Daily Work Pad

Year 4 – Mrs. Marni Vollprecht & Miss Jordyn Sheldrick

Monday
8:15 – Morning Activities
8:45
8:45 – Morning Fitness
9:00
9:00 – Learning Intention: Understand the new phonic concept and demonstrate the Resources:
9:30 sounds through LSCWC and review previous week's words. Set up homework Weekly spelling lists
books for weekly spelling. Homework and spelling books
Spelli Whole Class Instruction:
ng Show weekly spelling words. Go over each word with students and spelling Differentiation:
concept for each stage. Discuss definitions for each word. Students are placed into spelling groups according
Activity: Students are to glue list words into homework books. to PLD placement for Term 4.
Write list words into spelling books twice, identifying sound concept with a
different coloured pencil. Draw a picture to represent each word.
Plenary:
· What is your weekly phonic concept?
Is there a rule that helps you know when to use your weekly phonic concept?
9:30 – Learning Intention: Students will engage in reading comprehension BLM test. R Resources:
10:00 Warm Up: Remind students of reading comprehension strategies.  BLM Reading Test.
Whole Class Instruction: Explain BLM test and conditions. Differentiation: This is standardised.
Activity: Students will complete BLM test under test conditions. Ben: Work 1:1 with Ben to complete the ‘Word
Readi Plenary: Teacher will mark and assess BLM test therefor there is no need for a Associations’ task. Once finished reward him again.
ng plenary. If students finish early, they may free read or read on EPIC.
10:00 – Learning Intention: Students learn how to write a shape poem and utilise Resources:
11:00 onomatopoeia.  Placemat paper (butcher)
Warm Up: Discussion - What is a haiku poem – recap and recall?  Writing books.
Writi Whole Class Instruction:
ng 1. Discuss onomatopoeia with students using poster and think of
examples (Brainstorm) Differentiation:
2. Go through shape poem poster. Students who require writing support will
3. Emphasize the need to go all the way up to the edges if doing the remain in class for instruction. They will be
inside of a shape, or pre-drawing an outline to write over if just doing an offered small group assistance with the
outline.4. help of Education Assistants.
4. Create class shape poem and encourage use of onomatopoeia
(Scaffolded)
Activity:
5. Students create own shape poem (can relate subject to class theme)
6. Teacher marks shape poem and students fix mistakes or complete a
good copy.
Plenary: Select students to share their shape poem.
11:00 – RECESS
11:30
11:30 – Learning Intention: Resources:
12:30  Students will identify the capacity of containers.
 Students will draw the correct capacity. https://www.australiancurriculumlessons.com.au/201
Math  Students will convert ml to litres and vice versa. 3/11/29/teaching-year-34-capacity-4-lessons-will-
Warm Up: help/
 www.youtube.com/watch?v=GKCE8ohIBqE
 Show a container. I have a container and I want to find out its capacity. Differentiation:
o What does capacity mean? Capacity means how much it will hold. All students will work with a partner to collaborate.
o What is capacity measured in? L-litres and ml-millilitres. Teacher and EA to help
Fun Facts: Trolls Worksheet is in 3 levels, students given
 Shower- 8 litres a minute. 10 minute shower uses 80litres of water. appropriate resource
 Flush toilet uses 12 litres of water.
 Bath uses 140 litres of water.
 Swimming pool has 40000 litres.
 Olympic swimming pool 2.5 million litres.
 Bring in item: coke can, milk jug, juice box etc…
 Have students identify the capacity of each. Where can we find the capacity
on the containers? Order from smallest to largest.
Whole Class Instruction:
https://www.twinkl.com.au/resource/converting-between-litres-millilitres-and-
centilitres-powerpoint-t2-m-4775
Teach:
1. How do we convert ml to L and vice versa.
2. Provide examples and students use template to calculate.
3. Display measuring container on the board. Draw a range of gradients on the
jug. How do we read the lines on the container?
4. Practice reading and changing the gradients.
Activity:
Provide students with several blank templates of measuring jugs.
Write capacities on the board and students will illustrate the correct capacity on
their worksheets.
Complete Trolls Worksheets in pairs
 https://content.twinkl.co.uk/resource/9f/cd/t2-m-4044-the-trolls-capacity-problems-
differentiated-activity-sheets_ver_1.pdf?__token__=exp=1633773153~acl=
%2Fresource%2F9f%2Fcd%2Ft2-m-4044-the-trolls-capacity-problems-
differentiated-activity-sheets_ver_1.pdf
%2A~hmac=73a1fc74e4163144d6a8c46af07d6ba7add11ad9686f4cde13fa8364
eae03ab9
Plenary:
12:30 – Learning Intention: Introduction to STEM and STEM concepts and beginning Resources: STEM workbooks.
1:30 project.
Warm Up:
Differentiation: Not required, but be very mindful in
Tech Whole Class Instruction:
student groupings.
1. Explain STEM and what it means, how it relates to Year 4 students and why
it is important for the future.
2. Brainstorm STEM jobs and STEM in the real world.
3. Clarify STEM rules and process.
Activity: Students will be grouped together. They will be given their STEM
workbooks and will begin the planning and designing process for the EGG DROP
challenge.
Plenary: Students have their plans checked off and signed by the teacher, ready
for production.
1:30 – LUNCH
2:00
2:00 – Resources:
3:00
Differentiation:
Healt
h 4 BLUE CLASS PHOTOS 2PM
4G
DOT
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3:00 END OF DAY

Tuesday
8:15 – 8:45 Morning Activities
8:45 – 9:00 Morning Fitness
9:00 – 9:15 Learning Intention: Demonstrate my understanding of the phonic concept and Resources:
word meaning by creating word webs or other writing activities. Weekly spelling lists
Spelling Warm Up: Revise spelling list words Homework and spelling books
Whole Class Instruction: Review spelling list words for each stage. What is the
sound concept? Differentiation:
Activity: Students will write a definition and then a sentence to match their list Students are placed into spelling groups
word. according to PLD placement for Term 4.
Plenary: Share sentences that have been written

9:15 – 10:00 Learning Intention: Students learn how to write a shape poem and utilise Resources:
onomatopoeia.  Placemat paper (butcher)
Warm Up: Discussion - What is a shape poem – recap and recall?  Writing books.
Writing Whole Class Instruction:
1. Discuss onomatopoeia with students using poster and think of examples
(Brainstorm) Differentiation:
2. Go through shape poem poster. Students who require writing support will
3. Emphasize the need to go all the way up to the edges if doing the inside remain in class for instruction. They will
of a shape, or pre-drawing an outline to write over if just doing an be offered small group assistance with
outline.4. the help of Education Assistants.
4. Create class shape poem and encourage use of onomatopoeia
(Scaffolded)
Activity:
5. Students create own shape poem (can relate subject to class theme)
6. Teacher marks shape poem and students fix mistakes or complete a
good copy.
Plenary: Select students to share their shape poem.
10:00 – 11:00
DOTT
DOTT
11:00 – 11:30 RECESS
11:30 – 12:30
DOTT
DOTT
12:30 – 1:30 Learning Intention: Students will work in relay teams to measure, compare, and Resources
order liquids. Buckets
Math www.youtube.com/watch?v=GKCE8ohIBqE Sponges
Whole Class Instruction: Measuring jugs
Teach explain the difference between volume and capacity. Water
Capacity Capers:
https://www.australiancurriculumlessons.com.au/2013/11/09/capacity-capers-water-
Differentiation:
relay-measuring-capacity-grade-34/
Students will be placed into groups of
Activity:
varying abilities.
In relay teams, the students will work together using a sponge to move 1000ml of
water from one container to another. The aim of the game is to be as accurate as
possible. Once all the water has been moved from the original bowl, the teams will
measure the water that is left.
Plenary: Why did some groups loose or gain water?
Could they accurately measure out 1 litre of water at the beginning of the activity
then successfully transfer.
1:30 – 2:00 LUNCH
2:00 – 3:00 Learning Intention: Understand that people participate in the Church through the Resources:
Sacraments  Watercolors
Religion Whole Class Instruction: Teach that Jesus wants all people to join the family of  Plain paper
God, the Church, to feel accepted and have a sense of belonging. Explain that
Jesus promised he would always be present with his followers wherever and
LA4 whenever they gathered in his name. Differentiation: Not required.
Activity: Explore the Scripture [Matthew 18:20]. For example, students respond to
the Scripture through art, such as an oil pastel drawing, sculpture, charcoal sketch
or watercolor. Students explore the sense of belonging that comes from the words
of Jesus.
3:00 END OF DAY

Wednesday
8:15 – 8:45 Morning Activities
8:45 – 9:00 Morning Fitness
9:00 – 9:15 Learning Intention: Demonstrate my understanding of the phonic Resources:
concept using semantics, word meaning and morphology-based Weekly spelling lists
Spelling activities. Homework and spelling books
Warm Up: Students to quiz each other on spelling list words
Whole Class Instruction: Differentiation:
1. What other words can we associate with our list of words? Students are placed into spelling groups according to
2. These are called synonyms. PLD placement for Term 4.
Activity: Complete a word web for each list word.
Plenary: Share words as a class.
9:15 – 10:00 Learning Intention: Write an ACROSTIC poem. Resources:
Warm Up: Play a game of Pass the Rhyme. Pass the rhyme is a fun  Acrostic Poem poster.
circle time activity for students and requires zero materials or prep! The  Writing books.
Writing first person says a word out loud. The next person says a word that
rhymes with that word. Play continues in a circle until all students in the
circle have said a rhyming word. Differentiation:
Whole Class Instruction: Display the ACROSTIC poem poster and Students who require writing support will remain in
explain how to write an acrostic poem. class for instruction. They will be offered small group
Activity: Using their first name, students are to have a go at writing an assistance with the help of Education Assistants.
acrostic poem.
Plenary: Students share their acrostic poem with their friends.
10:00 – 11:00 DOTT

DOTT
11:00 – 11:30 RECESS
11:30 – 12:30 Learning Intention: Recognize that Aboriginal and Torres Strait Islander Resources: https://www.youtube.com/watch?
people have a diverse language background. v=NrcUKgP_sks
Warm Up: Watch https://www.youtube.com/watch?v=NrcUKgP_sks https://www.youtube.com/watch?v=vKv6qnUcVjA
HASS Whole Class Instruction: Recall from last lesson that Aboriginal and Post cards
Torres Strait Islander people are not one single culture, but are many https://www.noongarculture.org.au/glossary/noongar-
cultures across Australia. Recall the traditional land owners of Perth and word-list/
Dawesville. Explain that each of these nations have their own language.
In Perth, the language spoken is Noongar.
Differentiation: Not required
Activity: Using the provided dictionary, students are to write a small
card to a friend in Noongar.
Plenary: Share these cards with friends. Watch Twinkle, Twinkle, Little
Star in Noongar. https://www.youtube.com/watch?v=vKv6qnUcVjA
12:30 – 1:30 Learning Intention: Students will measure the length of various Resources:
 objects. Various measuring instruments
Math Warm Up: Area Push out onto TEAMS areas to measure.
Revise area and perimeter
How do we use each piece of measuring equipment Differentiation:
Whole Class Instruction: Students work in pairs or 3’s.
Teach: we measure length using mm, cm, m and km Teacher and EA will support
Teach how to convert between units.
Activity: Students will measure the length and or perimeter of various Extension:
objects around the school yard using a tape measure or trundle Students to work out the area of the garden bed
measure. outside 4B classroom.
 They need to measure 6 different objects/areas. They need to have Student to work out how much fence would be
used a ruler, tape measure, trundle wheel and height measure. required for the 3 garden beds.
 Choose 5 plus their height
 They will estimate first in metres, then do actual measurement.
Take a photo on IPAD and write measurements on pictures to the
nearest cm if needed.
o Basketball Court (Perimeter)
o Garden Bed (Perimeter)
o Chess Board (Perimeter)
o Bag rack (Length)
o Green Rubbish Bin (height)
o Drink Fountain near canteen (length)
o Teacher desk (length and width)
o Distance between football goals (length)
o Entire Basketball courts (trundle)
o Hopscotch (Perimeter)
o Aboriginal Season Board (Perimeter)
o Spelling book (ruler, length)
o Bible (ruler, length and width)
o Your height (cm)
Plenary: Compare and share measurements. How close were we to our
estimations?
1:30 – 2:00 LUNCH
2:00 – 3:00 Learning Intention: Understand that people participate in the Church Resources:
through the Sacraments https://www.loyolapress.com/catholic-
Religion Whole Class Instruction: Explain that Jesus gave his followers special resources/sacraments/the-seven-sacraments/the-
LA 5 ways of sharing his gifts through the seven Sacraments. Recall the seven-sacramentsarticle2/
names of the Sacraments. Teach that the Sacraments are visible ways
of being part of the community of the followers of Jesus, the Church.
https://www.loyolapress.com/catholic-
Explain that members of the Church community gather to celebrate the
resources/sacraments/
Sacraments that touch all the stages and important moments of
Christian life.
Activity: Students work in seven groups and are allocated one http://flameoffaith.org.au/
Sacrament each. Each group designs are symbol that encapsulates the
meaning of the Sacrament. Students include a brief sentence explaining
the Sacrament, who receives it, whether it can be received more than Differentiation: Not required
once, and generally when in a person’s life they receive the Sacrament.
3:00 END OF DAY

Thursday
8:15 – Morning Activities
8:45
8:45 – Morning Fitness
9:00
9:00 – Learning Intention: Demonstrate my understanding of the phonic concept using semantics, word Resources:
9:15 meaning and morphology-based activities. Weekly spelling lists
Warm Up: Students to quiz each other on spelling list words Homework and spelling books
Spelling Whole Class Instruction:
1. What other words can we associate with our list words? Differentiation:
2. These are called synonyms. Students are placed into spelling
Activity: Complete a word web for each list word/ or write out list words using cursive writing. groups according to PLD
Plenary: Share words as a class placement for Term 4.

9:15 – Learning Intention: Read for enjoyment whilst practicing comprehension skills. Resources:
10:00  1841 Do you Dare? The
Bushranger’s Boys by A
Activity: Teacher read and peer read the appropriate text listed in resources. Engage in readers
Lloyd.
Readin circle discussions.
 The Grace Stories by Sofie
g Laguna.
Differentiation: Not required.
10:00 – Learning Intention: Write an ACROSTIC poem. Resources:
11:00 Warm Up: Play a game of Pass the Rhyme. Pass the rhyme is a fun circle time activity for  Acrostic Poem poster.
students and requires zero materials or prep! The first person says a word out loud. The next  Writing books.
Writing person says a word that rhymes with that word. Play continues in a circle until all students in the Differentiation:
circle have said a rhyming word. Students who require writing
Whole Class Instruction: Display the ACROSTIC poem poster and explain how to write an support will remain in class for
acrostic poem. instruction. They will be offered
Activity: Using their first name, students are to have a go at writing an acrostic poem. small group assistance with the
Plenary: Students share their acrostic poem with their friends.
 help of Education Assistants.
11:00 – RECESS
11:30
11:30 – Learning Intention: Resources:
12:30 Students will express centimetres and millimetres in millimetres and vice versa. https://www.twinkl.com.au/resourc
Students will express kilomtetres and metres in metres and vice versa. e/t2-m-4209-converting-
Warm Up: measurements-with-a-place-
Math https://www.youtube.com/watch?v=bvOc-MQNe-k value-chart-activity-sheet
https://www.twinkl.com.au/resource/mm-to-cm-m-km-length-equivalents-interactive-matching-
activity-tg-437 Differentiation:
https://www.twinkl.com.au/resource/converting-length-measurements-match-up-game-tg-au-n Students will work with teacher
Whole Class Instruction: and EA to support.
Using converting measurements using a place value chart provide many examples for students to Worksheets are differentiated.
work out.
Activity: Students to complete worksheet 1.
Worksheet 2: https://content.twinkl.co.uk/resource/6d/ea/t2-m-4028-comparing-lengths-
differentiated-activity-sheets_ver_2.pdf?__token__=exp=1634026902~acl=%2Fresource%2F6d
%2Fea%2Ft2-m-4028-comparing-lengths-differentiated-activity-sheets_ver_2.pdf
%2A~hmac=a174b4a596b5a55bfdd44bae97f8814e60c762d780985876c5fe925714e7aa62
Plenary:
12:30 – Learning Intention: Understand that people participate in the Church through the Sacraments Resources:
1:30 Whole Class Instruction: Teach that people are first welcomed into the Church through the https://www.loyolapress.com/cath
Sacrament of Baptism. Explain that people feel that they belong to the Church when they gather olic-resources/sacraments/the-
Library to celebrate the Sacraments. Teach that: seven-sacraments/the-seven-
 the Sacrament of Baptism marks the beginning of a person’s journey as a Christian sacramentsarticle2/
 Baptism, the first of the Sacraments, opens the way for a person to live and grow with God
& RE and the Church through the other Sacraments https://www.loyolapress.com/cath
 through Baptism, God comes to live in people in a special way, bringing them love, the olic-resources/sacraments/
LA6 freedom to love God and to follow the teachings of Jesus
Activity: Students create an infographic that demonstrates their knowledge on the Sacrament of
Baptism and what it means for Christians. http://flameoffaith.org.au/
Differentiation: Not required
1:30 – LUNCH
2:00
2:00 –
3:00

Health AS PER MONDAY PLAN AS PER MONDAY PLAN

Friday
8:15 – 8:45 Morning Activities

8:45 – 9:00 Morning Fitness

9:00 – 9:30 Learning Intention: To complete weekly spelling test and dictation. Resources:
Weekly spelling lists
Spelling Activity: Students will stay with classroom teacher and complete end of wek Homework and spelling books
spelling test and dictation.
Differentiation:
Students are placed into spelling groups
according to PLD placement for Term 4.

9:30 – 10:00 Learning Intention: Understand that people participate in the Church through the Resources: Creative resources e.g.
Sacraments paper and writing utensils.
Whole Class Instruction: Explain that Jesus told his followers:
Religion  ‘This is my commandment: love one another, as I have loved you. No one
Differentiation: Not required.
can have greater love than to lay down his life for his friends. You are my
friends, if you do what I command you.’ [John 15:12-14] ·
 ‘I have given you an example so that you may copy what I have done to you.’
[John 13:15]
 explore what is meant by the Scripture above by considering:
 how Jesus showed love for others · the example Jesus set for people to copy
 how people might act towards others if they listen to these words of Jesus
Activity: Students create a ‘membership flyer’ that explains how Baptism makes
people members of the Church community.
10:00 – 11:00 Learning Intention: Students learn to write cinquains and utilise alliteration and Resources:
spoonerisms.  Cinquain poster
Writing Warm Up:  Alliteration poster
1. What is alliteration?  Spoonerism posters
2. What is spoonerism? Show posters (discussion)  Writing paper/blank paper
3. Students give an example of alliteration and spoonerisms.  Thesaurus (can use IPads)
Whole Class Instruction: Use the poetry posters to teach the above concepts.
Activity:
1. Create class cinquain poem and encourage use of alliteration (Scaffolded) Differentiation: Students who require
2. Students create own cinquain poem (can relate subject to class theme) by writing support will remain in class for
using a thesaurus to look up new words to use instruction. They will be offered small
group assistance with the help of
 3. Teacher marks cinquain and students fix mistakes or complete a good copy. Education Assistants.
Plenary: Students share their cinquain poem with a peer.
11:00 – 11:30 RECESS
11:30 – 1pm Learning Intention: Complete Artwork from previous week. Resources:

Art Sculpture Art: Students create an alfoil person doing an action. They then draw
the silhouette

Differentiation:
1:00 – 1:30 LUNCH
1:30 – 2:00 Learning Intention: Students will practice handwriting skills. Resources: Handwriting booklets.

Handwriting
Activity: Use the handwriting booklets to complete one handwriting skill. Differentiation: Not required.

2:00 – 3:00

Friday
Timetable Friday Activities

3:00 END OF DAY