Year One – Home Learning Guide
Term 3 – Week 9
Hi families! Welcome to Week 9, our last week of Term 3!
Students will be completing 4x 40 minute academic sessions per day, however as Friday is an early finish, they will only have 3 sessions to complete.
Please ensure ALL tasks are completed as independently as possible.
We have continued to separate the slides into each day of the week. Students can find the day of the week that they require and see the corresponding slides for each task that is to be completed for that day. If your child would like to do these tasks in a different order or on a different day, feel free to change the order to suit your child and your family best!
If you have any questions, please do not hesitate to email your classroom teacher, as we will be continuing to work to support all families through this time.
We will be continuing our 2x whole class and optional small SEL groups on Monday and Friday this week. These SEL groups will be a chance for your child to connect to other students in their class. The classroom teachers will supervise the children to participate in general chats with their peers during this time. Please note that these SEL groups are optional.
We will also continue to run small group Reading Google Meets as per previous weeks. We will be continuing the extra small groups for some students. You would have been advised at the end of Week 1 if your child will be required to join one of these groups, with the link. Please note if your child participates in an extra Reading group on Tuesdays and Thursdays at 10am these will not take place this week. Maths groups that take place on Tuesdays, Wednesdays and Thursdays will not take place this week either.
Please see the slides for the groups your child is in, and the times they will be required to be on the Google Meet. We will be using the same Google Meet codes as last term for whole class Google Meets and small group Google Meets with the classroom teacher.
Please help your child to join their meetings at their allocated time.
It is very important that children are joining their Google Meet at the allocated time, as there will be other groups/sessions running before or after your child’s Google Meet. Please do not join Google Meets earlier than the times stated.
Google Meet Codes for each Class: (These can also be found on the Home Learning Slides).
Monday Whole Class Google Meet
As it is the final week of Term 3, Monday will look a little different. Group 1 Reading group will be at 10am and the whole class Google Meet will be at 10:20am. On Monday, students will be participating in a fun and interactive Google Meet. Students will be biscuit decorating! Please see the slides for further details, however below is a ‘shopping list’ or list of things that the children can use to participate in the activity. If your child will be at school on this day, you are more than welcome to send them to school with all of these items ready to go, or there will be ingredients that students can use supplied at school.
Plain biscuits for decorating (we will be using Marie biscuits or Milk Arrowroot biscuits)
Lollies, chocolate, sprinkles or other toppings for decorating
Before the Google Meet:
Students are to have all of the ingredients ready.
You might like to pre mix the water and icing sugar with some food colouring to create your own icing!
Icing Recipe: 1 tablespoon of water with 250g of icing and your choice of food colouring
Students might like to make 2 or 3 different colours of icing, or just one colour!
At the beginning of the Google Meet the classroom teacher will demonstrate how to make icing.
To end our term, this week in Reading we have provided students with a Reading Bingo. This has been provided to give students more choice in their reading comprehension tasks. Each Reading session this week has the same Reading Bingo information page. Students are to choose a different task each day to complete from the Reading Bingo. More information about each activity has been provided below. This week we have not provided an extra Literacy task slide, however students can complete more tasks from the Reading Bingo slide if they wish to challenge themselves by completing extra work.
In this task, students are to choose 5-10 interesting words from books that they read. They can choose books from Epic, Bug Club or their personal libraries. Students are to write their interesting words, by writing the consonants in one colour and the vowels in another colour (e.g. Extravagant).
CHALLENGE: Students can write their interesting words in sentences that make sense.
Students are to choose a book to read. After reading, students are to answer the following questions:
Who are the main characters in your story?
What is the problem in the story?
How does your character help fix the problem?
What can you tell us about things your character likes to do? Eg. I know that they like to play sports.
Students are to read a book. Students are to change the ending of the story. Students are encouraged to include adjectives in their writing, to make their writing more interesting.
Students are to choose one of their favourite book characters. Students are to write a character profile for their chosen character. Students are to write their character profile by thinking about what their character is like on the inside (i.e. personality traits) and what their character is like on the outside (e.g. what their character looks like).
CHALLENGE: Students can write adjectives to describe their character’s traits.
What Happens Next?
Students choose a book to read. Students read the entire book, and then predict what happens next in the story. This task is similar to the Exciting Endings task, however instead of changing the ending, students will add what happens after the ending of the story (i.e. if the story kept going and did not end, what would happen next?) Students can draw a matching picture.
Students choose their favourite page from one of their favourite books. Students are to draw a picture to match the words on their favourite page. Students are to explain what their picture is about. In their explanation, students are to explain why they chose that page, and the keywords that helped them to draw their picture.
Students choose a book to read. After reading, students turn their book into a movie, by acting out the story. Students can make costumes and props to use in their movie. Students can record their movie and upload to Seesaw.
Read a Book!
Students choose a book to read. Students record themselves reading the story. Students are encouraged to think about their fluency and expression when reading. Students can post their video on Seesaw.
Students are to create a song about their favourite fairy tale or story. Students are encouraged to write their song first, before recording themselves singing it. Students can make up a dance to match their song!
Session 1: Bookmaking
Students will be continuing with Bookmaking this week. They can choose to complete a book that they have already started, or they can start making a new book. Students are encouraged to refer to the checklist on the slide to make sure that they have included the important parts of a book.
Session 2: Bookmaking
Students will be continuing to create books in this Bookmaking session. They can choose to continue a book that they have already started, or they can start making a new book. On the slide for this task, we have included some reminders about Nonfiction texts, if they choose to make a nonfiction book.
Session 3: Writer’s Notebook: Stimulus Writing
Students are to refer to the image ‘The Magic Ride’ that is linked on the slide. Students are to write a story that matches the image. Students might like to use the questions or story starter from the link to help them with ideas. Students can refer to the checklist on the slide to help them to remember what to include.
Session 4: Guided Drawing
Students are to follow the Guided Drawing on the clip provided on the slides. Students will be drawing ‘Best Friends’. After drawing, students can write a reflection about their own best friends.
Maths sessions are planned in 3 sections. Students are to undertake a warm up of orally counting as listed on the planner. Students will continue with a tune in which encourages the students to put on their Maths hats for learning new or revising previously taught concepts. Finally, students will complete an independent written or online activity that supports the learning that has taken place throughout the term.
This week will have a Number focus in Maths. Please ensure that your child completes these activities independently. Students may need some assistance to read the instructions.
We have continued to include a ‘Challenge’ slide to our Maths program. Students are invited to complete a task from this slide. This is an optional task for those wanting an extra challenge!
Session 1: Place Value
Warm Up – Last Kid Standing – Students are to put a timer on for 3 minutes. Students are to skip count by 10s, starting from 13, during the 3 minutes. Students might like to challenge their family members to see who can count to the highest number within the time limit!
Tune in – Students are to watch the teacher video about Place Value. They might need to watch this a number of times to assist them to complete the next activity.
Activity – Students are to use the Place Value House template on Slide 19 for this activity. You can print this template, or students can draw their own. Students are to write the numbers from Slide 18 on their Place Value House. Students are encouraged to say how many hundreds, tens and ones each number has. Students are then to order the numbers from smallest to largest.
Session 2: Addition
Warm Up – Last Kid Standing – Students are to put a timer on for 3 minutes. Students are to skip count by 5s, starting from 7, during the 3 minutes. Students might like to challenge their family members to see who can count to the highest number within the time limit!
Tune In – Students are to watch the teacher Addition video from the slide. This video explains the following activity.
Activity – Students are to write the numbers 10, 19, 4 and 12 on loose paper. Students are then to cut up each number and put the numbers in a bag. Students are to pull out two numbers from the bag and write a number sentence (e.g. If I pull out 10 and 4, I can write: 10+4=14, or I can write 4+10=14). Students are to explain how they worked out their answer.
CHALLENGE: Add different numbers to the bag and complete number sentences for these numbers.
Session 3: Money
Warm Up – Students can watch the counting videos from the slides.
Tune In – Students are to smash the number 29, by writing down all of the ways that they can make 29 (e.g. 28+1, 20+9, etc). When we smash numbers, we visualise the number being separated into different groups. Students might notice a pattern when they are smashing the number (e.g. 29+0, 28+1, 27+2). They might also like to use materials, such as counters, to assist them.
Students are to look at the money jars on the slide. Students are to count how much money is in each money jar. Students can use real coins to assist them in counting the money in the jars.
Students are to refer to the Shopping Catalogue on the slide. Students are to complete the worded problems below by adding the items on the catalogue:
I buy a loaf of bread and 3 cookies. How much did I spend?
I buy 2 kilos of flour. How much did I spend?
I buy 4 kilos of bananas, how much did I spend?
You have $10, what would you buy from this catalogue?
CHALLENGE: Can you think of your own worded problems using the catalogue?
Session 1: Prayer
This week, students will be revising what they know about prayer and the different ways we can pray to God. After watching the teacher video students can choose a form of prayer to explore, they may choose one of the options listed on the slide or another of their own choice if they would prefer.
Students are to then write their own prayer following the structure outlined on the slide. We would love to see their prayers posted on Seesaw so we can read them!
Task 1: What Makes Objects Move?
To finish our unit on how things move we would love students to share with us all they have learnt on this topic this term. They can choose to share their knowledge in any format they like but we have listed some different examples that may interest them on the slide. We encourage them to include as much detail as possible so we can see all the wonderful things they have learnt on this topic.
Task 2: Wonderings
In this session students will need to first watch the teacher video and then record in their book what they already know about the topic for our next inquiry unit ‘Where do products come from?”. Students can list anything they already know in this area and then write down any wonderings they have on this question or areas they would like to learn about. Students will need to post this to Seesaw, so we can use these wonderings to plan the upcoming unit.
Don’t Spread Germs, Spread Kindness!
This week students will be looking at how they can show acts of kindness during this challenging time. Students can refer to the link on the slide for some examples of how they could show kindness. Students are asked to reflect on the question ‘How can you spread kindness in your family, for a friend at school or someone in your neighbourhood?’ Students are to make a list. They might like to complete some of the acts of kindness from their list!
Students are asked to complete the Specialist subjects outlined in their slides on Thursday. Specialist teachers will be available via email during this time to answer any questions. Please see below for Specialist teachers’ contact information.
Visual Arts – Mrs Karen Doody firstname.lastname@example.org
Physical Education – Miss Elena Beslis email@example.com
Science – Mrs Tran Bernard firstname.lastname@example.org
Performing Arts – Mr Mark Fitzell email@example.com
Italian – Signora Adriana Bonacci firstname.lastname@example.org
Specialist activities have been outlined by the Specialist staff on the slides, students may need help reading these so they are clear on expectations.
We ask that all students upload their Seesaw Posts by the end of Thursday so that their teachers can provide feedback.
We have allocated certain tasks that students are required to post on Seesaw. This is to allow for assessment opportunities within different subject areas. Students may need assistance to read the instructions, however they need to complete these tasks independently and unassisted.
The tasks that students need to post will have a Seesaw Icon on the Google Slide.
This week, the tasks required to be posted on Seesaw are:
Reading: Students can choose their favourite task from the Reading Bingo to post to Seesaw!
Maths Task 1 : Place Value Houses
Inquiry – Task 1 – How Objects Move Post Assessment
Inquiry – Task 2 – Products: Prior Knowledge and Wonderings
Please don’t hesitate to contact the classroom teacher for further support or any questions you may have during this time.
Natalie La Rosa – email@example.com
Meagan Coldwell – firstname.lastname@example.org
Alex Travis – email@example.com