Stage 1 Learning from Home
Term 3, Week 7
Please use google forms to check in with your teacher every day to mark your attendance!
You can always use Class Dojo or SeeSaw to ask your teacher a question if you don’t understand
something!
1
Suggested Timetable
Monday Tuesday Wednesday Thursday Friday
8:50 am Check in Check in Check in Check in Check in
9:00 am Spelling
Reading
Writing
Spelling
Reading
Writing
Spelling
Reading
Writing
Spelling
Reading
Writing
Spelling
Reading
Writing
10:40am Lunch/1st Break Lunch/1st Break Lunch/1st Break Lunch/1st Break Lunch/1st Break
11:20am Math Math Math Math Math
1:00pm Recess/2nd Break Recess/2nd Break Recess/2nd Break Recess/2nd Break Recess/2nd Break
1:30pm Other learning
areas
Other learning
areas
Other learning
areas
Other learning
areas
Other learning
areas
2:30pm Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break Fitness/Brain Break
2
Paper Online
● Pick up a Learning from Home booklet
from the school.
● Students check in every day on Google
forms at 8:50am.
● Complete all work in a booklet, workbook
or on spare paper.
● Upload 1-2 photos each day of your child’s
work as evidence.
● Completed work must be dated.
● Handcopy work back to school on the date
specified below or drop it off at the end
of the week.
● Access to the Learning from Home
material via School Website / Class
Dojo/ Seesaw.
● Students check in at 8:50am every
day using the Google form.
● Use Class Dojo or SeeSaw to submit
answers/take photos of work.
● Or, use Microsoft
Word/Powerpoint and send files
through to Class Dojo.
Work to be dropped off at school on
Monday, 30th August.
Work to be submitted DAILY.
3
Spelling (Paper & Online)Complete the highlighted word activity each day and choose one of the white activities too. Your spelling words are below the grid.
Once completed take 5 and do something from the Fitness Choice Board and Brain Break Choice Board
Remember to make sure you look, cover, write and check your words EVERY DAY.
Monday Tuesday Wednesday Thursday Friday
Read the words on this week’s
spelling list with a grown-up.
Make sure you sound out each
word and segment the words.
Write your spelling words in
your book.
Read the words on this week’s
spelling list with a grown-up.
Make sure you sound out each
word and segment the words.
Write your spelling words in
your book.
Read the words on this week’s
spelling list with a grown-up.
Make sure you sound out each
word and segment the words.
Write your spelling words in
your
book.
Read the words on this week’s
spelling list with a grown-up.
Make sure you sound out each
word and segment the words.
Write your spelling words in
your book.
Read the words on this week’s
spelling list with a grown-up.
Make sure you sound out each
word and segment the words.
Write your spelling words in
your
book.
Record how many syllables in
each of your spelling words this
week.
https://www.youtube.com/watc
h?v=9S7DY2lgJlU
Using a container of water and
a paintbrush, paint each of your
spelling words on the concrete.
See how many times you can
write your spelling words
before the rest of the word
dries.
Write your spelling words
forwards and then upside down.
On a sheet of paper, write your
spelling words in different
directions, filling up the whole
sheet. Use different colours
and types of writing for each
word
Ask someone to test you on your
spelling words.
Write your spelling words
forwards and then upside down.
Write a code using numbers to
represent each of your spelling
words.
Group your spelling words into
nouns, adjectives, verbs,
adverbs etc.
Using a container of water and
a paintbrush, paint each of
your spelling words on the
concrete. See how many times
you can write your spelling
words before the rest of the
word dries.
Write your spelling words in
colourful bubble writing.
Focus: The split digraph /i- -e/ making the sound “I” as in kite. Yellow spelling rule: Drop the e and add the vowel suffix.
Red: kite (k i- t -e) nine (n i- n -e) bite (b i- t -e) fine (f i- n -e) like (l i- k -e) hide (h i- d -e)
Orange: liking (l i k i ng) grime (g r i- m -e) hiding (h i d i ng ) spine (s p i -n- e) prime (p r i- m- e) while (w h i- l -e)
Green: smiling (s m i l i ng, smil.ing.) writing (wr i t i ng, writ.ing.) shine (sh i- n -e, shine) arrive (a rr i-v-e, ar.rive) divide (d i v i-d-e, di.vide.)
feline (f e l i-n-e, fe.line.)
4
Reading and Writing (Paper & Online)
Please complete the reading and writing sections each day
Monday Tuesday Wednesday Thursday Friday
Reading: Read the
traditional tale - The
Gingerbread Man on page 10.
Answer the questions below in
full sentences:
1 Who did the old woman make
the Gingerbread Man for?
2 What animals and people
tried to catch the
Gingerbread Man?
Reading:Read the traditional
tale - The Gingerbread Man on
Page 10.
1 Who are the characters in
the story?
2 Describe one of the
characters using adjectives.
Reading: Watch this YouTube
video of The Gingerbread Man:
https://www.youtube.com/watch?
v=pckuS--UlV4 .
Sum up the YouTube video story into
6 key events, and put them into the
comic strip on Page 11. Draw a picture
in each box and label what is
happening in your picture using the
lines below the box.
Reading: Reread the story or
watch the youtube clip again. Draw
a picture of the Gingerbread Man.
You may choose to put him in some
of your favourite clothes, you may
choose to draw him holding your
favourite toy, or you may choose
to draw him exactly as you see him
in the text/ YouTube video.
Reading: Act out a section
of the text or YouTube video
for a family member.
or
Design a front cover for the
story The Gingerbread Man.
Writing: Write a detailed
orientation (where the scene is
set) for this story starter:
Once upon a time there was a
lonely scarecrow who stood
alone in a field for years. One
special day …...
When you start writing your
orientation remember to include
where and when the story is
happening. Try to use adjectives
to describe the scarecrow and
any other characters.
This will be the theme for our
writing this whole week!
Writing:Watch the YouTube
video:https://www.youtube.com/watch?v
=0NESGqweSwI
Then use the posters on page 6
and 7 and the YouTube video
above to create your own poster
that shows; what a narrative is.
(Why we read them, what the
structure of a narrative is, and
some language features that we
should use when writing a
Narrative). Then try the 2 stars
and a wish feedback sheet (page
6), detailing two things you have
learned & one thing you wish to
improve by the end of next week.
Writing: Create a character
profile (using the template on
page 8) that goes with topic:
A lonely scarecrow who stood
alone in a field for years
until... one special day.
Be as creative and descriptive as
possible with these profiles,
because you will need them for
the next two lessons!
profiles are a bit tricky, draw a
picture and label.
Writing: Using your posters,
profiles and new knowledge on
narratives, complete the story
map (page 9) on the topic: A lonely
scarecrow who stood alone in a
field for years until... one
special day.
Then, use the narrative planning
template (story mapping boxes)
(page 9) to write full, descriptive
sentences that will be transferred
into your narratives for the lesson
tomorrow.
Writing: Use the template
provided to write your own
narrative on the scaffold (page
12), on the topic: A lonely
scarecrow stood alone in a field
for years until... one special
day.
Remember to include everything
that you have learned: the
structure, characters, setting
and language that should be
included in a narrative. Make it
as creative and descriptive as
possible! Ask an adult to help
you check how you went using the
tick a box proforma on page 13.
Read a decodable reader or
listen to a story
https://storylineonline.net/ or
find a text at home to read
Complete a literacy activity on
Study Ladder and/or read a
decodable reader or read a
text from home
Read a decodable reader or
listen to a story
https://storylineonline.net/
or find a text at home to read.
Complete a literacy activity on
Study Ladder and/or read a
decodable reader or read a
text from home
Read a decodable reader or
listen to a story
https://storylineonline.net/
or find a text at home to read
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6
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Planning Template
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10
11
12
13
Monday Tuesday Wednesday Thursday Friday
LG-To to use the bridging
strategy for addition
Addition
Make 10 Strategy for Ad…
LG-To use the bridging strategy
for addition.
Addition
Bridging
LG-To compare the mass of two
objects
Mass
Comparing Mass (Part 1)
LG-To describe the chance as
boeing likely, certain,
impossible or unlikely
Chance
Probability! | Mini Mat…
LG-To compose and decompose
numbers
Addition and Subtraction
Composing Numbers & Decom…
Bridging to Ten:
I can use bridging to 10, eg17 + 5=? so 17 and 3 is 20,
then add 2 more to solve the
question. Can you do the
questions below using this
strategy?
7 + 5 = 7 + 4 =
7 + 6 = 8 + 5 =
8 + 4 = 8 + 3 =
6 + 6 =
Complete the ‘Forwards
Fred‘ worksheet (page 17)
Challenge:
Can you use the bridging
strategy to complete the
Bridging Through 100
worksheet (page 18)?
Can you find objects
around the house that are
heavier or lighter than
each other? Create your
own display and send this
information to your
teacher?
Challenge:
Complete the Light or
Heavy worksheet (page 19).
Complete the Open Ended
Chance Scenarios
worksheet (page 20).
Sweaty Brains Time!
To finish off the week I
want you to show me how
many ways you can compose
(add up to 20 eg. 10+5=20)
or decompose (subtract a
number from 20 to see the
difference eg. 20-11=9 so
11+9=20) 20.
Thinkboard Activity on
page 15 /16. Ask an adult to
find the 2 numbers
Optional - Prodigy Thinkboard Activity on
Page 15/ 16. Ask an adult to
find the 2 numbers
Optional - Prodigy Optional - Number of the day -
Ask a grown up to choose a
number for you
Number of the day questions: Is it odd or even?; Word form; Write the number before and after; Sum of the digits; Write the number in tally marks; Write a
sum that equals your number; Write a number greater and less than your number; Put number into place value; +2, -2, +5, -5, +10, -10
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YOU MUST COMPLETE ONE ACTIVITY PER DAY. Once completed do something from the Fitness Challenges.
Monday Tuesday Wednesday Thursday Friday
Geography - Australian
capital cities.
Choose and research a
capital city in Australia.
You can record your
findings on Page 22
Capital cities: Sydney,
Brisbane, Darwin, Perth,
Adelaide, Melbourne,
Hobart, Canberra
Science/ Craft -
Create an astronaut book
review.
Choose a book and review
the story (say why you
would or would not want to
buy and read the book).
Pages 26 & 28 for the
template
Geography - Landmarks
Choose one natural
landmark and one
human-made landmark in
the capital city of your
choice. Research these
landmarks and answer the
questions below.
1. The landmark I have
chosen is:
2. What does it look like?
3. What can you do there?
Library - Watch the video of
Mrs Marden reading - There’s
No Such Thing.
https://drive.google.com/file/d/1xOnB-xjxD6V
B_HDgDR8Yx6Yvnz4lc0R0/view?usp=sharing
Poor BIG Bear was scared of
every little thing! He even made
normal little creatures
unnecessarily even scarier! Your
library activity is to: Change a
cute little creature into a scary
one. Use the youtube clip below
after the story to give you an
idea. You are only limited by
your imagination! You will need
a piece of paper, lead pencil and
colour pencils/ textas or
crayons. Here is a really good
video link to help you and give
you just one possible idea.
https://www.youtube.com/watc
h?v=zk8DyJVe8fk On the
back, write a list of all the nice
things your creature does and
all the scary things your
creature does.
Book Week Craft and
activities
Create a bookmark for book
week 2021.
This year’s theme is ‘Old
Worlds, New Worlds, Other
Worlds’.
What worlds have you read
about?
Page 24
Challenge yourself for fun:
Have a go at the Book Week
Spy below. There are task
cards to find within the
picture.
Can you find any other book
characters?
Page 23
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