Daily Learning Tasks: Purple Weeks 8 9

| NSW Department of Education

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Daily Learning Tasks: Purple Weeks 8 – 9

These learning tasks are designed to be completed by students daily, with guided support from parents/carers. The activities below are to be repeated over a two-week cycle.

Students can access further learning through the Enrichment Learning Grids. All documents can be found on the school website.

We understand and appreciate the different circumstances for each family and their capacity to support their child/ren’s home learning. We encourage families to complete

what is manageable with the resources that are available. Your child/ren’s teacher will be communicating with you weekly, so please inform them of your child/ren’s progress

as well as your concerns and challenges.

How do I contact my teacher?

Students can contact their teacher about learning via Seesaw or phone. Parents/carers can contact teachers via phone only.

Please note, teachers are only available during school hours 9-3:00pm.

Screen Time Recommendations

Australian Standards suggest a maximum of 2 hours

per day screen time (including time children spend on

screens for learning).

Supervision of Online Learning

If your child is accessing online learning activities,

please ensure your child is supervised.

If you are self-isolating:

Please understand teachers are still teaching on class and will respond to messages as soon as they are available.

If the school is requested to close:

Teachers will update via Seesaw with further information on when they will be online for daily contact. If you are not accessing Seesaw, teachers will contact you via phone.

Please note:

Teachers will do their best to respond with the technology at hand. In the event of School Closure, if you haven’t heard a response from the classroom teacher on an urgent matter within 48 hours, please email the school using the email address below.

Brain Breaks

Please take Brain Breaks as often as needed.

A variety of activities can be found in the Enrichment

Learning Grids. End of week check: Key:

Has my teacher seen my learning this fortnight?

If not, please send some of your learning to your teacher via Seesaw or another agreed method.

photograph voice recording video

What learning is taking place at school?

Students who are at school participate in the same

Learning Units that are used at home.

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Daily Learning Tasks: Purple Weeks 8 – 9

Day 1 Day 2 Day 3 Day 4 Day 5

Morning Spelling

1. Read the spelling sound and suffix for the corresponding week. Write these in your workbook. (Appendix 1)

2. Find your spelling words in the correct colour group and write them in your workbook under the sound and suffix focus.

3. Complete the suffix activity for the corresponding week. (Appendix 1)

Spelling

1. Code 3 of your spelling words using the coding system on Appendix 1.

2. Write your spelling words in reverse alphabetical order (Z-A).

Access: Spelling Enrichment

Learning Grid (choose 1 activity)

Spelling


2. Write your spelling words scrambled on your whiteboard and have a family member try to unscramble them.

For example: elforw = flower

Access: Spelling Enrichment Learning Grid

(choose 1 activity)

Spelling


2. Write your spelling words out and then next to them write the number you would need to ‘call’ your words e.g. dog = 364


(choose 1 activity)

Spelling

1. Ask a family member to read out your spelling words and write them in your workbook.

2. When you are finished, mark your work.


(choose 1 activity)

Reading - Grammar

1. Read the information about the grammar focus for the corresponding week. (Appendix 2)

2. Write the key points about the weekly focus in your workbook.

3. Do the activities for the corresponding week in your book. (Appendix 2)

Reading

Read to Self – Free Choice

Spend 20 minutes alone reading a book, magazine, newspaper or story online.

Visualising

What did you visualise whilst reading? Draw a picture in your workbook.

Access: Reading Enrichment Learning Grid

(choose 1 activity)

Reading

Read to Self

Read the article, ‘Working on a Crocodile Farm’ (Appendix 3)

Summarising

List the important facts from the article in your workbook.


(choose 1 activity)

Reading

Read to Someone

Spend 20 minutes reading a to a family member or toy.

Making Connections

Does this text remind you of something you have read, seen or done? Write your thoughts in your workbook.


(choose 1 activity)

Reading

Read to Self

Read the poem, ‘When People Peer Down’

(Appendix 3)

Questioning

What was the author’s intention when writing this poem? Write your thoughts in your workbook.


(choose 1 activity)

2


Writing - Handwriting

1. Look at the handwriting focus in Appendix 4 for the corresponding week.

2. On your handwriting whiteboard (included in your resource pack), practise the joins and words in your best cursive handwriting.

Access: Writing Enrichment Learning Grid

(choose 1 activity)

Writing Week 8

1. Look at Appendix 5 and read the fact file on elephants.

2. Turn each dot point from the fact file into full sentences. Write these in your workbook.

Week 9

1. Look at Appendix 5 and read the ‘Informative Text Fact File on Cupcakes’.

2. Sort the facts into the correct fact file box. Hint: There are 3 facts per box. You may need to write this in your workbook if you don’t have enough room.


(choose 1 activity)

Writing Week 8

1. Look at Appendix 5 and use the ‘Week 8 - Informative Text Scaffold’ to begin writing an information report on elephants. Remember an information report only uses facts. It does not include your opinion. Use the fact file from yesterday for your information. Only complete the introduction, paragraph 1 and paragraph 2.

Week 9

1. Look at Appendix 5 and use the ‘Week 9 - Informative Text Scaffold’ to begin writing an information report on cupcakes. Use the fact file from yesterday for your information. Only complete the introduction, paragraph 1 and paragraph 2.

Access: Writing Enrichment

Learning Grid

(choose 1 activity)

Writing Week 8

1. Use the ‘Week 8 - Informative Text Scaffold’ in Appendix 5 to continue drafting your information report on elephants. Complete paragraph 3, your conclusion and a detailed drawing.

2. Proofread and edit your work, ready for publishing tomorrow.

Week 9

1. Use the ‘Week 9- Informative Text-Scaffold’ in Appendix 5 to continue drafting your information report on cupcakes. Complete paragraph 3, your conclusion and a detailed drawing.

2. Proofread and edit your work, ready for publishing tomorrow.


(choose 1 activity)

Writing Week 8

1. Publish your information report on elephants in your workbook. You are able to use sub-headings in an information report.

2. Remember to include a detailed drawing.

Week 9

1. Publish your information report on cupcakes in your workbook. You are able to use sub-headings in an information report.

2. Remember to include a detailed drawing.


(choose 1 activity)

Access: Brain Breaks Enrichment Learning Grid

3


Middle Mindfulness & Positivity

Access: Mindfulness & Positivity Enrichment

Learning Grid

Mindfulness & Positivity


Learning Grid


Access: Mindfulness & Positivity Enrichment Learning

Grid



Learning Grid



Learning Grid

Number of the Day

On your whiteboard, complete the Number of the Day activity for the corresponding week and day. (Appendix 6)

Number of the Day

Your number for today is 228 (Week 8) and 2323 (Week 9).

Use words and pictures to show as much information about the number as you can.

Number of the Day


Number of the Day

Your number for today is 763 (Week 8) and 8250 (Week 9).

Use words and pictures to show as much information about the number as you can in your maths book.

Number of the Day


Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack. Use a clock/ stopwatch to time yourself.

Record this time in your maths book.

Times Tables

1. Write out your 3x and 4x tables (questions only) in your maths book to 12 randomly.

2. Write the answers on a separate piece of paper, then cut them out and shuffle them, then match them to the correct question.

Ask a parent/carer to quiz you randomly on them.

Times Tables




Times Tables




Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack.

Use a clock/stopwatch to time yourself. Try to beat your Monday time!

Record this time in your maths book.

4


Whole Number/Position 1. Read and write the

WALT for the correct week and day in your Maths book. (Appendix 7)

2. Complete the activities for the correct week and day in your Maths book. (Appendix 7)

Access: Mathematics

Enrichment Learning Grid (choose 1 activity)

Whole Number/Position 1. Read and write the

WALT for the correct week and day in your Maths book. (Appendix 7)


Access: Mathematics Enrichment Learning Grid

(choose 1 activity)

Multiplication/Position 1. Read and write the WALT

for the correct week and day in your Maths book. (Appendix 7)



(choose 1 activity)

Multiplication/Position 1. Read and write the WALT for the correct week and day in your Maths book. (Appendix 7)

2. Complete the tasks for the correct week and day in your Maths book (Appendix 7)


(choose 1 activity)

Speed/Position 1. Read and write the WALT for the correct week and day in your Maths book. (Appendix 7)

2. Complete the tasks for the correct week and day in your Maths book. (Appendix 7)


(choose 1 activity)

Access: Brain Breaks Enrichment Learning Grid

Afternoon Science

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

PDHPE

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

Creative Arts

Access: Creative Arts Enrichment Learning Grid

(choose 1 activity)

History/Geography

Access: History/Geography Enrichment Learning Grid

(choose 1 activity)

Family Time or Free Play

Enjoy an activity with your family or have some free

play.

Hands on Learning

Access: Hands on Enrichment Learning Grid

(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

5

Appendix 1 - Spelling Sounds and Suffixes Week 8

Phonics Focus

or, ore, a, aw, au as in horse, core, ball, paw, sauce

Suffix: - ible

Week 9

Phonics Focus

ou, ow as in cloud, flower

Suffix: - ful

6

Appendix 2 - Grammar and Punctuation Week 8 – Direct Speech

7

Week 9 – Indirect Speech

Write the key information in your workbook

Complete the activities below on indirect speech

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Appendix 3 – Reading

11

Appendix 4 – Handwriting Targeting Handwriting Interactively – Blake Education

Week 8 - The letters f, o, r, v, w and x don't join to the letter 'e'

Week 9 – The letter Aa and all joins

12

Appendix 5 – Writing

Week 8 – Fact File on Elephants

13

Week 8 - Informative Text Scaffold

Note: If you need more space, write it into your workbook.

14

Week 9 – Informative Text Fact File on Cupcakes

15

Week 9 - Informative Text Scaffold

Note: If you need more space, write it into your workbook.

16

Appendix 6 – Number of the Day https://mathsstarters.net/numoftheday

Week 8 Day 1 Day 3 Day 5

Week 9 Day 1 Day 3 Day 5

https://mathsstarters.net/numoftheday

17

Appendix 7 – Mathematics Lessons Whole Number and Multiplication

Week 8 Day 1

WALT - Round numbers to a specified place value Day 2

WALT - Recognise different abbreviations of numbers used in everyday contexts

Follow these steps to round the numbers below:

Activity Round the following numbers to the nearest 10:

- 13 - 29 - 52

Round the following numbers to the nearest 100: - 105 - 392 - 498

Round the following numbers to the nearest 1000: - 1 869 - 1 581 - 1 135

Round the following numbers to the nearest 10 000: - 12 788 - 19 502 - 33 097

Roman Numerals cannot have more than 4 of the same symbols.

Lets take a look here

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Week 8

Day 3 WALT - Multiply numbers of up to four digits

Day 4 WALT - Multiply numbers of up to four digits

Solve the multiplication problems below. Remember to start with the ‘ones’ column first and to add a zero before you move on to the tens ‘place’. The first one has been done for you.

Solve the multiplication problems below. It is really helpful when we know our times tables off by heart. Lets practise some more questions similar to yesterday!

Add zero

Write 2 more of your own to solve:

19

Speed and Position

Week 8 Week 9 Day 5

WALT – Solve simple problems involving speed Day 1

WALT – Find and describe a location on a map

Record this information

in your book.

Activity Time!

What does a key/legend on a map tell us?

A map key is sometimes also called a legend. Legends or map keys use symbols, colours, or lines to represent important places or landmarks on a map.

Using the ‘Tall Trees Picnic Ground’ map answer the following questions:

1. What are the items listed on the

key?

2. Where is the compass on this

map?

3. If I was to walk through the

entrance, down the path to the

water, what would I see?

4. When I finish on the rope swing I

want to sit down at the picnic

tables. What direction would I

walk?

5. After lunch at the picnic tables I

need to put my rubbish in the bin.

What direction would I walk?

20

Week 9 Day 2

WALT – Follow a sequence of directions to find a particular location on a map

Using the map solve the following questions:

1. If I start on Pacific Way and walk North up Bishop

Lane, what street is on my first right?

2. If I walk out of Dan’s House and go all the way to

the end of Gynn Terrace, what will I see?

3. I am travelling South down Lark Avenue, what will I

arrive behind?

4. I leave school and start to walk South down Acacia

Road, I turn right at Pickles Road.

Who’s house am I at?

It is really important to remember that you need to imagine yourself on the map walking so that you go

the correct way. For example:

If you are walking South down Acacia Road your body is facing

South towards the bottom of the map meaning there are only right

hand turn options onto other streets not left. If you are not

facing the right way you will go in the wrong direction.

21

Week 9 Day 3

WALT – Use a map to plan and describe a route from one location to another

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Week 9 Day 4 and 5

WALT – Find and describe a location on a map including from one location to another

Day 4: 1) In your workbook, list all the areas of our school including the buildings, classrooms and playground areas.

2) Using the grid squares below make a birds eye view of our school – ‘Birds eye’ means from the top – imagine you are in a helicopter taking a photo from above.

Day 5: Using your map of Tenambit Public School from yesterday answer the questions below.

Day 5 Questions:

(answer in your Maths book)

A. Record how you would

get from the Front Office

to the MPC?

B. What is to the right of the

Library if you are

standing at the Library

door?

C. Whose classroom is

closest to the Basketball

Court?

D. Record how you would

get to the Chicken Pen

from 5/6Green?

Daily Learning Tasks: Purple Weeks 8 9

Documents

Transcript of Daily Learning Tasks: Purple Weeks 8 9