framework for teaching year 1 week 10 · phonics/spelling ng think of 4-8 words containing the...

Framework for teaching – Year 1 Week 10

Online and offline activities to support student learning at home.

Monday Tuesday Wednesday Thursday Friday

Task Have a go at tying up your shoes.

Can you help make dinner tonight?

Have you cleaned your teeth in the morning and night?

Could you help bring in the clothes?

Are you able to help fold the clothes?

Morning

9:25-9:45

English: Reading

Choose a non-fictional book to read aloud with a parent/carer. Before reading, what do you already know about the topic?

Read the book aloud together. Answer these questions.

What was this book about?

What are three facts you have learnt from reading it?

English: Reading

Choose a fictional book to read aloud with a parent/carer. Before reading the book, talk about what you think is going to happen by looking at the pictures?

What do you think will happen at the end of the story?

What do you think is going to happen next in the story based on what you already know?

English: Reading

Choose a non-fictional book to read aloud with a parent/carer. Before reading, what do you already know about the topic?

Read the book aloud together. Answer these questions.

What was this book about?

What are three facts you have learnt from reading it?

English: Reading

Choose a fictional book to read aloud with a parent/carer.

Read it aloud together.

Does it have a good beginning and ending?

Are the characters interesting? What makes them interesting?

Which illustration in the story was your favourite? Why?

English: Reading

Choose a non-fictional book to read aloud with a parent/carer. Read it aloud together.

How does the title describe the content of the book?

Was the title a good one for this book? Why or why not?

Morning

9:45-10:00

English: Sight Words

Choose 4-8 sight words to learn and choose an activity to complete from the ‘Sight word/spelling/phonics activities’ grid.










10:00-10:25

English: Writing

Writing – what did you do on the weekend? Try and include who, when, where, why, what.

OR

Write a narrative using this starter:

“What on earth are you doing up there?” mum exclaimed.

English: Writing

Writing – What can you see out your window or door? Use adjectives (describing words) when you write what you can see.

English: Writing

Writing – Write a narrative using this starter:

Wow, it was so hairy. I cannot believe it was in my home…

English: Writing

Writing - Write a letter to a friend using some of your spelling words.

OR

Write a narrative using this starter:

What is this place? I looked around and didn’t recognise a single thing. Was I in another universe?

English: Writing

Writing - Write a list of food you would like for a dinner. Think of a main dish and dessert.

OR

Write a description of a person or animal in your home using adjectives (describing words).

Morning

10:25-10:35

Do a dance break

The Maxarena - Maximo | GoNoodle

https://family.gonoodle.com/activities/the-maxarena

Do a dance break

Chicken Dance - Maximo | GoNoodle

https://family.gonoodle.com/activities/chicken-dance

Do a dance break

The Hokey Pokey - Maximo | GoNoodle

https://family.gonoodle.com/activities/hokey-pokey

Do a dance break

Twist N' Shout - Maximo | GoNoodle

https://family.gonoodle.com/activities/twist-n-shout

Do a dance break

Electric Slide - Maximo | GoNoodle

https://family.gonoodle.com/activities/electric-slide

Morning

10:35-11:05

Phonics/Spelling

ck

Think of 4-8 words containing the sound above and choose an activity from the ‘Sight word/ spelling/ phonics activities’ grid.

Phonics/Spelling

ar


Phonics/Spelling

qu


Phonics/Spelling

ng


Phonics/Spelling

th













Morning

11:05-11:25

English: Reading Eggs

Work on your Reading Eggs level









Break

11:25-11:50

Morning Tea Break Morning Tea Break Morning Tea Break Morning Tea Break Morning Tea Break

Middle

11:50-12:30

Mathematics: Patterns

Pattern hunt: What patterns can you find in and around your home? Draw the patterns you find on some paper. Ask someone to help you describe your favourite pattern.


Use objects from around the house to make ‘two’ and ‘three’ patterns. Hide one part of the pattern and ask someone to work out which part of the pattern is missing.


Start at 1 and write the numbers in order as high as you can go e.g. 1 2 3 4 5… Go back and highlight or circle the number 1, miss a number and circle the number after e.g. 3. Continue this for all your numbers. When complete draw a table and write all the odd and even numbers

Mathematics: 2D Space

Go on a shape hunt around your home! Can you find three of each shape in a different location? You need to find 3 quadrilaterals, 3 triangles, 3 circles, 3 hexagons and 3 octagons. Draw the different shapes you found.

Mathematics: 2D Space

Make shapes using toothpicks, paddle pop sticks or sticks. Draw, name and label how many sides each shape has.

Middle

12:30-12:50

Mathematics: Mathseeds

Work on your Mathseeds level










Middle

12:50-1:00

Do a mindfulness activity

Rainbow Breath - Flow | GoNoodle

https://family.gonoodle.com/activities/rainbow-breath


On & Off - Flow | GoNoodle

https://family.gonoodle.com/activities/on-and-off


Melting - Flow | GoNoodle

https://family.gonoodle.com/activities/melting


Bring It Down - Flow | GoNoodle

https://family.gonoodle.com/activities/bring-it-down


Victorious - Flow | GoNoodle

https://family.gonoodle.com/activities/victorious

Middle

1:00-1:50

History

Make up a list of three questions to ask a grandparent/grandfriend about school life, home life and entertainment e.g. What did you do for fun in the evenings?

Draw and label your favourite toy (in preparation for grandparent/grandfriend interview).

History

Interview (phone) a grandparent/grandfriend. Ask them the questions you created. Find out about school life, home life and entertainment in the past.

Ask a grandparent/ grandfriend to tell you about their favourite toy. Write down what it was. Compare it to your favourite toy.

Creative arts: Visual Arts

Visit the Art for Kids Hub website. Click on the drawing tab. Choose a topic of interest to draw. Get a piece of paper and some pencils. Follow the steps to create an artwork e.g. Draw a koala

https://www.artforkidshub.com/how-to-draw/

History

Find an old family photograph from the past. How do you know it is from the past? What does it tell you about the past? Compare it to a recent family photograph.

History/English

Our Granny - Read Aloud

https://www.youtube.com/watch?v=-J41g9YZWeI

Read and discuss the story ‘Our Granny’ by Margaret Wild (available online). Write a recount about a day that you did something fun with a grandparent or grandfriend. Include who, what, where and when. Draw a labelled picture to go with your writing.

















Break

1:50-2:40

Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break

Afternoon

2:40-3:25

Creative arts: Music

Make a musical instrument. Think about the variety of instruments you could create using a wide variety of materials. Try to choose recycled materials to create your instrument.

Think about ways in which you could put your instrument to use in an ensemble or class composition. Consider creating something with the people in your home.

Create a composition using only the materials you have created and perhaps some furniture or other things in your house they have unique sounds. Let your imagination go wild. Record your piece of music to share with the class or play your composition to your family.

Sport

Practise bouncing, throwing and catching a ball.

Wellbeing Wednesday – Second Step Program

Lesson 6B: Identifying Feelings (see Second Step lesson plan)

Sport

Practise bouncing, throwing and catching a ball. Can you catch 3 in a row? What is your highest point score?

Creative Arts: Drama

Select a nursery rhyme and prepare a shared recital of that rhyme. Present the nursery rhymes to family members.

Sight word/spelling/phonics activities

Find a word Scatter all words face up on the floor. Ask the child to find a word you say (e.g. find the word “the.”) The child picks up “the” and keeps the card if correct. See how many words your child can collect in a session.

Stepping Stones Use word cards as stones across a river. The player walks across a river, reading the word as he/she steps beside it. If the word is read correctly, the player takes the next step across the river. If the word is read incorrectly, the player goes back to the start and tries to cross the river step by step again. The aim is to make it to the other side of the river.

Snakes and Ladders The game is played as a traditional game of snakes and ladders with a few minor changes. Instead of throwing a die, the word cards are used. Place the word cards in a pile face down. When it is a player’s turn he/she takes a word card from the top of the pile. If the player can read the word, he/she counts the number of letters in that word and moves accordingly (e.g. three places for ‘mum’). Continue the game using the same words until there is a winner.

Make a Sentence The children place the word cards in a line to make a sentence. Additional words can be written on paper and added as is necessary. Encourage your child to leave a space between each word and read the sentence out aloud. Where possible change the sentence into a question.

How Many Words Can You Get? Hold one card up at a time. If your child can read the word he/she keeps the card. At the end of the game your child can count the number of words they could read. This number could be recorded and each time the game is played the new ‘highest score’ can be recorded.

Swat Lay your child’s sight words out in front of them and ask them to tap each word with a fly swat as you say them.

Hop Scotch

Place your child’s sight words on the ground or write them in chalk on the ground and ask them to say them as they jump from one to the next.

Mix up the order Make sure you cut up your child’s sight words and practise them in a different order every day. Learning them from the original grid format may lead to memorisation of the order of words rather than recall of the word itself.

Word Analysis Discuss each word and what it looks like. Does it have tall or short letters? How many letters in the word? Are there any tricks we can use to help remember it?

Sensory Play Hide words in bowl of rainbow rice or sand and students search for the words. Alternatively, get your child to write the words in sensory materials.

Rainbow Writing Write the word out on paper. Trace over the word in a variety of colours.

Colourful Words Write your child’s sight words in large ‘bubble writing’ and ask them to colour them in.

Card Games Duplicate your child’s sight words and play Snap, Go Fish or Memory.

Tactile Learning Place some sand or flour on a paper plate and ask your child to write their sight words.

Playdough Ask your child to model their sight words using play dough.

Front Door Recall Stick all of your child’s sight words to the front door and have them repeat them every time you leave the house.

Hide and Seek Hide the sight words around the room and ask your child to tell you each word as they find them.

Car Park Make a grid like a car park with your child’s sight words and ask them to place a toy car on the sight word you call out.

Noughts and Crosses Draw a noughts and crosses grid and write one sight word in each box. Ask your child to say it as they mark off that square in the game.

Bingo Ask your child to choose 6 of their sight words and play bingo as you turn over their sight word cards.

Visual Learning Ask your child to draw a picture to represent their sight word.

Letter Tiles Use magnetic letter tiles to make the words.

Minute to Win it How many sight words can your child say in one minute?

Look, Say, Cover, Write, Check Look at the word, say the word, cover the word, write the word and check the word

Silly Sentence Ask your child to use the sight word in a sentence.

Sight word Search Ask your child to find a focus sight word or sight words in a piece of text.

Password Make sight words the password to get into different rooms or the car etc.

Key Ring Place all your child’s sight words on a keyring and use this as a tactile tool to help daily recitation.

Word Targets Create targets with sight words for your child to toss a ball or beanbag onto.

Skittles Stick sight word flash cards onto skittles, and say the word as you know it over.

Sight words

Second Step Program

Lesson 6B: Identifying Feelings

Show the photo ‘This is Rita (go to Parent Portal on website).

Rita just looked into her lunchbox and found her juice spilt all over

her sandwich. Now it is soggy and mushy!

1. Think about how Rita is feeling. (Disgusted. Yucky. Like she

doesn’t like something she is looking at.)

2. How does Rita’s face show that he feels surprised? (Her nose

is wrinkled. Her mouth is puckered. Her eyebrows are

squeezed together.)

3. Look at her body. What clues help you know how she is

feeling? (She is reaching towards her sandwich like she

doesn’t want to touch it.)

4. Why is Rita disgusted? (Her lunch is soggy and mushy).

framework for teaching year 1 week 10 · phonics/spelling ng think of 4-8 words containing the...

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