I can put one steak on the barbecue for you and one steak on the barbecue for me. How many steaks altogether? 2 Make ‘steaks’ below ‘steak’. Look at ‘break’. I had a breakdown in the car. Make ‘breakdown’ below ‘break’.



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Look at ‘great’. Can you think of some words that have ‘great’ as a base word? Answers will vary, eg greater, greatest, greatly.

Ask the student to make the words below ‘great’. Ask the student to choose and copy words from those he/she made, into the /ea/ list, until the list is full. Ask the student to trace the /a/ and /ea/ sounds in colour. Ask the student to draw pictures to match some of the words.

Store the phonics book and letter cards.

Read, trace, say and print Materials: • activity sheet – Read, trace, say and print

• My spelling journal

• scissors • glue

• envelope.

Place the activity sheet on the table. Ask the student to read and trace each word in the list.

You have identified the tricky and helpful parts in these words and also the sounds you heard. Let’s identify the syllables. What do you know about a syllable? it must have a vowel in it Some of the syllables in these words are not easy to find. Let’s clap the syllables in friend. Say and clap with me. friend How many claps? one How many syllables? one Print ‘friend’ into the next space in the row. Print a number one after the word. Say and clap the syllables in the second word with me. se - cret How many claps? two How many syllables? two



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Print the two syllables into the next space in the row. Leave a space between the syllables. Print a number two after the word.

Continue using the same steps to guide the student to clap, count and print the syllables.

e – – 3 – – – mo tion warn ing 2 dan ger 2 safe ty 2

The third column is the ‘have a go’ column. Try to print each word without looking at where it is printed in the first two columns. If you need to look, you can. Say each letter as you print it.

The student works independently to complete the activity. Ask the student to check each word. Ask the student to cut out the words along the dashed lines. Ask the student to remake the table using the cards. Ask the student to place the traced words from the first column into the envelope.

Some of the remaining words will be glued into your spelling journal. Choose one of each word and place the other word to the side. Glue your chosen words onto the correct letter pages in your spelling journal.

Store the envelope (with words) and the Spelling journal. The other words can be discarded.

Fun with printMy safe place Materials: • quiet and comfortable place to lay down, either inside or outside, eg grass, carpet,

day bed.

• large sheet of art paper (A3 or larger)

• drawing materials, eg paint, felt tip pens, crayons • video camera.

Take the student to the quiet, comfortable place and lay down together. Ask the student to close his/her eyes. Speak in a quiet, soft voice so the student can hear.



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Relax your feet and legs. Relax your body. Relax your arms and hands. Relax your neck and head. Listen to the sounds you hear. Breathe deeply and take in all the smells. In your mind, picture a lovely place that is safe for you. See yourself walking around in this place and then sitting down to look around. Think about what you can see, hear and smell. See the colours and movement that is happening. Explore this place some more so you know it very well.

Allow the student a few minutes to ‘explore’ their safe place.

Slowly roll your feet at the ankles. Slowly roll your hands at the wrists. Slowly roll your head from side to side. Gently stretch as tall as you can. Open your eyes and stand up. Keep a picture of your safe place in your mind.

Move back to the work area.

I want to know all about your safe place but I don’t want you to tell me. I want you to draw/paint it so well that I can imagine being there myself. Use your art materials to show me the colours, shapes, sounds and smells of your safe place. Use the entire page to draw it.

The student works independently to complete the art work. The student can represent the safe place as he/she wishes, eg a bird’s eye view, a map or a picture. When the picture is completed, look at it carefully and tell the student everything you see, hear and smell eg I see a barbecue and I smell the food cooking, I hear a waterfall splashing on some rocks.

I think your safe place is (own words). I’d like to record you telling others about your safe place. Think of your introduction while I set up the video camera.

The student practises the introduction, eg Hi this is Nick and I’m going to tell you about my safe place.



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Record the student’s introduction. Place the artwork where so can be seen in the video, or the student can hold it.it

Record the student pointing to and talking about his/her safe place. As a conclusion, ask the student to explain why this is a safe place for him/her.

Save the video recording into the Set folder. Display the art work.

Looks like, smells like, sounds like, feels like Materials: • activity sheet – Looks like, smells like, sounds like, feels like

• clipboard or book to lean on.

In the last activity you relaxed and pictured a safe place for yourself. You could choose to make your safe place look, feel, smell and sound like anything you wanted. In this activity we’ll look at safe places in and around our home.

Go with the student for a walk around the home, both inside and outside. Take the clipboard, a pencil and the activity sheet. Discuss the different areas and ask the student if he/she feels safe, unsafe or okay in them. Answers will vary, eg unsafe in the kitchen, safe in the lounge. Ask the student to explain why he/she feels this way. Answers will vary, eg unsafe in the kitchen because there are hot and sharp things, safe in the lounge because the family spend happy times there so it feels good.

Now that we have explored our home together, take me to your safest place. Answers will vary, eg my bedroom, the corner sofa in the living area, underneath the table in the kitchen, in the cubby. Why is it your safest place? Answers will vary.

Ask the student to sit or lay down in the area and give him/her the materials. Ask the student to read each heading.

I’m going to leave you in your safe place. I want you to print some words into each though cloud to tell us what your safe place looks, sounds, feels and smells like. Use as many words as you can to describe your safe place.

Ask the student to print the name of his/her safe place on the line at the bottom of the page.



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Discuss the student’s entries in each section, eg what is it that makes the safe area feel X?


Reading Eggs Materials: • computer with internet access.

Ask the student to turn on the computer and log in to the Reading Eggs website. (Help if required.) Use the login details supplied by the student’s teacher to access spelling and reading activities tailored to the student’s reading level. The student should complete ten to fifteen minutes of reading related activities.



Play safe, stay safe – 4 Lesson notes Day


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• Safe people, safe places

Resources


• I feel (pictures from Day 1)


• My Phonics book

• Spelling word cards in envelope (from Day 3)

Reading books

• picture book about a child with a problem that a trustworthyperson helps solve

Home resources

• mobile phone

• computer with internet access

In short Emotions guess Materials: • I feel – pictures (from Day 1).

Ask the student to stack the pictures into a pile and place it face down on the table.

Let’s play a miming game. I’ll pick up a picture and mime the emotion. You try to guess what it is.



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Play the game, taking turns to choose a picture, mime and guess. Encourage the student to use facial expressions and body actions to mime the emotion. Continue until all the pictures have been used.

Store the pictures.

Exploring words Look at a and e Materials: • Letter cards cut out – • My phonics book.

Ask the student to find the ‘a’ and ‘e’ letter cards and place them on the table.

‘a’ and ‘e’ work together to make two different long /a/ digraphs. See if you can make them using the letter cards. Answers will vary, eg a e, ae- Did you make a digraph with ‘a’ and ‘e’ sitting side by side? Answers will vary.

Ask the student to make the digraph is he/she does not have it. Ask the student to open to the long /a/ page in the phonics book. (from Day 3) Ask the student to use a coloured pencil to print a /ae/ in the second line of the second column.

This is a very interesting long /ae/ digraph. There are a couple of everyday words that use it and there are lots of scientific words too. Let’s begin a with food word. It’s a dessert that is made with ice cream, fruit topping and nuts. Do -you know it? Answers will vary. Use the letters and digraph to make the word.

Encourage the student to experiment until he/she has made ‘sundae’ Ask the student to print the word below the digraph and draw a picture next to it.

The next word is a type of music. Do you know it? Answers will vary. The word is ‘reggae’. This style of music uses lots of drums and percussion instruments. The words often tell stories. Use the letters and digraph to make the word.

Encourage the student to experiment until he/she has made ‘sundae’ Ask the student to print the word below the digraph and draw a picture next to it.



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Let’s explore some scientific words. The long/a/ words are all plurals. We’ll start by making the singular word. It doesn’t have the long /a/ sound. The first word is the name of a spiny native Australian animal. It eats ants. What do you think it is? echidna Use the letters to make the word. I saw one echidna. I saw three echidnas. That is how we usually make the plural of echidnas however scientists say ‘echidnae’ as the plural. Add a letter to turn ‘echidna’ into ‘echidnae’. The next word is the name of the feeler that an insect has on its head. antenna Use the letters to make the word. The plural for ant antenna is antennae. Add a letter to turn ‘antenna’ into ‘antennae’. What is the name of the line of bones down our back? spine, backbone Our spine is made from small bones called vertebra. The plural of vertebra is vertebrae. Try to make that using your letters.

Encourage the student to experiment until he/she has made the word.

Think about the life cycle of a butterfly or moth. The butterfly lays the eggs. What do the eggs hatch into? caterpillars Scientists call caterpillars ‘larvae’. One larva, lots of larvae. Try to make larvae using your letters. The caterpillar eats and eats and then hides away. What do we call that stage? cocoon, chrysalis Scientists call them ‘pupae’. One pupa, lots of pupae. Try to make pupae using your letters. Copy all the scientific words you made into the /ae/ list. Draw pictures to remind you of what they are. We’ll explore the other ‘a’ and ‘e’ digraph on another day.

Store the materials.

Move to spell Materials: • Spelling word cards in envelope (from Day 3) • open area.

Move to the open area.



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We’re combining spelling with moving. Let’s have a go. Close your eyes and think about the word ‘secret’. Which letter does it start with? s Walk around in the shape of the letter ‘s’. The next letter is ‘e’. I’ll walk around to make the ‘e’ shape. What is the next letter? c Walk around in the shape of the letter ‘c’. The next letter is ‘r’. I’ll walk around to make the ‘r’ shape. What is the next letter? e Walk around in the shape of the letter ‘e’. The last letter is ‘t’. I’ll walk around to make the ‘t’ shape. Let’s take turns to skip in shapes of the letters that spell ‘warning’. I’ll skip the ‘w’ to start. What letter will you skip? a Off you go. I’ll skip the ‘r’ . nowWhat letter will you skip? n Off you go.

Continue choosing words from the envelope and taking turns to make the letters, until all the words have been made Change the movement type, eg jog, hop, run. . Change the number of letters made, eg two letters each.

Store the word cards in the envelope..

Fun with printS , safe places afe peopleMaterials: • activity sheet – Safe people, safe places.

We have discussed your personal safe place and safe places in our home. Who are the people in our home who you can talk to if you have worries or feel unsafe? Answers will vary, eg parents, older siblings, other adults. Let’s explore safe places and people in the community. If we were at the supermarket and you got lost, who could you ask for help? Answers will vary, eg a person who works there.



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If we were at a large shopping centre and you got lost, who could you ask for help? Answers will vary, eg a person who works in a shop, a security guard, policeman.

Move to an open space and role play the shop and supermarket situation, with you acting as the store worker and then security guard. Role play the shopping centre scenario and when you approach the ‘lost’ child, tell him/her you are a stranger. Ask if he/she is lost and ask other questions, eg name, where is parent etc. Allow the student to make decisions about how he/she responds. Ask the ‘lost’ child to come with you. Allow the student to make decisions about how he/she responds. Discuss the student responses the ‘lost child stranger offering help’ situation. in – Praise appropriate responses (not giving name, not going anywhere with the stranger). Offer other suggestions for inappropriate responses, eg if the student said he/she would go with the stranger.

Sometimes it is difficult to make good decisions when you are upset. If you cannot see a shop worker, security guard or policeman, you might think it is ok to let a stranger help. We need to have a plan so if this happens, you know what to do.

Make up a plan with the student, eg stay exactly where you are and I will find you, walk into the nearest shop and up to the counter. Ask the shop person for help.

There are different places in the community that you can go for help. Can you tell me some? Answers will vary, eg safety houses, police station, fire station, school, hospital, shop, doctor’s office. Which people will help you in these places? Answers will vary, eg home owner, policeman, firefighter, teacher, nurse, doctor, worker. Let’s do some role playing to see how you could get these people to help you.

Move to an open space.

You are riding your bike. (student acts this) You realise you are lost. (student acts this) How do you feel? Answers will vary. You look around. What do you see? Answers will vary, eg streets, houses. You see a place that is safe. Someone there can help you. What place did you see? Answers will vary, eg safety house. What do you do? Answers will vary, eg ride to the X and knock/go in. You ask X to help you. What do you say? Answers will vary.

Discuss the student’s response to the question. Ask other questions to ensure knows to say his/her name, explain the the student problem and ask if X can help.



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(role play as X) I can help you. I can ring your parent to come to collect you. What is your phone number? (student gives number)

Role play calling the number and asking the parent to come to collect the student. Role play: the parent does not answer the phone. What can you do? Answers will vary, eg ring grandma, wait for ten minutes and ring again, call the police. Role play: X offering to drive the student home. Should he/she accept? Why?

As you can see, when you are alone and something unexpected happens, it can be difficult to make decisions. You should try not to get worried. Remember what we have discussed today. This will help you make the right decisions.

Discuss a plan with the student that suits your situation. Make sure the student knows the relevant phone numbers and addresses to ensure the plan will work. Place the activity sheet on the table. Ask the student to read the title.

We can record our safety plan here and then display it.

Encourage the student to complete the first four sections independently. Give help where required. Ask the student to read the sentence beginning. If I am in trouble I Discuss the safety plan that the student should follow if he/she is in trouble in the community. Ask the student to print sentences or steps to describe the safety plan. Ask the student to read the next heading and list some safe people. Answers will vary, eg parents, grandparents, policeman, shop worker, librarian, nurse. Ask the student to read the next heading and list some safe places. Answers will vary, eg school, hospital, shop, fire station, police station. Ask the student to explain the safety plan to others.

Photograph or scan and save the activity sheet. Display the safety plan where the student can see it.

On the net Materials: • computer with internet access

• mobile phone.Sit near the computer.



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Place the mobile phone on the table.

What is this? mobile phone What things can we use it for? Answers will vary, eg phone calls, texts, play games, look for information, take photographs, get directions, lists. Look at the computer. What can we use it for? Answers will vary, eg facetime, messaging, play games, look for information, get directions, writing, make tables. Where do we go to find information on the phone and computer? internet Let’s investigate the internet. It is full of interesting information, music, books, maps and other things.

Help the student turn on the computer.

We are going to open a search engine. Do you know any search engines? Answers will vary, eg Firefox, Google. Do you know what a search engine does? Answers will vary. Think of a computer as a shelf. On the shelf there are different books. One of the books is the internet. When you choose an information book in the library, how do you get into the information? open the cover To get into the information in the internet book, you use a search engine.

Help the student open a search engine.

We have opened the cover but we don’t have any information yet. How do we find the information in an information book? Answers will vary, eg look at the glossary, table of contents, chapter headings. To find the information in the internet, we need to type some words about our topic. What would you like to know something about? Answers will vary, eg cats, fairies, trains. You type your topic into the search bar.

Help the student type the selected word into the search bar.

Once you have found your topic on the contents page in an information book, what do you do? Answers will vary, eg read the page number and then turn to it in the book. Press the ‘ ’ key. enterThe computer will sort through its page and show you the information.

Explore the information the student has found.



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Sometimes in an information book and on the computer, we know exactly which page we want to go to. That is what we will do now.

Help the student clear the search bar and type the web address www.esafety.gov.au into it.

You typed in a web address. What is an address? Answers will vary, eg a place where we live. A web address is a place where the information about your topic lives. Look at the ‘www’ in the web address. Do you know what that stands for? Answers will vary. They stand for world wide web. You are asking the computer to look through all the information stored on the internet all over the world and find the bit that you want to read. Look at the rest of the address. (Point to ‘esafety’) This is the name of the website we want to visit. We can tell it’s about ‘e safety’ because that’s the title. (Point to ‘ ‘gov’ is short for ‘government’. This is a government websitegov’) and is safe for you to visit. (Point to ‘ ‘au’ is short for ‘Australia’. This is an Australian website and the au’) information is for people in Australia. Other people can read it but the information may not be true for their country.

Ask the student to press the ‘enter’ key. Discuss the colours and headings on the home page.

Who would visit this website? Answers will vary, eg adults, parents, teenagers. How do you know? Answers will vary, eg picture of a teenager, titles. This is a website where adults and teenagers can get information about being safe on the internet. How can you make sure you are using the internet safely? Answers will vary, eg ask parents to help, show parents what I am doing.

Ask the student to close the internet and shut down the computer.

Read and share Materials: • picture book about a child with a problem that a trustworthy person helps solve • a comfortable place to sit together.



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Move to a comfortable place and sit together.

We are going to do some reading and sharing. What will you do if you come to a word you don’t know? Answers will vary. Possible responses include: • look at the pictures • look at the first sound and sound the word • look at the words around it • read on and think of a word which fits.

Do you think it is a fictional or information book? Answers will vary.Look through the book and find some features that tell you your choice wascorrect. Answers will vary.Let’s read the book together.

Encourage the student to interpret pictures and read information independently. Give help where required. Discuss unknown words.

Who was the main character? Answers will vary. What was X’s problem? Answers will vary. Who helped find a solution? Answers will vary.

Store the book.





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• A letter in between

• Where does it fit?

• Happy box

• Reflection sheet Days 1 – 5

Resources


• Spelling words in envelope (from Day 3)

• dotted thirds lined paper

Home resources

• telephone – real or toy

• craft glue

• 2 boxes with lids – 1 approximately the size of a take away foodcontainer and 1 smaller

• art materials, eg magazines, paint, stickers, glitter

• scissors

• camera

• computer or other device with internet access



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In short On the phoneMaterials: • telephone (toy or real).

Imagine you and I were at home together and I fell over. I couldn’t get up or speak. What would you do? Answers will vary, eg run to get someone, call the doctor, police, nana. Yes if someone else is here, you would get them to help. You have checked and no one else is here. What do you do? Answers will vary, eg run to the neighbours, call the doctor, police, nana. We need to have a plan so you know what to do. What is the fastest, running to a neighbour or calling someone on the phone? Answers will vary. If you can call someone on the phone, it is usually the fastest. Who would you call? Answers will vary. It is best to call the emergency services. Do you know the emergency services number? Answers will vary. The number is triple 000 or three zeros. Let’s dial it.

Watch as the student dials the digits. Ensure he/she does not press the ‘call’ button.

Hold the phone near your face. The emergency services person has answered and said ‘Which service do you want?’ Who do you need to help me, Fire, ambulance or police? ambulance Say that into the phone. Your call has been transferred to the ambulance service. The person asks for your town and state. What will you say? Answers will vary. The person asks for your street address. What will you say? Answers will vary. The person asks for the phone number. What will you say? Answers will vary. The person asks what has happened. What will you say? Answers will vary, eg mum has fallen over and she’s not moving or speaking. The person will say the ambulance is coming and ask you not to hang up. You must stay on the phone until you are told you can hang up. You might be asked to open the door or give some other information.

Clear the phone and place it on the table. Role play the incident, with you playing the emergency services person on the phone. Role play another incident where the student is reporting a fire or a break in.



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Ask the student to return the phone to its correct place.

Exploring words A letter in between Materials: • activity sheet – A letter in between

• My phonics book

• scissors

• glue.

Place the materials on the table. Ask the student to open the phonics book to the /ae/ sundae page from Day 4.

You made a list of words using the long /a/ sound spelled with ‘a’ and ‘e’ sitting beside each other. Today we’ll explore the other long /a/ digraph that uses ‘a’ and ‘e’. Look at the activity sheet. Read the title of the set. Play safe stay safe All those words have a long /a/ sound in them. Read the title of this activity. A letter in between Which word in the title has the /a/ sound using ‘a’ and ‘e’ with a letter in between? safe Look at the activity sheet. Read the phrase in the top row and trace the letters that make the long /a/ digraph. Long /a/ with a letter in between a-e When this letter (point to the ‘a’ in ‘a e’) is on its own, what does it usually say? -‘a’ in cat, mat. When the ‘e’ is added, it says long /a/. The ‘e’ turns the ‘a’ into /a-e/. Look at the words in the What do you need to do? table. print the letters that make the long /a/ sound into each word


These words all connect with our Stay safe play safe set title. Let’s see if we can work out how they do this. Read the first word. safe How does that connect? Answers will vary, eg it’s from the title, the set is about staying and playing safely. Read the word next to safe. game



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How does that connect? Answers will vary, eg the set is about playing and we play games, we should play games safely. Read the word below safe. brave How does that connect? Answers will vary, eg a firefighter/policeman is brave and keeps us safe.

Continue to discuss each word to help the student make the connections to the Set focus. Answers will vary. Ask the student to draw pictures for some of the other words. Ask the student to cut out the table on the dashed lines. Ask the student to find the next blank page in the phonics book and glue the table onto it.

Store the phonics book.

Where does it fit? Materials: • activity sheet – Where does it fit?

• Spelling words in envelope (from Day 3)

• glue.

Place the materials on the table. Ask the student to take the words from the envelope and read them, and then spell them to you. Ask the student to read the title of the activity sheet. Ask the student to read each sentence, clapping for each missing word. Discuss any unknown words.

One of your words fits into each space in the text. Read each sentence again and place the words where you think they fit.

Encourage the student to experiment with the words to find what he/she thinks is the best fit. Ask the student to place the word cards to one side, face down on the table.

Let’s see how many words you can remember. I’ll say the sentences and the missing word. You print it into the space without looking at the word card. I told my best friend. Print ‘friend’ on the line.



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I told my best friend a secret. Print ‘secret’ on the line. The warning. Print ‘warning’ on the line. The warning sign said danger. Print ‘danger’ on the line. My favourite emotion. Print ‘emotion’ on the line. Firefighters learn safety. Print ‘safety’ on the line. Read all the sentences to me. Now let’s mark the words. Turn over the word cards and check each word. Tick each letter that is in the correct position.

Ask the student to use some of the spelling words to print two sentences on the lines at the bottom of the page. Do not help. Ask the student to read the sentences.

Store or scan and save the activity sheet. Store the word cards in the envelope.

Fun with printHappy box Materials: • activity sheet – Happy box (smiley face)

• small box – with lid approximately the size of a take away food container

• art materials, eg magazines, paint, stickers, glitter

• glue

• scissors


• camera.

Sit in a comfortable place with the student.

How do we know people are happy? Answers will vary, eg they smile, laugh, look cheerful, friendly, sing, dance. I like feeling happy. One thing that makes me happy is (own choice). What makes you happy? Answers will vary.

Share more ‘happy’ ideas. Discuss things that make you both happy or make one of you happy.



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When we think about the things that make us happy it makes us feel happy. Let’s make a happy box. When we are not feeling happy, we can use the things in the box to make us happier.


Let’s take turns to print some words or draw pictures to show things that make us happy.

Take turns to print/draw on the lines of the paper. Use single words or phrases, eg hugs, hot chocolate, playing with a friend. Miss a line or leave a space around each idea so they can be cut out. Print/draw ten different ideas each. Ask the student to cut out the happy face from the activity sheet and glue it on the lid of the box. Ask the student to decorate the lid and sides of the box using happy colours, stickers, pictures etc. Ask the student to cut along the lines to separate the ideas. Ask the student to place the ideas into the box. Ask the student if he/she has a toy or something else that makes them happy. This can be placed in the box if the student wishes. Ask the student to show the box to others and explain its purpose. The student may wish to let others add happy ideas to the box.

Help the student take a photograph of the happy box in closed and open positions.

Store the box in a place for use in Week 2.

Butterfly box Materials: • activity sheet – Happy box (butterfly shapes)

• small box with lid (smaller than ‘happy box’)

• art materials, eg magazines, paint, glitter

• glue

• scissors

• camera.

Sit in a comfortable place with the student.



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How do we know people are worried? Answers will vary, eg they frown, butterflies in tummy, look sad, don’t talk or play. Sometimes I am worried. I’m worried when (own choice). What makes you worried? Answers will vary.When I’m worried I (own choice). What do you do? Answers will vary. You have a happy box that you can read and add to. These memories will make you happy. We’ll make a butterfly box where you can share and solve your worries. It’s called a butterfly box because once your worries have been solved, they will fly away like butterflies.

Place the materials on the table. Help the student cut out the butterflies.

This box is not as large as the happy box because the worries won’t stay inside for very long. Do you have any worries at the moment? Answers will vary, eg my sister keeps using my sparkly pens.

If the student has any worries, ask him/her to print them on the blank butterfly shapes. The student can use single words or phrases, eg Sam won’t talk to me, lost my bear. If the student prefers, he/she can print the worries without your help. Ask the student to glue the coloured butterfly on the lid of the box. Fold up the wings to show it flying. Ask the student to decorate the lid and sides of the box using happy colours, stickers, pictures etc. Ask the student to place the worry butterflies into the box.

Let’s use the worries box to solve your worries. Take out one worry and read it to me. Answers will vary. Tell me more about this worry.

If required, prompt with questions, eg when did you last see your bear/talk the Sam?

How do you think we could solve this worry? Answers will vary.

Help the student solve the worry. Offer your suggestions if required. Help the student take action to solve the worry.

We have solved this worry so you can help it fly away .to the bin

Repeat for any other worries in the box. Store the blank butterflies in the box. The student can print on paper scraps when he/she has used all the butterflies.



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Some worries will require an action plan. Explain to the student that this will take time to solve. Ask the student to draw a star on this worry butterfly and put it back into the box. When it is solved, the paper can be flown away.

If you have a worry you can tell it to an adult straightaway or you can print it and put it into the box. Each day we can check the box and an adult will help you solve any worries.

Ask the student to show the box to other adults and explain its purpose.

Help the student take a photograph of the box in close and open positions.d

Store the box in a place for use in Week 2.

Triple zero challenge Materials: • computer, tablet or phone with internet access.

Ask the student to open the device and a search engine. Ask the student to type in ‘kids.triplezero.gov.au’ The website will open to Triple Zero Kids Challenge. Help the student read the instructions. Encourage the student to navigate the website and play the games independently. These games allow to student to practise Australian emergency procedures in real life situations. They can be played at any time. If the website is not working, search for ‘triple zero kids’ to find similar websites.

Tutor Reflection Please complete the rite your observations and comments – Days 1 5 Reflection. Wabout how capably the student worked on the activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.

S tore the Reflection for return with the set.

Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day stored or saved.5




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Day 6 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Reading texts (at the student’s reading level) for this set can be downloaded with the set materials or sourced from the following places:

• your SIDE teacher

• SIDE Resource Centre • your local library

• your personal library • online book stores

• local book stores.


• Problem solved!

• Making words

• Sharing secrets

Resources


• My Phonics book



Home resources

• student dictionary

• pop sticks

• felt tip pens

• wool



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• craft glue

• scissors

• lined paper

• camera

In short Problem solved! Materials: • activity sheet – Problem solved!

Think about some worries or problems you had and solved. You might have solved them yourself or someone might have helped you.

Place the activity sheet on the table. Ask the student to read the text and headings.

Tell me about a worry or problem you solved yourself. Answers will vary.

Point to each sentence beginning and ask the student to tell you the details for the problem he/she solved. Eg My worry was I could not find my teddy. When? Monday night Who helped? no one /me How? I searched my bedroom I felt happy when I found my teddy under my bed.

Tell me about a worry or problem someone else helped you solve. Answers will vary.

Point to each sentence beginning and ask the student to tell you the details for the problem. Eg My worry was I could not find my teddy. When? Monday night Who helped? Sam How? we searched my bedroom I felt happy when we found the teddy under my bed.



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Print the information to finish each sentence or answer the question headings.

The student works independently to complete the sheet. Ask the student to read the information to you.

What is the best thing to do when you have a worry or problem? Answers will vary, eg tell an adult, ask for help.


Exploring words Making words Materials: • activity sheet – Making words

• student dictionary.Place the materials on the table.Ask the student to cut out the letter cards at the bottom of the sheet and sort them into letter piles.

These letters make up your spelling words this week. The first word is something you do with your brain. Answers will vary, eg think.

Give more clues until the student says ‘think’.

Use the letters to make the word.

Help the student correct the spelling if it is incorrect.

The second word is how you behave when you are doing something tricky like climbing a tree. Answers will vary, eg careful.

Give more clues until the student says ‘careful’. Ask the student to use the letters to make the word. Help the student correct the spelling if it is incorrect.

Use some of the letters to make the word ‘person’. (Help if required.) Add the suffix ‘al’. Read the word. personal What does that mean? Answers will vary.



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If the student does not know, help him/her look it up in the dictionary.

The next word is private. Try to make that using the letters.


Read the word. private What does that mean? Answers will vary.


Listen to these sounds and make them with the letters. pub lic


Read the word. p ublicWhat does that mean? Answers will vary.


The last word is ‘network’. It is a compound word; net work. Use the letters to make the word.


Read the word. network What does that mean? Answers will vary.

If the student does not know, help him/her look it up in the dictionary. Ask the student to glue the letters for each word into a box on the activity sheet.

Store the activity sheet for future use.

Unbuilding Materials: • My phonics book • Letter cards (from Day 1).

Place the materials on the table. Ask the student to open the book to a blank page.



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We often do word building. What is this? Answers will vary, eg adding prefixes or suffixes, adding endings to words, making longer words. This activity is called Unbuilding. What do you think it means? Answers will vary, eg taking letters off words. Unbuilding is a nonsense word. You won’t find it in the dictionary but just for this activity, it means to take letters off words to make other words. Print ‘unbuilding’ on the top line of the page. Use the letters to make the words from the set title Play safe stay. Print the word play on the next line of the page. Look at the word ‘play’ that you made with your letters . Take off the ‘p’. What word have you made? lay Print ‘lay’ next to ‘play’. Which letter did you remove? p Draw a line through the /p/ in play. Replace the ‘p’ and remove the ‘l’. What word have you made? pay Print ‘play’ and ‘pay’ on the next line. Which letter did you remove? l Draw a line through the /l/ in play. Replace the ‘l’. Replace the ‘ ’ and remove the l ‘a’. What word have you made? ply ‘ply’ means to use something or it can mean the thickness of thread, rope or wool. It is a real word. Print ‘play’ and ‘ply’ on the next line. Which letter did you remove? a Draw a line through the /a/ in play. Replace the ‘ ’ and remove the a ‘y’. What word have you made? pla This isn’t a real word so don’t add it to your list. Put the letters from ‘play’ away with the others. Try removing different letters from ‘safe’ to see if you can make some real words.

Encourage the student to experiment to trial new words.



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Could you make any real words? no Put the letters from ‘safe’ away with the others. Try removing different letters from ‘stay’ to see if you can make some real words.

Encourage the student to experiment to trial new words.

Could you make any real words? yes Miss a line and print the word stay on the page. Show me one word you made. Answers will vary, eg say, sty. Print your word next to ‘stay’. Cross out the letter you removed. Answers will vary, eg t or a Show me another word you made. Answers will vary, eg say, sty. Print ‘stay’ and your word on the next line. Cross out the letter you removed. Answers will vary, eg t or a Put the letters away with the others. Make ‘think’. Take away the ‘th’ and what do you have? ink Print ‘think’ and ‘ink’ on the next line. Cross out the letters you removed. Make ‘clap’. Take away a letter to make a new word. What did you make? Answers will vary, eg cap or lap.Miss a line and print ‘clap’ and your word on the next line. Cross out the letters you removed. Answers will vary, eg c or l. Make ‘clap’ again and make another word. Answers will vary, eg cap or lap. Miss a line and print ‘clap’ and your word on the next line. Cross out the letters you removed. Answers will vary, eg c or l.

Ask the student to remove one letter to make new words using ‘slip’ (sip and lip). Ask the student to record the words in the same way.

Store the materials.



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Fun with printSecrets Materials: • nil.

Let’s think about secrets. What are they? Answers will vary, eg something you don’t tell anyone else, something you share with your best friend. I love good or safe secrets because they end up making people happy. I might plan a surprise party for you so it’s a secret from you. It’s a safe secret because I can tell all the people who are invited and when you find out, you will be happy. Have you had any safe secrets? Answers will vary. Tell me your safe secret (or ask the student to think of what a safe secret might be). Answers will vary, eg I bought dad a birthday present and didn’t tell him but I told you. A safe secret makes people happy and you can tell an adult if you want. There are also unsafe secrets. These secrets can hurt you or other people. You might be told to keep an unsafe secret and not tell anyone. If you think the secret might be unsafe or hurtful, tell an adult you trust. They will help you decide if it’s a safe or unsafe secret. Who could you talk to about a secret to find out if it is safe or unsafe? Answers will vary, eg mum, dad, big brother, uncle, aunt, grandpa. These are good people to choose. You could also tell a teacher or policeman.

Sharing secrets Materials: • activity sheet – Sharing secrets

• pop sticks

• felt tip pens

• wool

• craft glue

• scissors

• lined paper

• camera.



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Do you have a favourite toy or pet that you talk to? Answers will vary. Do you feel better after you have talked your toy or pet? to Answers will vary. Sharing worries and secrets can make us feel better. Sometimes we are not brave enough to share a secret or worry with a person so we share it with a toy or pet. In some countries people carry little ornaments called worry dolls. When they are worried they hold them or talk to them. Let’s make a worry doll.

Place the materials and activity sheet on the table. Ask the student to read the materials list and check he/she has them all. Ask the student to read the instructions and check the pictures. The student works independently to make the worry doll. Help by holding items if required. Ask the student to make a second worry doll for a friend or family member.

Help the student take a photograph of the two worry dolls. Ask the student to give the worry doll to the other person and explain how it works. If the student needs to mail the doll, he/she could write a note, email or phone the person to explain the doll.

Save the photograph into the Set folder. Encourage the student to keep his/her worry doll in a pocket.

My gift Materials: • dotted thirds lined paper.

Ask the student to rule a margin down the left side of the lined paper and print the date on the top line in the margin. Ask the student to print his/her name on the top line in the other space. Ask the student to print ‘Set 9 Day 6 on the next line. My gift’

I’d like you to write about your second worry doll. In your writing, say who you gave the doll to and why you made it for that person. I also want you to give some information about the person. You could write about how they are unique. Close your eyes and think about the person and what you need to write.

The student completes the writing independently. If the student cannot remember all the required content, ask him/her to read you what has been written and then remind them of the required content.



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Ask the student to miss a line and print a sentence that tells what the person said when he/she was given the worry doll. Ask the student to silently read the completed work and make any changes he/she wishes, eg add punctuation, correct spelling.

Store or scan and save the writing.





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• Matching /ld/ words

• I expect

• Helping hand

Resources



• Butterfly box (from Day 5)

• Happy box (from Day 5)

• Making words (from Day 6)

Reading books

• picture book about families or a family

Home resources

• scissors

• envelope

• large sheet of blank paper (A3 or larger)

• camera



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In short Check the boxes Materials: • Butterfly box (from Day 5) • Happy box (from Day 5)

• dotted thirds lined paper.

Ask the student to read some of the entries in the Happy box. Ask the student to print another ‘happy idea’ on the lined paper and place it in the box. Ask the student to check the Butterfly box to see if there are any worries to solve. If there are, help the student solve them. • ask the student for more detail about the problem • ask the student for his/her solution • guide the student towards a good solution and help him/her to take the steps to

achieve it.

If there are no worries, ask the student if he/she has any. If yes, please follow the steps listed above. If no, ask the student to store the boxes.

Store the boxes for use on Day 8.

Exploring words Stand and spell Materials: • Making words (from Day 6)

• scissors • envelope or similar to store word cards.

Place the materials on the table. Ask the student to cut out the word cards. Move to an open space. Ask the student to spread the word cards on the floor.



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Let’s read and spell these words and do actions as we spell. We’ll begin with ‘think’. Stand next to the card for ‘think’. Read the word. think Read each letter and stamp your foot for each one. t h i n k Whisper each letter and nod your head for each letter. t h i n k Stand near the word ‘network’. Read the word. network Read each letter and clap for each one. n e t w o r k Shout each letter and blink your eyes for each letter. n e t w o r k

Continue to read and spell each word, using different voices and actions.

Store the word cards for future use.

Matching /ld/ words Materials: • activity sheet – Matching /ld/ words.

Listen to these words. old, sold, bold, cold, fold. What can you tell me about them? they rhyme, all end in ‘old’ Listen to these words. old, wild, build, shield. What can you tell me about them? all end in ‘ld’ Which two letters make the /ld/ blend? l and d We find the /ld/ blend at the end of words, or in the middle. Can you think of any /ld/ words? Answers will vary.


All the pictures on this sheet have /ld/ in their names. Point to each picture and say the /ld/ name, if you know it. Answers will vary. Read the first instruction. Print /ld/ into each word.

The student works independently to complete the task. Ask the student to read the words to you. Ask the student to read the second instruction. The student works independently to complete the task.

Mark then store or scan and save the activity sheet.



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Fun with printMy network Materials: • large sheet of blank paper.

‘Network’ is one of our spelling words. What does it mean? Answers will vary. A network is made from objects that are connected in some way. A family is a network because everyone is related to someone else. Let’s make a diagram of your network. Your network includes all the people you know, like and trust.

Ask the student to draw a face in the centre of the page and print his/her name below.

The people in your immediate family are your parents and brothers and sisters. Who do you have in your immediate family? Answers will vary.

Ask the student to draw the faces of the people in his/her immediate family in a circlearound his/her face. If the student does not wish to include a family member who you feel should be included, this is acceptable. Ask the student to print names below each face, eg Mum, Dad, Sally, Marnie, Isaac. Ask the student to draw lines to join the immediate family faces together.

There are other people in your family. You see these relatives at celebrations and you might go on holidays together. Which relatives ? do you feel close toAnswers will vary, eg grandparents, cousins, aunties, uncles.

Ask the student to draw the faces of the in a se people larger circle outside his/her immediate family. It is not expected that the student will include all family members, only those he/she feels very close with. If the student does not wish to include a family member who you feel should be included, this is acceptable. Ask the student to print names below each face, eg nana, pop, aunt Meg. Ask the student to draw lines to join these family faces together.

Think about your friends. Who are your very best friends? Answers will vary. Where do these friends fit in your circles? Are any of them as close as your immediate family? Answers will vary.

If the student says yes, ask him/her to add a face/s (with names) to the immediate family circle and draw lines to join them to this circle.

Are any of your friends as close as your relatives? Answers will vary.



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If the student says yes, ask him/her to add a face/s (with names) to the relatives (second) circle and draw lines to join them to this circle.

Do any friends fit in a space outside the relatives circle? They might be close but not as close as your relatives. Answers will vary.

If the student says yes, ask him/her to start a third circle using these face/s (with names) outside the family circle. Ask the student to think about other people they know, eg teacher, doctor, dentist, coach, bus driver, shop keeper. Ask the student to draw a (named) face in the third circle or outside the third circle to show how close he/she feels to each person suggested.

You have lots of people in your network. They share your life and help you when you need it. ou are never alone because you have a network. Y

The diagram will be used in the next activity.

I expect Materials: • My network – diagram from previous activity.

• activity sheet – I expect.

Place the diagram on the table.

Everybody has a network of people to support them. These people are our family, friends and people we know through school, hobbies or sport. Look at all the people in your whole network. Who would you always choose first to share a problem with? Answers will vary, more than one response is acceptable. Choose your favourite coloured pencil and draw a circle around that person/s face/s. Choose another coloured pencil and circle the face/s of the person/people you would go to for help next. Answers will vary. Look at the people in your ‘immediate family’ circle. How many are or first there? Answers will vary. How do these people behave towards you? Answers will vary, eg friendly, help me when I ask, feed me, buy my clothes, listen to me, read stories, play games. How do you behave towards these people? Answers will vary, eg do my chores, play games, help find lost things, be cheerful, share secrets. Let’s record some of your ideas.



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Place the activity sheet on the table. Ask the student to read the sentence beginning. I expect my first circle network to Ask the student to print some of his/her ideas to finish the sentence, filling the lines. The student works independently.

Look at the people in your second or relatives circle. How many are there? Answers will vary. How do these people behave towards you? Answers will vary, eg friendly, help me when I ask, listen to me, read stories, play games. How do you behave towards these people? Answers will vary, eg play games, help find lost things, be cheerful, share secrets, sleepovers. Let’s record some of your ideas.

Ask the student to read the second sentence beginning. I expect my second circle network to Ask the student to print some of his/her ideas to finish the sentence, filling the lines. The student works independently.

Look at the people in your third circle. How many are there? Answers will vary. How do these people to behave towards you? Answers will vary, eg friendly, help me when I ask, listen to me.. How do you behave towards these people? Answers will vary, eg be cheerful, follow their rules. Let’s record some of your ideas.

Ask the student to read the third sentence beginning. I expect my third circle network to Ask the student to print some of his/her ideas to finish the sentence, filling the lines. The student works independently.

Store or scan and save the activity sheet. The diagram will be used in the next activity.

Helping hand Materials: • My network – diagram from previous activity.

• activity sheet – Helping hand

• camera.




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When you want support or you have a problem, you need a plan of action so you can quickly get help. We will call this plan your helping hand. How many fingers and thumbs on one hand? one thumb and four fingers Hold up one thumb and look at your network diagram. Who was the person you chose as your first helper? Answers will vary. This is your thumb person. Who did you choose as your second helper? Answers will vary. Hold up your tallest finger. The second helper is the tallest finger.

Ask the student to look at the activity sheet.

Here is a picture of your helping hand. Draw a face and hair on thumb to the show your first helper. Print the person’s name inside and along the thumb. Draw a face and hair on tallest finger to show your second helper.the Print the person’s name inside and along the tall finger.

If the student has chosen other helpers on the network diagram, ask him/her to draw each one on a finger and print the name inside the finger. If not, ask the student to choose more helpers from the diagram and use them to finish the helping hand.

Help the student take a photograph of the helping hand.

Your helping hand is your action plan so you know who to go to when you have a problem. Now you need to tell each person that they are your helping hand. Tell them why you chose them and how you might need them to help.

Help the student contact each person and explain their part in the helping hand.

Store or scan and save the network diagram. Save the photograph into the Set folder. Ask the student where he/she would like to keep or display the helping hand. It will be used on Day 8.

Read and share Materials: • picture book about families or a family

• comfortable place to sit together.



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Sit in the comfortable place with the student and the two books. Ask the student to look at the cover and tell you what he/she thinks will happen in the story. Encourage the student to read the story as independently as possible. Explore and discuss the family/ies in each book. Possible discussion points include: Who is in the family? What is each person like? Where do they live?What do they do together? How do they help each other? How do they solve problems? How is the family like our family> How is the family different to our family?

Store the book.





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• Helping hand song

• Adding /ly/

Resources


• Helping hand (from Day 7)




• Spelling words (in envelope – from Day 7)


Home resources

• strip of paper

• scissors

• glue

• 2 x large sheets of blank paper

• video camera

• computer with internet access for Reading Eggs



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In short Helping hand song Materials: • activity sheet – Helping hand song

• activity sheet – Helping hand (from Day 7).Place the activity sheets on the table.

Tell me the names of the helpers on your helping hand. Answers will vary. Look at the Helping hand song activity sheet. What is the name of the thumb person on your helping hand? Answers will vary. Print the name next to the word ‘thumb’ on the sheet. What is the name of the pointer finger person on your helping hand? Answers will vary. Print the name next to the words ‘pointer finger’ on the sheet. Print the names of the three other helpers next to the finger name on the sheet. Do you know the Where is Thumbkin? song? Answers will vary.

If the song is not known, the lines can be recited as a poem.

Point to the words ‘left hand’. What does the picture show? the whole hand You use all the fingers on your left hand when you sing/say the left hand lines in this column. Point to the words ‘right hand’. What do the pictures show? a thumb held up and a pointer finger held up You use one finger or thumb on your right hand when you sing/say the right hand lines in this column. We will make our own song/poem using the names of your helpers. We’ll begin by singing about X (thumb person). Let’s sing the verse first and then add the actions.

Sing the verse using the thumb person’s name and pointing to the words for each hand as you sing.

What punctuation marks did you see in the left hand lines? capital letters, question marks What punctuation marks did you see in the right hand lines? capital letters, exclamation marks This is a song/poem and the question marks and exclamation marks show you how add expression. Try to do this when we say/sing the words.



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Let’s begin. Hold up your left hand.Wriggle your fingers and thumb and sing/say “Where is X? Where is X?” Where is X? Where is X? Hold up your right hand with the thumb folded out and the fingers folded in. Move your thumb and sing/say “Here I am! Here I am!” Here I am! Here I am! Wriggle your fingers and thumb on your left hand and sing/say “Please will you help me? Please will you help me?” Please will you help me? Please will you help me? Hold up your right hand with the thumb folded out and the fingers folded in. Move your thumb and sing/say “Yes I can! Yes I can!”. Yes !I can! Yes I can

Sing/say the verse with the actions using all the helping hand names.

Store the for use on Day 9.two sheets

Exploring words Into the boxes Materials: • Happy box (from Day 5) • Butterfly box (from Day 5)

• s trip of paper.Ask the student to read some of the entries in the Happy box.Ask the student to print another ‘happy idea’ on the paper and place it in the box.Ask the student to check the Butterfly box to see if there are any worries to solve. Ifthere are, help the student solve them.

• ask the student for more detail about the problem • ask the student for his/her solution • guide the student towards a good solution and help him/her to take the steps to

achieve it.





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Adding /ly/ Materials: • Letter cards (from Day 1) • activity sheet – Adding /ly/

Place the letter cards on the table.

Let’s build some words by adding the suffix /ly/. Where do you add a suffix? to the end of words Which two letters make the /ly/ suffix? l and yMake these words. Put them in a list. friend secret safe silent Add /ly/ to each word. Read each new word to me. friendly, secretly, safely, silently Let’s put each word in a sentence. I try to be friendly to everyone. Now you use ‘friendly’ in a sentence.

Continue until words have been used in a sentence by the studentthe . Place the activity sheet on the table. Ask the student to read each sentence and add /ly/ where it is missing. Ask the student to read each completed sentence.

Look at the first sentence. Circle the /ly/ word you made. What is the word ‘nicely’ telling us? how Ben plays Look at the second sentence. Circle the /ly/ word you made. What is the word ‘slowly’ telling us? how the snail slid Look at the third sentence. Circle the /ly/ word you made. What is the word ‘loudly’ telling us? how the dog barked Look at the fourth sentence. Circle the /ly/ words you made. What is the word ‘softly’ telling us? how Molly whispered What is the word ‘quietly’ telling us? how the baby is sleeping Look at the fifth sentence. Circle the /ly/ words you made. What is the word ‘kindly’ telling us? how the boy acted, behaved What is the word ‘carefully’ telling us? how the man crossed the street



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In the first sentence, ‘nicely’ describes ‘plays’. Read the word that ‘slowly’ describes. slid Which word does ‘loudly’ describe? barked Read the words that ‘softly’ and ‘quietly’ describe. whispered and sleeping Which words do ‘kindly’ and ‘carefully’ describe? helped and cross Plays, slid, barked, whispered, sleeping, helped and cross. Wh type of words at are these? verbs The /ly/ words are all describing verbs. These /ly/ words are called ‘adverbs’ because they add meaning to the verbs. They describe the verbs so you know how something was done. Read the verbs in the boxes below the sentences. talk, smile, jump, run, dance print, Think of an /ly/ word that describes how someone talks. Answers will vary, eg loudly, quietly, clearly, kindly. Print your word after ‘talk’ in the box. (Help with spelling if required.) Think of an /ly/ word that describes how someone smiles. Answers will vary, eg widely, happily. Print your word after ‘smile’ in the box. (Help with spelling if required.) You can finish the remaining /ly/ adverbs yourself.

If required, help with spelling.


Write a meaningMaterials: • Spelling words (in envelope) word cards (from Day 7) –


• scissors • glue.

Place the materials on the table. Ask the student to print his/her name on the top line of the lined paper. Ask the student to print ‘Set 9 Day 8 Meanings’ across the second line. Ask the student to trim each word card of any excess paper at the beginning or end. Ask the student to glue the word ‘think’ on the line below the title.



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These words all relate to our Play safe stay safe topic. How does ‘think’ fit the topic? Answers will vary, eg think about rules when you play, think of others, think of happy ideas. Print your idea next to the word. Glue the word ‘careful’ on the next line. How does ’careful’ fit the topic? Answers will vary, eg be careful when you play, be careful of others. Print your idea next to the word.

Continue in the same way until all the words have been used. Prompt the student with questions if he/she cannot think of an idea. Answers will vary, eg public – be careful of strangers in public places, behave well in public, everyone shares public places private – my private things are mine, don’t tell others about private thingspersonal – information about me, facts about me, mine, my things network – a network can be a group of friends, a network joins things together.

Store or scan and save the writing.

Fun with printPublic places Materials: • large sheet of blank paper

• video camera.

One of your spelling words is ‘public’. Do you remember what it means? Answers will vary. A public place is one that is shared by lots of people. Some of these people we know and some we won’t know. Let’s see how many public places we can list. I can think of the park. What can you think of? Answers will vary, eg beach, school, theme park, swimming pool, mall, shop, cinema, zoo.

Continue until you have each listed four places.



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What might you see in these public places? Answers will vary, eg people, grass, pool, flowers, dogs, animals, sand, sea, rides. Think about going to the park. What clothes do you usually wear? Answers will vary, eg shorts, jeans, tee shirt, shoes, hat. These are examples of your public clothes. They are the clothes you wear when people you don’t know might see you. How do you behave when you go to the park? Answers will vary, follow any rules, be friendly, keep my dog on a leash, walk on the paths, be polite, play games in a friendly way, smile. These are examples of your public behaviour. You want others to think you are polite and well behaved so you follow the rules and try to do the right thing. Let’s use words and pictures to record the information we have talked about.

Place the blank paper on the table. Help the student fold the page into 4 rectangles and open it out. Ask the student to print ‘public places’ into the centre of the each of four rectangles and draw a circle around the words.

Ask the student to choose one rectangle and record as many public places as he/she can. Give help with spelling and prompt ideas if necessary. Ask the student to choose a second rectangle and list the types of clothing he/she may wear to these places. Give help with spelling and prompt ideas if necessary. Ask the student to think about different weather and activities when listing the clothes, eg raincoat in winter, soccer shirt when playing in a game. Ask the student to choose a third rectangle and record how he/she behaves in public places, using single words and phrases. Give help with spelling and prompt ideas if necessary. In the fourth rectangle, ask the student to draw pictures of things he/she might see in public places, eg pool, slides, grass, flowers, people, dogs.

Record a video of the student that shows the Ask the student to work. introduce him/herself and the activity ‘Public places’. Ask the student to explain what public places are and to talk about what he/she has recorded. Prompt with questions if required.

Save the recording into the Set folder. Display the poster.



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Private places Materials: • large sheet of blank paper • video camera.

One of your spelling words is ‘private’. Do you remember what it means? Answers will vary. A private place for you is only shared with your close family. We know the people who come into these places. My private place is my bedroom. Who comes into my bedroom? Answers will vary, eg mum, dad, children. If I want to be by myself in my bedroom, what do I do or say? Answers will vary, eg tell everyone not to follow me, shut the door.Your bedroom is your private place. Who comes into your bedroom? Answers will vary, eg mum, dad, siblings, grandparents. If you want to be by yourself in your bedroom, what do you do or say? Answers will vary, eg tell everyone not to follow me, shut the door. The toilet in our home is a very private place. We go on our own and we do not expect anyone to come in with us. If we need help, we might call to someone. Our bathroom is a private place too. What might you do in the bathroom? Answers will vary, eg have a bath/shower, clean teeth, wash hands. When do you want to be on your own in the bathroom? Answers will vary, eg all the time, in the shower. When do you think it’s ok for family members to come into the bathroom with you? Answers will vary, eg we all clean our teeth, to help me wash my hair, get dried, help me get dressed. Who might come into the bathroom with you? Answers will vary, eg mum, dad, siblings, grandparents. These people are your family however if you want to be in the bathroom by yourself, you can ask them to leave you there alone. What clothes do you wear in these private places? Answers will vary, eg underwear, pyjamas, shorts, tee shirts. Would you put on just your underwear and go to a public place? no That’s right. You would put your public clothes over the top of your underwear before you go. Would you put on your pyjamas and go to a public place? no That’s right. You would put on your public clothes before you go. How do you behave in private places like your bedroom, bathroom and toilet? Answers will vary, eg knock on the door before I go in, keep things tidy, be quiet, play quiet games, read.



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If you wanted to go into someone else’s bedroom, what would you do? Answers will vary, eg knock on the door, ask if I can come in. It’s important that you respect other people’s private places and they respect yours. When we visit friends or relatives, we go into their private places. When you go to (Grandma;s, Aunt Jo’s), what do you do when you want to go to the toilet? Answers will vary, eg I tell mum and go on my own. What do you do when you want to go into a bedroom? Answers will vary, eg I ask my cousin/nana and go with them. Sometimes when we visit public places, we go into private areas, like bathrooms and toilets. If you go to the park and need to go to the toilet, what do you do? Answers will vary, eg tell mum and she takes me, mum waits outside while I go in. When you go to a toilet in a public place you must always go with an adult you know. This makes sure you are safe and do not get lost.

Place the blank paper on the table. Help the student fold the page into 4 rectangles and open it out. Ask the student to print ‘private places’ into the centre of each of the four rectangles and draw a circle around the words. Ask the student to choose one rectangle and record as many private

places as he/she can. Give help with spelling and prompt ideas if necessary, eg you may have a study that is regarded as private. Answers may vary, eg own bedroom, family bathroom and toilet, toilet at the park. Ask the student to choose a second rectangle and list the types of clothing he/she may wear to these places. Give help with spelling and prompt ideas if necessary. Answers will vary, eg underwear, pyjamas, normal clothes. Ask the student to choose a third rectangle and record how he/she behaves in private places, using single words and phrases. Give help with spelling and prompt ideas if necessary. In the fourth rectangle, ask the student to draw pictures of things he/she might see in p rivate places, eg bath, shower, towels, toothbrush, toilet paper, bed.

Record a video of the student that shows the work. Ask the student to introduce him/herself and the activity ‘Private places’. Ask the student to explain what p places are and to talk about what he/she has rivate recorded. Prompt with questions if required.

Save the recording into the Set folder. Display the poster.



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Reading Eggs Materials: • computer with internet access.

Ask the student to turn on the computer and log in to the Reading Eggs website. (Help if required.) Use the login details supplied by the student’s teacher to access spelling and reading activities tailored to the student’s reading level. The student should complete ten to fifteen minutes of reading related activities.





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• Have a go

• Word search

• Personal and private me

• Time to tell

Resources

• Lesson notes – Day 9

• Helping hand song (from Day 8)



• My phonics book

Reading books

• 2 picture books about families, fiction and/or non fiction

Home resources

• strip of paper

• glue

• scissors

• material scraps, coloured paper or coloured magazine pages

• ribbon or narrow tape

• camera



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In short Sing the Helping hand song Materials: • activity sheet – Helping hand song (from Day 7)



• s trip of paper.

Place the activity sheet on the table. Sing or say the verses (with actions) for the song together. Place the boxes on the table. Ask the student to read some of the entries in the Happy box. Ask the student to print another ‘happy idea’ on the paper and place it in the box. Ask the student to check the Butterfly box to see if there are any worries to solve. If there are, help the student solve them.

• ask the student for more detail about the problem • ask the student for his/her solution • guide the student towards a good solution and help him/her to take the steps to

achieve it.



Exploring words Have a go Materials: • activity sheet – Have a go

• ruler or piece of paper to cover words.

Place the activity sheet and ruler on the table.

Read the title of the first column in the table. Read and trace Read the words in the list. think, public, network, careful, private, personal



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Let’s look for things in each word that help you to spell it and you can trace them using different coloured pencils. What can you see in ‘think’? the digraph /th/ Trace it using a coloured pencil. Can you sound the rest of the word? yes Trace and sound the remaining letters using your printing pencil. i n k Can you see any digraphs or blends in ‘public’? no Can you sound the word? yes Trace the remaining letters using your printing pencil, sounding it as you trace. p u b l i c ‘Network’ is a compound word. Draw a line between the two words that make it and tell me what they are. net work Can you see anything to help you in ‘network’? Answers will vary, eg /or/ in worm; wor in worm. /wor/ in worm is a trigraph. It has three letters. What are they? w o rTrace them using a coloured pencil. Can you sound the rest of the word? yes Trace and sound the remaining letters using your printing pencil. n e t k What can you see in ‘careful’? Answers will vary, eg care and ful, suffix /ful, a-e cakeTrace /a-e/ cake using a coloured pencil. Which letters will you trace? a and eThere is a suffix on the end of ‘care’. What is it? fulTrace and sound the three letters using your coloured pencil. f u lCan you sound the rest of the word? yesTrace the remaining letters using your printing pencil. c rWhat blend does ‘private’ begin with? prTrace it using a coloured pencil.Can you see the /a-e/ in cake digraph? yesTrace it using a coloured pencil. a eCan you sound the rest of the word? yesTrace the remaining letters using your printing pencil. i v tWhat digraph can you see in ‘personal’? er fernTrace it using a coloured pencil. erCan you sound the rest of the word? yesTrace and sound the remaining letters using your printing pencil. p s o n a l



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Now you know the helper parts for each word, you can have a go at spelling them. Read the heading for the second column. Use the pictures to help you work out what they say. look and print Tell me how you will do this task. I’ll look at each word and print it in the middle column. Follow the instructions and complete column. Read the heading for the third column. Use the pictures to help you work out what they say. cover and print Tell me how you will do this task. I’ll look at each word in each row then cover them. I’ll have a go at printing the word into the third column.Follow the instructions and complete the column.

Encourage the student to complete the activity independently.

Let’s find out how you went. Look at your spelling of ‘think’ in the third column. Check each letter against the word ‘think’ in the first column. Tick each correct letter.

If the word is spelled correctly, ask the student to draw a star after it. Watch as the student marks the remaining words.


Word search Materials: • activity sheet – Word search

• My Phonics book

• glue • scissors.

Listen to these clues and tell me the answers. I look to the right and I look to the? left Another word for present. gift A pillow feels? soft Left, gift, soft. What is the blend at the end of these three words? ftWhich two letters spell the blend? f and t



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Listen to these clues to other /ft/ words. Tell me the answers if you can. A flat boat. raft The seat that takes you up and over snowy mountains. chairlift The opposite of before. after A cheetah can run like this. swift The boat is floating away. drift Before you write a story you make a plan and write a? draft Lots of planes and helicopters. aircraft A small room that moves up and down to take you to different levels. lift These fly around in space. spacecraft

Place the activity sheet on the table. Ask the student to look at the words below the puzzle.

What do you think is missing from each word? the blend /ft/, letters f and t Print the missing blend into each word and then read the word. Each word is hiding in the puzzle. The words go across and down. When you find a word, shade its letters and tick it in the list. One word has been found for you. What is it? aircraft Tick it in the list and look for more words.

The student works independently to complete the activity. If he/she has difficulty finding some of the words, move to the next activity and ask the student to try again later. A break and make it easier to locate will rest the eyes the words.


Fun with printPersonal and private me Materials: • activity sheet – Personal and private me

• material scraps, coloured paper or coloured magazine pages • scissors

• glue.



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The spelling word ‘personal’ means things that belong to each person. My name is personal to me. Other people know it, but it’s mine. Let’s say some things that are personal to us. Use the same sentence as I do. My hair is personal to me. Now it’s your turn. Answers will vary, eg My teddy is personal to me.

Continue until you have listed four more things.

Personal things belong to the person but others can usually see or hear them, like your voice. Your private things are different. No one knows about private things unless you show or tell them. Your phone number and address are private. You don’t share these unless you need to, perhaps with a friend or in an emergency. Can you think of any private things that you wouldn’t share or show? Answers will vary, eg my name with a stranger, my body under my clothes, a family secret. Your body is personal and private. It belongs to you so it’s personal. Let’s read the verse on the activity sheet about how your body belongs to you.

Read the poem title and author with the student. Read the poem with the student.

Families have different rules about the parts of their bodies that should be seen or covered. Some families walk around at home in their underwear or naked. Some families swim naked in their pool and other wear bathers. Some families wear pyjamas and some don’t. These decisions are private and are only for the people in your family. You can talk to your family about your rules and decide what you want to do. There are some parts of your body that others are allowed to see and maybe touch them. Can you tell me some body parts that others are allowed to see and maybe touch? Answers will vary, eg arms, legs, eyes, hair, face. Which body parts are very private and you may not want others to see or touch them? Answers will vary, eg parts under my underclothes, bottom.

The student may list body parts using the terminology accepted in your family.the

When you get up on the morning, what do you put on to cover your private parts? Answers will vary, eg underpants, singlet, crop top, vest. When you go to bed, what do you put on to cover your private parts? Answers will vary, eg underpants, nightie, pyjamas. You t ld me when you go to public places you wear your underwear and then oput other clothes over the top. When you go to the pool or beach, what do you put on to cover your private parts? Answers will vary, eg bathers, rash shirt, board shorts.



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Look at the figures on the activity sheet. They are both you. Draw your face and hair on both figures. You just dried yourself after a shower. You are going to a public place today. Where are you going? Answers will vary. What clothes will you put on first? Answers will vary, eg underpants, singlet, crop top, underwear. Draw your underwear on to the figure on the left. You need to cover your underwear because you are going to a public place. What will you wear? Answers will vary, eg shorts, shirt, dress, jeans.

Help the student draw and cut out the clothes from the material, coloured paper or magazine pages. Help the student attach the clothes to the figure on the left by gluing them at the shoulders (eg dress, shirt) and/or waist (eg shorts, skirt) so the can be lifted to show y the underwear.

You just dried yourself after a shower. You are going to bed. What clothes will you put on? Answers will vary, eg underpants, singlet, nightie, pyjamas. Draw the clothes that you will wear to cover your private parts, on to the figure on the right.

Help the student draw cut out any extra clothes from the material, coloured and paper or magazine pages. Eg, if the student wears underpants and pyjama pants, he/she will need to cut out the pyjama pants. Help the student attach any extra clothes to the figure on the right by gluing them at the shoulders (eg pyjama top over singlet, nightie over underpants) and/or waist (eg pyjama pants over underpants) so they can be lifted to show the underwear.

Leave the sheet to dry. It will be used in the next activity.

Time to tell Materials: • activity sheet – Personal and private me (from previous activity)

• activity sheet – Time to tell

• ribbon or narrow tape • glue

• scissors • camera.



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Place the activity sheet Personal and private me on the table. Read the poem with the student.

We know that we are in charge of our bodies and there are body parts others can see and maybe touch, and there are private parts we don’t want others to see. Sometimes we need to show other people our private parts. Can you think of when this might happen? Answers will vary, eg mum washing my hair while I’m in the bath, my sister and I getting changed for bed, I have a bite on my bottom, I feel sore so I show the doctor. You can show your private parts to some family members and your doctor. No one should ask to see your private parts unless you have asked them to or they are helping you. Your mum or dad will go with you to the doctor and they will let you know it’s ok to show your private parts to the doctor. If anyone asks to or tries to else see or touch your private parts, say no. If anyone wants to show you or get you to touch their private parts, say no. It’s time to tell someone if this happens to you.

Place the activity sheet Time to tell on the table.

This little rhyme reminds us what to do if someone tries to or asks to see or touch your private parts. Let’s read it together.

Read the poem with the student.

Who would you tell if this happened/ Answers will vary, eg adult, parent, big sister, auntie, uncle, doctor, one of the people on my helping hand. Let’s finish the activity sheet.

Ask the student to turn the figure into him/herself wearing clothes. Ask the student to read the sentences and complete them. Give help where required. Sentence 1: Answers will vary, eg dad, mum, doctor, nana. Sentence 2: say no, tell someone.

The rhyme at the bottom of the page is a reminder that we are in charge of our own bodies. Let’s read the rhyme and you can print the missing words.

Read the rhyme and clap for the missing words. Ask the student for suggestions for the missing words. Ask the student to print the words on the lines. From my say what goes!head to my toes I Ask the student to read the rhyme.

We have done a lot of talking and chatting so we know we are in charge of our own bodies. As one final reminder to other people that they cannot look at or touch us unless we say it’s ok, we will glue a ribbon cross on our picture.



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Help the student to cut two pieces of ribbon and glue them in an X shape across the picture of the student.

Photograph or scan and save both activity sheets. Ask the student to find a place to display the sheets. Ask the student to read the rhymes and tell others about being in charge of his/her own body.

Read and share Materials: • 2 books about families fiction or non– -fiction

• comfortable place to sit together.Sit in the comfortable place with the student and the two books.Ask the student to tell you about the covers, titles and authors of both books.Ask the student to look through the books and tell you if they are fiction or non-fiction,and why he/she thinks that.Read both books with the student. Encourage the student to read as independentlyas possible.Explore and discuss the families in each book. Possible discussion points include:Who is in the family?Where do they live?What do they do together?How do they help each other?How do they solve problems?How is the family like our family>How is the family different to our family?

Store the books.



Play safe stay safe – Lesson notes Day 10


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• One worry less

• I think I can

• Crazy plurals

• Space bubbles

• Reflection sheet Days 6 – 10

Resources

• Lesson notes – Day 10

• My Phonics book



Home resources

• glue

• scissors

• hoop or skipping rope

• small head shot photograph of student (if available)

• sheet of A4 card

• a lid or similar that will fit onto the blank A4 card 3 times (aslarge as possible)

• camera

• blank or lined paper pieces.



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In short One less worry Materials: • activity sheet – One less worry.

Tell me about a worry you had this week and now it has been solved. It might have been in your Butterfly box or it might not. Answers will vary.

Place the activity sheet on the table. Read the text together. Ask the student to work independently to record the information about the solved problem. Ask the student to read the information to you.


Exploring words I think I can Materials: • activity sheet – I think I can.


Read the title of the sheet. I think I can This activity uses your spelling words. Do you think you can spell your spelling words? Answers will vary. Your six spelling words are not easy words. How many do you think you can spell correctly? Answers will vary. Read the first sentence and print the number of words you think you can spell into the sentence. We’ll read each sentence together and I’ll tell you the missing word. You print it into the space. Let’s read together. Have your pencil ready to print.

I am careful when I cross the street. Print ‘careful’. My phone number is private. Print ‘private’.



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The park is a place for everyone to play.public Print ‘public’.Max is my personal friend. Print ‘personal’.We have a network of friends who help us. Print ‘network’. We need to think when we spell. Print ‘think’.

Ask the student to read the completed sentences to you.

Mark the words with the student. Ask the student to print the total number correct into the last sentence.


Crazy plurals Materials: • activity sheet – Crazy plurals

• My Phonics book

• scissors

• glue.

What can you tell me about plurals? Answers will vary, eg more than one. We use a plural when there is more than one item and the singular when there is one item. What is the plural of these words? friend friends Elephant elephants Table tables Finger fingers If you printed those plurals, you would add an /s/ to the singular word.

Place the activity sheet on the table. Ask the student to read the instruction and the words in the first table. Ask the student to follow the instruction. Ask the student to read the plurals.

Sometimes we add /es/ to make a plural. What is the plural of fox? f oxesDish dishes Hero heroes



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Bus buses Kiss kisses Church churches Fizz fizzes If the word ends in ch, sh, x, s, ss or zz, we add /es/ to make the plural.

Ask the student to read the instruction and the words in the second table. Ask the student to follow the instruction. Ask the student to read the plurals.

Words that end in the letter /o/ are very tricky. Sometimes the word needs an /s/ to make the plural, like kangaroos. Sometimes the word needs /es/, like potatoes. Look at the words in the third table. They all end in /o/. Can you tell which words need and /s/ and which need /es/? Answers will vary. What would you add to ‘tomato’? Answers will vary, es Why? Answers will vary, eg because potato has /es/ and you eat them both. What would you add to ‘piano’? Answers will vary, /s/. Why? Answers will vary, eg I have seen it printed on a sign. What would you add to ‘photo’? Answers will vary. Why? Answers will vary. What would you add to ‘volcano’? Answers will vary. Why? Answers will vary. Most nouns ending in /o/ have an /s/ added but tomato and volcano need /es/. Print /es/ on those two words to make plurals. Read the plurals. tomatoes, volcanoes The other two words need an /s/. Print /s/ on those two words to make plurals. Read the plurals. pianos, photos Read the title above the fourth table. Crazy plurals Some plurals don’t seem to make any sense at all! Sometimes the singular and plural words are the same, like aircraft and reindeer. I saw one aircraft and Sam saw ten aircraft. Tell me a sentence using reindeer and reindeer. Answers will vary. Read the two words in the top row of the table. fish and sheep The plural and singular of these words are the same. Print each one in the space next to the word. Tell me a sentence using the singular and plural fish. Answers will vary. Tell me a sentence using the singular and plural sheep. Answers will vary.



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Some singular words have plurals that are quite different. These words are called irregular plurals. Can you help me by telling me these plurals? I saw one person on the swing and two (clap) on the slide. What’s the plural? people One man went to watch ten (clap) play football. What’s the plural? men One woman played tennis with three other (clap). What’s the plural? women Look at the activity sheet. Read the word below ‘fish’. mouse I have one mouse, you have seven (clap). What’s the plural? mice Print the plural into the next space. (Help with spelling if required.) The plural of mouse is (clap). mice Read the word below ‘mouse’. child One child read the story to four (clap). What’s the plural? children Print the plural into the next space. (Help with spelling if required.) The plural of child is (clap). children Read the word below ‘sheep’. foot I have one sore foot and the cat has two sore (clap). What’s the plural? feet Print the plural into the next space. The plural of foot is (clap). feet Read the word below ‘foot’. tooth I have lost one tooth but the pirate has lost five (clap). What’s the plural? teeth Print the plural into the next space. The plural of tooth is (clap). teeth

Ask the student to cut out the tables (with instructions/headings) and glue them four onto a blank page in the phonics book.

Store the phonics book.

Fun with print Personal space bubblesMaterials: • a hoop or skipping rope.

In this set we have learnt about some of your rights and the rights of others. What do you remember? Answer will vary, eg safe, comfortable, happy, be in safe places, we are all special/unique, have a network of helpers, talk to anyone about anything, no looking or touching unless I agree.



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In this set we have learnt about some of your rights and the rights of others. What do you remember? Answer will vary, eg safe, comfortable, happy, be in safe places, we are all special/unique, have a network of helpers, talk to anyone about anything, no looking or touching unless I agree. We need to make sure we make choices that support our rights and the rights of others.

Place the hoop on the ground or make a circle using the skipping rope. Ask the student to stand in the middle of the hoop and not to move.

The hoop is the edge of your personal space bubble. Every person has his or her own personal space bubble. Some people’s personal space bubbles are larger than others. Let’s do an experiment.

Stand two steps back from the hoop.

How do you feel when I stand here? Answers will vary.

Move one step closer to the hoop.


Stand at the edge of the hoop.


Stand just inside the hoop.


Stand as close to the student as you can without touching him/her.


Remain in the same spot and put your hands on the student’s shoulders.

How do you feel when I stand like this? Answers will vary.

Move to stand outside the hoop.

How do you feel when I stand like this? Answers will vary. As I moved closer to you, how did you feel? Answers will vary, eg crowded.



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When I touched you, how did you feel? Answers will vary. You know me very well and you did not really like me coming too close. I was coming too far into your personal space bubble. Imagine I am (nana, uncle Sam). How close would you be happy for me to stand? Answers will vary. Imagine I was someone you did not know very well. How close would you be happy for me to stand? Answers will vary. Where would you be happy for me to stand if I was a kitten? Answers will vary. Where would you be happy for me to stand if I was a large dog? Answers will vary. Where would you be happy for me to stand if I was a large barking dog? Answers will vary. Our personal space bubble can change, depending on who or what is around. No one should come into your personal space bubble unless you ask them to. If they do, you can move away until you feel comfortable again. Our personal space bubble surrounds us and makes us feel safe.

Store the hoop/skipping rope.

Space bubblesMaterials: • activity sheet – Space bubbles

• small head shot photograph of student (if available)

• camera.


In the last activity we talked about personal space bubbles. We know that everyone has their own personal space bubble and the people and things we let into our personal space bubbles is different for each person. There are different types of space bubbles. Let’s explore these. Look at the activity sheet. How would you describe the picture? Answers will vary, eg rings, circles, target. The circles represent space bubbles that surround you. You are the centre of your space bubbles. Glue your photograph (or draw your face) into the centre circle of the space bubbles diagram on the activity sheet. The first ring represents your personal space bubble.



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Help the student print ‘personal’ inside the ring.

This is your personal and private space bubble. The space protects your body and private thoughts. No-one should come into this space or touch your private parts unless there is a very good reason. Why might you let someone into your personal space? Answers will vary, eg doctor/mum if I am hurt. Sometimes people accidently touch our private parts. This might happen if you are playing sport or a game, like football or wrestling. This is ok as long as you know it was an accident. The next ring or bubble is the cuddle space.

Help the student use a print ‘cuddle’ inside the ring.

Special people who you love and know really well can come into this bubble if you want them to. If you are happy to let them kiss, cuddle or squeeze you, then you can let them in. It’s ok to say “no thanks” if you don’t feel like a kiss, cuddle or squeeze. Who might you let into this cuddle space bubble? Answers will vary. Draw their faces or print their names into the ring. The next ring is the hug space bubble. Print ‘hug’ inside the ring. This bubble space is for people you are happy hug. You don’t kiss these people because you are not as close to them as the people in your ‘cuddle’ space. These people might be cousins, family friends or your friends from school. Who are you happy to hug? Answers will vary. Draw their faces or print their names into the ring. The next ring is the high five space bubble. Print ‘high 5’ inside the ring. You know these people but not as well as the people in your ‘hug’ bubble. You feel more comfortable high fiving them or shaking hands than hugging them. These people might be your team coach, a teacher, a nurse who helped you get better. Who are you happy to high five or hand shake? Answers will vary. Draw their faces or print their names into the ring. Remember that you don’t have to high five people if you don’t want to touch them or you don’t want them to touch you. The next ring is the wave space bubble. Print ‘wave’ inside the ring. You know these people but not as well as the people in your other bubbles. You feel comfortable waving hello but you don’t want to touch them and you don’t want them to touch you. These people might be your postman or a neighbour. Who are you happy to wave to? Answers will vary. Draw their faces or print their names into the ring. The area outside your wave bubble is for strangers. What is a stranger? Someone I don’t know. Would you want to hug, kiss or cuddle a person you have never met? no



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Why not? Answers will vary, eg I don’t know them, I’d feel silly/uncomfortable. This is exactly right. You do not have to touch people you don’t know and they should not ask you to.

Help the student print ‘stranger’ and ‘do not touch’ in the areas outside the ring.

Sometimes you may need to speak to a stranger in a uniform, like a policeman or shop assistant, to ask for help. This is ok because you need help. They will not touch you and if they do, you can move away. Look at the rings that make up the space around you and every person. You have drawn or printed the names of people inside each ring. There might be other people that fit into these spaces but you could not fit them. The people in the rings may change. You might feel like hugging X (your choice) now but later in the day you may say “no thanks”. This is how your space bubbles work. They are meant to change. Also a very important thing to remember is that you can say ‘no thanks’ to anyone who tries to hug you, kiss you or touch you in any way when you don’t want them to. If they keep trying, move away or go to a trusted adult and tell them.

Ask the student to read the last two sentences and print in the missing words (no thanks) using a coloured pencil.

Help the student take a photograph or scan the sheet.

Store the photograph or scan in the Set folder. Display the activity sheet. Encourage the student to tell others about personal space and space bubbles.

No! Go! Tell! Materials: • sheet of blank A4 card• a lid that will fit onto the blank card times (as large as possible)3

• felt tip pens

• scissors• camera.

We have talked about action plans and how to use our helping hands network. Let’s explore an action plan that helps us when we feel unsafe. To begin, we need to make some signs.



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Place the materials on the table. Help the student use the lid to trace circles onto the sheet of card.three

If someone wants to hug you and you don’t want them to, what could you say? no thanks Use a red felt tip pen to print ‘NO!’ in capital letters into one circle. Make it large. Trace over the letters to make them thick. Make a thick red border around the edge of the circle. Saying ‘no’ is the first step in our ‘stay safe’ plan. If someone is standing too close to you, what can you do? Answers will vary, eg ask them to move, move away. go somewhere else. Use an orange felt tip pen to print ‘GO!’ in capital letters into one circle. Make it large. Trace over the letters to make them thick. Make a thick border around the edge of the circle.orange Moving away is the second step in our ‘stay safe’ plan. If someone touches you after you have said “no thanks” what should you do? Answers will vary, move away, tell someone. Use a green felt tip pen to print ‘TELL!’ in capital letters into one circle. Make it large. Trace over the letters to make them thick. Make a thick green border around the edge of the circle. Telling someone your trust about what has happened is the third step in our ‘stay safe’ plan. The person you told will help you and make sure this doesn’t happen again. Let’s use the signs and act out the choices you can make in certain situations. Sometimes you might want to say ‘yes that’s ok’. We don’t need a sign for this, you can say it. If you want to say no, hold up the sign and say ‘no’ in a loud voice. Let’s begin. I’m nana/grandma and I’ve come to have lunch. I see you and I say “Come and give me a hug.” What do you say? Answers will vary. I’m your new child sitter. I want a kiss. What do you say or do? Answers will vary, eg no thanks, I wave, I high five. I’m a new friend of your brother’s and I have been nasty to you. I want a cuddle. What do you say? no thanks I keep trying to get a cuddle. What do you do? Answers will vary, eg move away, go to my room. I follow you and try to hug you. What do you do? tell someone


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What’s our action plan when you are feeling unsafe? No go tell Your signs are red, orange and green. Why do you think that is? Answers will vary. These steps are like traffic lights. ‘NO!’ is very strong and we know it means stop right now! ‘GO!’ is an action you might need to take. If the person stops when you say ‘no’, you don’t have to ‘go’ unless you feel unsafe or uncomfortable. ‘TELL’ is green because you must tell someone when you feel unsafe. It is the right thing to do so it is green. Hold up the go sign and say ‘no’ as loudly as you can. Hold up the ‘go’ sign and say ‘go’ as loudly as you can. Hold up the ‘tell’ sign and say ‘tell’ in a normal voice. Take your signs and tell (your choice) how they work.

Take a photograph of the student holding the signs.

Store the photograph in the Set folder. Display the signs.

Play safe stay safe Materials: • Happy box (from Day 6)

• Butterfly box (from Day 6)• strips of paper.

We have explored many ways we can play safe and stay safe. We know about safe and unsafe places and feelings and what to do when we feel bad. Most of the time we feel safe and happy. Let’s sing a song that makes us feel happy. What shall we sing? Answers will vary.

Sing the song with the student. Place the boxes on the table.

Your happy box makes you feel happy when you read the notes. I’m going to print something about you that makes me happy and you can add it to your box.



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Print a positive comment about something the student does, eg I like the way you help your sister, always do your jobs when I ask, are kind to our dog etc. Read the comment to the student and then place it in the box. Ask the student to check the Butterfly box to see if there are any worries to solve. If there are, help the student solve them.

• ask the student for more detail about the problem• ask the student for his/her solution• guide the student towards a good solution and help him/her to take the steps to

achieve it.

If there are no worries, ask the student if he/she has any. If yes, please follow the steps listed above. \ Ask the student to take some paper and the Happy box to other family members. The student asks these people to print a positive comment about something the student does. The student places the comments into the box.

Store the boxes and encourage the student to use them each day. Check the Butterfly box each day in case the student has added something he/she wishes to talk about.

Tutor Reflection Please complete the Days 6 – 10 Reflection. Write your observations and comments about how capably the student worked on the activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.

Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 10 stored or saved.

S tore or scan and save the checklist.

english · happy box discuss and record things related to personal happiness. butterfly box discuss...

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