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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
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.
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
10:2010:40
Physical activityGame
10:4011:10
Morning tea
Duty- bottom
11.1011:20
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.
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
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:
Resources:
Video
Mind map for class A3
1:20- 1:50
Second Break:
1:50- 2:00
Class reading
Demi-
History
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.
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
Tuesday,
Differentiation
8.20-8.30
8.30-8.50
8.50-9:20
Demi- 2 gold
9:20
10:20
Demi- 2 gold
Whole group activity
Resources-
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
10:40- 11:10
Morning tea
11:10- 11:20
Meditation (courtesy)
Discuss lunch time
11.2011.30
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Maths
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
12:2012.50
12.501.20
Resources:
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
Logging in
Going to google
Using Chrome as a search engine
Opening Microsoft word
Demi- home
Chromebooks
Instructions for each program on
chrome
Wednesday,
8.208.30
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:
Differentiation
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
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
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
Resources:
Cardboard, markers
Science
Lesson 1: Wondering about Water - ENGAGE
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.
Science Jounral
Wonderful Water Resource Sheet 1
enlarged and one for each student.
Magazines, brochures
Display materials for word wall
Science Journal
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
2.00
2:50
Demi- home
Thursday,
Differentiation
8.208.30
8.308.50
Role, jobs, prayer, rules, morning news, daily morning brain booster
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
10.00
10:20
10:2010:40
Physical activity
Game
10:4011:10
Morning tea
11:1011:20
Meditation (5Cs)
Discuss lunch time
Demi2 GOLD
11:2012:20
Demi2 GOLD
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.
Demi2 GOLD
Demi- home
2:50
Home
Friday,
Differentiation
8.208.30
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
Assembly
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
ResourcesRainforest craft
Rainforest craft activity. Talk about the animals found in rainforests. Discuss how we can look after
this environment.
12:301: 00
History
Finish lesson from Monday
1:001:20
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