daily learning tasks: purple weeks 1 – 2...book, magazine, newspaper or story online to a family...

| NSW Department of Education

www.education.nsw.gov.au www. tenambit-p.school.nsw.edu.au www.facebook.com/Tenambit-Public-school [email protected]

Daily Learning Tasks: Purple Weeks 1 – 2

These learning tasks are designed to be completed by students daily, with guided support from parents/carers. The activities below are to be repeated over a two-week cycle. Students can access further learning through the Enrichment Learning Grids, which can be found on the school website or Seesaw.

We understand and appreciate the different circumstances for each family and their capacity to support their child/ren’s home learning. We encourage families to complete what is manageable with the resources that are available. Your child/ren’s teacher will be communicating with you weekly, so please inform them of your child/ren’s progress as well as your concerns and challenges.

How do I contact my teacher?

Contact your teacher via phone or Seesaw using the ‘Message’ function, during school hours only 9-3:00pm.

Screen Time Recommendations

Australian Standards suggest a maximum of 2 hours per day screen time (including

time children spend on screens for learning).

Supervision of Online Learning

If your child is accessing online learning activities, please ensure your child is

supervised.

If you are self-isolating:

Please understand teachers are still teaching on class and will respond to messages as soon as they are available.

If the school is requested to close:

Teachers will update via Seesaw with further information on when they will be online for daily contact. If you are not accessing Seesaw, teachers will contact you via phone.

Please note:

Teachers will do their best to respond with the technology at hand. In the event of School Closure, if you haven’t heard a response from the classroom teacher on an urgent matter within 48 hours, please email the school using the email address below. Brain Breaks

Please take Brain Breaks as often as needed.

A variety of activities can be found in the Enrichment Learning Grids.

End of week check:

Has my teacher seen at least 5 pieces of my learning? If not, please take some photos of your learning and send to your teacher on Seesaw or via another agreed method.

Daily Learning Tasks: Purple Weeks 1 – 2

Day 1 Day 2 Day 3 Day 4 Day 5

Morning Spelling

1. Read the spelling rule and spelling words for the corresponding week. (Appendix 1)

2. Write the spelling rule and the spelling words in your workbook.

3. Complete the spelling rule activity for the corresponding week. (Appendix 1)

Spelling

1. Read your spelling words out loud.

2. Write your spelling words in reverse alphabetical order in your workbook.

Access: Spelling Enrichment Learning Grid

(choose 1 activity)

Spelling 1. Write your spelling words out and then next to them write the number code you would need to ‘call’ your words e.g. dog = 364

Spelling 1. Read your spelling words out loud.

2. Write your spelling words scrambled on your whiteboard and have a family member try to unscramble them.

For example: idned = dined

Access: Spelling Enrichment Learning Grid

(choose 1 activity)

Spelling Roll a die for each of your spelling words and complete the activity for the number you roll.

Reading - Grammar 1. Read the information about apostrophes for the corresponding week. (Appendix 2)

2. Write the key points about apostrophes in your book.

3. Do the activities for the corresponding week in your book. (Appendix 2)

Reading Read to Self

Spend 20 minutes alone reading a book, magazine, newspaper or story online.

Visualising

What did you visualise whilst reading? Draw a picture in your workbook.

Access: Reading Enrichment

Learning Grid (choose 1 activity)

Reading Read to Someone

Spend 20 minutes reading a book, magazine or newspaper to a family member or toy.

Summarising What happened in the story/article? Write a paragraph summarising the main points in your book.

Access: Reading Enrichment Learning Grid

(choose 1 activity)

Reading Read to Self

Spend 20 minutes alone reading a book, magazine, newspaper or story online.

Making Connections Does this text remind you of something else you have read, seen or done? Why or why not? Write your thoughts in your workbook.


(choose 1 activity)

Reading Read to Someone

Spend 20 minutes reading a book, magazine, newspaper or story online to a family member or toy.

Questioning What was the author’s intention (why) when writing this book/article? Write your thoughts in your workbook.


(choose 1 activity)


Writing - Handwriting

Look at the handwriting focus on Appendix 3 for the corresponding week.

On your handwriting whiteboard (included in your resource pack), practise the joins and words in your best cursive handwriting.

Access: Writing Enrichment Learning Grid

(choose 1 activity)

Writing Persuasive writing tells your

opinion. It tries to make people feel the same way as you do

about a topic.

1. Choose a topic below and write your opinion and your arguments in your workbook.

- Weekends should be 3 days. - Screen time should be limited to 1 hour a day.

2. Read your arguments to a family member to try to convince them to think the same way as you do.


(choose 1 activity)

Writing Week 1

1. Read the information about persuasive devices on Appendix 4 and copy it into your book.

2. Read about alliteration on Appendix 4, copy it into your book and complete the activity.

Week 2 Read the information about rhetorical questions on Appendix 4 and complete the activity.


(choose 1 activity)

Writing Week 1

Read the information about facts and opinions on Appendix 4 and complete the activity.

Week 2

Read the information about exaggeration on Appendix 4 and complete the activity.


(choose 1 activity)

Writing Week 1

Read the information about repetition on Appendix 4 and complete the activity.

Week 2

Read the information about statistics on Appendix 4 and complete the activity.


(choose 1 activity)

Middle

Break Break Break Break Break Mindfulness & Positivity

Access: Mindfulness & Positivity Enrichment

Learning Grid

Mindfulness & Positivity Access: Mindfulness & Positivity Enrichment

Learning Grid


Learning Grid


Learning Grid


Learning Grid

Number of the Day On your whiteboard, complete the Number of the Day activity for the corresponding week and day.

(Appendix 5)

Number of the Day Your number for today is 517 (week 1) and 1422 (week 2). Use words and pictures to show as much information about the number as you can.

Number of the Day On your whiteboard, complete the Number of the Day activity for the corresponding week and day.

(Appendix 5)

Number of the Day Your number for today is 771 (week 1) and 9868 (week 2).

Use words and pictures to show as much information about the number as you can in your maths book.

Number of the Day

On your whiteboard, complete the Number of the Day activity for the corresponding week and day.

(Appendix 5)


Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack.

Use a clock/stopwatch to time yourself.

Record this time in your maths book.

Times Tables

1. Write out your 3x and 4x tables in your maths book.

2. Write out the inverse (division) facts for the 3x and 4x tables. e.g. 12 ÷ 4 = 3

Ask a parent/carer to quiz you randomly on them.

Times Tables

1Write out your 6x and 7x tables in your maths book.



Times Tables

1. Write out your 8x and 9x tables in your maths book.



Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack.

Use a clock/stopwatch to time yourself. Try to beat your Monday time!

Record this time in your maths book.

Time

1. Read and record the WALT for the corresponding week/day. (Appendix 6)

2. Record the definition in your maths book. (Appendix 6)

3. Complete the activities for the corresponding week/day in your maths book. (Appendix 6)

Access: Mathematics Enrichment Learning Grid

(choose 1 activity)

Time




(choose 1 activity)

Position


2. Record the information into your maths book (Week 1). (Appendix 7)



(choose 1 activity)

Fractions

1. Read the WALT and the information on Fractions for the corresponding week/day. (Appendix 8)

2. Summarise the key points and write them in your maths book.


Access: Mathematics

Enrichment Learning Grid (choose 1 activity)

Fractions

1. Read the WALT and the information on Fractions for the corresponding week/day. (Appendix 8)

2. Summarise the key points and write them in your maths book.



(choose 1 activity)

Break Break Break Break Break


Afternoon Science

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

PDHPE

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

Creative Arts

Access: Creative Arts Enrichment Learning Grid

(choose 1 activity)

History/Geography

Access: History/Geography Enrichment Learning Grid

(choose 1 activity)

Family Time or Free Play

Enjoy an activity with your family or have some free

play.

Hands on Learning

Access: Hands on Enrichment Learning Grid

(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Appendix 1 - Spelling Rules and Words Week 1

Week 2

Spelling Rule: When a verb ends in a silent e, drop the e before adding -ing or -ed.

For example: juice -> juiced -> juicing

Spelling Rule: If an adjective (describing word) ends in a short vowel followed by a

consonant, double the last letter before adding -er or -est. For example: flat -> flatter -> flattest

Rule Words Commonly Misspelt Words Theme Words Rule Words Commonly Misspelt Words Theme Words

1. exciting 2. shining 3. slicing 4. dined 5. introduced

6. scissors 7. restaurant 8. occasion 9. grateful 10. guarantee

11. persuasive 12. persuade 13. opinion 14. argument 15. statistics

1. warmer 2. saddest 3. brighter 4. thinnest 5. bigger

6. twelfth 7. parallel 8. ridiculous 9. miniature 10. schedule

11. emotive 12. alliteration 13. exaggeration 14. repetition 15. rhetorical

Spelling Rule Activity

Spelling Rule Activity

Appendix 2 - Grammar and Punctuation Apostrophes

Week 1 - Contractions Week 2 - Possession

Appendix 3 – Handwriting Targeting Handwriting Interactively – Blake Education

Week 1 - Diagonal Joins to head/body letters (a, c)

Week 2 - Diagonal Joins to head/body letters (d, e)

Appendix 4 – Writing https://www.twinkl.com.au Week 1

Day 3 – Persuasive Devices and Alliteration

Alliteration is using a series of words that begin with the same sound. For example: ‘Walking wombats wobble’ or ‘A particularly perfect pizza!’

Day 4 – Facts and Opinions Day 5 - Repetition

A fact is something which is truthful and can be proven. Facts can be used to support a point being made. An opinion is someone’s point of view of/about something that is not based on fact or knowledge.

Imagine you are trying to sell some cupcakes. How can you use repetition to get this point across?

These cupcakes are delicious. Try repeating the words and then restating what you are

saying in a different way.

Week 2 Day 3 - Rhetorical Questions Day 4 - Exaggeration

A rhetorical question is one that does not require an answer.

An exaggeration is a statement that is untrue or over the top.

Use the words below to create your own exaggerated statements

Day 5 - Statistics

Statistics are factual data used to convince the reader.

Appendix 5 – Number of the Day https://mathsstarters.net/numoftheday Week 1

Day 1 Day 3 Day 5

Week 2 Day 1 Day 3 Day 5

Appendix 6 – Time

Week 1 Day 1

WALT - Measure time using stopwatches and/or clocks Day 2

WALT - Order a series of events based on the time it takes to complete them

Definition of Time:

Activity

Using a stopwatch on your phone, watch or a house clock, time yourself completing the following things. Record your results in a table in your Maths book.

1. Doing 10 push ups 2. Making lunch or dinner for your family 3. Writing out your 7 times tables from 1 to 12. 4. Making your bed 5. Hanging out the washing 6. Filling a drink bottle up with water 7. Pick 1 thing that should take seconds to complete 8. Pick 1 thing that should take minutes to complete

**You will need the data from todays’ activity for tomorrow.**

To complete the following activities be careful you are ordering the times correctly. Some ask to order from least to most amount of time. Some ask

to order from most to least amount of time.

Activity 1

Using your table from yesterday order the 8 activities from the least amount of time taken to the most amount of time taken to complete.

Activity 2

Order the following events from least to most amount of time:

1. Brushing your teeth 2. Clicking your fingers once 3. Playing a game of Netball 4. Making a cup of tea

Activity 3

Order the following times from most to least amount of time:

1. 1 minute and 29 seconds 2. 12 minutes 3. 1 hour, 36 minutes and 3 seconds 4. 11 minutes 5. 1 hour, 36 minutes and 2 seconds

Week 2 Day 1

WALT - Understand when 24-hour time is used Day 2

WALT - Compare and convert 12- and 24-hour time Definition of 24 Hour Time: Copy the table to the right into your Maths books so that you understand what the time is in 12- and 24- hour time.

Time – AM/PM v 24 Hour Clock

Normally time is shown as Hours:Minutes. There are 24 hours in a day and 60 minutes in each hour. Example - 10:25 means 10 hours and 25 minutes

Activity 1. Read through the information below 2. Draw the clock in your book including the 12hr and 24hr times around it. 3. Copy converting tables into your book and complete.

Activity

Using a mind map brainstorm where in the world you would see/use 24-hour time.

For example, Bus/train timetables, on a digital watch.

Appendix 7 – Position

Week 1 WALT - Use information to find locations on a map

Week 2 WALT – Follow two or more directions to find locations on a map

Using a double page in your maths book, create a map of your house or an imaginary world e.g. Out of Space Land. Your map must:

• be of a high standard, drawn using a ruler and be coloured in (use map above as an example) • have street names • have a key/legend

Once you have completed your map, create 10 different directions on how to get from one location on your map to another. Make sure you use North, South, East and West in your directions. Then follow your own direction on your map and see whether they are correct. Example using map above: Start by heading North up Brundle Street from the furniture shop. Keep heading North until you reach Dale Street and turn right. Head East down Dale Street until you reach the Car Park on your right. Pick up your car.

What does a key/legend on a map tell us? (copy into books)

A map key is sometimes also called a legend. Legends or map keys use symbols, colours, or lines to represent important places or landmarks on a map.

Activity

Using the map and its key, answer the following questions:

1. What street is TwinklMart on? 2. What place is left of the fountain? 3. What is across the road from the Police Station? 4. What is the big building in the top righthand corner of the map? 5. What places does Malcolm Avenue have on it?

Appendix 8 – Fractions Week 1

Day 4 WALT - Place Fractions on a Number Line

Day 5 WALT - Compare and Order Fractions

Activity - Complete the number lines below in your maths book

Activity 1 - Colour the fraction represented and use the Greater than or Less than symbol to compare the fraction pairs below

Activity 2 – Write the following fractions in order from smallest to largest.

Week 2 Day 4

WALT - Recognise Improper Fractions and Mixed Numerals Day 5

WALT - Adding Fractions with the same Denominator

Improper Fractions

Mixed Numerals Activity – Record each picture as an improper fraction and mixed numeral

Activity – Add the fractions below

daily learning tasks: purple weeks 1 – 2...book, magazine, newspaper or story online to a family...

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