PREP F Week 8

Tuesday 22nd Novemeber (Week 8)

Topic Th words Place Value
Time 9am- 60 mins 11:30am- 40mins
Curriculum English (Writing) Mathematics (Number and Algebra)
area Phonics and word knowledge Number and Place Value (level 1)
Recognising the most common sound made by each understanding partitioning of numbers and the importance
letter of the alphabet, including consonants and short vowel of grouping in tens (VCMNA088)
sounds (
understanding two-digit numbers as being comprised of
tens and ones/units (VCMNA088)

Learning WALT: We are learning about th; We are learning to WALT: We are learning to make and read larger
standards/ write the sound th numbers
outcomes WILF: Can you think of some words that begin with WILF: I am looking to see what strategies you use
th?
Learning Students will brainstorm words that start Intro: Skip counting using IWB (2 mins)
experience/ with/contain the sound th on a piece of Use the 100s chart to explore patterns in
task details Butchers paper (5 mins) number and use number cards to make a variety
of larger numbers
Teach students how to make a paper thong Link back to task from yesterday where they
(using template photocopied onto coloured made bundles of tens to represent larger
paper) (5 mins) numbers (5 mins)
Divide students into groups
Students will create a pair of thongs, on which o High- Give students a number (eg 547). As
they will write th words. These can be taken a group they have to decide how to
from the board and added to with their own represent the number (eg. bundling sticks
words. into groups of 10 and 100)
o Middle- Give students a number between
Students will stick their thongs into their 20 and 100. In pairs they can choose how
alphabet books, and create a beach to represent the number (eg, bundling,
background for them. unifix etc.)
o Low- teens numbers: adding to get teens
numbers (10+ 2=12, 10+5=15 etc.).
Students can make the numbers using
unifix blocks, and then colour in the
number on the sheet given.
Resources Alphabet books Coloured sticks
Coloured paper with thong template printed on Rubber bands
them Icy-pole sticks
More coloured paper (for straps of thong) Unifix
Scissors Whiteboards/chalkboards (one for middle and
Glue sticks one for high groups)
Sequin or sticker 100s chart
Butchers paper IWB
Assessment Observation: Are students able to sound out Anecdotal notes: What strategies are students
strategies th? using to form the numbers
and criteria Work samples: Are students writing th Anecdotal notes: Are students using language
correctly (do we need a short handwriting such as hundreds, tens and ones? (particularly
session?) in high group as they have discussed this)
Work samples/class discussion: Can students
find words that contain th?
Grouping of Individual work Like-ability groups
students Pairs
 Wednesday 23rd Novemeber (Week 8)
Topic Task Centres
Time 9:00am- 45mins
Curriculum English (Literacy)
area
Interpreting, analysing, evaluating)
Use comprehension strategies to understand and discuss
texts listened to, viewed or read independently (VCELY153)
Learning Group 1: Are students comprehending what theyre
standards/ reading?
outcomes Group 2: Can students write neatly on dotted thirds?
Group 3: Are students comprehending what theyre
reading? (Can they understand descriptive
language?)
Group 4: Reading with fluency
Learning Explain groups to students and parents
experience/ Group 1: Cloze exercise. Complete the
task details sentence using given words (common words).
What do you think the word might be?-
Group 2: Writing on dotted thirds. Students will
be given written phrases that they can form
into sentences. Focus is on writing neatly on
the dotted thirds (getting ready for grade 1)
(level 10).
Group 3: Descriptions: Students will be given a
typed out version of a book (How to recognise
a witch) Students will read through the
passage, taking it in turns, and then draw a
picture that matches the description. How to
recognise a Witch
Group 4: iPads (if available?)- reading from
Sunshine Online
Resources iPads (if available)
Picture book with words blocked out (cloze)
Typed version of a book
dotted thirds (whiteboards)
The Lorax- before and After
9:50am- 50 mins
Science Understanding (Earth and Space Sciences)
Earths resources are used in a variety of ways
(VCSSU047)
WALT: Compare the impact the Once-ler had on the
environment
WILF: Can you compare before and after the Once-
ler?
(Are students able to link this to the real world?)
Finish reading The Lorax
What are some examples of pollution in The
Lorax?
Remind students how to use a venn diagaram
(do an example on the IWB (10mins)
Explain to students that we will be filming a
documentary over the next 3 weeks to talk
about sustainability
Students will be given a venn diagram to fill in.
Students will compare what happened before
and after the Once-ler arrived
Do we see any of these in our own lives?
Provide pre-written prompts for students who
may need them.
Extending: Compare our current world to a world
that has no pollution
Venn diagrams
The Lorax by Dr Seuss
IWB
 Whiteboard markers (one per student in group)
Assessment Group 1: Are students comprehending what theyre Work Samples (notes): Are students accurately
strategies reading? comparing the effects on the environment before and
and criteria Group 2: Can students write neatly on dotted thirds? after the Once-ler arrived
Group 3: Are students comprehending what theyre
reading? (Can they understand descriptive
language?)
Group 4: Reading with fluency
Grouping of Like-ability groups Individual
students
 Thursday 24th Novemeber (Week 8)
Topic Task Centres
Time 9:00am- 45mins
Curriculum English (Language and Literature)
area Speaking and Listening
Identify rhyming words, alliteration
patterns, syllables and some sounds in
spoken words (VCELA167)
Using appropriate voice levels,
articulation, body language and eye
contact (VCELY175)
Learning WALT: We are learning to change
standards/ our voices when we read
outcomes WILF: I am looking for students
who can change their voice to
make their reading sound
interesting.
Learning Explain to students and
experience/ parents the tasks for the
task details morning
Group 1: How to recognise a
witch.
Group 2:, iPads- Read a book
on Sunshine Online. Then
practice their words by
writing on the iPad- Word
Wizard (Scrambled letters-
CVC words). If they get bored
of that, they can do some
handwriting practice on rED
wizard OR rhyming words on
magnetic board.
Group 3 and 4: Alliteration
(start to make an alliteration
book.) Give students a letter.
Find some alliteration poems
Whole school writing piece
9:50am- 1 hour
English (Literacy)
Writing texts
Create short texts to explore,
record and report ideas and events
using familiar words and beginning
writing knowledge (VCELY160)
WALT: Write a response to a
prompt
WILF: That you can write a neat
and detailed response to a prompt.
Explain that every student in
the school is writing on the
same topic
Explain the prompt
Write up the prompt on the
board to help students
remember and refer to it.
Students will need to work
on their own (bring out quiet
critters)
Symmetry
11:30am- 40mins
Mathematics (Measurement and
geometry)
Location and transformation
Create symmetrical pictures and
shapes with and without digital
technologies (VCMMG173)
WALT: We are learning to make
symmetrical shapes
WILF: Can you make symmetrical
shapes from a kinder square?
Tune in: form different
shapes with our bodies (2
mins)
Ask students if they know
anything about symmetry.
Discuss line of symmetry.
Show symmetrical objects on
the IWB, and draw (or get
students to draw) the line of
symmetry. notice how it is
exactly the same on both
sides of the line? (10 mins)
Students will be given 6-8
kinder squares. They will fold
the squares in half, and cut
out a shape. When they
unfold it, they should draw in
the line of symmetry. Is it
exactly the same on both
 for them to read beforehand,
then give them a letter
(most, not all words need to
start with the letter). Make it
in sentences- they can be
about different things. Draw
all the pictures at the
bottom.
Resources iPads
Alliteration poem
Word banks
How to recognise a witch
Assessment Anecdotal notes: Are students able
strategies to read with expression?
and criteria Are students using an appropriate
tone of voice for the passage they
are reading?
Grouping of Like-ability groups
students
Writing paper (?)
Writing prompt
Work samples: These will be used
by teachers to help moderate the
different levels at the school
Individual (silent)
sides of the line? These will
be pasted into their
workbooks. (25mins)
Kinder squares (8 per
student)
IWB
workbooks (frog books?)
Work samples (rubric): Can
students make a symmetrical
shape?
Do students understand the line of
symmetry?
Individual
 Friday 24th Novemeber (Week 8)
Topic The Lorax- cause and effect Lorax craft activity
Time 9:50am- 50mins
Curriculum Science Understanding (Earth and Space Sciences) The Arts (Visual Arts)
area
Earths resources are used in a variety of ways Explore and express ideas
(VCSSU047)
Explore ideas, experiences, observations and imagination
to create visual artworks (VCAVAE017)

Learning WALT: Write about how we can help the WALT: Make an artwork that represents an idea
standards/ environment WILF: I am looking for you to take your time and use
outcomes WILF: Can you connect the cause of a problem to its care when creating an artwork.
effect?
Learning Writing prompt: Explain task to students (You will use your photo
experience/ If I was the Lorax for one day, I would. to make yourself look like the Lorax)
task details Make an example (Using face cut out, add
I want you to close your eyes and imagine that you moustache. Then on paper, draw a quick
are the Lorax. If you were the Lorax, what would you background.)
do to help the environment? Emphasise neat work. I want to put these on
display in the classroom, so you need to do your
Get students to suggest some things that they could best, neatest work.
do to help the environment. Write these on board Students will work individually to turn their
(one word)/draw a symbol)
photo into a Lorax and do a background.
When students have finished this task, they can
Students will write individually
work on unfinished work for their buddies and/or
SLDs
Resources Writing paper (dotted thirds) photo of each students face
Erasers Coloured paper (yellow for moustache and
eyebrows, other colours for Truffula trees)
Wool (?)
White paper

Assessment Work Samples: Can students talk about ways they Work samples: Have students created an artwork that
strategies can help the environment? represents the ideas portrayed within the Lorax? Can
and criteria they explain this?
Grouping of Individual Individual
students Teacher group with struggling students