Junior 1 Work Program

Week 7 Term 4 2016

Time Monday Tuesday Wednesday Thursday Friday
14th November 15th November 16th November 17th November 18th November
Dan testing PLC Melissa testing Dan testing Dan testing
Staff meeting
9:00 -10:00 Reading Reading Reading Reading Writing
Session 1 Session 2 Session 3 Session 4 Session 4

Fruit break Fruit break Fruit break Fruit break Fruit break
10:10 Physical Education Writing Writing Writing Mathematics
10:30 Balancing, skipping, Session 1 Session 2 Session 3 Session 4
dodging and weaving

11:00-11:30 RECESS
11:30 to Mathematics EXPRESSIVE ARTS Mathematics Mathematics Physical Education
12:30 Session 1 Session 2 Session 3 Balancing, skipping,
(Applied) dodging and weaving

Fruit break Fruit break Fruit break Fruit break Fruit break
12:30 to RELIGIOUS EXPRESSIVE ARTS Investigation Time Investigation Time Investigation Time
1:30 EDUCATION Dan tuning In Julie tuning in Melissa tuning In
Discuss what the future past sound
meaning of Advent is.
Children have hand
where they cut it out to
make a class advent
wreath. Discuss the
meaning of the candles.

1:30 to 2:30 LUNCH

Show and tell Show and tell Show and tell Show and tell Show and tell
2:30 to 3:10 Unit Assembly RELIGIOUS EDUCATION RELIGIOUS EDUCATION COMPUTERS Changing tables and
Discuss the use of an advent Blessing of the HPVs Keyboard Skills class clean up
calendar that highlights the (3pm) www.kidztype.com/
good deeds we can do for
others in the lead up to
Christmas.
Children are given a sticky
note to write on a deed.
 This can then be put on a
large 25 day December
poster. Each prayer pull one
off as the focus for that day.
3:10 3:25 PRAYER, CLEAN UP AND PRAYER, CLEAN UP AND PRAYER, CLEAN UP AND PACK PRAYER, CLEAN UP AND PRAYER, CLEAN UP
PACK UP PACK UP UP PACK UP AND PACK UP

SPEAKING AND LISTENING

*DiscusshowauthorscreatecharactersusinglanguageandimagesACELT1581

Elaboration
*Discussingsimilaritiesanddifferencesbetweentexts(forexamplefeaturesofmaincharactersindifferentstories)

Reading Planner Week 7 Term 4 2016

AUSVELS Statements:
*IdentifythepartsofasimplesentencethatrepresentWhatshappening?,Whoor
whatisinvolved?andthesurroundingcircumstancesACELA1451
*Understandthatthepurposestextserveshapetheirstructureinpredictableways.
ACELA1447
Understandthevariabilityofsound-lettermatchesACELA1459
Usecomprehensionstrategiestobuildliteralandinferredmeaningaboutkeyevents,
ideasandinformationintextsthattheylistento,viewandreadbydrawingongrowing
knowledgeofcontext,textstructuresandlanguagefeaturesACELY1660
Learning Focus:
*Identifyingthesetting,problem,resolutionandending.
*Askingandansweringquestions,makinginferencesaboutcharacters(Here,Head,
HeartandHidden)
*Recorddifferencesandsimilaritiesbetweentwoversionsofanarrative
*Makingandreadingsentencesformeaning
*ExploringandcreatingwordfamilieswithCVCWords,e.g.jump,jumping,jumps,
jumped

Session 1 Session 2 Session 3 Session 4

Big book: Big book: Big book: Big book:
The Greedy Goat - Julianne The Greedy Goat - Julianne The Greedy Goat - Julianne The Greedy Goat - Julianne
The cat and the monkeys tail - Dan The cat and the monkeys tail - Dan The cat and the monkeys tail - Dan The cat and the monkeys tail - Dan
Wombat Stew - Melissa Wombat Stew - Melissa Wombat Stew - Melissa Wombat Stew - Melissa

WALT WALT WALT WALT

We are learning to make
sentences that make sense.
WILF
What I am looking for are full
sentences that make sense.
We are learning to ask and
answer questions related to our
shared text.
WILF
What I am looking for is making
up relevant questions about the
big book.
We are learning to compare the
similarities and differences
between
WILF
What I am looking for is the
similarities and differences
between two book.
Explore words endings, including
-ed, -ing, -s and -er, using
CVC words
WILF
What I am looking for is the
creation of at least 4 word families.

Whole class focus: Whole class focus: Whole class focus: Whole class focus:
Pick a beginning and an ending
card to make a sentence. As a
class try to improve the
sentence by adding more
information.
Independent activity:
Children are given cards with
different beginning and ending
different sentences. The
sentences need to make sense
but can be a nonsense sentence.
Children write the sentence but
need to try to adapt it to
improve the sentence.
Focus children
Group 1
Students will explore decoding
words, playing Making and
Breaking. Students will also
write 2 or 3 words on a
whiteboard, showing where the
chunks are.
As a class encourage the
children to ask questions about
the text. Use the Head, Heart,
Hidden and here questions.
Independent activity:
Children to come up with 5
questions about the big book.
The children then ask a partner
to answer their questions.
Focus children
Group 2
Children identify the sequence
of events from their guided
reading book. Focussing on the
here questions.
Orally compare two books that
the class is aware of. Children
are to compare the similarities
and differences between the
text.
Independent activity:
Children draw a line in their
middle of their page with the
heading same/ different.
Children compare the big book
and the changed storyline book
to each other
Focus children
Group 3
Children identify the character
from their guided reading book,
using head questions to develop
inferencing.
After reading the shared text, pull
out a small, regular verb and
record on the board. Using the
endings, -ed, -ing, -s and -er,
discuss how we can make 4 new
words and create a word family.
Revise again with another word.
Independent: activity
Students complete several word
families, using the endings listed,
-ed, -ing, -s and -er. If
completed students can use some
of the words in sentences.
Focus children
Group 4
Children to complete the
comprehension activity sheet
and correct as a group.
 Writing Planner - Early Phase Week 7 Term 4 2016
AUSVELS Statements: Learning Focus:
*Createshortimaginativeandinformativetextsthatshowemerginguseofappropriatetext *Creatingimaginativenarrativestories,usingsimpletextstructure.
structure,sentencelevelgrammar,wordchoice,spelling,punctuationandappropriate *Buildingupasequenceofeventswithinastory
multimodalelements,forexampleillustrationsanddiagramsACELY1661 *spellingofwordfamilies
*UnderstandpatternsofrepetitionandcontrastinsimpletextACELT1584 *Developingself-correcting/editingskills,usingachecklistofwhattolookoutfor
*Rereadstudentsowntextanddiscusspossiblechangestoimprovemeaning,spellingand
punctuationACELY1662
*RecreatetextimaginativelyusingdrawingandwritingACELT1586
SESSION 1 SESSION 2 SESSION 3 SESSION 4
WALT WALT WALT WALT
We are learning to think of ways We are learning to retell the We are learning to retell the We are learning to write full
about changing an original story events of our shared text with a events of our shared text with a sentences using adjectives and
WILF twist. twist. character cards.
What I am looking for is at least WILF WILF WILF
two changes to a known story What I am looking for is an What I am looking for is an What I am looking for is 4 full
introduction, a problem, a introduction, a problem, a sentences that include a
resolution and an ending. resolution and an ending. character, adjectives and a form
of editing to make sure the
sentence is correct.
Whole class focus Whole class focus Whole class focus Whole class focus
Handwriting practice Handwriting practice Handwriting practice Handwriting practice
Children practice the letter Dd in Children practice the letter Gg in In writing books children write: In writing books children write:
their handwriting booklets their handwriting booklets dog, doll, Darcy, down, dawn, gate, get, Gus, grey, goat, glide
dress
Writing -Whole class focus
As a group orally discuss ways in
which we can change the
character, setting and/or the
problem or resolution of the story.
Brainstorm all of these ideas on
the board for reference.
Independent Activity
Draw a picture of their new ideas
about changing the storyline.
Either the character, setting or the
problem resolution.
Focus Group
Group 1
Focus children
Editing skills.
Work retelling the big book with
this group and get them to start
writing something that happened
at the start, the problem, how it
wa fixed and the ending. (1
sentence sufficient for each).
Writing -Whole class focus
Review as a class the sequence of
events from the Big Book. Discuss
as a class changes or twists we can
make with the characters, setting
or storyline. Model the
introduction after lots of
discussion about possibilities
Independent Activity
Children write a retell about the
Big Book with the twists that they
have decided on, in their story.
Focus Group
Group 2
Focus children
Editing skills.
Bring this groups writing to the
floor and we can start to look to
see if it makes sense and its in
sequence.
Writing -Whole class focus
Reread the twisted story we began
yesterday. Continue to add to the
story making sure it still makes
sense. Show the children the
editing cards and how to edit a
piece of work
Independent Activity
Children start by rereading their
writing to a partner, making sure
that all words are included.
Children continue their own
version of the story,
Focus Group
Group 3
Focus children
Editing skills.
Get the children to bring their
retell to the floor and discuss ways
that we could make a change to
make it sound better/interesting,
even changing words that are
more interesting.
Writing -Whole class focus
Revise our editing checklists,
model editing a sentence or
two about a character. Then
with a partner, create a
sentence about a character with
an adjective included.
Independent Activity
Working with a partner,
students will choose an
adjective card and a character
card. They will create a
sentence together using both,
on some lined paper. Students
will then swap cards and create
another sentence. Children are
encouraged to support each
other with editing.
Focus Group
Group 4
Focus children
 Mathematics Planner Week 7 Term 4 2016
NUMBER FOCUS: APPLIED FOCUS: Mass
*Exploreadding/subtractingstrategies:TenFacts,CountingOn,Doubles *Measureandcomparethelengthsandcapacitiesofpairsofobjectsusinguniforminformalunits
andMaketoTen (ACMMG019)Mass
*UsematerialsandimagestoshowhowwecanconnectFactFamilies(
flips)andtenfacts.
Number
Grade 1- DESCRIPTORS
Exploreadding/subtractingstrategies:TenFacts,CountingOn,DoublesandMaketoTen
UsematerialsandimagestoshowhowwecanconnectFactFamilies

Applied:
Grade 1- DESCRIPTORS
Understandingthatinordertocompareobjects,theunitofmeasurementmustbethesamesize
Session 1 Applied Session 2 Session 3 Session 4
WALT WALT WALT WALT
We are learning to guess by hefting We are learning to create Fact We are learning to create Fact Families We are learning to create Fact
which is heavier from a pair of Families with the Ten Facts. with the Ten Facts. Families with the Ten Facts.
objects. WILF WILF WILF
WILF What I am looking for is connecting What I am looking for is connecting the What I am looking for is connecting
What I am looking for is using a the linked addition and subtraction linked addition and subtraction facts to the linked addition and subtraction
balance scale correctly. facts to make a Fact Family. make a Fact Family. facts to make a Fact Family.
Skills Practice: Skills Practice: Skills Practice: Skills Practice:
I Spy I Spy Wild Tens Wild Tens
Shuffle the deck (with the 10s and Shuffle the deck (with the 10s and Using a deck of cards with numbers 0 Using a deck of cards with numbers 0
face cards removed and arrange nine face cards removed and arrange nine (Jacks with a Post-it) through 10 and (Jacks with a Post-it) through 10 and
playing cards in a 3 x 3 grid. Taking it playing cards in a 3 x 3 grid. Taking it four WILD cards (Queens with four WILD cards (Queens with
 in turns, the first player says: I spy
with my little eye, 2 cards that add to
6. Player 2 tries to guess the correct
combination of cards.
Materials Needed:
Deck of cards
Scales
Weights
Warm Up Problem:
One kilogram weight. Have children
heft a one kilo weight Ask chn to find
objects that they think will be
heavier or lighter than the one kilo
weight. Check estimates using scale.
WHOLE CLASS:
Lightest to Heaviest.
5 objects: Predict lightest/heaviest.
Check on scales
Recore correct order
Freetime with Balance
INDIVIDUAL ACTIVITY:
Classroom Objects Pg 92 Draw
heavy and light objects that chn see
around the classroom
in turns, the first player says: I spy
with my little eye, 2 cards that add to
10. Player 2 tries to guess the
correct combination of cards.
Materials Needed:
Deck of cards
Post it note
Warm Up Problem:
There were 2 people and they had 10
lollipops all together. How many
could they each have?
WHOLE CLASS FOCUS:
As a class, create a list of all the
different Ten Facts. Make clear links
between the Flip Around Facts.
INDIVIDUAL ACTIVITY:
Using a deck of cards with numbers 0
(Jacks with a Post-it) through 10 and
four WILD cards (Queens with
Post-it). Arrange face down in four
rows of five. Place the remaining
cards in a pile. The objective is to
turn over and collect combinations of
cards that total 10. A "WILD" card can
be any number. If the total of the two
cards is less than 10, turn over a third
card. If the total is more than 10, your
turn ends. If the total is 10, take the
cards, replace them with the
remaining cards in the deck, and go
again.
Post-it). Arrange face down in four
rows of five. Place the remaining cards
in a pile. The objective is to turn over
and collect combinations of cards that
total 10. A "WILD" card can be any
number. If the total of the two cards is
less than 10, turn over a third card. If
the total is more than 10, your turn
ends. If the total is 10, take the cards,
replace them with the remaining cards
in the deck, and go again.
Materials Needed:
Deck of cards
Butterfly worksheet
Warm Up Problem:
There were 4 people and they had 10
books all together. How many could
they each have?
WHOLE CLASS FOCUS:
Model clearly the creation of a Fact
Family using information we already
know. We are making connections in
our thinking
INDIVIDUAL ACTIVITY:
Choosing a Ten Fact, students will
create a butterfly Fact Family.
questions about how to make 10 and
Post-it). Arrange face down in four
rows of five. Place the remaining
cards in a pile. The objective is to
turn over and collect combinations of
cards that total 10. A "WILD" card
can be any number. If the total of the
two cards is less than 10, turn over a
third card. If the total is more than
10, your turn ends. If the total is 10,
take the cards, replace them with the
remaining cards in the deck, and go
again.
Materials Needed:
Deck of cards
worksheet
Warm Up Problem:
There were 5 people and they had 20
packets of chips all together. How
many could they each have?
WHOLE CLASS FOCUS:
Using a target of 6 show the children
how to complete the worksheet
where they have add 2 numbers to
make 6 etc. follow the questions of
the work sheet both recording
numbers and drawings
INDIVIDUAL ACTIVITY:
Students will explore the Number 10.
They will need to answer different
show these using drawings and
numbers.
Once completed students will move
on to exploring the Number

Way to Extend thinking:
Reflection Question
Were some big objects lighter than
the smaller objects?
Assessment Focus
As you find combinations of numbers
that equal 10, write that addition
problem on your lined sheet of paper.
Way to Extend thinking: Way to Extend thinking: Way to Extend thinking:
As child becomes more proficient, Students choose another fact they
this game can be adapted to Turn know to create a Fact Family.
Over 20, to practice adding numbers
adding to 20.
Reflection Question Reflection Question Reflection Question
Assessment Focus Assessment Focus Assessment Focus
 INVESTIGATION TIME STATIONS

Exploring our past Exploring our future Exploring our sense of taste and
Technology Technology smell
How has the animals/our world How will technology change our lives in How can can we identify different senses
changed over the years? the future? and tastes

Equipment Equipment Equipment

Ist day - Make a dinosaur Making sherbet

2nd day - Kinetic sand Pictures using smelling textas

Fossils
Draw skeletons of dinos
Make a habitat of the past for
dinos

Spices paint

White powder taste test

Scratch and scent name

Reflection Questions:- Reflection Questions:- Reflection Questions:-

How does our sense of smell influence our
sense of taste?
Which sense if the strongest?