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Kotara South Public School Early Stage 1 – Kindergarten
‘Learning from Home’ Grid - Term 2 Week 3 Monday Tuesday Wednesday Thursday Friday
English Optional Video – listen to Ms Godden explain how to write letters with an open mouth formation.
Optional Video – listen to Miss O’Reilly modelling sentence writing.
Optional resource: use the optional worksheet in the resources folder for your writing
Optional resource: use the optional picture prompt in the resources folder for your writing
Writing
Activity: Journal writing
Free writing on a topic of your choice.
Draw a picture to illustrate.
• You may like to have your Phase 2 sound chart from your home pack to help you write the sounds in words
Handwriting
Practise writing letters that have an open mouth formation.
The letters you can practise are: c,a,d,q,g
Remember open mouth letters begin in between the dotted lines.
Writing
A sentence is a complete idea that tells who and what they did.
Activity: Write a complete sentence about a character from ‘A Squash and a Squeeze’ or a character from a familiar story that tells who and what.
Example: The hen is running.
Draw a picture to illustrate.
Writing
Activity: Write a new sentence by changing only the ‘what’ part of your previous sentence. You can choose your own.
Example: The hen is flapping.
Draw a picture to illustrate.
Writing
Activity: Write your own complete sentence about a character from ‘A Squash and a Squeeze’ or a character from a familiar story that tells who and what.
Example: The pig is eating.
Draw a picture to illustrate.
Optional Video – listen to a teacher read a story in the Daily Teacher Reading channel. Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Monday Tuesday Wednesday Thursday Friday
Optional Video – Find the story ‘A Squash and a Squeeze’ in the Daily Teacher Readings. Stop the video after the cow enters the house.
Optional Video – Find the story ‘A Squash and a Squeeze’ in the Daily Teacher Readings. Locate the KG story map of ‘Room on the Broom’ in Resources.
Optional Video –
Watch your favourite story in your Daily Teacher Readings.
Optional Video – watch Miss Partridge’s tips for decoding sentences.
Optional Resource – decodable story
Optional Resource – decodable story
Reading Make a new page for the story ‘A Squash and a Squeeze’ in which the old lady invites another animal into her house, after the cow. Draw this animal in your scrapbook. What is the animal doing to cause problems in the house?
Reading Last term all Kindergarten students created story maps. A story map shows the characters, setting and events in order. What happened in the beginning? What happened in the middle of the story? How did the story end? A story map is different to ‘Sketch to Stretch’. Rather than fast sketches, a story map includes detailed illustrations, colour and some words from the story. On a double page in your scrapbook create a story map for ‘A Squash and a Squeeze.’ Include all the bold information above.
Reading On a double page in your scrapbook create a story map for any story. It could be from your Daily Teacher Readings File or a favourite story from home. Remember to include:
• the characters and setting
• what happened in the beginning of the story
• what happened in the middle of the story
• the ending
Guided Reading Practise decoding (reading words by blending sounds) by reading a decodable text. A decodable text is made of sounds you are familiar with and a limited number of sight words.
Example sentences:
The pan is on the log.
The sun is in the pan.
The pan is in the bag.
The man has a pan.
You may like to use the provided text with the example sentences.
Guided Reading Practise decoding (reading words by blending sounds) by reading a decodable text. A decodable text is made mostly of sounds you are familiar with.
Example sentences:
The man can run.
The man has a pet.
The man has a fan.
The man Is big.
You may like to use the provided text with the example sentences.
Monday Tuesday Wednesday Thursday Friday
Optional Video – watch Ms Godden daily for quick Phonemic Awareness practice
Phonemic Awareness Activity 1: Say the names and sounds of the letters in the alphabet.
Activity 2: Identify words that rhyme. Example: which two words rhyme – lad,had,bed The answer is lad,had
Phonemic Awareness Activity 1: Identify the sound at the beginning of words. Example: What sound do these words start with - big, baby? The answer is /b/.
Activity 2: Blend syllables to make a whole word and say how many syllables. Example: ham-per. Answer is ’hamper’, 2 syllables.
Phonemic Awareness Activity 1: Identify the final sounds in words. Example: what is the final sound in seen and won? Answer is /n/.
Activity 2: Segment words into syllables. Say how many syllables. Example: ‘compare’ Answer is ‘com-pare’, 2 syllables.
Phonemic Awareness Activity 1: Substitute syllables in words. Example: say ‘melted’ then change ‘melt’ to ‘twist’. The answer is twisted.
Activity 2: Add syllables. Example: say ‘dirt’, then add ‘y’. The answer is dirty.
Phonemic Awareness Activity 1: Delete syllables from words. Example: window, without /o/. Answer is wind.
Activity 2: Language Awareness: Say a sentence. Count how many words are in the sentence. “I love reading books!”. The answer is 4 words.
Optional Video – watch Miss Partridge discuss the new sound and blend and segment words using the sound
Optional Video – sing the ‘Tricky Words’ song
Optional Video – watch the video on how to use Flipgrid
Phonics
Focus sound: /ll/
Activity: Learn the digraph ll making the /ll/ sound. Blend and segment words using the /ll/ sound and other familiar sounds.
Examples of words:
ill, hill, will, bill, pill, till
Phonics
Focus sound: /ss/
Activity: Learn the digraph ss making the /ss/ sound. Blend and segment words using the /ss/ sound and other familiar sounds.
Examples of words:
hiss, miss, kiss, fuss, boss, mess
Phonics
Focus sound: /j/
Activity: Learn the letter j making the sound /j/. Blend and segment words using the /j/ sound and other familiar sounds.
Examples of words:
jet, jam, jog, jug, jut, jab
Phonics/Spelling
Focus words: to, he, me, we, be, she
Activity 1: Practise saying your tricky words, counting the sounds and writing them. Which sounds in each word have the ‘tricky’ spelling?
Activity 2: Write each tricky word on two cards to play a game of memory.
Speaking and Listening
Activity: Choose some of your work from Reading Comprehension or Writing. It could be a sketch-to-stretch, storymap or sentences. Use Flipgrid to record yourself sharing your work. Use a clear voice and expression. Aim to speak for at least 30 seconds. Practise before recording.
Monday Tuesday Wednesday Thursday Friday
Mathematics Data Whole Number/Addition and Subtraction
Optional Video – Watch Ms Gibson explain data and complete the task. (Data Lesson 1)
Optional Video – Watch the video ‘Favourite Fruit’ (Activity 1) Watch Ms Gibson discuss data to help with Activity 2
Optional Video – Watch the optional videosabout collecting data: ‘Clean Up time’ and ‘How many birds’.
Optional Video –
Watch the optional video demonstrating how to play ‘Dot Fives’
Optional Video – Watch the optional video demonstrating how to play ‘Dot Five Memory’
Important Vocabulary: display,information,group,row,column
Activity: We are learning to organise objects into data displays and read data displays made from objects.
Using the counters from your Learning from Home pack answer the following questions. Use the yellow squares for all YES answers and the blue circles for all NO answers.
Do you like pizza? Do you like cabbage? Do you like swimming? Do you have red hair? Do you like to read?
Activity 1: What is your favourite fruit? Ask members of your family or class what their favourite fruit is.
Activity 2: Collecting data
The person who created this graph was trying to find out some information. What question did they want answered?
What were the choices?
How many people have
Activity: Collecting data What is the most popular car colour? You will need: A piece of paper on a clipboard. At the top of the page you will need the title ‘Car colours’ Discuss with your teacher or parent the variety of car colours and write these down the page. Go outside or look out of a window and watch cars go by for 15 minutes. Tally each car colour as it goes by. What is the most popular car colour?
Activity 1:
Warm up your addition skills and get ready for our Week 4 focus on Addition and Subtraction, by playing the game 'Dot Fives’, using the Tiny Polka Dots cards from your home pack. Instructions are also in your home pack.
Activity 2:
How many ways can you see the number 5 around your home or school? Can you find the numeral (5)? The word five? Collections of 5 objects? Show your ideas using pictures, numbers or words.
Activity 1:
Warm up your addition skills and get ready for our Week 4 focus on Addition and Subtraction, by playing the game 'Dot Five Memory’, using the Tiny Polka Dots cards from your home pack. Instructions are also in your home pack.
Activity 2:
How many ways can you think to make 5 using addition or subtraction? Show your ideas using pictures, numbers or words.
Monday Tuesday Wednesday Thursday Friday
Do you like bananas? Are your eyes blue? Do you have a sister? Do you like cleaning your room? Do you like drawing? How many did you answer yes too? How many did you answer no?
Go and ask members of your family the same questions? Is everyone's data the same?
dogs?
What choice was the most popular?
What choice was the least popular?
What did you learn from the data?
Create a graph based on eye colours. Ask family or classmates their eye colour and make a graph similar to the pet graph above.
Start with a title: ‘Eye colours of people in my class’ OR ‘Eye colours of people in my family’.
Have eye colour choices: blue green brown hazel Draw the eyes above the choice. For example I have blue eyes so I would draw blue eyes above the choice.
blue
What is the least popular? How many cars altogether? (If you live on a street without much daily traffic, you might like to collect the data about the cars parked in your street).
You might like to repeat the activity by going on a bird watch like the children in the video.
Monday Tuesday Wednesday Thursday Friday
Other Key Learning Areas
Optional link ‘Get Skilled: Get Active – Kick video’ https://www.youtube.com/watch?v=ha3vUqH654w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3
Optional Resource – Kick Activities Living Things video - Tuesday - https://www.youtube.com/embed/p51FiPO2_kQ
Friday - https://www.youtube.com/embed/GQwRMQ5FHrU PE Activity: Practise and play games involving the Fundamental Movement Skill – kick e.g. Scatter Skittles
PE Activity: Practise/play games involving the Fundamental Movement Skill – kick e.g. Far Away Kick
PE Activity: Practise/play games involving the Fundamental Movement Skill – kick e.g. Partner Kicks
PE Activity: Practise/play games involving the Fundamental Movement Skill – kick e.g. Goal Kicks
PE Activity: Practise/play games involving the Fundamental Movement Skill – kick e.g. Soccer
Creative Arts
Activity: Make puppets for the characters from a book you have heard your teacher read in the Daily Teacher Reading channel or you can make puppets for characters from ‘A Squash and a Squeeze’. You can use any materials you like.
Science Living Things - Living things are alive. They need air, water, food and shelter to survive. Do plants need these things?
Experiment: Place a small amount of potting mix in a ziplock bag. Put any bean or seed inside. Spray with water and seal. Sticky tape the bag to a window to get light. * If you need a seed bag, collect it from school on your day.
Optional Video – watch the optional video of the story ‘Silly Billy’ by Anthony Browne.
Creative Arts
Activity: Complete your puppets for the characters from a book you have heard your teacher read. You can use any materials you like. Make sure you have a puppet for each character in the story.
Science Living Things Trees provide living things with oxygen. Think about why trees are important and what might happen if there were no trees. Create a poster on how we can protect trees in our environment.
Health/PD Activity: Make your own worry dolls using paddle-pop sticks, pegs or pipe cleaners. Put them under your pillow at night and let them take your worries away.
Monday Tuesday Wednesday Thursday Friday
Other Activities – wellbeing, physical activity (sport)
Other Activities – “Weekly Wellbeing with Mrs Harvey” and physical activity (sport)
Get Crafty
Use craft rolls to create a version of yourself showing the current emotions on your face.
https://www.newidea.com.au/kids-crafternoon-toilet-roll-people
Story Time
https://www.loom.com/share/e13f665e4895457bba5c040d322a7066
Play soccer in your backyard with your family and your dog (if you have a dog). Do a family Yoga session.
‘Learning from Home’ Grid - Term 2 Week 4 Monday Tuesday Wednesday Thursday Friday
English Optional Video – listen to Ms Godden revise the ‘tall stick’ letters and’ open mouth ‘letters.
Optional Video – Listen to video modelling sentence writing.
Optional Video – Listen the video modelling sentence writing
Optional Video – Listen to the video modelling sentence writing
Writing
Activity: Journal writing
Free writing on a topic of your choice.
Draw a picture to illustrate.
• You may like to have your Phase 2 sound chart from your home pack to help you write the sounds in words
Handwriting
Revise writing letters that have a ‘tall stick’ and an ‘open mouth’ formation.
The letters you can practise are: h, k, b, a d,g
Remember we start at the top and do a downward stroke for the ‘tall stick’ letters and start in between the dotted lines for ‘open mouth’ letters.
Writing
A complete sentence needs a noun.
A noun is a person, place or thing.
Activity 1: Noun search.
Find nouns around your house or classroom.
Example: chair, pencil, dog, cat, mum, dad, teacher.
Activity 2: Look at the picture from ‘A Squash and a Squeeze’ or a familiar story. Write the nouns you can see. Example: hen, lady, cup, chair, flower.
Writing
Activity: Write a complete sentence using a noun from the picture. Underline the noun in your sentence.
Example: The hen was looking.
Draw a picture to illustrate.
Writing
Activity: Write a complete sentence using the noun ‘hen’. Underline the noun in your sentence.
Example: The hen was pecking.
Draw a picture to illustrate.
Optional Video – listen to a teacher read a story in the Daily Teacher Reading channel.
Monday Tuesday Wednesday Thursday Friday Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Reading Read a story out loud to someone. Listen to someone read you a story.
Optional Video – Watch the video to understand the reading comprehension strategy of visualising.
https://www.youtube.com/embed/aQt8QodwIBU Optional video: ‘A Squash and a Squeeze’ in the Daily Teacher Readings.
Optional Video – Watch the video for further information on the comprehension strategy of visualising. https://www.youtube.com/embed/g2qTCMprE2w
Optional Video – Watch the video with Julia Donaldson and further explore the story ‘A Squash as a Squeeze.’
Optional Video – Watch the video with tips for decoding
Optional resource – decodable story
Optional resource – decodable story
Reading Visualising is creating a picture in your head. You can use the pictures in our head to build on your understanding of the story.
Listen to ‘A Squash and a Squeeze’. Imagine what it would be like to be squashed in the house with the old lady and all the animals. What would it sound like? What would it smell like? How would you feel? Draw yourself squeezed into the house. Make sure you draw
Reading Have someone read to you a page or two of a story, without showing you the illustrations. Draw what you see in your head and compare this to the story. Try this with other stories!
Reading Did you know ‘A Squash and a Squeeze’ was originally written as a song? Listen to a nursery rhyme or song and visualise what is happening. Draw all the pictures in your head as the song or nursery rhyme is playing.
Guided Reading Decoding
Practise decoding (blending sounds to read words) with a decodable home reader or the provided cut-and-paste story.
Example sentences:
Sal has ten hens
Sal is mad and bad.
The lid is on Sal.
Sal has six bugs.
Guided Reading Decoding
Practise decoding with a decodable home reader or the cut-and-paste story. A decodable text is made of sounds you are familiar with and a limited number of sight words.
Example sentences:
Ted is on the box.
Ted has a big hat.
Ted is in the tin.
Ted is on a pen.
Monday Tuesday Wednesday Thursday Friday expression on your face to show how you would feel.
Optional Video – watch Ms Godden daily for quick Phonemic Awareness practice
Phonemic Awareness Activity 1: Say the names and sounds of the letters in the alphabet.
Activity 2: Identify words that rhyme. Example: which two words rhyme - bad, had, leg? The answer is cab and tab.
Phonemic Awareness Activity 1: Identify the sound at the beginning of words. Example: What sound do these words start with - ball, bed? The answer is /b/.
Activity 2: blend onset and rime’ c-ab' and the students say ‘cab ‘.
Phonemic Awareness Activity 1: Identify the final sounds in words. Example: what is the final sound in rub and sob? Answer is /b/.
Activity 2: Segment onset and rime. Teacher says the whole word ‘cab’, students repeat and then say ‘c-ab’.
Phonemic Awareness Activity 1: Substitute phonemes in words. Example: say ‘bag’ then change /b /to /r /. The answer is’ rag.’
Activity 2: Add phonemes. Example: say ‘at’, then add ‘b’. The answer is bat.
Phonemic Awareness Activity 1: Delete phonemes from words. Example: ham, without /h/. Answer is ‘am’.
Activity 2: Language Awareness: Recite a nursery rhyme line by line. Example: Itsy Bitsy Spider
Optional Video – watch Miss Partridge discuss the new sound and blend and segment words using the sound
Optional video: sing the ‘Tricky Words’ song
Find Flipgrid along the tabs in the ‘General’ channel of your TEAM
Phonics
Focus sound: /v/
Activity: Learn the letter v making the /v/ sound. Blend and segment words using /v/ sound and familiar sounds.
Examples of words:
van, vet, vat, vex, vim, Vic
Phonics
Focus sound: /w/
Activity: Learn the letter /w/ sound. Blend and segment words using /w/ sound and familiar sounds.
Examples of words:
win, web, wit, wig, will, wet
Phonics
Focus sound: /x/
Activity: Learn the letter x making the sound /x/. Blend and segment words using /x/ sound and familiar sounds.
Examples of words:
wax, six, mix, fix, box, pox
Phonics/Spelling
Focus words: was, you, all, are, they, my
Activity 1: Read, write and count the sounds in your tricky words. Which sounds have a ‘tricky’ spelling?
Activity 2: Write your words on the cement in chalk. Jump from one word to another. Say the word as you land on it.
Speaking and Listening Activity: Use FlipGrid to video your puppet show or act out your puppet show for your family, toys or pets.
Monday Tuesday Wednesday Thursday Friday Mathematics
Addition and Subtraction Optional Video – modelling addition using counters.
Optional Video- modelling addition using a ten frame.
Optional Video – modelling subtraction using counters.
Optional Video – modelling subtraction using a ten frame.
Optional Video – ‘Friends of Ten’.
Important Vocabulary: count forwards, combines with, joins, count backwards, take away, how many more, all together, makes Addition Addition is putting groups together. We can find out how many altogether by making each group and counting forwards.
Activity: Use counters to make the groups and work out how many altogether:
A group of 4 teddies and a group of 3 teddies.
A group of 5 muffins and a group of 4 muffins.
A group of 7 soccer balls and a group of 3 soccer balls.
Addition We can use tools such as a ten frame to show addition. A ten frame can help us to solve an addition question.
Activity: Use your counters in a ten frame to work out how many do I have altogether:
A group of 3 cars and a group of 2 cars.
A group of 4 gummy bears and a group of 6 gummy bears.
A group of 8 butterflies and a group of 2 butterflies.
Subtraction Subtraction is taking part of a group away. We can work out how many are left by counting them. Activity: Use counters to work out how many left:
Make a group of 5 chocolates and take 2 away.
Make a group of 6 dinosaurs and take 3 away.
Make a group of 9 beyblades and take 2 away.
Subtraction We can use tools such as a ten frame to show subtraction. A ten frame can help us to solve a subtraction question.
Activity: Use counters in a ten frame to work out how many left: Make a group of 4 ice creams and take 3 away.
Make a group of 7 superheros and take 4 away.
Make a group of 10 chicken chippies and take 5 away.
Problem Solving Challenge: A rare 10-spot butterfly was seen at KSPS today! The 10-spot butterfly has 10 spots altogether on its 2 wings. What could the 10-spot butterfly have looked like? Draw a picture of a butterfly or use the template provided. Use counters to show what the spots on the butterfly might look like. You can find one solution to the challenge, or see how many different solutions you can find! Upload a photo of your solutions to the ‘Learning Photos’ channel on TEAMS.
Other Key Learning Areas Optional link ‘Get Skilled: Get Active – Two-Hand Strike video’ Optional Resource – Two Hand Strike Activities https://www.youtube.com/watch?v=d6shCkvjTmo&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=10\
Optional Video Living Things Tuesday - Watch : A House For Hermit Crab by Eric Carle https://www.youtube.com/embed/C_1xqhM6_0I
Monday Tuesday Wednesday Thursday Friday
PE Activity: Practise/play games involving the Fundamental Movement Skill – two handed strike e.g. Tee Strikes
PE Activity: Practise/play games involving the Fundamental Movement Skill – two handed strike e.g. Strike and Run
PE Activity: Practise/play games involving the Fundamental Movement Skill – two handed strike e.g. Stocking Strike
PE Activity: Practise/play games involving the Fundamental Movement Skill – two handed strike e.g. Tee Off
PE Activity: Practise/play games involving the Fundamental Movement Skill – two handed strike e.g. Tee Ball
Drama
Activity: Using your puppets from last week create a puppet show to retell the story.
Optional Video – watch the optional video ‘A House for Hermit Crab’ by Eric Carle.
Optional Video – watch the optional video of the story ‘Silly Billy’ by Anthony Browne.
Drama/Creative Arts
Activity: Invite your family to watch your puppet show! Use your puppets from last week’s Creative Arts activity.
Create tickets for your family and a poster to let them know what the show will be about.
Science Living Things Living Things need shelter. Listen to the story ‘A House for Hermit Crab’ Activity: In your scrapbook design a new house for Hermit Crab.
Science -Living Things Living things need air, water, food and shelter to survive.
Activity 1 - Shelter: What sorts of shelters are there? Draw what you live in. Write and complete the sentence:
I live in a …... Activity 2: Listen to ‘A House for Hermit Crab’ and answer:
Why did Hermit Crab need to find shelter?
How did the shelter keep Hermit Crab safe?
Health/PD Listen to the optional video of the story ‘Under the Love Umbrella’ Make an artwork of an umbrella using your favourite colours. Write the names of the special people in your life to remind you that you have people to help keep you safe and happy. Hang your umbrella from the ceiling or on the wall.
Monday Tuesday Wednesday Thursday Friday How does your shelter keep you safe?
Draw or make a new house for Hermit Crab.
Other Activities – wellbeing, physical activity (sport)
Other Activities – “Weekly Wellbeing with Mrs Harvey” and physical activity (sport) Learn It Emotional Intelligence Choose an emotion. e.g. happy, sad, excited
Close your eyes and remember a time that you felt that way.
Have a Think… What colour best represents that emotion for you? Where in your body did you feel that emotion?
Use crayons or pencils to draw a stick figure of yourself. Use different colours to show different emotions you are feeling. Choose whatever colour you think best shows the emotion and use that colour on the stick figure to show where in your body you feel that emotion.
Gratitude With mum and dad talk about what are you grateful for? Why are you grateful for that? How could your life be different without that thing?
https://www.youtube.com/watch?v=6yuQXUn3MEg
WWW (What Went Well) Think of something from today that went well and draw this.
Mrs Harvey’s Quote from: ‘Kindness Grows’ by Brittas Techentrup “Words or encouragement, sweetness, warmth and care Blossom, grow and flourish As they spread love everywhere.” Play a game with your family in the backyard. Create an obstacle course to do with your family. Time yourselves.
