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Year 3 Workbook Term 3 Week 1  

Name:

My Imaginative Holiday Recount

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NAIDOC Week

NAIDOC stands for National Aboriginal and Islanders Day Observation Committee. NAIDOC Week is a significant event held in the first week of July. It is a very important event held around Australia each year to celebrate and to educate Australians about the history, culture and achievements of Aboriginal and Torres Strait Islander Peoples. It is a chance to recognise the contributions that Indigenous Australians have made to our country and our society. It is an opportunity for them to share their history and their stories. Each year, a theme is chosen to reflect the important issues and events.The name NAIDOC was adapted from NADOC in 1991 to include Torres Strait Islander People. The committee was formed in Sydney on Australia Day in 1938, when over 1000 Aboriginal people gathered for the first Day of Mourning (the 150th anniversary of the landing of the First Fleet in Australia), as a protest against the treatment of their people. Since then, NAIDOC has become a celebration of history and has been extended from one day to one week.

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NAIDOC Week

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© All rights reserved. Permission to copy these worksheets MP -- Worded Maths Worksheet

STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels

MATHAROO Worksheet MP – 20 21

Student Name: ___________________

G GGrade:_______ Date:_____________

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History research task

Australia is a multicultural country. Our culture has many branches thathave built it along the way. From which countries is our culture made?When did this contribution begin? How has this influence benefited ourcountry?

Task

● Think of a foreign country whose people have immigrated toAustralia

- When did this immigration begin?- What contributions have these immigrants (and their

descendents) had on Australia?(it could be food, entertainment, traditions, sport, fashion, music)

● Complete the table with notes from your research

Extension

● Produce an information report on your chosen country and theirinfluence on Australia through migration

Research table

Country

When first came

Influences onAustralian society

FamousAustralians with

links to thiscountry

Favouriteinfluence or

tradition broughthere from this

country

Spelling Week 1Sight words: These are some of the most common words used in writing. Some of the‘simple’ words have important letter combinations. Knowing these can help with harderwords.

across through suddenly really

around stopped really shouted

couldn’t these coming useful

everyone pulled window about

The sound ‘or’ has 8 different spellings! Think of a word to show all 8 of these different

spellings.

1. Practice spelling the sight words over the week (Look, cover, say, write, check)

2. Use 10 of these words in interesting sentences of your own.

Independent Reading

20 minutes of independent readingTitle of book:

Strategy and Activity: Summarising

Good readers think about the important or main ideas in the text as they read it.Summarise what you just read by writing WHO did WHAT, WHERE they did it and WHY and HOW it was done.

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Grades 1–2: My Favorite Room

Objectives: Students will describe their favoriteplace using sensory language.

Materials Required: My Favorite Place StudentReproducible; whiteboard and low-odor dry erase markers; pencils; markers

Background Discussion (15 minutes)

1. Ask students: How would you describe ourclassroom to a person who has never seen it?You might say it has four walls and a ceiling.Would that tell them what our room is like?No! For a person to really understand whatour room is like, you need to tell them all thedetails that make our room special.

2. Write the words Our Classroom on thewhiteboard. Below that write the headings:things, colors, sounds, smells. Use a differentcolor for each heading to help students

differentiate between categories. Havestudents call out their observations about the classroom. Write the observations on the board. Then add the heading: feelings.Allow students to express how the classroommakes them feel.

3. Use students’ observations to model adescriptive paragraph about your classroom.Example: My favorite room is our classroom.There are colorful posters on the walls. I hearthe buzzing of the lights. When I am in ourclassroom I feel happy.

Using the Student Reproducible (25 minutes)

4. Distribute copies of My Favorite RoomStudent Reproducible. Tell students that theywill write about their favorite room. Havestudents close their eyes and think of theirfavorite room. Have them imagine

themselves in that room. What does it looklike? What colors do they see? Are there anypictures on the walls? What do they do inthis room? How do they feel?

5. Have students open their eyes and fill out the worksheet with details about theirfavorite room.

6. When students are ready to write, remindthem that the reader should be able to see,hear, taste, or smell what they are describing.The reader should also know how the writerfeels about the room.

Colorful Extension Activity (20 minutes)

7. Have students separate into pairs. Havestudents read their partner’s descriptivesentences and then draw a picture of theroom based on what they read. Have themdecorate the rooms they draw using markers.Answers will vary.

Lesson Overviews For Teachers

NOUNS VERBS ADJECTIVES

people, places, or things action words words that describe nouns

PART 1: Read the story. Circle the nouns in blue. Circle the verbs in red.Circle the adjectives in green.

“BRRRRING,” rang the noisy alarm clock. Ellie jumped out of bed. She dressed quickly. She brushed her teeth. Then she ran down the stairs.

“Slow down,” said Ellie’s mom. “I made yummy eggs for breakfast.”

“But it’s field trip day,” said Ellie. “We are going to a farm.”

“Eggs come from chickens. I bet they will have chickens at the farm,” smiled Ellie’s mom.

“I can’t wait!” exclaimed Ellie.

At school, Ellie’s classmates boarded the bus. Mrs. Gibbs, the teacher, said “We are going tohave a great day at the farm!”

Ellie was the first one off the bus. Farmer Henry walked up to greet her. “Welcome to thefarm,” he said. Ellie couldn’t believe her eyes. There were so many animals. She counted 2brown horses, 6 large cows, 10 furry rabbits and 15 feathered chickens. Her mom was right!

Farmer Henry taught Ellie’s class how a farm works. He showed the students how to milk acow. He even let Ellie’s classmate, Jamal, collect the eggs from the chickens.

When Ellie got home, her mom asked, “How was the farm?” Ellie smiled. “It was the best field trip ever!” she said.

PART 2: Use the chart below to record all of the nouns, verbs, and adjectives fromthe story.

LOOKS LIKE SOUNDS LIKE SMELLS LIKE

TASTES LIKE FEELS LIKE MAKES ME FEEL

GRADES K–1: The Best Season

Objectives: Students will develop and usevocabulary for different types of weather;students will gain an understanding of howthe seasons change.

Materials Required: The Best SeasonStudent Reproducible; Classroom poster;whiteboard and low-odor dry erase makers;index cards; art supplies such as markers,glitter, and paint.

Background Discussion (10 minutes)1. Discuss how the weather changes as the

seasons change. Describe the seasons in yourregion. Activate prior knowledge by askingstudents to describe their favorite activities ineach season. Tell students that the seasons aredifferent in different parts of the world. Forexample, the Southeast part of United States iswarmer during the whole year than theNortheast United States. In the Southeast,leaves on many of the trees do not changecolors in the fall. Places in the SouthernHemisphere have winter weather during the

months that there is summer weather in theNorthern Hemisphere. In tropical areas, nearthe equator, there are only two seasons: therainy season and the dry season. Directstudents’ attention to the classroom poster.

Using the Student Reproducible(25 minutes)

2. Draw a 4-column chart on the whiteboardtitled: Sensational Seasons. Label each ofthe columns with one season: Summer,Fall, Winter, Spring.

3. Distribute copies of The Best SeasonStudent Reproducible. Review the words inthe Word Bank together. As a class, decidewhich word belongs with each season andadd it to the correct column on the chart.Use different colored markers for eachseason to separate them visually.

Sensational Seasons

SUMMER FALL WINTER SPRINGhumid crisp freezing drizzle

snowy

4. Ask students to add their favorite season-appropriate words to the chart.

5. Read the story on the reproducible aloud.As a class, choose words from the chart tofill in the blanks.

6. Ask students to write one sentence abouttheir favorite season on the reproducible.

Colorful Extension Activity (25 minutes)

7. Create a simple bulletin board in the shapeof a tree trunk and branches using bulletinboard paper. Have students add season-appropriate vocabulary words anddecorations to the tree as the seasonschange. Here are some ideas:Winter–snowflakes, Spring–birds,raindrops, or flowers, Summer–greenleaves, Fall–colored leaves or apples.Encourage students to use the words intheir own writing throughout the year.

Answer Key:freezing, snowy, drizzle, humid, crisp

Grade 3: Grammar on the Go

Objectives: Students will identify basic partsof speech in a reading passage.

Materials Required: Grammar on the GoStudent Reproducible; Classroom poster;whiteboard and low-odor dry erase markers,pencils; markers

Background Discussion (10 minutes)

1. Review the parts of speech with students.Write the following definitions on thewhiteboard in the colors indicated:

• Noun (write in BLUE): A word that names aperson, place, or thing

• Verb (write in RED): A word that describesan action

• Adjective (write in GREEN): A word thatdescribes a quality of a person, place, or thing

2. Write the following sentence on the board:My furry dog BooBoo barked when a bigtruck drove by our house.

3. Together with students, identify the partsof speech in the sentence. Circle the nounsin blue (dog, BooBoo, truck, house), theverbs in red (barked, drove), and theadjectives in green (furry, big).

4. Direct students’ attention to the classroomposter.

Using the Student Reproducible (20 minutes)

5. Distribute copies of the Parts-of-SpeechField Trip Student Reproducible to students.Read the directions aloud and allow timefor students to complete the worksheet.

Colorful Extension Activity (20 minutes)

6. Have students creatively illustrate any partof the story. Then, have them label their

drawing, and display it in the classroom.

7. Have students write a paragraph tocontinue the story. Separate students intopairs and have them trade paragraphs.Have pairs circle the nouns, adjectives, andverbs in one another’s paragraphs and addthem to their charts.

Answer Key:Nounsalarm clock; Ellie; bed; teeth; stairs; mom; eggs; farm;chickens; school; classmates; bus; Mrs. Gibbs; day;one; bus; Farmer Henry; eyes; animals; horses; cows;rabbits; chickens; class; students; Jamal; field tripVerbsrang; jumped; dressed; brushed; ran; made; said; aregoing; come; bet; smiled; exclaimed; boarded; going.to have; was; walked; believe; counted; taught;showed; milk; let; collect; asked; saidAdjectives noisy; yummy; great; first; brown; large; furry;feathered; best

Name:________________________________________________

The Best SeasonGrades K–1

Use the words in the Word Bank or your own words to complete the story.

“SCRATCH, SCRATCH, SCRATCH,” Barney the beagle scratched his paw by the front door.“Let’s go for a walk,” said Maria. Barney wagged his brown tail.

Maria pulled on her boots and buttoned her coat. Then she put a sweater on Barney. “We have to dress warm. The winter weather is ,” she said.

Maria and Barney stepped outside. Barney lifted his paws off the ground.Maria laughed, “The ground will warm up soon. Spring is almost here. Then we will wearour raincoats in the afternoon .”

Barney barked and wagged his tail. Maria saw her friend Joe across thestreet. He was daydreaming again. “What are you doing?” asked Maria.“I’m thinking about summer,” said Joe. “I can’t wait for the hot,

days.”

“It won’t be long now,” said Maria. “But Barney and I like fall best. The , cool air feels just right.”

“I think Barney likes summer better than fall,” said Joe.

“Let’s ask him.” said Maria. “What season is your favorite, Barney?”

Barney barked, “RUFF, RUFF.” He licked Maria’s face.

“I think he likes all the seasons,” laughed Joe. “He is happy to take walks with you.”

What season do you like best? Write a sentence about your favorite season._________________________________________________________________________________

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Word Bank

crisp

drizzle

freezing

humid

snowy

Grades 1–2 Grade 3

PART 3: DraftCopy the purpose sentence. Then, write three to five supporting sentences using yourideas from the chart above.

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Name:________________________________________________

My Favorite RoomUse this brainstorm sheet to help you write about your favorite room.

PART 1: Complete the purpose sentence.

My favorite room is: _____________________________.

PART 2: Describe your favorite room.

Name:________________________________________________

Grammar on the Go

nouns verbs adjectiveslooks sounds smells tastes Using the Classroom Poster: Color is a great way to help students organize new vocabulary words. Ask your students to thinkabout the four seasons and review the nouns, adjectives, and verbs that tell about each season. Then, ask the students to think of their favoritewords to add to each list.

Date

See, Think, Wonder - Template

Name

SEEDescribe

THINKInterpret/Infer

WONDERQuestions

What do you see? What do you think is going on? What does it make you wonder?

Project of the Week

Year 3

Design a Machine

Think about the changes to everyday life due to technology. These days wehave fridges, washing machines, televisions and even computers. These havemade life much easier and more enjoyable. However, some people say theirlives are too busy.

Are there any jobs that you don’t like doing around the house? Are there anytasks that other people in your family don’t like doing? Imagine that you couldbuy special machines to do the tasks that nobody likes doing.

Your task is to invent a machine to do one of those tasks.

1.) Draw a picture of your machine and label your picture to show what partsdo what.

2.) Write down why you’ve decided to invent the machine and tell us a little bitabout how it works. Give it a name and think about the people who will useit.

3.) Write a persuasive text convincing people to buy your product. You will use aself-assessment checklist to help you.

4.) Create an advertisement promoting your product e.g. TV advertisement, radioadvertisement, poster, catalogue etc.

You will upload your work to your Seesaw Journal. You may like to type your textusing a computer or even use a drawing computer program to create yourmachine. The presentation is completely up to you.