About jmccarthy
View all posts by jmccarthy:
Remote Learning Monday 14th September
Reading (20 minutes)
*Your child must use Wushka or ActiveLearn to access new books. Students will not receive new readers from school.
Learning intention – We are learning to read our readers fluently.
Success Criteria –
- I can read with a clear voice.
- I can read in phrases (words together).
- I can notice and use the punctuation.
- I can use expression when I am reading.
Wushka Task – Sign in and complete your assigned task.
- Books have been allocated to your child
- Read your allocated books more than once before you answer the questions. P/1 students may need a parent to read the questions. Please do not give your child the answer or influence their answers in any way. This will only tell us what you know – not what your child knows.
- Read only one allocated book from the Reading Group box today and one tomorrow. Complete the matching comprehension/quiz questions.
*Please note, your teacher will be checking to see how you went with this task.
Watch Mrs Kenna’s video below to understand how to read a Wushka text. Mrs Kenna ‘thinks aloud’ to show how to read the text carefully, and attend to the pictures and ideas in the story. She also shows how to answer the quiz questions after reading.
Sounds Write
Learning Intention – We are learning to ‘say the sounds and read the word’, and ‘say the sounds and write the word’.
Success Criteria –
- I can say the sounds in a word.
- I can say the sounds in order (segment).
- I can say the sounds and read the word (blend).
- I can say the sounds and write the word using correct letter formation.
Session A and B
This week we won’t be doing Webex meetings for Sounds Write. Instead the children will be able to watch a video of their session instead. Please encourage your child to say the sounds and read the word with the teacher and then say the sounds and write the word. Feel free to stop the video to give your child time to do these things.
Session A
Session B
speed read sheet unit 11 th, ck, wh
Read your Speed Read sheet Unit 11 (picture of a truck)
Extended Code
Students working on Extended Code do not have Webex meetings for Sounds Write and will complete their tasks independently, using resources located below. The activities are also explained in the video below.
Sounds Write home activities – week 10 & Week 1
Extended Code Speed Read Sheet Week 10 and Week 1
Optional Webex Meeting for P/1R, 1/2B & 2K– Refer to the codes sent to you via SeeSaw. This is an opportunity for the whole class to touch base and to ask questions.
Writing
Fluency– Use the sheet provided from school to trace over/write the alphabet. Ensure that your child is focusing using correct pencil grip along with the correct starting position.
Learning Intention – We are learning to write about a familiar event.
Success Criteria–
- I can talk about the event.
- I can write ideas into a plan.
- I can use my plan to write about an event in order.
- I can add a sizzling start or adjectives to make my writing more interesting.
- I can read over and check my writing.
- I can make changes to my writing.
Recount – Sensory Walk (choose one sense – sight, hearing, smell, touch or taste)
Think about your sensory walk from the weekend.
Use your photos and notes in your notebook to write about your sensory walk.
Prep –
Draw a picture and write a sentence to match, e.g. On my sensory walk I could smell the muddy river.
Grade 1-
On Saturday I had an incredible sensory walk! I could feel the cold wind blowing against my face.
Grade 2 –
On Saturday I had an incredible sensory walk! I could smell the eucalyptus in the tall gum trees. The Merri River felt icy on my little fingers.
Maths
Fluency (15 minutes)
Trace over the number sheet- Ensure that you start in the correct starting position
Counting goal- Practice your individual counting goal.
Learning intention- We are learning to recognise and know our ‘partners for 10’.
Success Criteria–
- I can recognise and say the numbers to 10.
- I can say some ‘partners for ten’ such as 5 and 5, 10 and 0, 9 and 1.
- I can say all of the ‘partners for 10’.
- I can quickly say all of the ‘ ‘partners for 10’.
Warm up – Partners for 10
Resources – deck of cards.
See video below for instructions on how to play this game.
Prep – Practice turning over the cards and saying the matching ‘partner for 10’. Use counters (two different colours or types) placed in a tens frame formation (see below) to help you work out the partners for 10.
Grade One & Two – Practice turning over the cards and saying the matching ‘partner for 10’. You may need to use a tens frame (above) to help you to work out and learn your ‘partners for 10’ facts. As you gain more confidence this week you can time yourself. Try to improve on the time it takes to say all ‘partners for 10’.
Challenge: Can you identify all the ‘partners for 10’ in one minute or less?
Prep
Rows of 2 worksheet
Count the rows of two using skip counting. Write the total beside the picture.
Grade 1
Addition – IXL tasks – Click on the links below:
Addition sums to 10
Practising Year 1 maths: ‘Addition facts – sums up to 10’
Addition sums to 20
Practising Year 1 maths: ‘Addition facts – sums up to 20’
Make a number using addition sums to 20
Practising Year 1 maths: ‘Make a number using addition – sums up to 20’
Extension
Write an addition sentence for arrays to 10.
Practising Year 2 maths: ‘Write addition sentences for arrays: sums to 10’
Grade 2
Addition – IXL tasks – click on the links below:
Write an addition sentence for arrays to 10.
https://au.ixl.com/math/year-2/write-addition-sentences-for-arrays-sums-to-10
Identify repeated addition in arrays to 10
https://au.ixl.com/math/year-2/identify-repeated-addition-in-arrays-sums-to-10
Identify repeated addition in arrays to 25
https://au.ixl.com/math/year-2/identify-repeated-addition-in-arrays-sums-to-25
Extension –
Add 2 two digit numbers
https://au.ixl.com/math/year-3/add-two-two-digit-numbers-with-regrouping
Specialist: MUSIC
Mrs Dowie – http://mrsdowie1.global2.vic.edu.au/
Remote Learning Thursday 10th September
Today is ‘R U OK? Day’.
Watch the video to understand how to be a good friend and ask R U OK?:
Reading – 15 minutes
Learning intention-We are learning to read our readers fluently and think about the story.
Success Criteria-
- I can read with a clear voice.
- I can read in phrases (words together).
- I can notice and use the punctuation.
- I can use expression when I am reading.
- I can answer the questions using the text to help me.
Wushka Task
Sign in to Wushka and complete your assigned task.
- Books have been allocated to your child to match their reading level.
- Read one allocated book today (the book has been assigned) and complete the comprehension questions (quiz). Students can also read other books if they wish.
*Please note, your teacher will be checking to check how you went with this task.
Sounds Write – 20 minutes
Dictation- listen to the dictation clip below to learn how to do dictation at home with your child. Read your child’s dictation aloud to them. Ensure you read the full sentence followed by only one word at a time. Once you have finished your dictation please send a photo to your classroom teacher via SeeSaw. Please ensure that your child sounds out the words independently. This will be used as an assessment task, do not worry if your child does not record all sounds. Encourage them to record all of the sounds that they know.
*Please send a photo of your child’s dictation to the classroom teacher via Seesaw.
Learning intention – We are learning to say the sounds and write the words.
Session A Dictation (Miss O/Mrs Ryans Webex Group)- I did not let the dog dig in the mud. Mum and Dad sat on the rug.
After completing the dictation task the children are to read the following text to revise ‘’ and practice ‘saying the sounds and reading the words’. Click on the link below:
Session A reader – Click on the link below:
Session B Dictation (Mrs Kenna/Mrs Barlings Webex Group) –
Tash went back to the fish shop to get lunch for Trish. She had cash for fish and chips. Then the chums had lunch on the bench.
After completing the dictation task the children are to read the following text to revise ‘’ and practice ‘saying the sounds and reading the words’. Click on the link below:
Session B reader – Click on the link below:
Extended Code Dictation – Jay and Kate went on the train to see the queen. She gave them a treat on a tray. It was a cream cake and a cup of sweet tea. It was great.
After completing the dictation task the children are to read the following text to revise and practice ‘saying the sounds and reading the words’. Click on the link below:
Extended Code reader – Click on the link below:
Sight Word Follow Up – Use the letter tiles that you received in your first remote learning pack. Spell your sight words/sounds-write words using these tiles
Optional Webex Meeting for P/1O, P/1R, 1/2B & 2K– Refer to the codes sent to you via SeeSaw. This is an opportunity for the whole class to touch base and to ask questions.
Writing
Fluency– Use the sheet provided from school to trace over/write the alphabet. Ensure that your child is focusing using correct pencil grip along with the correct starting position.
Writing Task – Today you will choose a task from the August Writing Grid, or the new Writing Grid (below), to complete in your writing book. Make sure you record the task that you complete so you can keep track of the ones you’ve done.
Learning intention – We are learning to choose a topic to write about.
Success Criteria-
- I can make a choice about what I want to write about.
- I can talk about my ideas for writing.
- I can say the sounds and write the words.
- I can write my ideas into sentences.
- I can reread my writing and check that it makes sense.
- I can check to make sure I have included capital letters and full stops.
Maths
Fluency (15 minutes)
Trace over the number sheet- Ensure that you start in the correct starting position
Counting goal- Practice your individual counting goal.
Learning intention- We are learning to recognise and know our ‘partners for 10’.
Success Criteria–
- I can recognise and say the numbers to 10.
- I can say some ‘partners for ten’ such as 5 and 5, 10 and 0, 9 and 1.
- I can say all of the ‘partners for 10’.
- I can quickly say all of the ‘ ‘partners for 10’.
Warm up – Partners for 10
Resources – deck of cards.
See video below for instructions on how to play this game.
Prep – Practice turning over the cards and saying the matching ‘partner for 10’. Use counters (two different colours or types) placed in a tens frame formation (see below) to help you work out the partners for 10.
Grade One & Two – Practice turning over the cards and saying the matching ‘partner for 10’. You may need to use a tens frame (above) to help you to work out and learn your ‘partners for 10’ facts. As you gain more confidence this week you can time yourself. Try to improve on the time it takes to say all ‘partners for 10’.
Challenge: Can you identify all the ‘partners for 10’ in one minute or less?
PREP – Tally & Bar Graph:
Select something around your house that you would like to tally based on a category such as colour. You may wish to tally the types of fruit in your fruit bowl, toys, leaves in your backyard. Once you have tallied the information create a bar graph.
*if you can’t find something to tally around the house you may wish to use the scarecrow/leaves/basket worksheet.
Click on the link below or go to the blog for the link to see how to make a graph:
GRADE ONE – Tally & Bar Graph:
Click on the link below or go to the blog for the link to see how to make a graph-
Select something around your house that you would like to tally based on a category such as colour. You may wish to tally the types of fruit in your fruit bowl, toys, leaves in your backyard. Once you have tallied the information create a bar graph.
*if you can’t find something to tally around the house you may wish to use the scarecrow/leaves/basket worksheet
Using your tally and graph write a sentence to explain what you have found.
GRADE TWO – Tally & Bar Graph:
Click on the link below or go to the blog for the link to see how to make a graph-
Select something around your house that you would like to tally based on a category such as colour. You may wish to tally the types of fruit in your fruit bowl, toys, leaves in your backyard. Once you have tallied the information create a bar graph.
*if you can’t find something to tally around the house you may wish to use the scarecrow/leaves/basket worksheet.
Using your tally and graph write at least 3 sentences to explain and compare what you have found.
Specialist Subject – PE- Refer for Mr A’s blog for today’s activity
http://woodfordpe.global2.vic.edu.au/
Remote Learning – Friday 4th September
New P-2 Investigation Project – Middle Island Warrnambool
This project will involve investigating (Week 8), designing (Week 9) and creating (Week 10) a persuasive poster highlighting why we should be protecting the penguins on Middle Island in Warrnambool.
Some family movies that you may find appropriate to watch with your children during these weeks. These include: Oddball G, Penguins of Madagascar G, Mr Popper’s Penguins G, Happy Feet G
Week 8
We are learning to find information about why we should be protecting the little penguins.
- I can watch the videos and write words that are important about the penguins and maremmas.
- I can write a sentence about why the penguins are dying.
- I can write a sentence about how the maremma dogs protect the penguins.
- Watch the video: Meet the Penguin Protector Oddball 4mins 40s
https://www.youtube.com/watch?v=q2xPfTu7EuE
2. Explore this website to find out more about the little penguins that live on Middle Island and the maremma dogs that protect them.
Welcome to Warrnambool Penguins | www.warrnamboolpenguins.com.au
3. Introducing Phillip Island Nature Parks Live Penguin TV
Streaming Phillip Island’s Little Penguins into your lounge rooms from Tuesday 25th August…
https://www.penguins.org.au/virtual/live-penguin-tv/
4. In your exercise book (with lines) write the following;
- Think of some interesting words that could go on your poster e.g. penguins, endangered, save, Middle Island, Warrnambool, rescue.
- Write a sentence about why penguins are at risk of dying.
- Write a sentence about what the Maremma dogs do to help the penguins.
Penguin Rubric for Prep, One & Two
Sounds Write
As a Sounds Write follow-up please access a decodable reader for your child to practice ‘saying the sounds and reading the words’.
Session A reader – Click on the link below:
Session B reader – Click on the link below:
Extended Code reader – Click on the link below:
Writing
Watch this episode of the Little Princess, I Don’t Want To Go To Bed…
Big Life Boost Activities
Father’s Day Activities
These are optional tasks to do. Please find them here, if you haven’t downloaded the file already:
Remote Learning – Tuesday 25th August
Reading – 15 minutes
Learning intention-We are learning to read our readers fluently and think about the story.
Success Criteria- I can read with a clear voice. I can read in phrases (words together), I can notice and use the punctuation. I can use expression when I am reading. I can answer the questions using the text to help me.
Wushka Task
Sign in and complete your assigned task.
- Books have been allocated to your child
- Read your allocated books and answer the questions related to the books (the children must answer these questions without any assistance).
- Read only one allocated book today and one on Thursday and complete the matching comprehension/quiz questions.
*Please note, your teacher will be checking to see how you went with this task.
Sounds Write– 20 minutes
Learning Intention – We are learning to ‘say the sounds and read the word’, and ‘say the sounds and write the word’.
Success Criteria- I can say the sounds in a word. I can say the sounds in order (segment). I can say the sounds and read the word (blend). I can say the sounds and write the word using correct letter formation.
Preps from Miss O’s Room- Webex Session at 10.00am.
Preps from Mrs Ryan’s Room – Webex Session at 10.00am.
Grade 1/2 students from Miss O’s and Mrs Kenna’s Rooms (Initial Code) – Webex Session at 10:30am
Grade 1/2 students from Mrs Ryan and Mrs Barling’s Rooms (Initial Code) – Webex Session at 10:30am.
Extended Code – Students working on Extended Code do not have Webex meetings for Sounds Write and will complete their tasks independently, using resources located below. The activities are explained in the video.
Sounds Write – speed sheet activities ee
Sight Word Follow Up- Write your sight words/sounds-write words in rainbow colours.
Optional Webex Meeting for P/1O, P/1R & 1/2B (No check in for 2K today because Mrs Kenna is on site)– Refer to the codes sent to you via SeeSaw. This is an opportunity for the whole class to touch base and to ask questions.
Writing
Fluency– Use the sheet provided from school to trace over/write the alphabet. Ensure that your child is focusing using correct pencil grip along with the correct starting position.
Learning Intention –
We are learning to create a persuasive piece of writing.
Success Criteria–
I can state my opinion. I can provide a reason to support my opinion.
I can provide further evidence to support my reason.
Persuasive Text- Little Princess – I Want To Be…
Listen to Mrs Kenna’s video on the blog. Brainstorm and make the plan – what do you want to be when you grow up and why.
Prep – draw a picture of what you want to be when you grow up. Label your picture.
Grade 1- draw a picture of what you want to be when you grow up. Label your picture and give one reason why.
Grade 2 – draw a picture of what you want to be when you grow up. Label your picture and give two or three reasons why.
Maths
Fluency (15 minutes)
Trace over the number sheet- Ensure that you start in the correct starting position
Counting goal- Practice your individual counting goal.
Tuning In Task – Doubles Card Game
Prep
Year One & Two – Doubles Challenge Warm Up
Learning Intention:
We are learning to make rows of.
Success Criteria:
Prep: I can make a rows of 2, and find the total skip counting by 2’s.
Grade 1: I can make rows of 2 and 5, and find the total skip counting by 2’s and 5’s.
Grade 2: I can make rows of 2, 5 and 3, and find the total skip counting by 2’s, 5’s and 3’s.
Land Grab Template: land grab
Prep – Land grab
Roll a dice and colour in your template using a whiteboard marker to make groups of 2. Watch the video below:
For example;
4 groups of 2
5 groups of 2
3 groups of 2
Grade 1 – Land Grab
Roll a dice and colour in your template using a whiteboard marker to make groups of 2 or 5 – Alternate between groups of 2 and 5.
For example;
4 groups of 5
5 groups of 2
3 groups of 5
Grade 2 – Land Grab
Roll a dice and colour in your template using a whiteboard marker to make groups of 2, 5 or 3 – Alternate between groups of 2,5 and 3.
For example;
4 groups of 3
5 groups of 2
3 groups of 5
Extension: use groups of 4 and 6.
SCIENCE
Refer to Mr A’s Science blog for today’s activity – http://woodfordscience.global2.vic.edu.au