STAGE 2 OVERVIEW Monday Tuesday Wednesday Thursday Friday
Transcript of STAGE 2 OVERVIEW Monday Tuesday Wednesday Thursday Friday
STAGE 2
OVERVIEW Monday Tuesday Wednesday Thursday Friday
Week 2 T3
Morning ENGLISH
Reading
Spelling
Sentence of the Day /
Grammar
Writing – Deconstructing
persuasive texts
ENGLISH
Reading
Spelling
Sentence of the Day /
Grammar
Writing - Tree house
persuasive writing
ENGLISH
Reading
Spelling
Sentence of the Day /
Grammar
Writing – Deconstructing
persuasive texts 2
ENGLISH
Reading
Spelling
Sentence of the Day /
Grammar
Writing - Moon landing
persuasive writing
ENGLISH
Reading
Sentence of the Day / Grammar
Handwriting
MATHEMATICS-
Whole number
Mathletics
LUNCH
Middle MATHEMATICS –
Whole number
Measurement and
Geometry
MATHEMATICS-
Whole number
Measurement and
Geometry
MATHEMATICS-
Whole number
Measurement and
Geometry
CATCH UP
LIBRARY – Mrs Smok
FRUITBREAK
Afternoon THE OLYMPICS SCIENCE
GEOGRAPHY CAPA
(Creative & Practical Arts)
PHYSICAL EDUCATION
Stage 2 (Year 3 & 4) Week 2 Term 3
MONDAY
WELL BEING MONDAY!!! Send a picture on Seesaw of your pet/s with their name and what you love about them. If you don’t have a pet,
send a picture of a pet you would like to have and why 😊
English- Reading
Today we are focussing on a comprehension strategy called asking questions. Good readers ask themselves questions as they read to help
them understand the text and to figure out the deep meaning of the book.
Learning Intention: I am learning to ask myself questions while I am reading so I can understand the text I am reading.
Success Criteria: Before reading a text, I can ask myself questions to activate my prior knowledge and make predictions.
Watch the video to help you understand the importance of questioning: https://www.youtube.com/watch?v=F9BWnulpc7s or search on
YouTube – Lesson 13 - Good Readers Ask Questions As They Read! - Parents Help Kids Learn
Here are some ideas of questions you can ask yourself before, during and after reading:
Questions I ask myself before reading Questions I ask myself during reading Questions I ask myself after reading
What do I think this book will be about? Why?
What characters might I meet?
What do I think will happen?
Where will this story be set?
What clues are in the title or any pictures?
What do I already know about the topic of this story?
Does the topic of this story remind me of anything you I
seen or done before?
Stop at different points during the book
and ask questions about the setting, the
characters and the plot.
What will happen next in the story? Why
do I think that?
How do I feel about the main character?
Are there any ways that I can connect
with any of the characters? Who?
Why/why not?
How do I think the story is going to end?
• What is the main message of this
story?
• What did I like or dislike about the
story?
• What was the author’s purpose?
How do I know this?
• Was there a problem to be resolved
in the story? If so, how was it
resolved?
• Have my feelings about any of the
characters changed? How?
• How did the story make me feel?
The story we are going to listen to today is- The Monster Who Ate My Peas. Complete the question chart before reading. When you have
written 4 (you may write more) questions in the before reading box, listen to the story.
You will find a copy of this in the Stage 2 learning pacK
The Monster Who Ate My Peas by Danny Schnitzlein - YouTube
After the reading activity you can create your own monster. Label the different animal parts of the monster. Write a couple of sentences
describing your monster, what your monster loves to eat and some adventures it has had. Perhaps you can give your monster a name.
Reading
Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting,
like we are talking. We can: * stop at full stops * change our voice when characters talk * read at the right speed. Practise reading a story
/chapter out loud. Try to read fluently and with expression. Read to someone in your house or class and ask them to give you feedback. You
should read for at least 10 minutes.
Sentence of the Day / Grammar
Spelling - Seesaw activity
Choose Level 1 OR Level 2 and follow the instructions in
Seesaw
CRUNCH & SIP
Have a stretch - go for a short walk or 20 star jumps
Writing
Deconstructing persuasive texts 1
CODES:
3/4A- LKJ49 4M- 6FV34
4L- EJ3SY 3F- FWL4S
3Q- P7FXL
LUNCH
MATHEMATICS
WARM UP- Seesaw: Multiplication Warm up
MATHEMATICS – Whole Number
CODES:
3/4A- VRHFN 4M- JXDY3
4L- WSJEV 3F- RC6DK
3Q- ATZQ9
MATHEMATICS – Measurement and Geometry
CODES:
3/4A- K6DWF 4M- SJCTX
4L- SMRWB 3F- MY35S
3Q- QEIY2
Measurement and Geometry - Seesaw activity- Perimeter challenge.
FRUITBREAK
The Olympics
Four-time Olympians Patty Mills and Cate Campbell have been announced as Australia's dual flag-bearers for the opening ceremony at the
Tokyo Olympics.
Choose one of these athletes and create an athlete profile for them. Use this graphic organiser to help you organise your information.
Worksheet provided in Stage 2 Pack
Stage 2 (Year 3 & 4) Week 2 Term 3
TUESDAY
Reading
Today we are going to write a retell of the story- The Monster Who Ate My Peas.
The Monster Who Ate My Peas by Danny Schnitzlein - YouTube
Learning Intention: I am learning to retell a story in my own words.
Success Criteria:
I know the beginning, middle and end of the story.
I can retell the story in the correct sequence.
I used my own words.
I know the problem and a solution.
I used vocabulary from the text.
Watch this video to help you understand how to complete a retell of a story.
https://www.youtube.com/watch?v=w33-m8-geuM
While listening to the story Use the summary outline to make notes about the story.
After listening to the story use the summary outline sheet to write your retell.
Upload the retell sheet to Seesaw. Or you may wish to create a storyboard of the book, on a piece of paper or your book..
Reading
Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting, like we are
talking. We can: * stop at full stops * change our voice when characters talk * read at the right speed Practice reading a story /chapter out loud. Try to read
fluently and with expression. Read to someone in your house or class and ask them to give you feedback. You should read for at least 10 minutes.
Sentence of the Day / Grammar
Spelling - Seesaw activity
Continue with the same instructions as
yesterday
CRUNCH & SIP
Have a stretch -
go for a short walk or 20 star jumps
Writing - Tree house
Persuasive Writing
CODES:
3/4A- K2NGR 4M- NH3EM
4L- 8BTRY 3F- AGJTQ
3Q- KJF4I
LUNCH BREAK
MATHEMATICS
WARM UP- Seesaw: Multiplication Warm up
Whole Number CODES:
3/4A- NL5AM 4M- UQCDZ
4L- MTC6K 3F- QJKLV
3Q- 4GXSF
MATHEMATICS – Measurement and Geometry- Seesaw activity
Tuesday- Length lesson- Week 2.
FRUITBREAK
SCIENCE
Nearpod CODES:
3/4A- LVQ2H 4M- 5UMNT
4L- AX9QM 3F- FMYKC
3Q- QVNUM
Stage 2 (Year 3 & 4) Week 2 Term 3
WEDNESDAY
ENGLISH - Reading
K-W-L charts help you organise information before, during, and after a lesson. They help to engage you in a new topic, activate prior knowledge, achieve
learning intentions and monitor your learning. Watch this Clip to help you understand how to use the KWL chart
Learning Intention: I am learning to understand how to utilise the KWL comprehension strategy.
Success Criteria: I can explain the three steps to the KWL reading strategy.
I can utilise the KWL comprehension strategy when I read to help me understand what I have read.
https://www.youtube.com/watch?v=nAr7F7iDYIg or search KWL on YouTube
Today you are going to listen to a story- Bat loves the Night.
It is a hybrid text- A hybrid text is a text that presents important information about a specific topic using narrative text. It is usually story that gives you facts at the same time. The text may have a combination of illustrations, scientific drawing or photographs. There may be text boxes with facts to explain what the animal is doing. Maps and diagrams could be in the text.
Complete this KWL chart. Write down 5 or more facts you know about bats. Write down 4 facts you would like to learn about bats.
You will find a copy of chart in the Stage 2 learning pack
https://www.youtube.com/watch?v=Yel-OLQ6L9w - Bat Loves the Night
After listening to the text, write down 5 facts you learnt about bats. If you wish you could do extra research about bats to find out more about bats
especially the facts you wanted to learn about.
Reading
Fluency is reading smoothly. When we read aloud we want to read like a river, not like a robot. We also want our voice to sound interesting, like we are talking.
We can: * stop at full stops * change our voice when characters talk * read at the right speed Practice reading a story /chapter out loud. Try to read fluently and
with expression. Read to someone in your house or class and ask them to give you feedback. You should read for at least 10 minutes.
Sentence of the Day / Grammar
Spelling– Seesaw activity
CRUNCH & SIP
Have a stretch -
go for a short walk or 20 sit ups
Writing - Deconstructing persuasive texts 2
CODES:
3/4A- LVQ2H 4M- 5UMNT
4L- AX9QM 3F- FMYKC
3Q- QVNUM
LUNCH BREAK
WARM UP- Seesaw: Multiplication Warm up
MATHEMATICS – Whole number
CODES:
3/4A- UEH6G 4M- GRTLF
4L- R2HB8 3F- WAF8S
3Q- EGUNM
MATHEMATICS- Measurement and Geometry—Seesaw activity
Wednesday Length lesson- Week 2.
SEESAW ACTIVITY
Level 1
Level 2
Level 3
FRUITBREAK
GEOGRAPHY – Seesaw Activity
Stage 2 (Year 3 & 4) Week 2 Term 3
THURSDAY
ENGLISH- Monitoring your reading
One of the most important parts of reading and writing is vocabulary. You may not realise it, but the more words you know, the better your speaking and
writing skills will be. Sometimes you might struggle when you come across a word they have never seen. You may have been told to look up the word you
did not know. That is fine if you have access to a dictionary, but what if you don’t? What if you are taking a test and don’t recognise the word in a
passage?
Learning Intention: I am learning to use context clues to find the meaning of words and/or phrases in the text.
Success Criteria: I can determine meanings of words using contextual and structural clues in the text.
I can understand some words have many meanings and use the correct meaning of the word by using context clues.
Context clues will help you. They are words that appear before, after, or close to a word whose meaning you might not know. All you do is keep reading
and see if there is a clue to the unknown word’s meaning either before, after, or close to the unknown word. Today you are going to learn to use context
clues to work out the meaning of words in- Bat Loves the Night
Watch this clip - context clues so you understand how to use context clues. https://www.youtube.com/watch?v=eHCpJ86XDY4 Or search on YouTube Context Clues | English For Kids | Mind Blooming
As you are listening to the story – Bat loves the Night- think about the meaning of these words or other words you do not know the meaning of.
Complete this table below. When you have written you meaning, check to see if you are correct in a dictionary. Then put the word in a sentence. You need to choose 3 to
5 words.
Word I think it means Sentence
monarch I think it means leader Queen Elizabeth is the monarch of England.
Sentence of the Day / Grammar
Spelling – Seesaw activity
CRUNCH & SIP
Have a stretch -
go for a short walk or 20 push ups
Writing - Moon landing persuasive writing
CODES:
3/4A- 5NGCY 4M- AJ9Y6
4L- 8SE6M 3F- TX2ND
3Q- FQYUN
LUNCH
CATCH UP SESSION
If you are up to date with your work, please complete Mathletics or Reading Eggs tasks.
FRUITBREAK
CODES:
3/4A- 3ZVYF 4M- XKNJ3
4L- Y6GLZ 3F- PDRUN
3Q- TWUX7
Stage 2 (Year 3 & 4) Week 2 Term 3
FRIDAY
ENGLISH
Comparing Texts
Comparing and contrasting text assists you think about the text. Comparing involves highlighting similarities and differences. Contrasting focuses only
on differences.
Learning Intention: I am learning to compare and contrast two fiction texts on the same topic.
Success Criteria: I can identify the similarities and differences in the stories.
I can compare and contrast the structure of the stories.
I can compare and contrast the genre of each text.
I can compare and contrast the characters in each text.
Today you are going to listen to the story Stellaluna. While you are listening to the story, think about how the books are similar and
different.https://www.youtube.com/watch?v=VLRIvyWUzxs
Complete the paired stories grid Word of the week – Year 3 – delicious Year 4- accomplishment
Use the Seesaw template to complete this activity
ENGLISH – Reading
LI: I am learning to use the super six strategies to help me understand what I am
reading.
Complete one lesson on Reading Eggspress.
Sentence of the Day / Grammar
Handwriting
Go to seesaw and select the appropriate sheet for you.
MATHEMATICS – Whole number
Seesaw Warm up activity
CODES:
3/4A –9QYZR 4M- 649KP
3F- LXWUZ 4L - 2UZBA
3Q- YQE3B
LUNCH
LIBRARY
3/4A – BTHM8 4M- 6RTJH
3F- XFCP8 4L - Z75SV
3Q- CFPN5
FRUITBREAK
PE/SPORT- Nearpod
3/4A- VXJRS 4M- JNSE4
4L- LMDBT 3F- TP26D
3Q- 7RSBU