Stage 1 Learning @ Home Plan

Week 4

Important Information

Class Dojo

Classroom teachers and specialist/support teachers will be communicating with students

and their families daily on Class Dojo. Teachers will be available throughout the hours of

the school day to answer any questions and support your child/ren with their learning. We encourage students to post photo and video samples of their completed work to their

portfolio so that all teachers can view the learning they are doing at home and provide them

with feedback. If you have any questions, please do not hesitate to get in touch with your

child’s teacher on Class Dojo.

Reading

It is important that students have daily opportunities to practise their reading and to listen to stories being read

to them. We have attached daily reading tasks to the learning plan and Class Dojo posts. We also encourage

you to use some of the below online resources to have your child/ren practise reading decodable texts aloud

to an adult.

Decodable texts for children to read:

https://www.speld-sa.org.au/service/157-speld-sa-phonic-books-set-7.html

Books for students to listen to:

https://www.cbcansw.org.au/storytime

https://www.storylineonline.net/ https://www.vooks.com/

Mindfulness

Your backyard or balcony can become a place for you to practice quiet reflection and focus your thoughts.

Try some of the following activities this week:

· Gardening: plant herbs or do some weeding. Think about the texture of the soil and each plant you touch.

· Sun meditation: Close your eyes and think about the warmth of the sun and the feeling of the sun’s rays on

your skin. Allow the warmth to spread to your muscles, joints and bones. Think about the journey the light and

heat have made to come and warm you. Think about the glowing energy of the sun.

· Eat something mindfully: Before you start, look at what you’re eating. Think about its shape and colours.

What does it smell like? Chew it slowly, thinking about how it feels in your mouth and what it tastes like. What

does your chewing sound like? When you swallow the food, can you feel it moving down into your stomach?

· Mindful breathing: Close your eyes and think about your breathing. Breathe in through your mouth and out

of your nose. Can you feel the air coming into your mouth? Can you feel it coming out of your nose? What

does it feel like? Can you feel the rise and fall of your chest or stomach? If you can’t feel anything, place your

hand on your stomach and notice how your hand gently rises and falls with your breath. Remind yourself that

trees release the oxygen we inhale and absorb the carbon dioxide we exhale. As we breathe, we are

borrowing air before returning it to nature.

Monday 18 May

Session 1:

English

(45-60

minutes)

Phonics/Spelling

Tricky Words:

You are going to practise reading and spelling some tricky words: here what want Use look/say/cover/write/check to write each word 3 times. Optional extension words: bought thought work Vowels and consonants: Remember our vowel song? Every word that we read has a vowel Every word that we write has a vowel a e i o u are the vowels that we use Every word, every word has a vowel Make sure you say the letter names, not the letter sounds. There is a name for the other letters in the alphabet too. We call the other letters consonants. Finish the sentences below: /a/e/i/o/u are the ____________________. All the other letters are called ______________________. Sort the following letters under the correct column: b c e a d f j k g h i l

consonants vowels

Diagraphs: Remember a diagraph is two letters that make one sound. When you see the letters 'ck' together you say /k/. You will never see the letters 'c' 'k' together at the beginning of a word. Insert the diagraph 'ck' to complete these words. Draw a picture to show what words you have made. bu ___ ___et blo ___ ___ ti ___ ___et po ___ ___et tru ___ ___ ja ___ ___et

Independent Reading: Read the ‘Lost Dog’ reading passage to an adult at home. This will

be posted on Class Dojo and can be found at the back of the learning plan.

Reading/Writing

Reading Today you are going to listen to the story The Lighthouse Keepers Lunch by Ronda and David Armitage Before you read the story: Think about these questions and share with a family member.

2. Have you ever seen a lighthouse? 3. Why do we have lighthouses?

4. Look at the picture on the front cover here and predict what you think the story will be about.

Read/Watch: Read or watch the story. Enjoy the whole story without stopping. https://www.youtube.com/watch?v=46wCRq50Wwg After listening to the story:

1. Talk about the beginning, middle and end of the story 2. Was your prediction correct?

Writing Task: Optional - write a retell of the story Now share your thinking by choosing one of the following: • Oral retell (you can video yourself retelling the story) • Drawing the beginning, middle and end. • Write what happened in the beginning, middle and end.

Session 2:

Maths

(30-45

minutes)

Counting: Handfuls

Take a handful of counters (or lima beans or pasta).

Hold the objects in your hand and imagine how many you have. Estimate how many you might

have.

Record your estimate. Describe what that collection might look like by visualising and imagining.

Organise your collection so that someone can determine how many items there are by looking

and thinking.

Discuss

• How many do you have altogether?

• How have you organised your collection?

• Did you have more or less than your estimation?

• Can you organise them differently?

Number Talk: Sarah and Omar's Problem

As mathematicians we are problem solvers. Can you help solve Sarah and Omar's problem? Sarah and Omar were playing with combinations of numbers that make 10. They started by

getting out 10 pegs.

Then, Sarah covered some of the pegs and Omar had to work out how many were missing.

Omar decided he had to organise what he could see to help him work out what was missing.

He imagined a 10-frame in his head and organised the pegs. This helped him see he needed

4 more to make 10. Your job is to pretend to be Sarah and Omar, with a partner find ten items (pegs, buttons,

beads, pasta pieces). Person 1 cover some of the items and person 2 works out how many items are missing by

organising them. Just like Omar you may want to organise your items to work out how many

are missing. Swap roles with your partner and repeat this 5 times.

You may record each turn by drawing or taking photos of the items and explaining how you

worked it out.

Session 3

Geography

(30-60

minutes)

Activities in places

Today you will be learning about the features of places. Watch the video ‘Lego City’ by

following the link: https://www.inquisitive.com/video/709-lego-city

Write about or draw all the places that were seen in Lego city. Ask someone else who

watched the video to add anything you may have missed.

Discuss with a person at home who also watched the video the following questions:

• Why did the Lego builder take the greenery out for winter?

• If it was a real city, which building would have been the first building?

• Why would the airport need a big?

Tuesday 19 May

Session 1:

English

(45-60

minutes)

Phonics/Spelling

Tricky Words: You are going to practise reading and spelling some tricky words: here what want Can you use these words in a sentence? Tell someone at home your sentence. Optional extension words: bought thought work Vowels and consonants: Remember our vowel song? Every word that we read has a vowel Every word that we write has a vowel a e i o u are the vowels that we use Every word, every word has a vowel Make sure you say the letter names, not the letter sounds. There is a name for the other letters in the alphabet too. We call the other letters consonants. Finish the sentences below: /a/e/i/o/u are the ____________________. All the other letters are called ______________________. Sort the following letters under the correct column: m p s o r n q u v x w t z y

consonants vowels

Diagraphs:

Independent Reading: Read the ‘ck’ words aloud to an adult. These will be posted on Class

Dojo and can be found at the back of the learning plan.

Reading/Writing

Reading: Listen to the story “The Lighthouse Keeper’s Lunch” and learn three new ‘interesting words'

https://www.youtube.com/watch?v=46wCRq50Wwg

During the story, pause to ask these questions and define three interesting words (in bold): 1. Why did Mr. Grinling have to row out to the lighthouse? 2. How do you think Mrs Grinling feels about Mr Grinling? Why? 3. Three scavenging seagulls set upon Mr Grinling’s lunch and devoured it with great gusto. How does Mr Grinling feel when the seagulls devour his lunch? Explain what the word ‘devour’ means: to eat up all your food very hungrily or quickly. 4. “Scrumptious lunch, Tom,” said one of the seagulls. What did the seagulls think about Mr Grinling’s lunch? Explain what the word ‘scrumptious’ means: extremely delicious, very nice to eat. 5. What were the first two plans to stop the seagulls? Why did they fail? 6. Why did Mrs Grinling decide to put mustard on the sandwiches? 7. On Friday, Mrs Grinling repeated the mustard mixture. Why? Explain what the word ‘repeat’ means: to do, make or say something again. Writing Task: After listening to the story use each of these words in a sentence: devour, scrumptious, repeat.

Create an 'interesting words' poster using the 3 words to show what you understand about their meaning.

Session 2:

Maths

(30-45

minutes)

Counting: Handfuls • Take a handful of counters (or lima beans or pasta). • Hold the objects in your hand and imagine how many you have. Estimate how many

you might have. • Record your estimate. • Describe what that collection might look like by visualising and imagining. • Organise your collection so that someone can determine how many items there are by

looking and thinking.

(Here is an example for 18) Discuss:

• How many do you have altogether? • How have you organised your collection? • Did you have more or less than your estimation? • Can you organise them differently?

Number Talk: Sarah and Omar's Problem- Part 2 As mathematicians we are problem solvers. Can you help solve Sarah and Omar's problem? Sarah and Omar were playing with combinations of numbers that make 14. They started by getting out 14 pegs.

Then, Sarah covered some of the pegs and Omar had to work out how many were missing.

Omar decided he had to organise what he could see to help him work out what was missing.

He imagined a 10-frame and four more in his head and organised the pegs. This helped him see he needed 4 more to make 10. Your job is to pretend to be Sarah and Omar, with a partner find fourteen items (pegs, buttons, beads, pasta pieces). Person 1 cover some of the items and person 2 works out how many items are missing by organising them. Just like Omar you may want to organise your items to work out how many are missing. Swap roles with your partner and repeat this 5 times. You may record each turn by drawing or taking photos of the items and explaining how you

worked it out.

Session 3

Arabic

Community

Language

(30-60

minutes)

Please find the Arabic Community Language learning plan on the Skoolbag app and Class

Dojo.

Wednesday 20 May

Session 1:

English

(45-60

minutes)

Phonics/Spelling

Tricky Words: You are going to practise reading and spelling some tricky words: here what want Word detective: Can you find these words in somewhere in your home? Record the word once you find it. Optional extension words: bought thought work Sound Boxes: Do you remember what a phoneme is? Tell someone at home. A phoneme is a little _____ in a word. You are going to write some words in sound boxes. Each phoneme will go in a separate box. You will need to draw 4 boxes. You can use a different colour to record each phoneme. Example: clap

c l a p

Record these words in sound boxes: shut shop ship lost went flat camp best lift crop must

Diagraphs:

Independent Reading: Read the sentences containing ‘ck’ words aloud to an adult. This will

be posted on Class Dojo and can be found at the back of the learning plan.

Reading/Writing

Look again at the three words from your 'interesting words' poster (devouring, scrumptious, repeating) Act out or think about each word, and then use it in a sentence as follows: 1. Pretend that you are devouring an enormous hamburger. Now say this sentence: “I am so hungry I am devouring this hamburger!” 2. What is a food you think is scrumptious? Pretend you are eating that. Now say this sentence: “I think is scrumptious!”

3. Take turns repeating each other’s actions (e.g., winking, clicking fingers, hopping on the spot etc). Now say this sentence: “Stop repeating everything I do!” Share a video of yourself acting out each of the words. During the day or week: Try to find opportunities to use the three special words during different activities in your day

(e.g., while cooking, playing outside, going for a walk)

Session 2:

Maths

(30-45

minutes)

Counting: Number busting

-Collect 21 items in your home (paddle pop sticks, counters or pencils)

-Organise your collection of items in a familiar structure and describe it

-Now re-organise your structure as many times as you can in 5 minutes (use a timer or a stop

watch)

-Draw and record all of the different ways you organised your collection using drawings,

numbers, words and symbols

-See if you can name and rename 21 using place value language 'ones' and 'tens' or '1 ten', '2

tens'.

Basketball toss:

Challenge: See how many times you can throw your rolled up socks into a basket. You will need:

• a pair of socks • a clear space • basket, bucket or container • pegs • pencils or markers • a workbook or piece of paper to record

Instructions -Mark a clear ‘starting line’ for your basketball toss. -Take 3 big steps from your starting line and place a basket, bucket or container at the end. -Stand at your starting line and throw your socks with your right hand.

-Go back to your starting line and have your second throw. -Repeat this until you have thrown your socks 5 times with your right hand and then 5 times

with your left hand.

We encourage you to put your pegs onto a familiar structure, like a ten-frame.

So, if we see 1 box is left empty, I know I got 9 baskets because 1 less than 10 is 9. Discuss with someone:

• What do you notice about your structure? • What does it tell you about your success at playing sock basketball using your left hand

compared to using your right hand?

• Do you think that these results will change with practice?

Session 3:

Creative

Arts

(30-60

minutes)

Draw a tree

·Use pencil and pen to draw a tree.

·Find a tree outside and look carefully at the branches.

·Look closely at the shadows created and then try and draw it.

·Pay extra attention to the illustrations provided.

·Watch the following clip to learn how to draw a tree:

https://youtu.be/GN5_JbOFMvo

·Create a collage using dry leaves.

·Do leaf rubbings – crayons work best with this.

·Be sure to share your artworks.

Thursday 21 May

Session

1: English

(45-60

minutes)

Phonics/Spelling

Tricky Words: You are going to practice reading and spelling some tricky words: here what want Use look/say/cover/write/check to write each word 3 times. Optional extension word: bought thought work Phonemes: A phoneme is a small sound in a word. How many sounds in the word 'snap'? S - N - A - P (4) How many sounds in the word 'black'? B – L – A - CK (4) 'c' 'k' makes one sound /ck/ Pick 4 different words and count the phonemes on your fingers. Record how many phonemes you hear in each word. with ship fluff buzz mess camp went stomp fish thin shop mum what very Adding phonemes: We can change phonemes at the beginning of a word tomake a new word. e.g. /h/e/n/ If we change the /h/ into an /m/ we can make a new word: /m/e/n/ men Choose a consonant from below to make new a word. You can use the consonants more than once. See how many new words you can make. b g h r s wet red hot rug bag hit Independent Reading: Read the ‘Socks’ reading passage aloud to an adult and practise saying the ‘ck’ words. This will be posted on Class Dojo and can be found at the back of the learning plan.

Reading/Writing

Use the "Stop those seagulls' template to think of a new solution to stop the greedy seagulls in the story. Brainstorm words to describe the seagulls (e.g., cheeky, greedy), what they were doing (e.g., devouring, stealing) and Mr Grinling’s lunch (e.g, delicious, scrumptious). Complete the problem section on your template. Think of new solution ideas to stop the seagulls getting the food. After discussion, fill in the template.

Session

2: Maths

(30-45

minutes)

Counting: Number Busting -Collect 27 items in your home (paddle pop sticks, counters or pencils) -Organise your collection of items in a familiar structure and describe it -Now re-organise your structure as many times as you can in 5 minutes (use a timer or a stop watch) -Draw and record all of the different ways you organised your collection using drawings, numbers, words and symbols -See if you can name and rename 27 using place value language 'ones' and 'tens' or '1 ten', '2 tens'.

Basketball Toss: Challenge: See how many times you can successfully shoot your rolled up socks into the basket. You will need:

• a pair of socks • a clear space • basket, bucket or container • pencils or markers • pegs • paper or a workbook

Instructions

• Mark a clear ‘starting line’ for your basketball toss. • Take 3 big steps from your starting line and place a basket, bucket or container at the

end. • Stand at your starting line and throw your socks with your right hand. • Go back to your starting line and have your second throw. • Repeat this until you have thrown your socks 7 times with your right hand and then 7

times with your left hand. We encourage you to put your pegs onto a familiar structure, like a ten-frame. So, if we see 1 box is left empty, I know I got 9 baskets because 1 less than 10 is 9. Discuss with someone:

• What do you notice about your structure? • Are your results the same as yesterday? • Why do you think that these results have changed with practise?

Session

3:

Science

(30-60

minutes)

What are the different forms of energy around us and how can we detect them?

Today we are going to explore the difference between sound transmission through air and

through solids. Think about and discuss the following questions:

• Can sound travel through solid objects?

We are going to explore ways that sounds travel using your body.

• Bend your arm so you can touch your elbow with your other hand and point your index

finger in the air (see image 1)

1.Tap your elbow with a finger that is touching it

2. What sound can you hear?

3. Where is it coming from?

4. How is the sound getting from your elbow to your ear?

This time I want you to bend your arms the same way, but this time, place your finger on the

fleshy part on your ear (not inside) (see image 2) Repeat steps 1-4

After completing both activities compare the sounds.

• Did the sound change? How did it change?

• Why were the sounds different?

Image 1 Image 2

Friday 22 May

Session

1:

Phonics/Spelling

Tricky Words:

English/

Library

(45-60

minutes)

You are going to practise reading and spelling some tricky words: here what want Can you use these words in a sentence? Tell someone at home your sentence. Optional extension words: bought thought work Vowels & Consonants: Read the words in the box. Choose the correct words to complete the sentences. Copy each sentence on the line below or re-write the sentences in your workbook.

Look at the pictures. Choose the correct consonant to complete the word. Read the words to an

adult.

Tricky Words: How did you go learning your tricky words? Get an adult or sibling to quiz you on the following tricky words: said, are, her, was, you, very, put, have, were, then, there, they Extension words: until, was, February, were, friend, women, home, where, different, why, family, caught, who, people, something, ask, what, really, because, arrival, bought, thought, work

Library- Please find your library lesson on Class Dojo

Session

2: Maths

(30-45

minutes)

Number Talk- Subitising

Look at the card being flashed. Think about the following questions:

1.How many dots do you see?

2.How did you see them? Discuss your thinking with someone.

3.How did you count them?

e.g. I saw double….. I saw two parts…..I counted on from….. I combined the two numbers……

Guide for parents:

Flash the below cards.

Parent: “I am going to show some cards with some black dots, like this.” (Show the card for 3

seconds, then cover. You may want to use a paper plate to draw the dots on)

Parent: “I want you to tell me think about how many dots you saw them”. (Give child some wait

time) Then ask: How many dots? How did you see them?

Number Sequencing: Guess My Number

Write the numbers from 15 to 25 on a piece of paper or use cards to set the number range.

For example, this student chose to use the numbers between 1 and 8.

• Ask someone at home (the ‘secret holder’) to choose a secret number within your given

range • Guess the ‘secret' holder’s number • You ask the secret holder:

"is the number greater/less than……."

"is the number smaller/larger than….."

"does the number come before/after….."

"is the number between …. and ….. "

• The secret holder answers with "yes" or "no" • As you ask questions the secret holder will cross off or put an object on the number/s to

track the number range • Try to guess the secret number in the fewest number of questions possible.

• Repeat the activity again using a different secret number that is between 15-25.

Reflection Questions:

• What is an effective strategy to guess the number quickly? • Which question did you find tricky to ask? Why? • If you play the game again tomorrow, would you do something differently? Why?

Session

3:

PDHPE

(30-60

minutes)

Health - Sleep

Follow this link and listen to the video about why we sleep:

https://www.youtube.com/watch?v=CoCL0IB4u4g

Think about the following questions and discuss with an adult at home;

What makes us sleepy?

Discuss how we feel when we are sleepy

Why is it important to get a good amount of sleep/rest?

Memory Game

Using the following cards (print them out if you can) play a game of memory.

Memory game instructions:

Mix up the cards and turn them face down.

Start by flipping over 2 cards and see if they match. If they don’t, flip them back over and take

another turn.

OR

If you cannot print them out, simply select the correct card out of each match.

Think about the following questions;

Which card shows the correct action before going to sleep?

Why do you think so? Explain your thinking to someone (take a video of yourself explaining it or

write it down)

Optional Activity: Make a poster or video about why sleep is so important. Make sure to

include some of the important facts you have learnt.

Sport - How is body control, balance and core strength, rest, mindfulness and sleep

important to our health and wellbeing?

Warm up Practise whole body movements such as marching, walking, knee lifting, half squats Practise arm movements such as elbows in and out, curls, reach for the sky, shoulder rolls Activity Ask someone at home to help you find out some yoga positions that require you to maintain stability, build core strength and strengthen specific parts of your body OR participate in the following Cosmic Kids video: https://www.youtube.com/watch?v=ho9uttOZdOQ Mindfulness is participating in attention exercises that focus on being present in the moment. Give some examples of when you are mindful, when you rest and when you are physically active. Discuss the health benefits of each, eg stronger muscles and bones, improved energy, better concentration, helping you to cope when you feel sad, angry or frustrated, increased happiness. Make a poster of things that can help you stay healthy.

Monday 18 May

‘The Lost Dog’ reading passage

Tuesday 19 May

Reading ‘ck’ words

Wednesday 20 May

Reading Sentences

Thursday 21 May

‘Socks’ Reading Passage