Week 2 Term 4 2014
Week 2 Term 4 2014
Week 2 Term 4 2014
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M
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Smart
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LTERACY
Refer to Literacy
Outline
For reading
LTERACY
Refer to Literacy Outline
For Writing
MAT!EMAT
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With !r.
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MAT!EMATCS
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With Miss Street
LTERACY
Refer to Literacy Outline
For reading
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LTERACY
Refer to
Literacy Outline For
reading
LTERACY
MAT!EMAT
CS
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Smart
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LTERACY
LTERACY
Refer to Literacy
Outline
For reading
MAT!S
Re#er T$ M%&'(
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Inquiry+
TRBES
Week beginning 13/10/2014 LTERACY
R$*I"#
O)&(&%,.+,1
O3&$6)(
Cooper, Chloe,
Kelsey, Kayley,
Blake
(Based on need for
higher reading skills
C$$* Cr%/(
Connor,
Mason, Jakey,
Madi, Ethan R
(Based on need for
better questioning
skills
S'%ke,
('%rk(
Claire, ory,
Kyle, ra!is,
Brooke
(Based on need for
a !ariety of
de"oding skills
S)6er S&%r7('
Treme,.$
)( &)r&*e(
Ethan W,
harry,
Melissa,
Co#prehension skills
Ethan and $arry
ha!e %&'s and are
fo"using on "hanging
the !o(el sound)
Le%r,+,1
,&e,&+
$,(
W!OLE CLASS
5OC-S
*li"ia, iarna,
&a"hlan,
$ayley, Jake,
+rouped by (ord
a""ura"y
Re8e3&+$,
M
O
N
D
A
Y
Whole Class
Learning
Intention:
Students will
understand that
,oo-s have the
a,ility to change
the way we thin-
a,out ourselves
and our world.
%ell the students
you will read a ,oo-
to them+ and that
you are going to
see how this ,oo-
has transformed
.changed/ their
thin-ing. Remind
them that
transforming+ or
synthesi0ing+ is
paying attention to
your thin-ing while
you read and then
1nding what
mattered to them in
the story.
Fluency
Students
choose non
1ction te2t from
class resource
li,rary and read
interesting
information to a
partner
Extended Vocab
Students
listen to a
story on
tumble books
determining
the correct
level and time
of text
suitable to
their
individual
IPICK
%eachers
group
Students ask
questions
prior to
reading
!Sports
"echnology#
discuss $hat
they already
kno$
Reading
Response
Students
respond to
3'sing the
River4 using
diagram on
p567 to
e2plain how
their thin-ing
has ,een
transformed.
$ccuracy
Students
complete
activity
3Splat4 p 89
!a-ing
:onnections ;
and responses
p88 and 8;
Students from
Super star1sh
present how their
thin-ing was
transformed after
reading the te2t.
T
-
E
S
D
A
Y
Whole Class
Learning
Intention:
Students will
understand that
,oo-s have the
a,ility to change
the way we thin-
a,out ourselves
and our world.
< :hoose a ,oo- in
which the important
message is how we
can ma-e a
di=erence. Read the
,oo- aloud.
$fterwards+ have
the students 1nd a
partner and
discuss> What did
the character in this
story do to ma-e a
di=erence in the
world? (ow might
this story change
your thin-ing? What
could you do to
ma-e a di=erence?
< :ome together as
a class to share.
(ave students
complete the
!a-ing a*i=erence
sheet on page 56@
2tended
&oca,
Students
e2plore
school,o for
reading
activities then
use half of
their time to
wor- on their
wee,ly
%eachers #roup
Students ask
questions
prior to
reading
!Electrifying
energy#
discuss $hat
they already
kno$
Reading
response
'sing a %
chart.
Students
identify their
prior
-nowledge
and how their
reading has
transformed
their thin-ing
$ccuracy
Students read
,ac- through
their group te2t
choosing 8
un-nown or
interesting
words to word
,uild and loo-
sound cover
write chec-.
%luency
Students
choose a
favourite story
from the
classroom
li,rary to read
to and share
with a partner
Leader from
%remendous
%turtles to
e2plain their
understanding
and share their
wor-
W
E
D
N
E
S
D
A
Y
Whole Class
Learning
Intention:
Students will
-now that a
story has the
power to change
them+ ,ecause
their ,rains have
the power to
store away facts+
stories+
questions+ and
feelings that will
shape
their lives.
. &essons '()
*"eacher
+irected,Student
Participation-.
"hinking
Changes as /e
0ead
:hoose a ,oo-
.,oo-s that have
une2pected or
surprise endings
wor- well for this
lesson/. Pass out
one of the
3"oticing (ow !y
%hin-ing
:hanges4 charts
on pages 555 and
55A. Read the
1rst few pages of
the ,oo-. Stop
and have the
students 1ll in the
1rst ,o2. Invite
students to share
their ideas with
the class or in
partners.
%eachers
group
(ow the arth
Wor-s cntd.
Focus on
generating
literal
inferential and
evaluative
questions
Reading
response
'sing a %
chart.
Students
identify their
prior
-nowledge
and how their
reading has
transformed
their thin-ing
$ccuracy
Students read
,ac- through
their group
te2t choosing
8 un-nown or
interesting
words to word
,uild and loo-
sound cover
write chec-.
Fluency
Students
choose a
favourite story
from the
classroom
li,rary to read
to and share
with a partner
Extended
vocabulary
Students
e2plore
school,o for
reading
activities
then use half
of their time
to wor- on
their wee,ly
Leader from
Outstanding
Octopus present
how their
thin-ing was
transformed after
reading the te2t.
T
!
-
R
S
D
A
Y
Whole Class
Learning
Intention:
Students will
-now that a
story has the
power to change
them+ ,ecause
their ,rains have
the power to
store away facts+
stories+
questions+ and
feelings that will
shape
their lives.
:ontinue
reading through
the rest of
yesterdays
story. (ave the
students 1ll out
the middle ,o2
on the sheet+
and share with
partners.
2plain how the
last ,o2 is
similar to the
wor- they
have ,een
doing in
previouslessons
> What from this
story is your
3new thought 4
.an idea or
thought/
Reading
response
'sing a % chart.
Students
identify their
prior -nowledge
and how their
reading has
transformed
their thin-ing
A33)r%30
Students read
,ac- through
their group
te2t choosing
8 un-nown or
interesting
words to word
,uild and loo-
sound cover
write chec-.
Fluency
Students
choose a
favourite story
from the
classroom
li,rary to read
to and share
with a partner
2tended &oca,
Students
e2plore
school,o for
reading
activities then
use half of
their time to
wor- on their
wee,ly
%eachers group
3'sing
Rivers4 cntd.
Focus on
generating
literal
inferential
and
evaluative
questions
leader from
Sha-en Shar-s
share their
thin-ing was
transformed after
reading the te2t.
5
R
D
A
Y
Whole Class
Learning
Intention:
Students will
-now that a
story has the
power to change
them+ ,ecause
their ,rains have
the power to
store away facts+
stories+
questions+ and
feelings that will
shape
their lives.
Modeling Looking
for What Matters
Most
:hoose a ,oo-
that can ,e
modeled as
having an
important
message or
impact on your
lifeB a ,oo- with
which you can
model your
3transformed
thought.4
:reate a chart
,ased on the
Reading
&oiceC%hin-ing
&oice template
on page
56D
$ccuracy
Students read
,ac- through
their group te2t
choosing 8
un-nown or
interesting
words to word
,uild and loo-
sound cover
write chec-.
%luency
Students
choose a
favourite story
from the
classroom
li,rary to read
to and share
with a partner
2tended
&oca,
Students
e2plore
school,o for
reading
activities
then use half
of their time
to wor- on
their wee,ly
%eachers group
3What is
nergy4 cntd.
Focus on
generating
literal
inferential and
evaluative
questions
Reading
Response
'sing a %
chart.
Students
identify their
prior
-nowledge
and how their
reading has
transformed
their thin-ing
Students from
:ool :ra,s how
their thin-ing was
transformed after
reading the te2t.
Writing 13/10/14
Learning
Intentions
Mini Lesson Independent Authors share chair ocus students
Monday
!tructure of
an
infor"ation
te#t$ focus
on
transfor"ing
thin%"ing
Discuss the language features which will
include: identify language in big book text
p12 Energy and its sources Big Science
Specialised !ocabulary
"scientific# historical# social$
%ariety of sentence types
"si&ple# co£# co&plex$
'eneralisations "re!iew$
(se of relati!e pronouns
"relati!e pronouns are who and
who& "used when talking about
people$ and which and that
"used when talking about
ani&als or things)$
Descripti!e language using
factual and precise ad*ecti!es
and !erbs and ad!erbs)
+anguage of co&parison
"compared with, most famous,
like, different from$
Timeless present tense
Brackets to clarify# explain or
add extra infor&ation
Copy A3 p 123 Write ways
+esson 1: ,dentify -ttributes of an ,nfor&ation
.eport routes to writing page /0 1(nder the
.oad discuss features such as keys and
annotated diagra&s and pictures
&hoose 3 students to
share their
'iographies(
&onference )ith
&onnor and *yle
Tuesday
+esson /: .e!ise
and ,dentify the
structure and
features of the
&ain body of the
Tuning In +ook at the &ain body of a
sa&ple report) 2hat are the other
features of the &ain body of the report3
4ote the description of the aspects#
features or characteristics of the sub*ect
,ndependent writing) Students continue with their
infor&ation reports
5roof reading discuss with
students the i&portance of
proof reading for the
purpose of editing and
&aking sense)
&onference )ith
+a%ey and +a%e
report) of the report) 4ote that related
infor&ation will be grouped in paragraphs)
6opic headings and sentences pro!ide
indications of what is to follow) 7ighlight
elaborations or supporting e!idence) 2ill
be written in present tense) Sentences will
contain &ore than one fact) 8heck for
action !erbs) Discuss how an infor&ation
report contains specialised !ocabulary
and factual and precise ad*ecti!es are
used to expand facts) ,dentify exa&ples
of present tense) 7a!e students rewrite
sentences that were written in past and
future tense to present tense) 8reate an
anchor chart to record thinking and
exa&ples) 9or exa&ple:
5resent tense : base !erb# e)g)
ser!e;ser!es
5ast tense : base !erb < ed# e)g) ser!ed
9uture tense = base !erb with helpers#
e)g) shall ser!e;will ser!e
.e&e&ber regular !erbs can ha!e the
suffixes :s# =ing= and :ed added to the&)
Model - >odel the writing of one
paragraph in an infor&ation report
Students share their writing
in -uthors share chair with
focus on how proof read
their work
Wednesday
Students will
build knowledge
of the
characteristics
and structures of
the infor&ational
report)
+esson ?:
,dentify the
structure and
features of the
conclusion)
Writing Worshop:
+esson ?: ,dentify the structure and
features of the conclusion)
Tuning In
http:!!www"youtu#e"$om!wat$h%&'Ty-
t()-T*+M
.e!iew our work fro& last week) +ook at
exa&ples of conclusions fro& a sa&ple of
infor&ation reports) ,dentify sentences
which su&&arise infor&ation)
Model - >odel the writing of one
paragraph in an infor&ation report)
ndependent writing) Students to write their
conclusion)
&hoose 3 students to
share their )riting in
the authors share
chair( ,ro"ote
-uestions and
co""ents fro"
peers
&onference )ith
.iarna and &hloe
Thursday 6uning in= .ereading &odelled writing
sa&ples for proof reading and editing)
Independent Writing : 8hoice writing for those
who ha!e co&pleted their reports students begin
research on another topic for another report)
Encourage students to reread pre!ious report to
identify areas for i&pro!e&ent)
&hoose 3 students to
share their )riting in the
authors share chair(
,ro"ote -uestions and
co""ents fro" peers
&onference )ith
Mason and Melissa
riday
+esson @:
,dentify the use
of !isual text)
Tuning In : Discuss big book 'arden
>ystery=- science *ournal and features of
the !isual text) ".e!ise use of science
*ournal in ,nAuiry)$ 7elp the students
locate and classify exa&ples of !isual text
and how it is used to support and extend
the infor&ation in the printed text
"diagra&s# ti&elines# &aps# tables# and
pictures)$ 8o&pare written text with digital
text "check use of audio as another
source of infor&ation to enhance an
infor&ation report$) ,n pairs# pro!ide
ndependent Writing : 8hoice writing or .eports
in Brief acti!ity fro& Write Ways# p) 1/2)
&hoose 3 students to
share their )riting in
the authors share
chair( ,ro"ote
-uestions and
co""ents fro"
peers
, &onference )ith
&laire/Annai and
*elsey
students with exa&ples of !isual texts and
ha!e the& write state&ents about the
infor&ation they can glean fro& such text)
!y"'ols for ractions Write 0our raction in Words Write in a 1eci"al or"
,ictorial Representation of a Whole
)O'R
:(OS"
FR$:%IO"
Write your fraction in Words
,ictorial Representation of a &ollection 2i3e an e#a"ple of )here you "ight see this
fraction in a real life situation(
!ho) your raction fro" the "edia e(g( ,hoto$
"aga4ine$ ne)spaper
LEARNING INTENTIONS:
AUSVELS
Students will: &e!el ,- Model and represent unit fra"tions in"luding ./0, ./1, ./,, ./2 and their #ultiples to a "o#plete (hole (*CM3*4256
&e!el 1: Re"ogni7e that the pla"e !alue syste# "an be e8tended to tenths and hundredths) Make "onne"tions bet(een fra"tions and de"i#al notation (*CM3*49:6
Skills
Re!ise learning and identifi"ation of fra"tions
;se arrays to display fra"tion to de"i#al to per"entage strategies
Make "onne"tions bet(een di!ision and #ultipli"ation in regards to "on!ersions of fra"tions
Make "onne"tions bet(een fra"tions, de"i#als and per"entages
Re"ogni7e the de"i#al point in the nu#ber affe"t the !alue of the nu#ber e)g)- 0, and 0),
;nderstand that tenths "an be re"orded as a de"i#al)
VOCABULARY:
<eno#inator, nu#erator, fra"tion, half, quarter, (hole, de"i#al, per"entage, di!ide, #ultiply, tenth, hundredths thousandth et"
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