Thank you for purchasing my Term 1

Teaching kit.
This kit is filled with loads of tips,
ideas, and resources to help you set up
your classroom as well as ways to
motivate learning and build respectful
relationships between you and your
students.
This kit is focused for children from
the ages of 7 - 10. I have taught this
range for the past 13 years. I hope you
find this kit useful
Tash
 Below is a generic checklist that you will need to
have organised Before school begins. I will go
through the various things on this list in detail
within this kit.
1. Class Treaty
2. Class Rules
3. Team Building Games
4. Visual Symphony of learning
5. Reading area
6. Writing area
7. Maths area
8. Papatuanuku Table (Science Table).
9. Art area
10. Science
Items in the Planning ideas part
- Weekly Plan (Weeks 1 - 2).
- Reading Planning
-Writing Planning
-Maths Planning
Resource Pack
- Daily Timetable labels
-Maths Labels
- Worksheets
- Literacy Posters
 In New Zealand it is a good idea to begin discussions about a class
treaty by reading a book to the students. Below are two excellent
picture books to choose from.

The Tree Hut Treaty by Grace Wiremu

Taming the Taniwha by Witi Ihimaera

Before reading: discuss with the class what friendship means to

them? Students share ideas and make a list on the whiteboard.

Then ask the students What if you had a disagreement? What if you
and your friend both wanted something? What would you do? How
would you resolve this peacefully?

Read book to the class and ask the following questions.

What is the problem in this story? How do you know? What would
you do if you had this problem? Has anyone faced a problem similar
to the one in the story? How did you resolve it? Was it resolved?
Lets give the main characters some ideas of what they could do to
resolve their problem peacefully.

After Reading: What happened at the end of the story? Could we

write a better ending to the story?

What is a Treaty? Lets look up the word in the dictionary. Students

then share what this word means. In small groups, discuss different
ways we could explain the word treaty so that children would
understand it.

Briefly discuss the Treaty of Waitangi and that as a class we need to

come up with rules that everyone agrees to.
 Identify with the class that there are three main areas
when coming up with rules for a class. These are
Responsibility, Safety and Respectful (See template idea
to help display).

Having 6 small groups students can write down in their

own words what being responsible means. Another group
can write the consequences if you do not take
responsibility for your own actions.

One group can brainstorm what is means to be safe in

class and another can write down the consequences for
not being safe.

Final two groups - one to brainstorm what it means to be

respectful and the other group to identify the
consequences for not being respectful.

Each group is to share their ideas with the rest of the

class.
The teacher is to fill in the charts with what the students
have said. Having these rules displayed in the class - even
laminated is a great reminder as well. For example if
there are issues in the class from a few studentsrefer
to the class rules and consequences.

If you want to add a little more excitement to this lesson.

Have each group act out their part of the rules e.g. being
respectful or the consequences. Makes learning a lot
more fun.

Note: Enlarge posters to A3, fill them in with your class

and then laminate and display in the classroom.
Idea 1: create a class korowai
(Maori cloak). Using paper
create feather template, have
the students cut these out.
Inside their feather they can
write their name in a fancy way
and a sentence about how they
will abide by these rules. Put
all the feathers together like a
cloak and display on
classroom wall underneath the
rules.

IDEA 2: Students draw around their

hands (try and use all the colour of
the rainbow to make it more
colourful). The students write their
names in block letters and write a
sentence about how they will abide
by the classroom rules. You can
display the hands in the shape of a
tree, heart etc.

idea 3: create a large

scroll just like the treaty
of waiting. Students all
sign their names. Use tea
bags to make the paper
look old. Scrunch it up to
give in texture and display
on your classroom wall
underneath the rules.
Idea 4: after reading The
Tree hut Treaty. Create a
tree made out of paper and
have the students design their
own leaf. Inside the leaf is
their name. Then draw a
tree hut. inside the tree hut
place the rules.

IDEA 5: Display the

rules in the middle of
the treaty display. On
the outside have
profiles of each
student in your class
with their photo, name
and age (just make
sure you have
permission to have a
photo of them.
SCAVENGER HUNT: Create a scavenger hunt for the class to help them find
different places around your school (or classroom). That way they are working
together in their small groups, reading the clues and finding items in different areas.
Great Team building activity to do on the first day.

Find Someone Game: Using template in resources pack, have the students answer the
questions. Great way to get the class talking to one another.

Marshmallow Activity: You will need tooth picks (about 10 per group). A packet of
marshmallows. The objective is for the group to work together to create the highest
tower using marshmallows and toothpicks. The group with the highest tower that can
stand up on its own for at least 30 seconds wins.

Newspaper Bridge: Give students newspaper and cellotape and have them try and build
a bridge using only newspaper and cellotape. There bridge needs to hold up for at
least 30 seconds a large book.

Minute to win it

Defying Gravity
Tap 3 balloons in the air to keep them off the ground for a minute.

Equipment - Three balloons

Rules:
1 - When the clock starts, player releases all 3 balloons into the air.
2 - Player cant hold the balloons, allow them to rest on the body, or hit the ground
otherwise the game is over.
3 - To complete the game, players must keep all balloons off the ground for 60
seconds
Face the Cookie
Using only the face, move cookies from the forehead to the mouth.

Equipment - At least 3 cookies, chair

Rules:
1 - when the clock starts the seated player may grab the first cookie and place it on the
forehead.
2 - The player will stretch and scrunch their face in an effort to move the cookies
down their reclined face to their mouth. If a cookie falls, player may reset intact a
cookie on the forehead for the next attempt.
3 - To win, the player must successfully move three cookies from their forehead to
their mouth.

Johnny Applestack
Stack 5 apples on top of each other.

Equipment - 5 apples, apple

Rules:
1 - When the clock starts, players may begin stacking apples.
2 - Player may not alter the apples in any way.
3 - To complete the game, player must stack 5 apples on top of each other so that
they remain free standing for 3 seconds.
Keep it Up
Players must use only their breath to keep feathers in the air for 60 seconds.

Equipment - 2 feathers

Rules:
1 - When the clock starts, players must release 2 feathers and blow to keep them in the air.
2 - If the feather touches any part of the players body , or the floor, the game is over.
3 - To win player must use only their breath to keep both feathers from touching the ground for
the 60 second time limit.

Ping Tic Tac Toe

Two players bounce ping pong balls into a grid of cups to see who will be the first to get 3 in a
row.

Equipment: - 9 Cups of water, Table, container of ping pong balls.

Rules:
1 - set up the cups in a grid of 3 x 3 like a tic tac toe game.
2 - Using one hand only, players standing at either end of the table must bounce the ping pong
balls into the cups.
3 - The first player to get 3 balls in a row in any direction wins.

Pink Elephant
Wearing a headband with a plastic spring toy attached, flip the spring toy up onto head so that it
rests in a stacked position on forehead.

Equipment: Headband, Spring toy

Rules:
1 - fix the spring toy to the headband by tucking in a few coils between the band and your
forehead.
2 - When the clock starts, players may move head and body in an attempt to get the spring toy
stacked on his/her forehead.
3 - To win, the toy must remain stacked for 3 seconds.
Speed Eraser
Player must bounce pencils into cups

Equipment: 7 cups, table, 7 pencils

Rules:
1 - Set up seven cups in a row.
2 - Player must bounce pencils into the cups one at a time using their designated throwing hand.
3 - Player must land one pencil into each of the seven cups within 1 minute.

Spoon Frog
Bang down on a spoon to propel another spoon into a cup.

Equipment: At least 6 spoons, 3 cups

Rules:
1 - Set up three cups in a row
2 - When the clock starts, player may begin arranging spoons and banging down on them to
propel them into the cup.
3 - To complete the game, player must land one spoon into each of the three cups.

Stick the landing

Toss a water bottle onto a table and get it to land upright.

Equipment: table, water bottle filled .

Rules:
1 - set up foul line 1 meter away from the table.
2 - When the clock starts, player must use one hand to flip bottles and end over end onto the
table.
3 - To complete the game, player must toss and land one bottle in an upright position on the
table.
What does this phrase mean? it means that your classroom should be full of colour. later
on in the term, make sure that you display your students work. This tells your students
that their work matters, that it is worth displaying. Be sure with each display to also
identify the Walt for that activity and success criteria.

Many students bring their parents to class in the mornings (even grandparents) to show
them their work. Borders for each learning area are also great ways to ensure that your
classroom is a visual symphony of learning.

When children see that you put in the effort to keep the class tidy, vibrant and full of
learning. They will recognise the importance of looking after their classroom, the items in
it. Eventually you can choose some trustworthy students to help put up the displays. Kids
love this.

Some little tips to help add bits of colour to your classroom especially at the beginning of
the year. Go to the $2 shop and find colourful plastic boxes where you can store pencils,
rubbers, rulers, pens, felts and scissors. Try and find all the colours of the rainbow to
make your room full of colour. Label these boxes (check the resource pack), by laminating
the labels I have created and place on the front of each box. This way students know
where everything needs to go back to when cleaning up.

Get larger boxes for your reading, writing and maths group boxes too. At the beginning of
the year children forget what group they are in but remember the colour box that they need
to get their work from.
Library corner: every reading area needs a
library corner. Begin in the summer holidays to
collect various novels and picture books from
garage sales, op shops and trade me. Sometimes
its good to start as soon as you begin studying
to be a teacher. this way you have a vast amount
of books that are colourful that children can
read without having to always rely on the
school library.
if you can try and get multiple copies of the
following books so that reading groups can use
them for independent reading projects /
literacy circles.
Hatchet by gary paulsen
holes by louis sachar
chinese cinderella by adeline yen may
the city of ember by jeanne du free
witches by roald dahl
set of diary of a wimpy kid books
anthony browne picture books
shaun tan picture books
jeannie baker books - great for oral
language.

These baskets i found at

the $2 shop. you can
place different books in
them or boxes to help
brighten up your reading
corner.

Remember not too much

clutter. Lots of colour
and space in your
classroom helps to make
it look inviting and a
place where children
want to learn.
Reading Resources:

POEMS: There are some amazing poems online and books full on poems.

Lauras Poems
The New Zealand A to Z Alphabet Alliterations by Roger Twiname
Dr Zeuss Books
Chunk, Check, Cheer poems

These can be photocopied, laminated and put into snapback bags for every reading
group. Label it Poems using my daily five labels.

SONGs are also a great motivation for children to read. Choose some fantastic
songs, type them onto coloured paper, laminate and store into snap lock bags as well.
Children can either read this independently or with a buddy.

Reading games: Taboo, headbands, memory, scavenger hunt, scrabble, bananagrams,

scattegories, are fantastic reading games that you can also store in each reading
groups box.

These baskets i found at

the $2 shop. you can
place different books in
them or boxes to help
brighten up your reading
corner.

Remember not too much

clutter. Lots of colour
and space in your
classroom helps to make
it look inviting and a
place where children
want to learn.
Reading Groups: At the beginning of the year, try and get the results of your
students running records from the end of the year before. If you have any new
students try and do a quick PROBE determiner or BURT test to find out a round
about reading age and then do a running record from there.

Have your students in reading groups at the beginning of the year according to
reading levels. I like to choose colours of the rainbow for the names of the groups
just so that their boxes, activities, games are all colour coded to help students put
equipment back to its right place.

Or try and have your reading groups in Te Reo e.g. for Red (Whero), Orange
(Karaka) Yellow (Kowhai), Green (Kakariki), Blue (Kikorangi). It is easier to try
and have three - 4 reading groups.

Within each reading group box you should try and make the following activities
Poetry activities at the independent reading level of the students in that group. Try
and photocopy these poems on the colour of the group e.g. Red group use red paper
and laminate. Place these in a snap lock bag labelled poems. Do the same with
songs, games that are based on the topic that the students are focusing on for inquiry
that term.

Each reading box should have their own reading games. A snap lock bag full of
reading tasks that they can do independently if you are aware but try not to use these
too much. Also have a smaller box filled with books that they can read
independently.

Modelling Book for each reading group should be placed in each reading group box.
Use your modelling book to write the learning intention, reading goals for the term
(see reading goal sheets in resource pack). Its good to date each lesson in your
modelling book as well as glue in a copy of the reading activity (if you have one).

A visual task board at the beginning of the year e.g. Daily five visuals (see resource
pack), or a large whiteboard (from the $2 shop) two Whiteboards with a description
of what each group is doing in the two reading rotations each day.
Planning: Before planning group reading targets try and teach the students what each
activity on daily five is about. Then have each group try out these activities so that they
are familiar with the routine. Try and keep the routine the same each day for the first
two weeks of the term. This will give you time to analyse and test them in reading.

For example red group will be reading a book independently then a book activity, then
read poems to a buddy and a reading game (Read to Self, Work on Writing, Read to
Someone, Word Work). Orange group - Work on Writing, Read to Someone, Word
Work, Read to Self. Yellow group - Read to Someone (Songs), Word Work (reading
games), Read to Self, Work on Writing. Green Group - Word Work (grammar), Read
to Self (Poems), Work on Writing (Visual Mihimihi).

Each session can take 15 minutes, ring a bell or have a timer for students to know when
to go to the next activity. Those students that are in your lowest reading group - try and
have a guided reading session with them at least once a day. Having a visual task board
with the pictures of what each group is doing helps as well.

Before each reading task board rotation make sure that you read to the class for at least
15 - 20 minutes. This could be a picture book, chapter book or even a poem,
newspaper article etc. Immerse your class with a variety of text types to read and be read
to.

Try and read more picture books to the class at the beginning of the year. Keep the
focus around building positive relationships, friendships, kindness. Here is a list of great
stories to read to them and discuss the themes and try and introduce other reading
comprehension strategies while reading to them.

The Little Kowhai Tree by Witi Ihimaeara

My Secret Bully
Taming the Taniwha
The Rabbits by Shaun Tan
The Taniwha of Wellington Harbour
Little Beauty by Anthony Browne
Giraffes Cant Dance
Taming the Sun.
The Little Kowhai Tree by Witi Ihimaera

This is a great book to buy as a reliever and appropriate to read to year 4s up to

year 8s (yes I have read to my intermediate class as well as year 4 and 6 classes
and they all loved it).

Read to the class the story - the Im a little Kowhai short and stout part is
better if you get the whole class to sing along with you. Once you have read
this story to the class, have the students try and find the different fairy tale
characters on each page. Do some of the following activities below

Have the students think about someone who cares for them like the little
Kowhai tree did for her baby brother. They are to write why they admire them
and the things that they do to show that they care for them e.g. their mum or
dad. Once they have written this on lined refill, you can have them make a card
and glue in the letter. Always a great idea to get a few stickers, felt stickers etc
from the warehouse for like $2. The kids will love you for this.

The students are to draw their favourite part of the story.

The students could write a different ending to the story.

The students are to design their own cover for the story now that they have read
it.

The students could write a book review about the story as if they were a book
critic.

bring in Kowhai flowers and have the students do an observational drawing of

these flowers.
Taming the Taniwha by Witi Ihimaera

Show the students the cover of the book. Get them to make predictions about
what they think the book is about. Ask the students what a taniwha is and what
the word taming means.

As you read the story to them make sure that you get them to recognise the
changes in James throughout the story.

At the end of the story discuss the ending and the theme for the story.

Activities you could have the class do based on the book.

Activity 1: Students draw their own tannish (monster) be original, give their
monster a name, habitat, and what they eat (the boys absolutely love this).

Activity 2: Discuss and identify the various steps the main character did to
ensure that James was tamed. Then have the students create a poster about how
to tame a tannish.

Activity 3: Draw a poster about friendship and not bullying others.

Activity 4: The students could write about their best friend in the whole world,
why that person is their best friend. For example paragraph one write about
their physical features, paragraph 2 write about their behaviour e.g. how they
treat others, Paragraph 3 why they are your best friend.

Activity 5: Write a poem using the senses about one of your friends.

Write a report about the effects of bullying in schools on students.

Little Beauty by Anthony Browne - Main theme is about friendship.

Discuss the cover of the page. Make predictions about what you think the story
is about.

Read the story to the children or show them this youtube clip https://
www.youtube.com/watch?v=5q_-zIlpeO0

Try and get the book Kokos Kitten. This is the real life story of a Gorilla
being friends with a cat.

Activity 1: Using a venn diagram students are to compare the two stories (for
older children) if they are younger do the Venn diagram as a class.

Activity 2: Write a haiku poem about one of the above books.

Activity 3: As a class have the students work together to write their own version
of the real story. Each student could draw a picture based on a sentence and
collate it into a book.

Activity 4: write a narrative about an unlikely friendship.

Activity 5: Create a friendship poem about the gorilla and cat.

Activity 6: Design a book cover for this story.

Activity 7: Write an alternative ending to the story.

Activity 8: Write a newspaper report about this story of the friendship between a
gorilla and a cat.
The Lost Thing by Shaun Tan

This is a fantastic book to do visual language, oral language, reading and writing
tasks on. There is also a video on iTunes based on the book. The video can
also be found on youtube. Use all of these resources.

Try and colour photocopy the page with the department of odds and ends.
Have the students in small groups answer the following questions (that could be
written on the back of the page before laminating.

For Years 4 - 5
1. Look at the picture
2. What is happening in the picture?
3. What is the setting of this picture?
4. Identify the problem that is in the picture?

For Years 6 - 8
1. Look more closely at the department of odds and ends. What does it look
like?
2. Describe the way it is depicted. Focus on colours, shapes, perspectives and
angles.
3. How do the words of the story add to the description?
4. How does the Lost Thing respond to this place?Why?
Before reading the book: Focus on the cover as a class and share ideas in
response to these prompts.
- What stands out?
-What is it telling us about the story we are going to read?
-What might be meant by A take for those who have more important things to
pay attention to?

Discussion Questions
- What did this story make you think about?
- Why Doesnt anyone other than the boy notice the Lost thing?
- What does this tell us about him and the people around him?
-Describe the setting of the book. What kind of world does the boy live in?

Writing Task: Locate a thing that appealed to you. Write a description of it.
Work with a friend and read your description to see if your friend can locate the
thing from your description.

Video: View the video of Shaun Tan drawing the Lost thing. Now create your
own Lost Thing.

- How has the boy changed in the time since he last saw the Lost Thing?
- Why do you think he sees weird things less and less these days?
- This is a book about ideas. Make a list of all the ideas explored. Share these
ideas as a class.
The Mini Lost Thing

Tell this creatures story.

Name of the creature.
What is it?
Where has it come from?
Why has it ended up where it has?
Why do you think it directs the Lost thing to the place for lost things but does
not go these itself?

Writing Task: Create a storyboard or photo story of your lost thing.

Use a report template to do this.

Oral / Visual Language Activity for older kids in reading: The world of the story
is a place where no one notices very much at all and this has made it lifeless and
bleak. Why does not noticing have this negative effect on peoples lives and
the world around them? Can you think of some real-life exapmples of the
danger of not noticing?
What are some of the feelings that the story evokes?
How and where is humour used in The Lost Thing?

Writing Task: Shaun Tan stresses that picture books are not just books for
young children.

Prepare a short presentation in any form you wish to explain why The Lost
Thing is not childrens book. Use a report template to do this.
Poetry: Collect loads of different poems for kids, laminate them and
place them according to ability into snapback bags. Once you have done
this you can use for various activities in classes. Here are some resources
that have great poems.

Lauras Poems
Dr Zeuss Books
Chunk, Check, Cheer poems
Boys absolutely love these poems below as they are funny and
challenging.
Tongue Twisters - online
Kenn Nesbit Poems -
The New Zealand A to Z Alphabet Alliterations by Roger Twiname

Activity 1: Have the students choose a poem. This make take up to 5

minutes to choose a poem (or give them all the same poem). Have the
students individually try and memorise the poem ready to present to the
class. This helps to build their confidence when speaking in front of a
group. Try and find some simple ones as they are easier to memorise.

Activity 2: Have the students in small groups of 3 or 4 choose a poem.

They are to present it in an original way e.g. rap, drama, dance etc.
Note that the boys enjoy this more then the girls. Make sure you bribe
them with a positive card or free time.

Activity 3: You as the reliever present a poem in your collection in a

unique way. This makes the students feel more confident to present it.
Have the students work as a group of 4 to memorise the poem.
Oral Language: Some fantastic games to build oral language during reading task
board time are

Poems - try and memorise poems with a friend. This way they are practising their
oral language skills, speaking in front of an audience and building vocabulary
knowledge.

Taboo - students can build their vocabulary knowledge and grammar skills.

Songs - building vocabulary knowledge.

Headbands - describing something and building vocabulary knowledge.

Tony Ryans Thinkers Keys - these are great discussions cards that are free online.
You can print and laminate and use as an oral language task at the beginning of the
day.

Current Events - show a video, newspaper article and have students discuss what it is
about, the problem, and try and get them to make connections to what they are
reading.

Feely box - have a group of items inside a shoebox that is covered up. Make a hole
in the side with a sock attached so that kids can put their hand inside the shoebox.
They need to feel one of the items and describe what it might be,

Feelings activity - give each table group a feeling. They have to describe to the rest
of the class a time when they were embarrassed, or sad, angry etc. Once they have
shared their stories around the table. The groups chooses who will share theirs with
the rest of the class. Each group will share at least 2 stories with the rest of the class.
The class then need to identify what feeling that they are describing. Great way to
introduce inference and show not tell.
advertising activity: find a variety of ads in
magazines and online print and laminate and have
the following questions on the back of these ads
for small groups to discuss, write answers and
present back to the rest of the class.

1. what is the first thing that grabs your attention?

Why?

2. what is the product that is being advertised? how

do you know?

3. have the used the correct lettering, colour and

placement / layout of text and images in the
advertisement? support your findings.

4. is there a motto or slogan in the advertisement?

if yes how does this encourage the consumer to buy
their product?

then have students do the following task

find an object in the class (or the reliever will

give you one). in small groups come up with a nifty
slogan, name for your product. also draw a
poster advertisement of this product. as a group
think about the colour, layout, lettering and
images of your advertisement.
Here are some awesome writing activities to do with your class at the beginning of
the year. Note that these ideas are mainly centred around getting to know each other.

Visual Mihimihi: students bring in loads of photos about them, their family, and their
favourites. If some of your kids do not have photos they can use pictures from the
magazines like their favourite food. They could also draw pictures. The idea for this
project is that the students fill in information about their own mini (see resources).
They design an original way of presenting their name, find out the origin of their name,
why they were called that name etc. They also need to draw a self portrait (i usually put
in inside the phone template i found online (see resources pack). Each student in the
class needs to have a title, border, self portrait, information about themselves, and their
mihi. They need to present this to the rest of the class. Great display to laminate as well
and post around the classroom.

A - Z brianstorm: Use Sheena Camerons template. Students are to describe

experiences from their holidays using this sheet.

Speed Writing: Students can use 5 - 10 minutes at the beginning of the writing session
to write about these topics.
What is your favourite time of day? Why?
What is your favourite room in the house? Why?
What is the best gift youve ever given to anyone? What made it so special?
What is the most special gift that you have ever received?
Have you ever been given a present you didnt like? Who gave it to you? What was it?
What did you say to the person who gave it to you?
What person outside your family is most special to you? Why?
Describe a time when you were brave.
How old were you four years ago? Describe some things you can do now that you
could not do then.
What is one of the funniest things that has ever happened to you?
Think of a time when you achieved a personal goal. What was it, and how did you feel
when you accomplished this goal?
Write about a time when you felt really disappointed about something.
Describe a time you were hurt. What happened, and who helped you?
What do you think about when you cant fall asleep?
Describe your favourite place to go swimming.
RULES OF SUMMER: Read the Book Rules of Summer by Shaun Tan. Discuss the
various themes in the book. Students are then to work together to come up with their
own rules of summer. Each student chooses to write a rule and illustrate it. This can be
then laminated and binded into a book. Or you could display it around your class treaty.

Remember Poetry: Read to the class Remember Whenthat was summer from Gail
Loane. Discuss with the students the language that is used in that poem e.g. senses,
similes etc. Ask them the following questions
What do you notice about this piece of writing?
Brainstorm some memories for your poem.
Then share poetry with a buddy - peer conference, edit work ready to publish and
present to the rest of the class.

FAMILY TREE: Using a family tree chart, students are to ask their parents about their
family history. They can fill in their family tree. Also a great idea to get the students to
write a report about one of their family members, past or present. They can have a
photo (if they can get one) as well as identifying who they are, when they were born,
where they were born, how many people in their family, how are they related to you etc.
Then at the end of the week students are to present this to the rest of the class.

Poetry Scavenger Hunt: Put students into groups of 3. Each group has a poem and a
poetry scavenger hunt sheet. They need to use this sheet to try and find various things
within the poem that they have e.g. similes metaphors, stanza etc.

A moment in time: Students are to write about a time in the past e.g. a time when they
were embarrassed, sad, angry, happy etc.

Bio Poem: Write about themselves using the Bio Poem template.

Narrative: Some children do not have great holidays and get quite embarrassed sharing
that they really didnt do anything for the summer holidays. In this case its a great idea
to get the students to write a narrative about their dream summer holiday. They can
pretend that they are a character and did all these magical things on their holiday.
First Impressions: At the end of the first day of school, you could get the students to
write their first impressions. This could be like a moment in time or recount of their first
day. They could describe how they were feeling before school, if they were nervous.
Discuss show not tell with the class before they write their first impressions. The next
day have the students edit their work and publish. By the end of the week you would
have each of their first impressions published and blinded into a book. It is a good idea
to share their first impressions at the end of the year to the class as well.

Personal Timeline: Students are to draw up a timeline from the date of their birth up till
the current year. They are to write down all the main events that have happened in their
lives. This could also be a homework activity so that they can ask their parents for some
help as well.

Desk Mat: Students create a desk mat about themselves. They begin with a bold title for
their name. They have their name in fancy block letters at the top and then fill in
information about themselves (see resources). They need to make sure that there is
plenty of colour on their desk mat, then laminate and attach it to their desk or table where
they sit. This helps relievers know where students sit as well as students at the beginning
of the year. Its also a great way for students to learn things about their peers and
brighten up the classroom at the same time.

Positive Affirmations: Challenge the students to come up with a positive alliteration

about themselves for example Terrific Tash, Amazing Andy, Generous Gemma etc. From
there the students have to think of a theme to centre their whole project around. This
could be something that is important to them e.g. the ocean, summer, netball, rugby etc.
There are several activities in this positive affirmations project. Students need to write a
poem about themselves. It could be a haiku, rhyming poem, diamante etc. This is
where you teach them the different types of poems. Once they have written their poem,
they are to create a mobile that connects with them as a person, their poem and their
main theme for their positive affirmation challenge. They then have to write about a
memory, moment in time that connects with their theme. As well as this students are to
create a piece of art with their alliteration that also connects with their theme. Once this
is all complete each student is to present their poem, share their memory, mobile and
piece of art with the rest of the class. Its a great way for students to get to know each
other as well as think positively about themselves. Note that this activity will most likely
take the whole term.
Statistics: Statistics is always an excellent theme to start with for Maths in a classroom.
There are plenty of fun ways to teach Maths. It is also a great time for you to observe
and recognise which students do not like Maths. Now is the time to actually find ways
to have them learn to love Maths.

Growth Mindsets: There are amazing videos about the brain and thinking on youtube. It
is a great idea to read about Growth Mindsets. Show one of these videos to your class
at the beginning of a Maths session. Discuss with your students the importance of
changing your mindset about things. There are some excellent resources to help with
changing the attitude of students towards Maths. If you show these videos in the first
two weeks of school, it will definitely help your class to not only think positively about
Maths but all areas of learning.

Who am I survey: Each student in the class fills out a survey about themselves. They
place their name at the top of their sheet. The students need to try and write clues
without easily giving away who it is. This survey could be done using survey monkey or
google forms or old fashioned paper. Each morning the teacher will read out the clues
about a student and the other students have to guess who it is.

My Favourites: Each day for the first week have the students survey the class with what
their favourite colour, food, sport, subject, car etc is. In pairs students are to create a
table, graph and present this on a poster to the rest of the class. These can be displayed
in the classroom. It is also a fun way to get to know one another.

Shoes: Have each student in your class use their right shoe to do an observational
drawing on an A4 sized paper. Once they have done this they need to colour in their
shoe. Have the whole class sit in a circle on the mat and place their drawing of their
shoe in the middle of the shoe. Then discuss with the students the following questions.
1- Look at all the drawings of shoes on the mat. Is there a better way that we can sort all
the shoes to make it easier to see them all? (Trying to encourage students to put shoes
into categories).
2 - could we put these shoes into different groups according to what they look like?
3 - How many sandals are there?
4 - How many sneakers are there?
5 - How many students came to school with no shoes on?
6 - Are there any shoe types that are in their own group?
Line up the shoes like a pictograph on the mat. Then ask the class What kind of graph
is this? If no one knows, tell them what kind of graph it is. Then get all the drawings in
one category e.g. sneakers and flip over the piece of paper and colour each paper in that
category blue. Then with each category choose a different colour to colour in. Line them
up so it looks like a giant bar graph. Then ask the students what kind of graph is this?

Discuss the importance of having titles for your graphs as well as a key in some types of
graphs. This is a fun way of getting students to identify various graphs as well as getting
to know one another. Ive done it every year in my class and it doesnt matter how old
the students are they love it.

Scavenger Hunt: doing scavenger hunts, sorting objects is a fun way of getting students
to work in small groups or with a buddy as well as finding and sorting objects either in
the classroom or around the school.

GREEDY: This is a great little game with barely any resources needed to play it with
your class. You will need one dice, whiteboard and whiteboard marker to play. I tend to
try and find mini whiteboards at the $2 shop. Try and get enough for everyone in your
class. If you cant afford this, find old placemats at the op shop and paint one side with
blackboard paint and use chalk. If you cant do this have them draw up 6 columns in
their maths book. At the top of each column they need to write the following - column 1
G with the number 1 underneath. Column 2 - R with the number 2 underneath.
Column 3 - E with the number 3 underneath. Column 4 -E with the number 4
underneath. Column 5 - D with the number 5 underneath. Column 6 - with the number
6 underneath. Make space under each column to write numbers (see resources). The
objective of the game is get as much money as you can. In column 1 the number that
cannot be banked is 1, column 2 is the number 2 etc. The caller rolls the dice and yells
out the number e.g. if 6 is rolled they will call out the number 6. The caller continues to
call out numbers until they roll the number that cant be banked in that column e.g.
column 3 (number 3). After each roll, students have a choice to call out bank and they
draw a line underneath all the numbers in that column. This means that they can bank
and keep this money. If the students do not bank it and the number 3 is rolled (in
column 3) then they have to put a cross in that column and they loose all their money.
When they call out bank they are to stand up.
Once the caller has finished reading out numbers for column 6. The students are to
count up all the money they have and stand up. The caller when they say keep standing
if you have more then $20, $25.. Students will sit down until you find out who has the
most money in their bank. This is also a favourite game for students no matter the age.
Its also a great way to see who is good at adding and who needs help.

Numeracy Books: Some excellent maths games to play are in Book 4 of the numeracy
project. Look through this book and try some of the games with your class. It is also
teaching them number knowledge (an area where a lot of children struggle in).

If the Earth Were an Apple Activity: Introduction thinking about what we already
know. What do we already know about what the Earth is made up of? What places on
the Earth are suitable for human habitation? Estimate the percentage of different types of
cover of the Earths surface, for example the ocean. Break the group into smaller groups
of about 4. Give each group an apple, plate and knife. What might the apple represent in
this activity (The Whole planet Earth).

Cut apple into 4 pieces. Put three pieces aside as these represent the oceans. Place the
remaining quarter of the apple on your plate. This represents that land area of the earth.
Cut the remaining piece into 2. Put one of these pieces aside: this represents the poles, the
deserts, lakes, rivers and high mountains where humans cannot live for more than brief
periods.
The remaining piece is the places where people can live. Now cut this piece into 4. Put
three pieces aside: these represent the place where people live but they are too dry, cold,
barren, steep or wet to grow food, or they are already covered over by roads, buildings
etc.

Peel the skin off. The remaining piece represents the places in the world where we can
and do grow food. Where the soil is fertile enough and the atmosphere provides clean air
and fresh water.
How does that make you feel?

Not only are we utterly dependant on this speck of soil about 1.5 metres thick and the
atmosphere above it, we are also utterly responsible for it. You would think that our prime
priority would be to ensure this source of all our health and well-being is sustained. But
we dont. We abuse it.

Discuss ways that the resource is abused (e.g. chemical pollution of land, waste, pollution
of air and waterways, consumption of non-renewable resources )

What we are doing is utterly unsustainable. What is putting more pressure on it ?

What potential threats are there ?

Reflection / Evaluation thinking about what we have learnt and applying ideas
Is it possible that people will occupy all available space on Earth?
What actions will have to take place to ensure our own survival?
What are some of the values and attitudes we will have to adopt as a society if we
are to survive?
What personal changes could you make from now?

Modifications for this activity could include..

Have students complete some form of graphic representation from the experience
to show what part of the earths surface is available for human habitation.

In the reflection phase explore more fully what kinds of values and attitudes
might be required if we are to survive. Have groups select 9 of what they consider to be
the most important values and attitudes that we will require. Then ask them to rank these
values. Each group then shares how they have ordered the values and their reasons
behind their decisions.
Zero Rubbish: Having a real life context for students is a great way to teach Maths. It
gives them a sense of purpose. Focusing on looking after our environment and eating
healthy are some fantastic ways to motivate students in Maths. Zero rubbish is one of
them. You will need to discuss the different food groups and what is important to eat e.g.
proteins, fats, oils etc. Or even getting your Project Energise Energiser to come and talk
to your class about this is fantastic.

Once you have discussed the different food groups and the importance of eating a
balanced diet. Challenge your closest creating a litter survey. Note you will need gloves
for this activity. Each day before the end of the day, have students collect the amount of
plastic rubbish or rubbish that cannot be recycled from your classroom bin. Note do not
include paper rubbish or food scraps as these are able to break down or be used again.

Have the students count the amount of non biodegradable rubbish, and place into
categories on a chart e.g. chippy packets, muesli bar packets, Le Snacks etc. The students
are to do this each day in a week. They will also need to work out a suitable table to
collect their data for each day in the week. On friday they are to collect there final
information. The next week on the Monday the students are to create a suitable graph to
present their information to the rest of the class.

Have the students present this information to the rest of the class. Discuss with them
ways that they can reduce pollution and litter in their classroom. Set a challenge for the
class to try and bring zero rubbish in their lunch boxes. This means fruit, or sandwiches
wrapped in biodegradable paper in their lunch boxes. Its a great way to encourage healthy
eating as well as lessen the litter in your classroom.

Identify with your class that the plastics we use, the less litter there will be around and
inside our classroom. Once students have done this, have the students in the whole class
split and do this activity with a class at your school. In assembly at the end of the week,
each group can present their findings and try and challenge the whole school to being
litter free.
Lost Property: Every school has a lost property and at the end of the term the amount of
clothes in the Lost Property bin is ridiculous. This is a little activity to encourage students
to look after their belongings as well as teach Maths in a fun and real life context. Have
the students at the end of each day, go around the school and pick up any lost property.
They are to then survey and create a table with various categories of what is inside the lost
property box e.g. jerseys, T-shirts, togs etc. This can be a whole class or group activity.

Once students write down the various clothing items in the box. They can research
online the prices for these items and put the price next to the name of the item. Students
can count up the amount of lost property items as well as how much money it would cost
to buy all of the items in it.

From there they can go around to each class or have each class go to the lost property bin
area to see if their things are sitting there. At the end of the week, the class can present
their surveys, graphs and money that is lost from clothes in the Lost Property Box. Set a
challenge to the rest of the school to have no lost property for a week. Also discuss the
importance of naming your clothes.

This challenge can be over a whole term. There could be a prize for the class who has
students that when clothes are found they have names of them as well as the class with the
least amount of lost property wins.
In New Zealand Papatuanuku is Mother Earth. Its a good idea to Read the story In the
Beginning. Once your have read this story (or choose a video on youtube). Discuss
with the students the importance of looking after our classroom, school environment.
Have the students identify ways in which we could be more sustainable, discuss what the
word sustainable means etc.

Take the class for a walk around the school to look at all the wonderful items that
Papatuanuku has shared with us e.g. leaves, twigs, insects, rocks etc. Show the students a
sorting grid, They can sort items found on the ground into categories. Choose an area
around the school where the class can do an observational drawing. Take some of the
items found on the ground and observational drawings back to class. Have the class
choose a table that they could label their Papatuanuku Table. Set up a small basket of
magnifying glasses, baskets with shells, basket with all the items found around the school
and display the observational drawings. Let the class know how precious our earth is and
the importance of looking after Papatuanuku.

Find a maori proverb that identifies with looking after Papatuanuku. Work together as a
class to write a poem about Papatuanuku. The students could also draw their own version
of Papatuanuku - the earth. Maybe a poster about looking after our environment. Display
this in the area near the Papatuanuku Table.

As a class discuss and come up with some rules for how we should treat Papatuanuku -
the Earth properly. Display these rules someone in the classroom as well.
It is always a good idea to have an art area in your classroom. Preferably a place where
there is lino and a sink. Ensure you have scissors, paints, paint brushes, coloured paper,
white paper, stacks of old newspapers and magazines, felts, pastels, rulers, pencils, pens,
etc. Having them in labelled boxes is also a great way for students to put things back in
the right place as well as add more colour to your classroom.

Have a Quality Work area where the best work from a student the week before is
displayed.

In the resources part of this pack are some labels for classroom duties. Giving
students duties is a great way to ensure that they keep their classroom tidy, help
one another to keep it tidy as well as gives them a sense of responsibility.
Duties need to be made sure that they are done regularly.
Science ideas: Which Milk Moves the Fastest?

What you need

Milk
Food Colouring
Shallow dishes
Detergent
Eye-droppers or straws
What you do
Repeat the activity with the milk and detergent but investigate what happens when you
change
the amount of colour
the type of milk used
Remember to make it a fair test, you must change only one thing at a time.
Making Ice Cream
What you will need
200 grams of salt
100 millilitres of milk
20 grams of sugar
Vanilla essence
Two different snap lock bags (One large bag and one medium sized
bag).
1 kilogram of crushed ice
A 2 litre ice cream container
What you do
- Half fill the large plastic bag with crushed ice.
- Add the salt.
- Put the plastic bag with the ice and salt mixture into an ice cream
container.
- Place the milk, vanilla, and sugar into the small plastic bag. Seal the
bag tightly.
- Place the small bag inside the large bag that contains the ice and salt
mixture. Seal this larger bag.
- Shake and move the bags about until the mixture inside the small bag
turns into ice cream. This will take about 5 to 10 minutes.
- Record and draw your observations.
Milk on the Move
What you will need
Milk
Food Colouring
Shallow dishes
Detergent
Eye-droppers or straws

What you Do

1. Pour milk into a dish to a depth of about 1 centimetre

2. Using an eye-dropper or straw, add a few drops of food colouring to
the milk in different places.
3. Using a separate eye-dropper or straw, add a drop of detergent to the
middle of the milk.

The reaction between milk and detergent is an example of a system that

displays chaotic behaviour. It is difficult to predict the behaviour of these
systems because small differences in the initial conditions lead to greatly
different results.

A detergent molecule has two different ends; one end is attracted to water,
and the other end is attracted to fat. When detergent is added to milk, it
moves randomly through the milk, with one end of each detergent molecule
seeking out fat and the other end seeking out water. On their madcap
chase through the milk, the detergent molecules stir up the food colouring.
This results in a swirling kaleidoscope of colours.

This is a fun activity that involves complicated chemistry but also shows
differences between milk types. The food colourings rate of movement
through the milk is related to the amount of fat present in the milk.
What can we find out about milk?
What you need: A variety of milks, for example, full-cream,
trim milk, condensed milk, coconut milk.
Clear plastic glasses.
What you do
begin with at least four different types of milk for testing.
Pour a little into a separate, labelled container.

Look carefully at the appearance of the milk samples.

Do some appear thicker than others? do the various

types pour easily, like water, or slowly, like golden
syrup?

can you see any differences in colour?

Do they taste different?

Record or relevant comments and observations on a

chart like the following one.
What can we find out about milk?
What you need: A variety of milks, for example, full-cream,
trim milk, condensed milk, coconut milk.
Clear plastic glasses.
What you do
begin with at least four different types of milk for testing.
Pour a little into a separate, labelled container.

Look carefully at the appearance of the milk samples.

Do some appear thicker than others? do the various

types pour easily, like water, or slowly, like golden
syrup?

can you see any differences in colour?

Do they taste different?

Record or relevant comments and observations on a

chart like the following one.
 find someone game
my mini
poetry questions
selfie sheet
speed writing
remember when
reading comprehension posters
subject labels
maths LABELS
DIRECTIONS: Find Someone who fits the description and have them sign
your sheet. You can only have one student sign a question at a time.

1. A person who has one of the same initials as you have: ________

2. Someone who has more than three brothers / sisters: _________

3. Someone born in the same town as you: ________

4. Someone who has lived in another country: _________

5. A person who loves to read: ________

6. Someone whose birthday is in January. _______

7. Someone who loves to sing: ___________

8. Someone who likes to play video games: ________

9. Someone who plays on a basketball, rugby or soccer team: _______

10. Someone who likes to eat pizza: _______

11. A person with a picture of a friend: _______

12. Someone who can play a musical instrument: ________

13. Someone who has been in hospital: _______

14. Someone who has broken a bone or had stitches: _______

15. Someone who loves Maths: ________

16. Someone who loves to swim: ________

17. Someone who has a cellphone: ________

18. Someone who loves to dance: _______

19. Somone who is new to this school: _______

20: Someone who loves to run: ________

WALT:
Write our own mihi using an adapted format.
Recite our own mini with correct pronunciation.
Recall our mini from memory.

Its all about me and where I fit into my family.

Your mini tells the story of the place and the people you belong to. It is
an easy way for people you are meeting to make connections as they see
if they are related or know your family.
Directions: Ask each other these questions after
you read a poem. Answer each question with your
partner out loud.

1. What is the title of the poem?

2. Who is the author of the poem?

3. Who is the speaker of the poem?

4. How many stanzas are in the poem?

5. Can you find any rhyming words?

6. Can you find any alliteration?

7. Can you find any personification?

8. Can you find any similes?

9. How did the poem make you feel?

10. What is this poem about?

Speed Writing - Getting to know your students

1. What is your favourite time of the day? Why?

2. What is your favourite room in the house?
Why?
3. What is the best gift youve ever given to
anyone? What made it so special?
4. What is the most special gift that you have ever
received?
5. Have you ever been given a present you didnt
like? Who gave it to you? What was it? what did
you say to the person who gave it to you?
6. What person outside your family is most
special to you? Why?
7. Describe a time when you were brave
8. How old were you four years ago? Describe some
things you can do now that you could not do
them?
9. What is one of the funniest things that ever
happened to you?
10. Think of a time when you achieved a personal
goal. What was it, and how did you feel when you
accomplished this goal?
11. Write about a time when you felt really
disappointed about something.
12. Describe a time you were hurt. What happened,
and who helped you?
13. What do you think about when you cant fall
asleep?
14. Describe your favourite place to go swimming.
That Was________
Remember ____________________________________________

___________________________________________________

That was ____________.

Remember ____________________________________________

___________________________________________________

That was ____________.

Remember ____________________________________________

___________________________________________________

That was ____________.

Remember ____________________________________________

___________________________________________________

That was ____________.

Remember ____________________________________________

___________________________________________________

That was ____________.

Written by ____________.
 I guess what might happen
next in the story

From what I have The picture

read so far, makes me
I predict that think that
__________ ________

The style
Revising of
our the author is
_________ so
predictions
I think
_________
 I guess what might happen
next in the story

I thought _____ I think the text

but then I read that will be about
____ so now I think _____ because
_______

My I changed my
prediction was first prediction
confirmed in the because it said in
story because the book
_______ ________
 I create a movie in mind while
I am reading.

I can hear the I can feel the

________

Reading
this text has
made me think. I can smell
My new the _____
understanding is
that
 I put the pieces together to see
them in a new way.

How can I use

Has my thinking what I have read
changed after reading to create my own
this text? ideas?

Can Can the

the connections I
connections I made reading this
made when I read text help me to
this text help me create a
to gain a new generalisation?
perspective?
 I put the pieces together to see
them in a new way.

Reading this text has

made me think. My Do I have a new
new understanding is perspective?
that

How can I use

How else could I what I have read
use this to create my own
information? ideas?
 I tell what is important.

The most important The main point

idea in this article / the author is
story is making is

Another name The most

for this story / important thing to
article could know about ____
be is ____.
 I tell what is important.

The main idea of the The text is

text is mostly about

If I had to Other helpful

questions are
explain this to who, what, when,
someone else, I why, where and
would say how.
 I ask questions to understand
what I am reading.

I wonder why,
What is the author where, when, how,
trying to tell me? if and who?

What do I think Do I already

I will learn form know something
this text? about this topic?
 I ask questions to understand
what I am reading.

Was the problem Where is the

solved? How? setting?

What would
I do if I was in What do I think I
the same will learn from
situation as the this text?
main character.
 I use the clues in the text to
read between the lines.

I think the author I wonder

is really saying why

I thin the I wonder

author is really
saying if
 I make connections
between what I read and personal
experiences.

TEXT TO SELF

That part reminds me of

I remember when
That makes me think about the
time when
I felt like _____ (character)
when
I had a similar experience
That happened to me once
This sounds familiar to me
I think I would have felt differently
 I make connections
between the different things I
read.

TEXT TO TEXT

I read another book like this

one

This reminds me of a book I

read

A character who is like____ is

____ from the book ____
because

I have already read about this

in
 I make connections
between what I read and real world
issues.

TEXT TO WORLD

I know that happens in the real

world

Similar things happen in the real world,

like when

This is different from things that

happen in the real world because

I saw a television programme/film

about this topic

I read a book/article that talked about

this