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Daily Plan

Term 3, Week 1

Adjustments:
Visual cues for Jett (reminder to stay on task)
Increased time to carry out tasks
Reminder of time to complete tasks
Access to visual helper charts (100 board, spelling lists)
Break down instructions, limiting to 2 or less
Use of concrete materials and manipulatives
Beginning of every lesson- reminder of previous learning and brainstorm
Seating plan away from distractions and particular students who do not work well together
Modified versions of worksheets- scaffolded worksheets (questions crossed out)
Small group tasks where the teacher can work with a smaller group
Sound field system
Using verbal cues to maintain engagement
I do, we do, you do method
Visible learning- WALT & WILF (We are learning to, What I am looking for.) at the beginning of every lesson
Opportunities to revisit and relearn
Access to school officer and Indigenous Support Officer
Students with glasses at the front of the classroom
Using different teaching styles and methods throughout the day to present a new way of learning (group work, brainstorming, carpet, desks, partner work, role-play, etc.).
James (possibly Conall) have been given a maths extension booklet)

Monday,

Differentiation

8.20-8.30

Undercover area whole school gathering and school prayer

8.30-8.50

Role
Guided reading groups (parents, school officer, teacher) to take a group each.
Parents and school officer are given a plan with questions and the structure for the guided reading
groups. Parents will also be given an overview of the focus concepts (reading strategies) that
students will focus on each week.

Ability reading groups

Topsy Turvy Lunch


Weekly jobs
Prayer
Sentence practise 5 minutes
8:3010:20

1. Brain boosters (laying on bellies, moving through movements keeping all limbs on floor and
focusing on thumb).
2. Soundwaves routine:

English
Warm up:
Sound offTeacher to say a sound and students to write a word with that sound on their whiteboards (around
the room). Go through these as a class.
Go through the sounds on the chart as a class together.
- Identify sound: oa for boat
Find it firstTwo students compete to see who can be the first to point to the sound box on the teaching chart
given by the teacher.
Have students write the sound I say aloud of their whiteboards.
Pre-test:
Brain booster- spinning behind chair
Brainstorm:
Make charts with the headings______ on BLM _____. Brainstorm words for each list. Highlight the

Demi in 2 gold

9:10am- 9:40am Sienna to go with Codie


for sight word practise (Extra Indigenous
support time)

graphemes in the words.


Explore list wordsRead through the list words with students. Discuss the meaning of the words. If students come
across words they dont understand, look them up in the dictionary as a class.
-Segment the words into individual sounds by holding up a finger for each individual sound.
- Students have a partner and write their list words on each others back.
**Use box of cards to choose an activity for spelling words that week
- If time permits, work in book. Work through as a class 1st page.
Handwriting practiseHandwriting practice in Workbook. Students write the full date. They then write three sentences
that contain spelling words.
- People walking, riding a bike or travelling in a car can use a road.
- You must wash your hands with soap and water to make sure you get rid of the germs.
- Yellow is one of the colours of the rainbow.
Students must then do something creative at the bottom using one of the sound words. They
write the letter o and make a little picture out of it.

10:2010:40

Physical activityGame

10:4011:10

Morning tea
Duty- bottom

11.1011:20

Meditation (Follow Sams guide).


Discuss what happened at lunch time to discuss and ensure social issues are solved.

11:2012:20

Math
1. Brain boost- rolling to transition
2. Maths lesson:

Tuning in1. Have students work in groups of 2 or 3 and give each group a collection of 18 objects.
Have students share the objects between them so that every student will get their fair
share. Once students have shared ask- how do you know you shared fairly? Discuss how
for it to be fair, each person in the group needed to get the same number of objects. Askhow did you share fairly? Demonstrate and discuss the ways that they shared.

DemiRead questions to Kurt and Jett


Work with Kurt and Jett on a similar
activity at back of room
During rotations- work with a group

Whole class introUsing NTO 2.54- explain that the ladybirds need to be shared equally among the leaves. Askhow many ladybirds are there? Invite a student to fill in the number of ladybirds. Ask- how many
leaves are we going to share them between? Have a student fill in the number of leaves. Have
another student share the ladybirds between the leaves. Ask- are the ladybirds shared so that
there is the same number on each leaf? Have a student complete the statement by filling in how
many ladybirds are on each leaf. Continue to work through more of the sharing problems,
emphasising that the ladybirds need to be shared equally.
2. Rotations
a. Give the group a bag of teddies to share between them. Have students paste
teddies from BLM 60 onto a sheet of paper to show how they shared their teddies.
b. Chromebooks- sharing (division) activity
c. Give students a pack of tiny teddies. Get out 24 teddies.. pose the problem- there
are 24 teddies in a class and they need to be put into equal sized groups. Work
with a partner to find as many ways that the teddies could be grouped. Record
your results.
d. Nelson book with teacher.

12. 2012.40

Show and Share


Students scheduled for Monday present their show and share here, following the topic of the week.
This will be no longer than 2 minutes each.

12:401.20

Religion
Tuning in: Explain to the students that God created many different environments on Earth and
that we are going to look at some of them and how we can care for these environments. Watch a
video from http://www.neok12.com/Deserts.htm
Lesson 1 - Desert/ Brainstorm/ Draw pictures
Make a mind map in religion books with the focus word being deserts. As a class write
descriptive words and sentences. Anything is okay. Decorate the page with desert colours.
Record on the next page these words to know:
Arid a way to describe the dry climate in places like deserts, where there isnt much
access to water
Desert an area that gets less than 250mm of rainfall every year
Dunes large piles of sand that look like hills; this happens because of wind or water
moving the sand around
Oasis a spot in a desert where water and plants can be found (often around a natural
spring

Resources:

Objects (counters/ bears)


BLM 60
Tiny teddies

Resources:

Video
Mind map for class A3

12:50am- Reading group 1 to Bec


English (Early years literacy support)
Kurt, Tyrell and Jett

1:20- 1:50

Second Break:

1:50- 2:00

Class reading

Demi-

2 gold and home at 2:30.

Sienna and Emily- Homework club


2:00- 2:40

History

1:50pm- Reading groups 2 (Early years


literacy support with Bec English)
Georgia

Why do you think it is important to learn about history, about Mt Isa and what happened in the past?
What do you think you would be like if you never knew anything about the place where you live/are
growing up.
Mount Isas Historical sites
Resources:
Week 1
Kalkadoon Tribe
The Kalkadoons rich cultural heritage has been retained by their descendants in the
preservation of their traditional culture.
The Kalkadoon first came into contact with white pioneer settlers and their cattle in the 1860s.
Due to their rugged and isolated territory they were one of the last tribes in Queensland to
come into contact with settlers.

Battle Mountain

http://www.mountisamines.com.au/E
N/About/Pages/History.aspx
Extra photo folder
The Kalkadoon were tracked 60 miles north of Cloncurry to a place now known as Battle Mountain
where over 900 Kalkadoon lay in wait. The Kalkadoon had chosen this place for the battle to take
place, they had stockpiled spears, boomerangs and rocks and the view from the mountain
overlooked the plain below giving the tactical advantage to the Kalkadoon.

PowerPoint on John Campbell Miles

http://www.mountisamines.com.a
u/EN/ABOUTXMIM/Pages/Histo

ry.aspx

Journal entry What do you think it would be like to live in Mount Isa with no houses and no electricity? Students will
write a few sentences and draw a picture to support their idea.
2:40- 2:50

Admin jobs- pack up, reminders


Read book to class

Tuesday,

Differentiation

8.20-8.30

Collect students, bags away, seated on carpet

8.30-8.50

EnglishReading groups (3 parent groups, 1 teacher group) and rotate

Demi- school officer meeting

8.50-9:20

Roll, prayer, classroom news, daily routine.

Direct questions to particular students.

Comprehension lesson/ activity


Refer to google doc outlining lesson activities and description of the strategy being focused on.
This is in conjunction with the reading strategy being explicitly taught on a Thursday afternoon and
practised as a group and independently the following week in reading groups with parents.

8:50am- 9:10am- Jett, Kurt, Tyrell and


Ryder to go to Mrs Gardner for reading
support and activities.

Brain booster (20 times on tummy)

Demi- 2 gold

9:20
10:20

a) Introduce English rotations (5 groups)


Introduce each activity, materials, bell to change and its expectations
Put students into groups
Monitor how students go with it
b) Spinning brain boost
c) Go to the next rotation
d) **Get through 2-3 rotations (20 minutes)
Rotations:
GRAMMAR & PUNCTUATION
Sentence/Punctuation: Sentence endings, ending with a question. Punctuation Pigs game.
Parts of presentation: Nouns, verbs and adjectives revision. Nouns, verbs, adjectives sort (with
teacher support).

Demi- 2 gold
Whole group activity
Resources-

Punctuation pigs game


Nouns, verbs and adjectives sort
Tired word clouds
Reading comprehension strategies
book pages

Word Knowledge: Better words than nice. Tired words activity (Print off the tired word clouds.
Students write lists for words to use other than these in their books. You then use the best ones to
put on paddle pop sticks in envelops to display in the classroom)
READING & VIEWING
Focused Reading Strategy
Activating Prior Knowledge: pg. 31 43 of Teaching Reading Comprehension Strategies book for
lesson overview and activities.

10:2010:40

You can do it (follow lower years guide)

10:40- 11:10

Morning tea

11:10- 11:20

Meditation (courtesy)
Discuss lunch time

11.2011.30

Show and Share presentation (scheduled students)

11:3012:20

Maths

Demi in 2 gold PM testing

Tuning inPose the problem- 2 students shared some toys equally between them. How many toys might they
have shared? Invite students to use the toys to show possible answers.

Resources-

Whole classWhite on the board: 16 shared equally between 4 is. Have students work with a partner to count
out 16 counters and share them into 4 groups. Invite a student to complete the statement on the
board. Work through other examples such as: 25 shared between 5 is, 18 shared between 9 is, 21
shared between 3 is.

Toys (bears?)
Counters
Rotations

RotationsContinue rotations that were not finished yesterday

12:2012.50

Science (Kate Thinee)

Demi- PM testing 2 gold

12.501.20

Brain boost- half roles on floor


ReligionDesert/ Go over what was learnt in lesson 1.
Create an acrostic poem about why deserts are special using the word DESERTS.
Create a desert wordsearch using terms that were brainstormed.

1:201:50

Lunch

1:502:40

Digital and Design technologies:

Week 1- Getting started on the chrome books.


Learn and practise how to access different programs on the chrome book:

Logging in
Going to google
Using Chrome as a search engine
Opening Microsoft word

BBOT unit to start in week 3.


2:402:50

Read a book and home time

Resources:

Acrostic poem for deserts


Desert word search

12:50- Sienna to go with Codie for


reading support (Indigenous support time)

Demi- home
Chromebooks
Instructions for each program on
chrome

Wednesday,
8.208.30

Collect students, bags away and meet on carpet

8.308.50

Role
Reading groups
(20- 30 mins)

8.509.10

Daily routine

8:409:10

RotationsContinue from Tuesday and move onto the following rotation. Remind students of activities,
expectations, bell and procedure.
Move onto another rotation if time allows

9:1010:20

Genre EnglishNarrative
Remember in term 1 we wrote a recount? What did you write your recount on? We are going to
write a new type of story where we introduce a complication and we are going to add lots and lots
of description.
We are going to recap how to write a fictional recount.
Have students come up in front of the class to orally tell a recount (can be made up).
Dont get students up in front of the class to just say words. They need to say sentences.

Part 2:
Activity- introduce the story graph

Differentiation

Teacher, teacher aide, parents to work


with small groups (grouped in ability)- see
roster sheet

DemiMonitor rotation groups


Work with a group
Get chrome books set up and ensure
students are accessing correct programs
Genre resources:

Story graph (7 steps resource)


Little red riding hood big book

Stage- Plan for success


Introduce students to the story graph as a way of understanding and planning for a narrative. Use
the story graph as a planning tool and demonstrate that a narrative can be broken down into
small, doable steps.
Introduce the story graph using fairy tales. (Three billy goats gruff, jack and the beanstalk,
goldilocks, little red riding hood). Or Poetry (hickory, dickory, dock, Roald dahl poems, growing up
by C.J. Dennis). Or it using commercials (RSPCA, AAMI, Allianz, Worksafe).

10:2010:40

Physical activity

10:4011:10

Morning tea

11.1011:20

Meditation (follow guide, include music, explain prayer leaders role, talk about care (5Cs))

Game

Demi- Work with Jett and Kurt


I will provide you with my overview of
genre lessons for the term for you to
follow.

Discuss lunch time


11:2012:20

Maths (tuning in, whole class activity, individual activities to complete, nelson book page)
Lesson 3Tuning inUsing NTO 2.54 and ask- how many do you think will be on each leaf when we have shared? Invite
a student to move the predicted number of counters onto the first leaf, the next and so on to
check their answer. Continue to work through examples, having students predict the answer
before sharing by moving that many ladybirds onto the leaves.
Whole classPose the problem- I have 28 jelly beans and I want to share them evenly between 4 children. How
many do you think we should put in each cup? Invite a student to place the counters in the cup.
Write on the board- 28 shred equally between 4 is 7. Explain to students that we can write a
number sentence for what we did. Rub out- shared equally between 4 is 7. Explain to students that
we can write a number sentence for what we did. Rub out- shared equally between and write in
the division symbol and then rub out is and write in the equals symbol. Work through some other
problems, such as 20 jelly beans shared between 5 children, 22 beans shared between 11 and 21
shared between 7 and have students record the number sentences on small whiteboards.
Nelson book
Complete a page of the nelson book.

Demi- PM Testing
See sheet in regards to who to testgoogle doc
Students who need extending are to work
on extension book. Extension books looks
at the same concepts as in class but has
students extend their thinking in order to
answer the questions.
Resources:

Jelly beans
Cups
Nelson

12:201:20

Brain boost- commando crawl

Cardboard, markers

Science
Lesson 1: Wondering about Water - ENGAGE

Wondering about water introducing unit

Discuss different types of water environments brainstorm together to create a list


and make a word wall rivers, dams, streams etc

Use their senses to describe water discuss with the children what water looks,
feels, smells, tastes and sounds like. Students then record these in their Science
Journal.

Ask students to smell the water and describe the smell. Record their ideas under
the smell subtitle.

Remind students that you should never taste water if you are unsure whether it is
water or not.

Ask students to taste the water and describe the taste. Add descriptions
underneath the taste subtitle.

Ask students to feel the water with their fingertips. Describe what it feels like and
what it is like to touch and record under the touch subtitle.

Visualise water running down a river or waterfakk. Describe how water sounds and
record under the sound subtitle.

Use enlarged copy of the Wonderful Water Resource Sheet: discuss the questions:
Where does water come from?,
What is water used for?
Who or what uses water?
How can I use water responsibly?
Students then complete own copy of the Wonderful Water sheet glue into science
journal.

Resources:

As a whole class have several questions prepared on separate pieces of


paper. Children can use their Wonderful Water sheet to contribute ideas,

Science Jounral
Wonderful Water Resource Sheet 1
enlarged and one for each student.
Magazines, brochures
Display materials for word wall
Science Journal

What is water made of?


Where does water come from?
Where does water go?
Why do we need water?
Write student response under each question and display.

Magazine search to identify different types of water environments, cut and paste a
collage depicting this.(e.g. oceans, creeks, rivers, pools)

Establish with the class a Wondering about Water Wall to add new water words to.

1:201:50

Lunch
Duty- bottom

1.502.00

Show and Share (scheduled students)


1:50- 2:20- Sienna and Emily to go with Codie for maths support (Indigenous time provided)
1:50- 2:50- Steps extension program for Conall, James, Dorion and Sarah

2.00
2:50

(Sienna and Emily go with Codie)


Health
Resources:
A4 print out of a hand
Activity 27 (page 42 of Health Education)
Week 1- Staying Safe (ACPPS018) (ACPPS017)
Discuss the phrase: Staying Safe. What does it mean to each of us? Brainstorm where we need to stay safe?
- Inside our homes
- Outside
- At school
Talk about the five people the students could go to if they feel unsafe. Hold up five fingers and go through the people. Students complete the
hand putting each person on a finger.
Take the students to the Kids Stay Safe letter box near the star room.
Being Safe at St Josephs.
Discuss ways of staying safe at our school
*why do we have rules at school
*what are some of our school safety rules

*discuss safe and unsafe the words and what they mean.
*the importance of safety
Discuss that if we arent safe and there are no trusted adults around students can call the police.
*Do activity 27 Feeling Safe
Discuss the emergency number 000. Have them write at the bottom of the page in red
IN AN EMERGENCY CALL 000 (refer to this when discussing safety in the home and with fire)

Pack up and read (comprehension questions using big book).

Demi- home

Thursday,

Differentiation

8.208.30

Collect students, line up, bags away, sit on carpet

8.308.50

Role, jobs, prayer, rules, morning news, daily morning brain booster

Number of the day activity- maths books


8:509:50

Maths (Kate)
Use online nelson resource as a warm up + number of the day activity
Intervention groups
Rotations (nelson book, hands on activity, computer activity, game)
a) 1- Kate
b) 2- Rachel
c) 3- Demi
d) 4- Bridie
See google doc for activities I will be doing with my group

9.50-

Show and share (scheduled students)

Each teacher to work with each ability


group of pre-arranged tasks to extend
students understanding on this weeks
topic.
Demi2 GOLD

10.00
10.00
10:20

ReligionReligious life of the school activity- Spiritual acts of mercy

Demi2 GOLD

Year of Mercy Lesson


- Glue in a spiritual mercy sheet and write around it how we can show it and decorate it.
Lesson 3 - Rainforest/ A rainforest is another environment on our Earth. Look at imgaes of
rainforests as a tuning in activity. Add some new words to our defintion of the layers of a
rainforest..
Forest floor the ground of the rainforest, with soil and fallen trees and leaves
Shrub layer includes shorter plants like shrubs and young tree saplings growing above
the ground layer, competing to get the most sunlight and food
Understory a layer just below the canopy that includes ferns and vines that start
growing above the ground, on trees; this gives them an advantage over plants that start
growing on the ground because they have that little bit more sunlight
Canopy the top layer of the rainforest where most of the trees have stopped growing,
and where 80% of life in rainforest habitats can be found; it can be as high as 100 metres
above the ground
Emergents describes anything that grows above the canopy, you can see emergents
poking out on top of the canopy layer
Create a mind map for a rainforest. Decorate the page with rainforest theme.

10:2010:40

Physical activity
Game

10:4011:10

Morning tea

11:1011:20

Meditation (5Cs)
Discuss lunch time

11:2012:20

Library borrowing (Shared with 2 Gold- 11:20 or 11:50)


When not library borrowing:

Demi2 GOLD

English
1. Writing Time page
Use whiteboards to practise the skill before writing
2. Soundwaves book (finish second page)
3. English rotation
12:2012:50

PE

12:501:20

Music

1:201:50

Lunch
Duty: Prep

1:502:50

English reading strategies lessonTeach whole class a reading strategy (different strategy each week)
Whole class activity using reading strategy
Small group (ability reading based) using reading strategy
Do something to show teacher you have understood and can use strategy.
Some weeks this may be to incorporate comprehension lessons for a smaller group. If one group is
working on comprehension strategies, the other group will be doing an activity to extend reading
strategy or for punctuation/ parts of speech, etc.
Pair of shows:
Create picture in your mind of a pair of shoes and draw them. When drawings are completed, share
them, discussing the differences and similarities between them. Ask students why they have drawn
the shoes in that way? Is it shoes you own or would like to own? Discuss how we all interpret the info
in different ways. If we are not given much information, we fill in the gaps with our own experiences.
Activity:
Sketch to stretch: As a passage/story is read students sketch their visualisation. In groups they share
their sketches and discuss reasons for their interpretation.

2:50

Home

Demi2 GOLD

Demi- home

Friday,

Differentiation

8.208.30

Collect students, line up, bags away, sit on carpet

Demi2 GREEN TODAY


Change readers for 2 GREEN while at
assembly
Prepare books for reading groups for
following week
Levels: (sails books or PM if no sails)
12
16
18
22
26

8.308.40

Morning routine:
Role, prayer, classroom processes, news

Demi:
**When there is time you find there is no
work to be done, sit with Jett and Kurts
table and assist where possible.
Please also complete list of jobs found on
your table in hallway.

8:409:30

Assembly

*If you finish changing readers during


assembly, finish list of jobs (see your
table)

9:3010:00

Spelling post-test.

Demi:
Mark spelling test and input data into
spreadsheet

10:0010:20

1. Journal writing- write down 4 things (what you have done well, what you think you can
improve on and one thing you are going to do and focus on next we in order to do that and
lastly- where was God with you this week.
See google doc with weekly journal topics
2. Opportunity to finish weekly work:
- RE activity sheet
- English rotation activities
- History lesson
- Handwriting

10:2010:40

Physical activityBuddies

10:4011:10

Morning tea

11.1011:20

Meditation (cooperation)
Discuss lunch time

11:2011:50

Maths- Assessment page

Demi- may read questions to Jett and Kurt

Students to read when finished test.


11:5012:30

ReligionRainforest/ Go over what was learnt in lesson 3.


Rainforest craft activity. Talk about the animals found in rainforests. Discuss how we can look after
this environment.

ResourcesRainforest craft

12:301: 00

History
Finish lesson from Monday

1:001:20

Show and share


Scheduled students and catch up students who missed their turn.

1:201:50

Lunch

1:502:50
2:50

1. Catch up
2. Drawing skills
3. Chrome books
HOME

ResourcesMonday resources

Demi:
Mark nelson tests for both classes and
input data into spreadsheet