Daily Work Pad

ROOM 11 – Mrs Hartley

Daily Work pad - Week 6PHOTOCOPY –

Spelling contracts

Maths Plus 3 pages x2

Soundwaves 2 x2

Materials worksheet

ZONES photocopies

Time Monday 8:30 – 8:40 Students come in and set up for the day

Check homeworkStudents prepare for the day. Change reading books

8:40 – 9:00 Morning MeetingStudents sit on the mat. Welcome students. Go over changes to the classroom – new seating arrangements. Review classroom rules. Go through daily timetable and what we will be learning today.

Students return to their seats.

Hand back any marked work – (health)

9:00 – 9:30 ZONES – Lesson 1

Explain to students that we will be introducing a new program into the classroom that focuses on emotions. Show students the board where the posters will be placed.

Explain that feelings can be divided into 4 main sections, down, ready to learn, heightened and alert. Provide examples for each category. Ask students if they understand and if they can provide more examples for each category.

One at a time students draw a card with a feeling. They make the expression and students get two guesses. Student suggests where this feeling should go, blue, red, green or yellow. The call agrees or makes another suggestion. Student glues this onto the correct poster. Complete until all cards are glued on. Ask students what colour they are on at the moment. Discuss with students what happens if they are on red, or blue, what happens if they place themselves on red but are not actually feeling those emotions.

Ask students to suggest why this could be a good thing to use in the classroom. Hand out cards to students who can create one for themselves. They are to include their name. This is to be laminated.

9:30 – 10:00 Literacy Block

Spelling Pre-test(if students are quiet and are able to write down all their spelling words they will receive 5 dojo pointe each)

Read the weekly spelling words from books 3 and 4. Caleb uses book 2. Have a student test him on his words in the wet area. (Breanna W, Brooke, Danny). Students mark their own work. Record students spelling results on the sheet hanging up behind the teacher’s desk.

Students are then to complete questions 1, 3, 4 and 5 in their soundwaves books.

Take three or 4 students aside to complete guided reading. Focus on questions that students should ask before, during and after reading. They can write these onto the questions board.

BRAIN BREAK Class Novel

Review editing skills – What to look for. Capital letters Full stops Underline any words you are unsure how to spell. Is the story exciting? Do you tell your audience what happens to the teacher?

Students are to complete their stories. They are to show that they have edited their work. Students who are finished and have edited can type their finished stories in a word document and print it out. This is placed on display in the classroom.

NEWSStudent’s names are on the news board. Students can ask two questions. The news teller can chose their best listener who can opt for a Dojo or a marble.

Pop Quiz – ask students questions about the news that they heard. Those who answer correctly can have a marble.

10:00 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS 11:00 – 11:15 Maths

Mental maths – Students complete their mental maths activities in their mental maths book. Laminated mental maths cards are in the purple folder. Place a timer on the projector for 5 minutes. Students then mark their own work and record their results in the front of their mental maths books. They can give themselves a stamp if they improved their score. Stamps are located behind the teacher’s desk in the green draws.

BRAIN BREAK CHANCE with dice.

Review previous activity with Dice – who can recall the most popular number that was rolled. - What are the possible results you could get from rolling a six sided dice?- What number do you think is the most likely to be rolled? - Is it likely that you would roll an 8?

11:15 – 12:00

- What word could be used? – unlikely, impossible, uncertain.

In pairs students conduct their own experiment rolling a dice. They roll the dice 20 times. They are to present the data on a bar graph. Students say what their most popular number was and share it with the class. Create a graph from this data on the board.

12:00 – 1:00 DOTT (LOTE)

Record marks for T & E

1:00 – 1:40 LUNCH1:40 – 2:00 Read Aloud

There is a Roald Dahl CD in the CD player ready to go. 2:00 – 2:40 T & E

Testing materials – interactive.

Characteristics of Materials.

Show students the interactive and explain that we will be going through the interactive as a class. Have students guess for the first material. See if they are correct. Hand out worksheets and explain how students are to complete them. Work through each material as a class and have students complete the chart on the worksheet.

Verbally give the students the test questions and have them write the answers on their worksheets.

Students can complete their futuristic clocks and advertisement. Design your own futuristic clock. Decide what materials you will use. Explain why you chose these materials and why they are suited to your needs. Draw picture of clock and label the different parts. Design an advertisement for your clock. Who would buy it? Who would make it? What are the features of this clock that make it more appealing than other clocks?

2:40 – 2:50 Pack and Stack HOME TIME


Daily Work pad - Week 6

PHOTOCOPY -

Time Tuesday 8:30 – 8:40 Students come in and set up for the day




Hand back any marked work

9:00 – 9:30 BINGO

Review the different emotions on the posters. Quick questions to check understanding – what colour would sad be on? What about frightened? Angry? Calm?-what face am I making? – confused, excited, bored. Explain goal of bingo to students – to recognise facial expressions. Why is this important?

Students divide a piece of A4 paper into nine squares. Students chose one of the emotions from the posters to place into each box. They are to write the word and draw a picture of a facial expression for that emotion. – nine different facial expressions. (Have a list of the emotions written on the board. Call out the emotions from this list and mark off the ones that have been called out.

Post – it –note reflectionsWhy is it important to recognise different facial expressions?

BRAIN BREAK


EA – Test students on their sight words. They will receive a Dojo for each list they move along. The results are recorded in the marks book.

Spelling SOUND WAVES

Students are to complete numbers 1,3,4,5 on the second page. When this is completed, students can begin their spelling contracts. Students use the words that they spelt incorrectly on yesterday’s test. They can also select words from the extension lists.

Students who finish this can then use the Ipads and go onto Soundwaves.

COMPREHENSIONRead through text and questions as a class first. Guided Reading groups?

BRAIN BREAK



9:50 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT (PA)

Record marks for Geography / T&E

12:00 – 12:15 MathsMental Maths Students know the routine pretty well. They are to use their mental maths books. In the purple folder are the mental maths cards. Each student is given one of these. Put a countdown timer on the board for 5 minutes. If students complete their questions early they are to then mark their own work. Their results are recorded in the front of their books. They can give themselves a stamp if they have improved on their previous score. Stamps are located behind the teacher’s desk in the green boxes.

BRAIN BREAK . Symmetrical Patterns.

Definitions for Symmetrical and Asymmetrical. Students find one example for something symmetrical in the classroom, and one example for something asymmetrical in the classroom. Students go outside and find one thing that is symmetrical on the playground and one thing that is asymmetrical.

Discuss how some shapes can have more than one line of symmetry – show examples from a square and a hexagon. Ask, how many lines of symmetry does a circle have? Demonstrate on the board how to draw a pattern that has two lines of symmetry. Using graph paper students draw a symmetrical pattern with two lines of symmetry. They must start with a lead pencil cross to ensure the lines are symmetrical. They then colour this in. They must use rulers.

Post –it – note reflection Name one thing in nature that is symmetrical

12:15 – 1:00

1:00 – 1:40 LUNCH DUTY 1st LUNCH 1:40 – 1:50 Silent Reading

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:40 Health

Paths

Dear Problem Solvers. Students will read out their letters from last week. The class will give them some compliments and say what they liked about the letters. Students will be given another situation and will write another letter in reply. – have this letter written up on the board.

- Show students how they are to set out their letter, where to start on a new line. How to end their letters.

BRAIN BREAK


Anecdotal Notes

Daily Reflection:






8:40 – 9:00

9:00 – 9:10

Morning MeetingStudents sit on the mat in their allocated seats. Welcome students. Review classroom rules. Go through daily timetable and what we will be learning today.


ZONES – Review Review where students have placed their names on the coloured posters. Ask students to share what they are feeling at the moment.

9:10– 9:40 Literacy Block

Spelling Pre-test(if students are quiet and are able to write down all their spelling words they will receive a dojo point each)




BRAIN BREAK Comprehension Sheet(located on the bookshelf behind the teachers desk.) There are also copies of handwriting sheets for students if they finish their work early.

Read through the sheet with the students. Go through the questions and brainstorm how students would answer the questions.

Hand out sheets – students to work independently.



9:40 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS 11:00 – 11:15 Maths


BRAIN BREAK Maths Plus. Students are to work on pages that focus on Symmetry.

Year 3 – 142

Year 4 – 70,

11:15 – 12:00

12:00 – 1:00 DOTT (LOTE)

Mark Maths Plus

1:00 – 1:40 LUNCH1:40 – 2:00 Read Aloud

There is a Roald Dahl CD in the CD Player ready to go. 2:00 – 2:40 T & E

Testing Materials – interactive

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/keeping_warm.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/keeping_warm.shtml

Demonstrate on the projector how students use the interactive. Ask for questions and check for understanding.

Students are to work in pairs on the ipads or the computers in the wet area. Students complete the graph and take the quiz. Recod their results from the quiz and check the graph.

If students finish early they can complete their futuristic clocks and advertisement. – Should be in the T & E folder behind the teacher’s desk.

Design your own futuristic clock. Decide what materials you will use. Explain why you chose these materials and why they are suited to your needs. Draw picture of clock and label the different parts. Design an advertisement for your clock. Who would buy it? Who would make it? What are the features of this clock that make it more appealing than other clocks?




PHOTOCOPY – Maths Plus 3 page 102 x2



8:40 – 9:00 Morning MeetingStudents sit on the mat. Welcome students. Go through daily timetable and what we will be learning today.

Hand back any marked work - comprehension / handwriting

9:00 – 9:30 ZONES LESSON 3

BRAIN BREAK






COMPETING WORK – Students need to complete their Geography PowerPoints, their narrative for “The Magic Finger” and they need to organise their big and little trays.

BRAIN BREAK



9:50 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT (PA)

Record marks for Geography / T&E


BRAIN BREAK

Patterns with numbers and shapes. Brainstorm where students would see patterns in everyday life, in nature.

Year 3- 102Year 4- 142,

Students are to mark their own work. There are maths games at the front of the class for early finishers.

12:15 – 1:00

1:00 – 1:40 LUNCH DUTY 1st LUNCH - Junior area1:40 – 1:50 Silent Reading

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:40 Art/Maths

Students are to create a pattern using 3 different 2d shapes.

Review 2d shapes and their names. Provide students with a piece of graph paper – on big bookshelf. They must use a lead pencil and ruler. Once their pattern in complete, then they can use any means to colour in their pattern.

BRAIN BREAK


Anecdotal Notes

Daily Reflection:



PHOTOCOPY –

Fraction templates

Handwriting

Time Wednesday 8:30 – 8:40 Students come in and set up for the day





9:00 – 9:30 ZONES – Lesson 2b

Collage Explain intent of the lesson, to help recognise facial expressions and to

categorise these into the four groups.

Have a selection of magazines and newspapers for students to create a collage from. Have 4 A3 pieces of paper, each with a label, green zone, yellow zone, red zone or blue zone. Students find pictures of people and cut them out. They glue them on to the correct piece of paper depending on their facial expression. Each students needs to find one picture for each poster.

9:30 – 9:45 MathsTimes tables challengeSpelling champion

Time tables practice



9:45 – 10:20

10:20 – 10:4010:40 – 11:00 RECESS11:00 – 12:00 DOTT -

Library – returns only. 15 minutes.

12:00 – 1:00 Computer Lab –

Students begin their Geography power point. They use their notes for the text and google images. They include a heading and subheading. -go through what is required from them on the mini whiteboard before the session.

1:00 – 1:40 LUNCH DUTY 1st LUNCH 1:40 – 1:50 Reading Aloud

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:30 Geography

Students present their power point presentations. This is recorded onto the Ipad and played back for the students to watch. The students reflect on their learning.

2:30 -2:50 Pack and Stack HOME TIME Tell students that we are going to play a game called “Stone Face”Have students sitting down at their desks. Invite students to pack, stack and sit on the mat one group at a time. If students can do this quickly and quietly there should be time for a game before home time.


Daily Work pad - Week 8PHOTOCOPY – T and E worksheet

Christmas Co-ordinates worksheet BOGGLE sheets



8:40 – 9:00 Morning MeetingStudents sit on the mat. Welcome students. Review classroom rules. Go through daily timetable and what we will be learning today.

Students return to their seats. Review Zones and ask students how they are feeling, what colour they are on.

Hand back any marked work – (writing)

9:00 – 9:30 ZONES


Spelling (Boggle)

BRAIN BREAK Class Novel Some students will need to complete their stories for “The Magic Finger.”Other students can draw a picture to match their story. This will be placed on display in the classroom.



10:00 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS 11:00 – 11:20 Maths


BRAIN BREAK

Co-ordinatesReview how to read co-ordinates. Read through worksheet. Worksheet. Students read the co-ordinates and colour them in the correct colours.

11:20 – 12:00

12:00 – 1:00 DOTT (LOTE)

1:00 – 1:40 LUNCH1:40 – 2:00 Read Aloud

Listen to the Roald Dahl CD in the CD player. “The Twits” 2:00 – 2:45 T & E

On coloured A3 paper, students cut out the different materials and organise them according to their properties. They must write headers for each category.


Students who complete their work early can clean out their big and little trays.

2:30 – 2:50 Play Stone Face

Pack and Stack HOME TIME



PHOTOCOPY – writing checklist

A3 summary sheet

Laminated task cards.

Santa Grid






9:00 – 9:30

SummarizingThe class will complete the summarizing page as a class. Students will work in pairs to complete each task card. Practice summarizing as a class. Use one card for the class to summarise. In Pairs students summarise one card. They write their summary onto the class summarising sheet.Students read out their task card to the class and read out their summary. The class thumbs up or thumbs down, if it was a good summary.

BRAIN BREAK Persuasive text“We should have a class party in week 10”Review elements of persuasive text. Introduction, 3 points and a summary

Students edit their work with writing checklist.



9:30 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT (PA)12:00 – 12:15 Maths

Mental Maths Students know the routine pretty well. They are to use their mental maths books. In the purple folder are the mental maths cards. Each student is given one of these. Put a countdown timer on the board for 5 minutes. If students complete their questions early they are to then mark their own work. Their results are recorded in the front of their books. They can give themselves a stamp if they have improved on their previous score. Stamps are located behind the teacher’s desk in the green boxes.

BRAIN BREAK . Copying onto a grid. Students complete the drawing of santa onto the grid. Or they can do the Christmas Tree.

Students then need to enlarge the drawing of Santa to twice the size. They can use graph paper to complete this. They are to use the squares on the graph paper to help them.

12:15 – 1:00


Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:30 ART

Snowflakes – Students need to read and follow the instructions. Put snowflakes up in the classroom or they can be taken home.







Students return to their seats. Hand back any marked work

9:00 – 9:30 ZONES

BRAIN BREAK

9:30 – 10:00 Maths


Times tables challenge

Students complete their Santa grid from Tuesday. They must complete their enlargement picture and colour it in. This can be displayed with the original picture.



10:00 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT

- Handwriting practice. Students complete second half of the handwriting assessment to see improvement. -No library. Students with books to return can do so in pairs. -

BRAIN BREAK 12:00 – 1:00 Computer Lab –

Students complete their “Magic Finger Stories”Reading EggsBBC Touch Typing


Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:30 Art

Introducing perspective. Take a picture of each student from the ground, looking up. Students then print this out. They label the different parts, tummy, head, nose, hands, legs. They identify the different shape and position of these sections in the picture. They can colour these in.




Writers Checklist

Time table True and False

Spot the difference.




Go through the Blurt chart, how it works and give students an aim, only 10 Blurts for the morning session. Explain what a Blurt is and what it is not.

Go through the containers that will be placed on students desks. Show students what they contain and how they are to be used. Introduce the new classroom rule, no one is to be out of their seat during lessons without permission. If they do then they move up the behaviour chart.

Explain what the Santa pictures are for. Ask students to give an example of an act of kindness that they could do for someone today. When students are kind to someone they can write it in the space provided. Encourage students to complete at least one today.

9:00 – 9:30 HEALTH

Ask students 2 at a time to say how they are feeling and what zone they are in. They move their name to the correct zone. Then they sit at their desks.

Read students the book about bullying.

In writing books, students answer the following questions.

- What is bullying?- Who is a bully?

- How can you stop people from bullying others?- If you are being bullied, what can you do?

Once students have finished they can complete a spot the difference while the rest of the class finish the questions.

Have volunteers read out their answers to the questions. Ask the class if they could add anything to the answer.

BRAIN BREAK 9:30 – 10:20 Literacy Block

Persuasive Text “Should We Have a Class Party in Week 10”

Class on the floor. Review the structure of a persuasive text, introduction, point 1, point 2, point 3 and conclusion. As a class decide what stance the students will write from. Come up with a list of points as a class.

Students then complete their persuasive writing independently choosing three points from off the board.

If students finish early they have to complete the writer’s checklist. They can then use the IPad to go onto Reading Eggs.

Weaker students can come onto the mat and work in a small group to write a text with me using the small whiteboard. They can then copy this down into their writing books.

BRAIN BREAK



10:20 – 10:40

10:40 – 11:00 RECESS 11:00 – 11:15 Maths


BRAIN BREAK Time Tables Practice True and False sheet.

11:15 – 12:00

Take a group of students onto the mat to complete together.

Early finishers can come up with two more examples of true and false statements. Then they can complete the spot the difference.

12:00 – 1:00 DOTT (LOTE)

1:00 – 1:40 LUNCH1:40 – 2:00 Silent Reading

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 2:00 – 2:45 T & E

Cut and Paste Materials.

On coloured A3 paper, students cut out the different materials and organise them according to their properties. They must write headers for each category.


Students who complete their work early can clean out their big and little trays.




PHOTOCOPY –

Check comprehension activity – identify spelling and grammar errors.

Time table code activity



8:40 – 9:00 Morning MeetingStudents sit on the mat. Welcome students Review classroom rules. Go through daily timetable and what we will be learning today.



Reminder of Acts of Kindness.


WRITINGEA – Work with students to complete their persuasive text out in the wet area. (Logan, Eliesha and Brayden)

Students complete their persuasive text.

Have a few students read out their arguments to the class.

BRAIN BREAK READING

Comprehension activity – on shelf behind desk



9:30 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT (PA)12:00 – 12:15 Maths

Mental Maths Students know the routine pretty well. They are to use their mental maths books. In the purple folder are the mental maths cards. Each student is given one of these. Put a countdown timer on the board for 5 minutes. If students complete their questions early they are to then mark their own work. Their results are recorded in the front of their books. They can give themselves a stamp if they have improved on their previous score. Stamps are located behind the teacher’s desk in the green boxes.

BRAIN BREAK . Practicing Time Tables

Secret Message. Explain to students what they have to do. Complete the first 3 with the class. If students are unsure then work with them on the mat.

Times Table champion

12:15 – 1:00



Paths



BRAIN BREAK


DAILY REFLECTION:



PHOTOCOPY – times table wheels

Writers checklist

Thinkers keys





8:50 – 9:30 HEALTH

Plays about BullyingStudents complete their plays from yesterday. They can then perform their plays for the class.

9:30 – 9:45 MathsTimes tables challenge

9:45 – 10:20

Time tables practiceMultiplication wheels. Explain to students how these work and how to assemble them. Students then cut them out and assemble the multiplication wheels. Once completed, students can then play a game.

One student gives a question and the other guesses the answer. The answer is checked using the wheel. See who can get the longer run of correct answers.

Differentiate by using 5x tables for lower students and 4 or 6 times for higher students.

POST it NOTE reflectionDo you feel confident that you know your times tables?

BRAIN BREAK



10:20 – 10:40

10:40 – 11:00 RECESS DUTY Jnr Area11:00 – 12:00 DOTT - Students are to write a letter to Santa

asking him for their top 3 presents. They need to justify why they should receive these gifts.

Writing checklist


Type letter to Santa.

BBC Touch TypingReading Eggs

Cool Maths Games

1:00 – 1:40 LUNCH 1:40 – 1:50 Silent Reading

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:40 Christmas Thinking Keys

Students are to design a toy that they could make for a younger student. Students can clean out their trays – big and little.




Spelling contracts


Soundwaves 2 x2

Materials worksheet

ZONES photocopies





Hand back any marked work – (health)

9:00 – 9:30 ZONES

Explain to students that we will be introducing a new program into the classroom that focuses on emotions. Show students the board where the posters will be placed.

Explain that feelings can be divided into 4 main sections, down, ready to learn, heightened and alert. Provide examples for each category. Ask students if they understand and if they can

provide more examples for each category.

One at a time students draw a card with a feeling. They make the expression and students get two guesses. Student suggests where this feeling should go, blue, red, green or yellow. The call agrees or makes another suggestion. Student glues this onto the correct poster. Complete until all cards are glued on. Ask students what colour they are on at the moment. Discuss with students what happens if they are on red, or blue, what happens if they place themselves on red but are not actually feeling those emotions.

Ask students to suggest why this could be a good thing to use in the classroom. Hand out cards to students who can create one for themselves. They are to include their name. This is to be laminated.


Spelling Pre-test(if students are quiet and are able to write down all their spelling words they will receive 5 dojo pointe each)




BRAIN BREAK Class Novel

Review editing skills – What to look for. Capital letters Full stops Underline any words you are unsure how to spell. Is the story exciting? Do you tell your audience what happens to the teacher?

Students are to complete their stories. They are to show that they have edited their work. Students who are finished and have edited can type their finished stories in a word document and print it out. This is placed on display in the classroom.



10:00 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS

11:00 – 11:15 Maths


BRAIN BREAK CHANCE with dice.

Review previous activity with Dice – who can recall the most popular number that was rolled. - What are the possible results you could get from rolling a six sided dice?- What number do you think is the most likely to be rolled? - Is it likely that you would roll an 8?- What word could be used? – unlikely, impossible, uncertain.

In pairs students conduct their own experiment rolling a dice. They roll the dice 20 times. They are to present the data on a bar graph. Students say what their most popular number was and share it with the class. Create a graph from this data on the board.

11:15 – 12:00

12:00 – 1:00 DOTT (LOTE)

Record marks for T & E

1:00 – 1:40 LUNCH1:40 – 2:00 Silent Reading

Students must select an appropriate book for their reading level and read continuously for 20 minutes. 2:00 – 2:45 T & E

Testing materials – interactive. Students can complete their materials worksheet.



DAILY REFLECTION:

____________________________________________________________________________________________

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PHOTOCOPY -











COMPREHENSIONRead through text and questions as a class first. Guided Reading groups?

BRAIN BREAK

Identify the audiences for the given texts. – use examples form the text to support reasons. How does the language engage the audience?Describes structures in the given text. Describes response to the text and gives reasons to support argument.

Once students finish they can complete their story they began on Monday.



9:20 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT (PA)

Record marks for Geography


BRAIN BREAK . Symmetrical Patterns.

12:15 – 1:00



Paths



BRAIN BREAK


DAILY REFLECTION:



PHOTOCOPY –

Fraction dice – check maths store room.






9:00 – 9:30 ZONES

9:30 – 9:45 MathsTimes tables challengeSpelling champion

Time tables practice

Maths Plus Year 3 – 138 / 121 / 103Year 4 – 137 / 133

Plenary – Have students show a fraction, as with a section of a group, part of a shape or as a decimal and place these on the what stuck with you today board.



9:45 – 10:20

10:20 – 10:40

10:40 – 11:00 RECESS11:00 – 12:00 DOTT


Students begin their Geography power point. They use their notes for the text and google images. They include a heading and subheading. -go through what is required from them on the mini whiteboard before the session.


Students must select an appropriate book for their reading level and read continuously for 20 minutes. 1:50 – 2:30 Geography

Students can complete their PowerPoint presentation, if they have not done so already.

Students who have completed it can make sure they have completed everything else for Geography and that they have handed it in.

Students can clean out their trays – big and little.

2:30 -2:50 Pack and Stack HOME TIME

Tell students that we are going to play a game called “Stone Face”Have students sitting down at their desks. Invite students to pack, stack and sit on the mat one group at a time. If students can do this quickly and quietly there should be time for a game before home time.

DAILY REFLECTION:

Daily Work Pad

Documents

Transcript of Daily Work Pad