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Stage 1 Learning from Home

Term 3, Week 4

Please use the Google form to check in with your teacher every day to mark your

attendance!

You can always use Class Dojo or SeeSaw to ask your teacher a question if you

don’t understand something!

Online and

Paper

Online and

Paper

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Suggested Timetable

Monday Tuesday Wednesday Thursday Friday

8:50 am Check in Check in Check in Check in Check in

9:00 am Spelling

Reading

Writing

Spelling

Reading

Writing

Spelling

Reading

Writing

Spelling

Reading

Writing

Spelling

Reading

Writing

10:40am Lunch/1st Break Lunch/1st Break Lunch/1st Break Lunch/1st Break Lunch/1st Break

11:20am Math Math Math Math Math

1:00pm Recess/2nd

Break

Recess/2nd

Break

Recess/2nd Break Recess/2nd

Break

Recess/2nd Break

1:30pm Other learning

areas

Other learning

areas

Other learning

areas

Other learning

areas

Other learning

areas

2:30pm Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break

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Learning from Home

Paper Online ● Pick up a Learning from Home booklet

from the school.

● Students check in every day using the

Google form at 8:50am.

● Complete all work in a booklet,

workbook or on spare paper.

● Upload 1-2 photos each day of your

child’s work as evidence.

● Completed work must be dated. Hand

work back to teacher at date specified

below or dropped off at end of a week.

● Access to the Learning from Home

material via School Website / Class

Dojo/ Seesaw.

● Student check in at 8:50am every day

using the Google form.

● Use Class Dojo or SeeSaw to submit

answers/take photos of work.

● Or, use Microsoft Word/Powerpoint

and send files through to Class Dojo.

Work to be dropped off at school on

Monday, 9th August.

Work to be submitted DAILY.

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Spelling (Paper & Online)

Complete the highlighted word activity each day and choose one of the white activities too. Your spelling words are below the grid.

Once completed take 5 and do something from the Fitness Choice Board and Brain Break Choice Board

Make sure you look, cover, write and check your words EVERY DAY.

Monday Tuesday Wednesday Thursday Friday

Read the words on this

week’s spelling list with a

grown-up. Make sure you

sound out each word and

segment the words. Use

your neatest handwriting

to write your spelling

words in your book.

Read the words on this

week’s spelling list with a

grown-up. Make sure you

sound out each word and

segment the words. Use your

neatest handwriting to write

your spelling words in your

book.

Read the words on this

week’s spelling list with a

grown-up. Make sure you

sound out each word and

segment the words. Use your

neatest handwriting to write

your spelling words in your

book.

Read the words on this

week’s spelling list with a

grown-up. Make sure you

sound out each word and

segment the words. Use

your neatest handwriting to

write your spelling words in

your book.

Read the words on this

week’s spelling list with a

grown-up. Make sure you

sound out each word and

segment the words. Use

your neatest handwriting

to write your spelling

words in your book. Research the meaning of 3

of your spelling words

Write 3 of your words in a

sentence.

Write your words in shape

boxes.

Use 3 of your words in a

sentence.

Ask someone to test you on

your spelling words.

Create your spelling words

by cutting and pasting from

a magazine or newspaper.

Use items to make your spelling

words such as blocks,

playdough.

Type your words on a computer

or an Ipad and send to your

teacher

Create word art using your

spelling words on the computer

or in your workbook.

Write your words again that

you didn’t get correct, if you

had no errors write your

words in rainbow.

Focus: The graph /a/ making the sound “o” as in swan. Often after the sound “w”.

Red: was (w a s), swan (s w a n), want (w a n t), wash (w a sh), salt (s a l t), what (wh a t)

Orange: halt (h a l t), wasp (w a s p), washed (w a sh ed ), squad (s q u a d), salty (s a l t y), watching (w a t ch i ng)

Green: quality (q u a l i t y, qua.li.ty), squadron (s q u a d r o n, squa.dron), qualify (qualify, qua.li.fy) quarantine (q u a r a n t i ne, qua.ran.tine),

wallaby (w a ll a b y, wall.a.by), wallet (w a ll e t, wall.et)

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Reading and Writing (Paper & Online) Please complete both the highlighted section and the white section each day

Monday Tuesday Wednesday Thursday Friday

Read a book of your choice or

your home reader.

Make a list of common words

occurring in the book - the,

and, a, then and use tally

marks each time it is written.

Read or listen to a different

Fairy Tale. Retell the story to

someone or write/illustrate.

Make sure there is a

beginning, middle and end.

Read the tale of Rapunzel

(page 8). Complete the

questions below.

Listen to the traditional tale

of Rapunzel.

https://www.youtube.com/wat

ch?v=yAuxW9tHs1Y

Complete the Rapunzel Story

Map or Design your own with

the same information. (Page 8)

Watch this clip - Kids Make

Comics#1: Simple Shapes

https://www.youtube.com/wa

tch?v=1Nb_ZDvoWEg

Draw your own character/s

and create manga/comic strip

to tell the story. Plan speech

first before popping in boxes.

Watch ‘Janet’ talk about

narratives and read a book

titled “Edward the Emu”.

(See pages 6 & 7 for the text

of the video)

https://education.abc.net.au/

home#!/media/3562546/engli

sh-year-1-with-janet-writing-

a-narrative-text

Can you help her finish the

story?

Use the Fairy Tale or read

another story to locate and

record - 3 nouns, 3 adjectives

and 3 verbs.

Write 2 sentences using one

of each in the sentence.

eg. The princess (noun) was

saved (verb) by the handsome

(adjective) prince.

1. Where was Rapunzel

locked up?

2. What did the witch

climb up?

3. How often did the

prince visit her?

4. Who cut Rapunzel’s

hair?

5. What made the prince

better?

Draw a picture of Rapunzel in

the tower.

There is a comic template

attached. Use all part or

draw your own. (page 9)

Read a decodable reader or

listen to a story. You could use

https://storylineonline.net/

or find a text at home to

read.

Complete a literacy activity on

Study Ladder and/or read a

decodable reader or write

about something you enjoy

doing at home.

Help find lost dog Honey.

https://www.scootle.edu.au

Or tell an adult about the

beginning, middle and end of a

story.

Complete a literacy activity on

Study Ladder and/or read a

decodable reader or draw and

write about the problem in a

story.

Read a decodable reader or

listen to a story. Here is a

link that might help

https://storylineonline.net/

or find a text at home to

read

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Janet - Transcript

Hello everyone. My name is Janet. Thank you for coming to my lesson today.

Our learning intention today is to learn how to write a narrative with a problem and a solution.

Some important words that we will use today are narrative, problem and solution. A narrative is a story that can be totally made up, or it can be based on

something that actually happened. A problem is something that goes wrong in the narrative. And a solution is how the problem gets fixed.

Good narratives always include a beginning, middle and end. Edward the Emu is a narrative that I really like. At the beginning of a narrative, we need to find

out who the characters are and where the setting is. Edward the Emu is the character in my story. And the setting in my story is the zoo.

Good narratives also include a problem and a solution. The problem goes in the middle of the story. Edward's problem is that he is bored of being an emu.

Let's read the story together and find out what the solution is to the problem.

Edward the Emu by Sheena Knowles and Rod Clement.

Edward the emu was sick of the zoo. There was nowhere to go. There was nothing to do. And compared to the seals that lived right next door, well-being an

emu was frankly a bore. So that night, when the zookeeper went home to bed, Edward jumped from his pen and he laughed as he said, 'The seals are best.

Anybody can tell. So tomorrow I'll just be a seal as well.' The next morning at nine, when they opened the zoo, the seals were swimming and Edward was too.

He dived in the water and basked in the sun and he bounced a ball on his beak just for fun. Well, Edward was really enjoying the day, til he overheard

someone behind the fence, say 'The seals are always amusing, it's true. But the lions are the best thing to see at the zoo.' So that night, when the zookeeper

went home to bed, Edward jumped from the pool and he smiled as he said, 'The lion's the best, anybody can tell. So tomorrow I'll just be a lion as well.' The

next morning at nine, when they opened the zoo, the lions were roaring and Edward was too. He snarled at the ladies and growled at the men. Life was

certainly grand for a lion in his den. Well, Edward was having a wonderful day til a man in the crowd had the gumption to say, 'The lion's a beast I shall always

detest. The snakes are the things that I like to see best.' So that night, when the zookeeper went home to bed, Edward crept from the cage and he grinned, as

he said, 'If the snakes are the best things and that's what they say, then tomorrow I'll just be a snake for the day.' The next morning at nine, when they opened

the zoo, the snakes were all hissing and Edward was too. He slipped around the rocks. It was magic to see. Then he curled himself casually around a tree.

Well, Edward was just warming up for the day when he overheard one of the visitors say, 'The snakes are impressive, I know that it's

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true. But the emu's by far the best thing at the zoo.' ''The Emu,' gasped Edward, 'my goodness, that's me! I'm the thing that, that gentlemen most like to see.

Not the seals, the lions, the snakes and the rest, Edward, the emu, he likes to see best!'. So that night, when the zookeeper went home to bed, Edward

slipped from the cage and he laughed as he said, 'Emu's the best, then that's easy then. Tomorrow I'm Edward the emu again.' Edward ran to the place

where he used to reside, but oh, what a shock when he clambered inside, he found himself suddenly come face to face with the emu they brought in to take

Edward's place! The emus considered each other a while, then the new emu said with a shy little smile, 'Hello? I'm Edwina, it's nice meeting you. You're the

best thing I've seen since I came to the zoo.'

___________________________________________________________________________

Let's go back to my story map. Remember the problem was that Edward was bored of being an emu. Did you work out what the solution was? Edward tried

lots of different things, but in the end, the solution was that he decided it was okay to be himself. And he got a new friend. So he wasn't bored anymore.

I have started writing my own narrative today. I need your help to finish it. My story is about my friend's dog, Maggie. At the beginning of my story, I need to

include characters and setting. My story starts like this. Maggie lived in a warm and tidy little house near a big park. One wet and windy day, I took Maggie

for a walk in the park.

Let's check. Characters? That's Maggie. And of course, me. The setting in my story is the house and the park.

Next we need to work on the middle of the story. We need a problem in the middle. Can you guess what the problem might be? Yes, it was a wet day. So

when Maggie went for her walk in the park, she fell in a puddle and got very muddy. Messy Maggie! Let's put that in a sentence. Maggie fell in a deep

puddle. It was a big one and she was covered in mud.

Okay. Now I need your help. Can you write the ending to my story? Remember, you need a solution at the end of the story, the solution might be something

like you got a big bucket and gave Maggie a bath in the backyard. But if you want to get a bit imaginative, maybe the ending could be that you take Maggie

to the car wash and wash her there. Or there's a magic wizard that comes to the backyard and does a clean-up spell on Maggie. You get to decide what the

solution is and you can write the ending to my story.

Next, you could write your own narrative. Remember good narratives, include a beginning, middle and end, and you need to include a problem and a

solution to have fun writing. And thanks for coming to my lesson today. Bye.

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Maths (Paper & Online)

Monday Tuesday Wednesday Thursday Friday Learning Goal-To use a range of

strategies to solve simple

subtraction problems.

Jump strategy

https://www.youtube.com/watch

?v=g_KmkLNUYtw

LG- To use a range of strategies to

solve simple subtraction problems.

Split strategy

https://www.youtube.com/watch?v

=T8tOE7Md1bg

LG- To use a range of strategies

to solve simple subtraction

problems

Fact family

https://www.youtube.com/watc

h?v=aK3FKEZJKec

LG- To gather and organise

data in tables, create picture

graphs and interpret the

results

Data and graph

https://www.youtube.com/watc

h?v=zF_dBk8EPDk

LG- To gather and organise data in

tables, create picture graphs and

interpret the results

Use the jump strategy to

solve the subtraction

problems on page 13.

Fast Finishers = Roll a die

twice (or roll 2 dice) and

create a two-digit number (If

you don’t have a die, find a

random way of choosing the

numbers 1-6), roll the die

again to create another two-

digit number to create your

own question. Use Jump

Strategy, to find your

answer.

Use split strategy to solve the

subtraction problems below.

Make sure you show your

working out.

19 – 17 = 128 – 24 =

35 – 11 = 15 – 11 =

There is also a challenge on

page 12, if you’re feeling super

confident.

Use fact family strategy to

solve the subtraction

problems below. Show your

working out. Use the

attached 120 chart to help

you (page 14).

Example:

12 + __ = 19 19-12=7 12+7=19

23 + __ = 27 35 + ___ = 41

55 + __ = 65 7 + __ = 14

20 + __ = 50 21 + __ = 30

https://sites.google.com/educa

tion.nsw.gov.au/s2-maths-

digital-resource-1/basketball-

toss

Can you record the medals won by

Australians throughout the Olympic

Games? (See page 15)

Optional - Number of the day - Ask a

grown up to choose a number for you Optional - Prodigy and/or practice

skip counting by 2’s, 5’s and 10’s.

Optional - Number of the day - Ask a

grown up to choose a number for you Optional - Prodigy and/or

practice skip counting by 2’s,

5’s, and 10’s.

Optional - Number of the day - Ask a

grown up to choose a number for you

Number of the day questions: Is it odd or even?; Word form; Write the number before and after; Sum of the digits; Write the number in tally marks; Write a

sum that equals your number; Write a number greater and less than your number; Put number into place value; +2, -2, +5, -5, +10, -10

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Other Learning Areas

YOU MUST COMPLETE ONE ACTIVITY PER DAY. Once completed do something from the Fitness Choice Board and Brain Break Choice Board

Monday Tuesday Wednesday Thursday Friday

The Olympics

Watch YouTube Clip:

https://youtu.be/Uk0tPbek-oc

After watching the video

answer the following

questions:

1. How many countries

compete in the Olympics?

2. List 3 sports in the

Summer Olympics?

3. What country was the

first Olympics held in?

4. What colour medal do you

get for 1st place?

The Olympics - The

Opening Ceremony.

Activity:

Cut out the flags and the name

tags.

1. Match the correct flag

to each country.

2. Put countries, with

their flags, in

alphabetical order and

glue onto the spare

page/or your book/ or

take a photo.

(Page 17 & 18 for worksheet)

The Olympics

Watch: Nadia: The Girl Who

Couldn't Sit Still

https://youtu.be/qcCv8cHzpWU

Draw your favourite part of

the story. Write 2 sentences

about what is happening in

your picture.

Research:

● What is a gymnast?

● Draw and label 3-5

pieces of equipment

gymnastics use when

participating in their

sport.

Olympics ART

Japan is hosting the 2021

Olympic games.

Japanese ''koinobori'' (carp

kites) are special kites in the

shape of a fish called a koi.

The koi is revered in Japan as

a symbol of strength.

Watch the video and use the

template on page 19 to make

your own Koinobori or you

could ask an adult to help you

make the template used in the

you-tube clip.

https://youtu.be/32psmx4aDn

Q

Draw a floorplan of your home

including internal and external

features. For example,

kitchens, bedrooms, front

yards, balconies, gardens,

carports, front doors, and

letter boxes.

Use the template of grid

paper to draw your house on it

(page 20) or ask an adult to

locate free floor plan

software to replicate your

house plans and print it off.

Research extension activity:

Choose one flag/country and

research 3-5 facts about that

country.

What sport would you like to

see added to the Olympic

games? Why? Be as creative as

you like.

Use the template to design a

new Olympic uniform. (Page 21) Complete the Olympic word

search. Remember the words

can be up and down, sideways

and diagonally (page 22)

Use the template to design a

new Olympic mascot. (Page 21 for

the worksheet).

(A mascot is a person or thing that

is supposed to bring good luck).

Using the Olympic rings, create

some coloured art. You can use

pencils, textas or even paint!

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BLANK PAGE FOR CUT AND PASTE ACTIVITY

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Fitness Choice Board

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