Kindergarten Term 3 : Week 9 - 2021

Framework for Learning from Home – Early Stage 1PLEASE ONLY UPLOAD THE TASKS IN GREEN WRITING TO SEESAW

You will need help from a parent/carer. Show each completed activity to your parents/carers, so they can check it.

Monday Tuesday Wednesday Thursday Friday

BOOK

WEEK

ZOOMS

9:30am

*Dress up as a book

character. Take a photo

and upload it to Seesaw.

*In your costume, pose in

a wacky or weird position,

reading a book eg; with a

pet, by the pool or a tree…

Take a photo and upload

it to Seesaw.

*See if your classmates

can guess who you are and

the name of your book.

9:30am

*Optional dress up

*Book Character Quiz

You will need a pencil and

paper for this fun activity.

9:30am

*Optional dress up

*Listen to a book read to

you by your teacher.

*Upload a freeze frame

photo of yourself in a scene

from ‘Giraffes Can’t Dance’.

9:30am

*Optional dress up

*Who am I?

Character Trivia.

You will need a pencil and

paper for this fun activity.

9:30amAssembly

*Optional dress up for the

Kinder Assembly.

*Kindergarten Book Week

character dress up

slideshow.

Thank you Mrs Batman :)

MORNING

SESSION

English: WritingWrite a recount about theweekend. This week, ratherthan writing, On theweekend….. we would like tosee you try and begin yourrecount in an interestingway.We call this a ‘SizzlingStart’:For example:*Do you want to know what Idid on the weekend?*I had so much fun on theweekend.*You won’t believe what I didon the weekend!Use the following structure:-Orientation (Beginning) -When, who and where-Sequence of events (Middle) -Use the following sentencebeginnings: First, Then, Nextand Finally.

-Personal comment (End) -I felt….. or I had….

Take a photo and upload it toSeesaw.

FRUIT BREAK

English: Guided ReadingRead a book from your readinglevel on WUSHKA with aparent/carer and complete thequiz.

Activity: Play a sight wordmemory game with a familymember.

English: WritingWeek 9 Sight Words:

always put manyUse the sight words in 2-5sentences or tell your parent /carer your great sentences.Optional: Write somequestions using the sightwords: e.g: Do you always putyour toys away?

Public Speaking:Work with your Parent/Carer toprepare your 1 minute speechon ‘When I Grow Up’.Refer to the attachment at theend of this Framework for extrainformation.FRUIT BREAK

Literacy:Giraffes Can’t

Danceby

GilesAndreae

Predict whatthe book will be about. Lookcarefully at the picture on thecover and think about the title.Discuss your prediction withyour parent/carer.

Optional: You can write yourprediction.I predict the story will beabout …

Now enjoy listening to thestory.

Giraffes Can't Dance C…

English: WritingGerald is the main character inour book, ‘Giraffes Can’tDance’.

Today wewill writea reportaboutGiraffes.

Watch:Giraffes for Kids: Learn ab…

Write an information reportusing the following structure:Try to add extra information andinclude adjectives.

GiraffesGiraffes are …..

They have…….

Giraffes eat……

They live ……

Add one more interesting factabout giraffes.

Take a photo and upload it toSeesaw.

FRUIT BREAKPublic Speaking: Practiseyour prepared 1 minute speech.

English: Guided ReadingRead a book from your readinglevel on WUSHKA with aparent/carer and complete thequiz.Optional: Choose 5 words fromthe story and put them intoalphabetical order.

Activity:Revise your sightwords.

Literacy:GiraffesCan’t Dance byGiles Andreae

Giraffes C…Please enjoythis ‘song’ version of the story.

Activity:In the story, Geraldshows grit. Grit means to bedetermined and never give up.

Discuss with your parent/carerhow Gerald showed grit andthen tell them how you showgrit at school.

Optional: Complete thesentences below and write inyour work book.:*Gerald shows grit when …..*I show grit when …..If you write your sentences, takea photo and upload it to Seesaw.

FRUIT BREAK

Sport - Sisa : Sport inSchools Australia- online learning: Dance ES1The feedback we received toldus that many of you enjoyed thedance routine with Miss Naomi,so we decided to give youanother go this week.Watch:

SISA Dance Lesson - Early St…Follow your instructor MissNaomi, to learn some dancestep sequences leading to afun dance routine.

Maths: Statistics andProbability - Data - Watch:

Making Picture GraphsCollect 12-15 different colouredcounters, Lego blocks or pegs.Sort them into their colours.Make a graph like the onebelow. Colour the boxes in thecorrect column to show howmany of each colour you have.Don’t forget to start from thebottom and go up the column.You might need to make yourcolumns taller.

Red Blue Yellow Green

Now answer these questions:Which colour has the most?Which colour has the least?

Take a photo and upload it toSeesaw.

English: Guided ReadingRead a book from your readinglevel on WUSHKA with aparent/carer and complete thequiz.

Mandarin:For the next 2 weeks, Mr Li hasprovided ‘You Tube’ clips torevise and practise yourMandarin.Watch:Family Members Wk 9

Learn about Family Membe…RECESS

MIDDLE

SESSION

Sound Waves Song & ChantSound Waves (synthetic …

Focus Grapheme: ‘ch’Complete ‘ch’ assigned

activities on Seesaw.

Handwriting: Complete the‘h’ page in your ‘MyHandwriting Book’.

Mathematics:CountingIf you can count confidently to30, and back from 20, trycounting to 50 and back from30.

Multiplication –‘groups of’Watch:

Show Equal Groups with R…We will do the first onetogether.Draw 3 circles.Put 2 counters in each circle.

⚇⚇⚇Now we write:

2 + 2 + 2 = 63 groups of 2 equals 6

Now it’s your turn.Write your answers in yourworkbook.Continuing to use 3 circles:put 3 counters in each circleput 5 counters in each circleput 4 counters in each circleput 6 counters in each circle

Now complete your dailyassigned mathematics Seesaw

activity.

Sound Waves Song & ChantSound Waves (synthetic …

Focus Grapheme: ‘ch’Complete ‘ch’ assigned

activities on Seesaw.

Mathematics: CountingIf you can count confidently to30, and back from 20, trycounting to 50 and back from30.

Multiplication – ‘groups of’Watch:

Equal Groups in Multiplic…

Using counters or pegs do thefollowing in your work book.

Let’s do the 1st one together.2 groups of 4Draw your picture, then write:

2 groups of 4 = 84 + 4 = 8

Now do the same for thefollowing:3 groups of 45 groups of 36 groups of 24 groups of 6

Take a photo and upload it toSeesaw.

Now complete your dailyassigned mathematics Seesaw

activity.

English: Guided ReadingRead a book from your readinglevel on WUSHKA with aparent/carer and complete thequiz.

Sound Waves Song & Chant:Sound Waves (synthetic p…

Focus Grapheme: ‘sh’Complete ‘sh’ assigned

activities on Seesaw.

Handwriting: Complete the ‘e’page in your ‘My HandwritingBook’.

Mathematics: CountingIf you can count confidently to30, and back from 20, trycounting to 50 and back from 30.

Multiplication – ‘groups of’Watch:

Repeated Addition / Groups of

Let's pretend we are at the zoo.In your work book, write howmany legs the animals have ineach question.Ducks have 2 legs:how many legs on 4 duckshow many legs on 10 ducksLions have 4 legs:how many legs on 2 lionshow many legs on 5 lionsBirds have 2 legs:how many legs on 6 birdshow many legs on 4 birdsSpiders have 8 legs:how many legs on 2 spidershow many legs on 3 spidersZebras have 4 legs:how many legs on 3 zebrashow many legs on 7 zebras

Now complete your daily assignedmathematics Seesaw activity.

Sound Waves Song & Chant:Sound Waves (synthetic …

Focus Grapheme: ‘sh’Complete ‘sh’ assigned

activities on Seesaw.

Mathematics: Mrs RuckleySequencing TimeDo you clean your teeth andthen eat breakfast?Do you go to bed and then puton your pyjamas?No… that wouldn’t make sense!Follow the sequencing timeof the day cards that will beshared through Seesaw inthe morning.These pictures show differentchildren at different timesthroughout a normal schoolday.

Find the clock in each pictureand read the time.

It may be a digital clock or ananalogue clock.

What are they doing at thattime?

Using the picture cards as aguide, form a daily schedule.

7:00 Wake up

8:00 …

Etc.Take a photo of your schedule

and upload it to Seesaw.

Here are some funways to spend every

Friday afternoon!

● Play a boardgame

● Read a story toa pet or acuddly toy

● Play outside

● Watch a movie

● Make a card forsomeone youlove

LUNCH

AFTERNOON

SESSION

Science & Technology:

This week you are going tobuild the house you designedlast week.Collect all the materials(remember to use at least 3types of materials).

Ask yourself:Will the pigs fit in the house?Are the materials strongenough?How will the materials holdtogether?Now build your house.

Now test if it will be strongenough.Using a hairdryer, hold it atleast 1 metre away and blow.Was your house strongenough to protect ‘The ThreeLittle Pigs’?

Upload a picture of yourfinished house to Seesaw

Shared ReadingTo celebrate Book Week, wehave Book Readings from ourstudents, the community and

our teachers.Links can be found on the

CPPS website underBook Week 2021.

Geography-People Livein Places; Mrs RuckleyMy Country

Aboriginal and Torres StraitIslander Peoples have aconnection with the land, afeeling of belonging tocountry.

Go to the Inquisitive websiteby clicking on the link:http://inq.co/class/a8cUse the code- 9458

Follow the Inquisitive slidesand explore the sense ofbelonging a young girl feels forher country. Look at some rockcarvings made by Aboriginaland Torres Strait IslanderPeoples.Draw a picture of some of theanimals carved in the rocks.Write a sentence about why weshould all care for the rockcarvings?It is important to care forrock carvings because…

Take a photo and upload it toSeesaw.

Shared ReadingTo celebrate Book Week, wehave Book Readings from ourstudents, the community and

our teachers.Links can be found on the

CPPS website underBook Week 2021.

Creative Arts- Giraffes can’tDance:ArtworkOur activity today is to make adancing Gerald.

1. Print the “Gerald’ sheet below.It can be found on Seesaw.

2. Colour all the pieces of Geraldusing textas, crayons or pencils.Then carefully cut them all out.3. Using blue paper or blue paintfor the background, glue thepieces to show Gerald dancing inthe moonlight, in an unusualdancing pose.4. Add stars and the moon tofinish your background.

Take a photo and upload it toSeesaw.

Shared ReadingTo celebrate Book Week, wehave Book Readings from our

students, the community and ourteachers.

Links can be found on theCPPS website under

Book Week 2021.

Public Speaking:Ask your Parent/carer to recordyou presenting your 1 minutespeech ‘When I Grow Up’.Then upload to Seesaw for yourteacher to observe and provide

you with feedback.

Don’t forget to refer to theattached Public Speakingnote for the importantpresentation skills.

Library:Library with Mrs Mar will simplybe a time for you to listen to astory for enjoyment.You will find this book onSeesaw.‘If I had a Sleepy Sloth’.

Shared ReadingTo celebrate Book Week, wehave Book Readings from ourstudents, the community and

our teachers.Links can be found on the

CPPS website underBook Week 2021.

Shared ReadingTo celebrate Book Week, wehave Book Readings from ourstudents, the community and

our teachers.Links can be found on the

CPPS website underBook Week 2021.

Language Learning Accommodations for EAL/D Learners ES1Term 3 Week 9

Term 3 Week 9: MondayScience & Technology-Material World- Build The Three Little Pigs House.

Language Learning: door, walls, windows, roof, chimney, cardboard, paper, elastic bands, foil, plastic bottles, plasticbags, straws, Lego, cotton wool/buds, pipe cleaners, glue, tape, wood, plastic, metal, fabric, leaves, bark, grasses,strong, weak, water-proof, not water-proof, rough, smooth, hard, soft, high, low, warm, cool, light, heavy

Term 3 Week 9:Tuesday-GeographyPeople Live in Places - My CountryWhy Place is important forIndigenous People

Language Learning:Aboriginal, Torres Strait Islander, first people, country, belonging, connection, land, rock carvings,paintings, stories, respect, food, special, animals, echidna, fish, kangaroo, shark, stingray, turtle, bird, goanna, sugarglider

Term 3 Week 9: Tuesday -Public Speaking,When I Grow Up

Language Learning: athlete, artist, actor, actress, astronaut, mechanic, baker, architect, dentist, doctor, firefighter,inventor, police, Prime Minister, politician, soldier, writer, teacher, banker, lawyer, chef, cook, judge, postal worker,delivery driver, computer programmer, singer, nurse, musician, dancer, vet, pilot, zoo keeper, librarian, scientist,farmer, carpenter, plumber, electrician, construction worker

Term 3 Week 9: Wednesday:Writing - Information ReportsGiraffes

Language Learning: long necks, long legs, tallest living land animals, mammals, warm-blooded, fur, feed their babiesmilk, Africa, open woodlands, grasslands, leaves, herbivores, plant eaters, long tongues, tough lips, travel in herds,spots

Term 3 Week 9: ThursdayMathematics -Time/Sequencing

Language Learning: daytime, night-time, yesterday, today, tomorrow, before, after, next, a long time, a short time,week, days, weekdays, weekend days, time, morning, afternoon, clock, analog, digital, hands (of a clock), o'clock.

Term 3 Week 9: FridayMathematics - Data

Language Learning: information, collect, group, display, objects,

ES1 Learning from Home - Great Website for EAL/D Students/Families

https://www.uniteforliteracy.com/A wonderful website for families to read & share at homeUnite for Literacy provides free digital access to picture books, narrated in manylanguages.

Supporting your child at homeA resource to assist parents and carers in supporting their child's development of literacy and numeracy at home.Click on the following link: .Helping your child with literacy and numeracy at homeI

Additional ideas to support your child with writing and reading.English StrategiesWriting To enhance your child’s writing, encourage them to:

Think about including adjectives (describing words) to add more detail and make their writing more interesting.Instead of:

● A peacock has feathers.

● A peacock has long, colourful feathers.

Move from simple sentences by using conjunctions (joining words) such as: (and, but, for, or, so, because).Instead of:

● I went to the park.

● I went to the park because it was a lovely sunny day.

Experiment with punctuation by using question marks and exclamation marks.Eg: Have you ever been rock climbing? That was the best weekend I ever had!

Reading To enhance your child’s understanding of texts, encourage them to:

● Use the picture and title to predict (make a good guess) what the book might be about. Write their prediction.

● Make predictions during the reading. What do you think will happen next?

● Make connections to the text using their personal experiences.

“Remember when we went to the park, just like here in the story.”

● Rather than just recalling information from the text, ask your child some open-ended questions such as:

What do you think about…..?

What would you do if………..?

How did you feel when………?

Why do you think the character …..

● Ask them to summarise the text by writing/telling what happened at the beginning, middle, end of the story.

● Discuss and then ask them to write a different ending for the story they have read.

● Ask them to choose a new title for the book and explain why they chose it.

● Design a new cover for the book.

● Discuss characters with them and write traits to describe them.

● If you could be a character in this story, which one would you choose and why?

Term 3 - Kindergarten Speaking and Listening

Kindergarten students will work on developing their public speaking skills. Public speaking is an important element of ‘Speaking and Listening’ inEnglish.

In Term 2 the children practised public speaking strategies such as using eye contact with the audience, volume and clarity of voice, use of naturalexpression and a comfortable speaking stance.

Children will be required to prepare their speeches with their parent/carer, using the assigned topics below.

The speech needs to have a beginning, a middle and a conclusion. Students will need to use palm cards (little cards no bigger than ¼ of an A4 page)to assist them with delivering their speech. Students should refer to them for cues but must not read from them. Picture cues on the palm cards arebest for Kindergarten students. When planning the speech, the speaker should not say ‘good morning’ or introduce him/herself at the beginning of thespeech. The opening statement should be the beginning of the speech. They also do not say ‘thank you’ for listening to my speech at the end.

How to support your child:

· Please help your child to organise his/her thoughts and plan a talk which lasts approximately 1 minute.

· Avoid writing out a whole speech. Use picture cues as a prompt NOT for reading.

· Try to prepare a few days ahead so your child can practise in front of you.

The first speech, in Week 6, will be presented in front of the family and does not need to be recorded.From Week 7, the children will be asked to present their speeches on Seesaw, to enable their teacher to provide the following feedback.

● Did you look at your audience● Were you well prepared (including having palm cards)● Did you speak clearly and confidently● Were you standing still and steady● Did you have an interesting introduction and conclusion

WEEKLY NEWS TOPICS● Week 6 – My Favourite Activity/Hobby

● Week 7 – My Favourite Place

● Week 8 – Being healthy. How can I stay healthy? What can I eat, drink and do to stay fit and healthy?

● Week 9 – When I grow up