harcourt public school stage one (years 1 & 2)...harcourt public school stage 1 offline learning...

Harcourt Public School Stage 1 Offline Learning Activities

Harcourt Public School – Stage One (Years 1 & 2) Term 3, Week 4 – Offline Learning Unit

These tasks can be completed in your Homework book and returned to the school for marking when

learning at school returns.

Monday

Task

Responsible learner

Spend the first couple of minutes of your morning organising your equipment for the week.

For example: sharpen your pencils, tidy your desk/workspace, write a checklist of the work

you need to complete for the day and tick it off.

Morning English Spelling (See Appendix 1)

Learning Intention:

We are learning to practice our spelling words by writing them in 2D shapes.

Success Criteria:

• I can spell all my weekly words accurately.

• I can use different 2D shapes to write my words.

Spelling Activity: Count your spelling words. Draw 2D shapes for each word. Now, write

your spelling words inside each shape.

Reading (See Appendix 2)

Learning Intention:

We are learning information about where the Olympics first began

Success Criteria:

• I can explain where the first Olympics began

Read the information on All About the Olympics and answer the questions on the

worksheet provided in full sentences.

Writing

Learning Intention:

We are learning to understand what the setting in a story is

Success Criteria:

• I can explain what setting means

• I can describe the setting in a story

What is setting?

The setting is the time and place that a story happens. It often answers the questions

When? and Where?

Examples of time of a story. When did the story happen?

• the past, the present or the future

• the daytime or night-time

• the winter, summer, spring or autumn

Examples of place of a story. Where did the story happen?

• a school

• the jungle


• the city

• a desert

Examples of settings in popular stories:

Think about one of your favourite stories. In a couple of sentences describe where the

story is set. Can you give details about what time the story happens and what place the

characters are in.

Draw a picture of the setting to go with your sentences. (If there is more than one place in

the story you have chosen, just write about one.)

Break

Middle Mathematics Warm Up

I bought the numbers 6, 3 and 9 to put on my letterbox.

What might my house number be?

What is the largest number my house number could be?

What is the smallest number my house number could be?

Learning Intention:

We are learning to read a calendar.

Success Criteria:

• I can name and order the months of the year

• I can use a calendar to calculate the number of months, weeks or days until an

upcoming event

A calendar is a tool for organizing days. It is a chart or book that shows the months and

days of a year in correct order.

People use calendars to say when something happened, and for planning things that have

not happened yet. It helps us keep track of the days, weeks, months and years.

Study the

calendar to

understand the

labelled parts

of a calendar.

There is also a

list of the 12

months of the

year.


Year 1

1. What month of the year is your birthday?

2. Look at the months below and write which month comes next?

March, April, May, ____________________

August, September, October, ____________________

January, February, March, ____________________

3. When would you use a calendar?

4. What is your favourite month of the year? Draw a picture of something you would

do during this month and write a sentence why it is your favourite month of the

year.

Year 2

Read the calendar below and answer the questions:

1. Which day of the week is the first day of April?

2. If it were May, how many months until Christmas in December?

3. If it were May, how many months until a birthday in September?

4. If you were away for half the year, how many months would that be?

5. What is your favourite month of the year? Draw a picture of something you would

do during this month and write a sentence why it is your favourite month of the

year.

Challenge

Write the date for the first Friday in February in two different ways.

Break


Afternoon Science (See Appendix 3)

Creating a mixture

There are lots of different reason as to why we create mixtures. Some of it may be to

create our favourite foods, others could be to create something we might need to use like

cleaning products, make-up or even building materials such as concrete.

Learning Intention:

We are learning to investigate what happens when solids and liquids are mixed together.

Success Criteria:

• I can predict what happens in a scientific investigation

• I can explain what happens when there is more liquid/solid in a mixture

Today we will be examining what happens when cornflour and water are mixed together.

Follow the procedure below to see what happens! After following the first few steps of the

mixture, think about and answer the questions below:

• How difficult was it mixing only a tablespoon of water into the cornflour?

• What words would you use to describe the mixture that you have made?

• What does mixing cornflour and water remind you of?

• What were your original thoughts about this mixture? Is what you have found

similar? Why or why not?

Now follow the next few steps. Add an extra half-cup of water to your mixing bowl and

make observations. Discuss with a family member and answer the following questions

such as:

• What happened when we added more water?

• Did that match our predictions? Why or why not?

• When making a mixture, why is it important to pay attention to the quantity of things

mixed together?

Appendix 1

Year 1 Spelling Words Term 3, Week 4 Red Group Toy, soy, joy, annoy, enjoy

Blue Group Toy, soy, joy, annoy, enjoy, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents

Purple Group Toy, soy, joy, annoy, enjoy, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents, destroy, poison, royal, oyster, toilet

Year 2 Spelling Words Term 3, Week 4 Red Group Street, stripe, strike, stretch, straw

Blue Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince,

time, grandparents

Purple Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince,

time, grandparents, sources, poison, royal, oyster, interview


Appendix 2 (Source -Twinkl)


Appendix 3 (Source – Primary Connections)





Tuesday

Task

Mindfulness

Listen carefully with your eyes closed to any sounds you can hear. After one minute, open

your eyes and write down everything you heard.


Learning Intention:

We are learning to practice our spelling words by typing them on a keyboard.

Success Criteria:

• I can learn all my words by typing them on a keyboard.

• I can identify the words that I need to practice and know the keyboard.

Practise your spelling words by typing them on a keyboard.

See how many times you can type them in correctly without looking at the keyboard.


Learning Intention:

We are learning about the different sporting activities in the Olympics

Success Criteria:

• I can explain the different sporting activities in the Olympics

• I can read and match the different sporting activities

Did you know that there are 33 different sporting activities in The Olympics?

Match the following activities with the correct information on the worksheet provided.

Writing

Learning Intention:

We are learning to write a description of a setting

Success Criteria:

• I can list adjectives to describe a setting

• I can write simple and compound sentences

When we describe the setting in a story, just like with a character description, we will use

many adjectives. Using adjectives helps us to create more details for the reader.

Example:

It is a cold wet morning in the deep dark woods.


Using the picture below:

1. Write 1-2 sentences to describe When and Where this scene takes place.

2. Create a list of words to describe the following picture. You could describe the

buildings, the fountain, the water, the rainbow, the sky, the plants, the trees, the

jewel.

Break


Pick a two-digit number and start counting forwards by 2’s, 5’s and 10’s.

Learning Intention:

We are learning to explain and identify equal 'groups'.


Success Criteria:

• I can define the term ‘equal’

• I can look for equal groups in my environment

• I can identify the number of groups, objects in each group and how many objects

there are altogether.

• Year 2 - Form an array of equal 'rows' or equal 'columns'

• Year 2 - Write a number sentence to match your equal groups and arrays.

What are equal groups? A group is equal when it has the same number of items as all of the other groups.

Multiplication means 'equal groups of' and is written with a multiplication sign: '×'. For

example: 4 × 4 can be read as '4 equal groups of' 4.

🏈🏈🏈🏈 🏈🏈🏈🏈 🏈🏈🏈🏈 🏈🏈🏈🏈

Year 1

Can you find some examples of equal groups in your home?

Questions: What does equal mean?

How many groups are there?

How many objects per group?

How many objects are there altogether?

E.g There are 4 lily pads (groups)

There are two frogs (objects per group)

There are 8 frogs altogether.

Year 2

Complete the activity above and answer the questions. Afterwards, organise these groups

into arrays. See the example below and try to write a number sentence.

There are 3 groups of 3

There are 3 rows and 3 columns

3 + 3 + 3 =

3x3=

🐸🐸🐸

🐸🐸🐸

🐸🐸🐸

Challenge:

Catrina wants to know how many football cards she has collected. She has filled up five

pages of her scrapbook and on each page there are four cards.

Can you show how you would find out? You might draw a picture or use counters to help

you.

Break


Afternoon History (See Appendix 3) Past and Present Life

Learning Intention:

We are learning to understand what an interview is and its purpose.

Success Criteria:

• I can ask my questions using a clear voice.

• I can plan and write questions for my interview.

Interview a grandparent or a person you know who is much older than you to compare

what life was like in the olden days with today. You might like to call this person or

interview someone that lives with you.

Ask the person you are interviewing these questions and write their responses down on

the interview sheet below:

1. Name of person you are interviewing. 2. When and where were you born? 3. Where did you grow up? 4. How many people are in your family? 5. What was family life like when you were growing up in school? 6. What did you used to do for fun? 7. What jobs or chores did you do while growing up? 8. What did you want to be when you grew up?

Challenge

Create your own question/s and ask them. Think about what else you might be interested

to know about this person and what it was like for them when they were your age.

Appendix 1



Grandparent




Blue Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents

Purple Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents, sources, poison, royal, oyster, interview


Appendix 2 (Source – Twinkl)


Appendix 3





Wednesday

Task

Wellbeing

Take a moment to think about how you are feeling. Which words would describe how you

are feeling? Talk about your feelings with a family member.


Learning Intention:

We are learning to practice our spelling words by writing a rhyme for each spelling.

Success Criteria:

• I can learn all my words by writing a rhyming word.

• I can identify the word that rhymes with other words.

Write a rhyming word for each of your spelling words.

(Eg: think – link

OR

main - stain)

Reading

Learning Intention:

We are learning facts about Japan

Success Criteria:

• I can explain facts about Japan

The Olympic Games are held in Tokyo this year. Read the information on Japan and

answer the questions on the worksheet provided. Remember to answer in complete

sentences.

Writing

Learning Intention:

We are learning to write descriptive sentences using the five senses

Success Criteria:

• I can use the five senses to describe a setting

• I can write simple and compound sentences to describe a setting

Setting - The Five Senses

We can use the five senses to help us describe the setting in a story. The more

information we give to the reader, the clearer the picture in the reader's head.


Today you are going to write descriptive sentences about a story setting (place where the

story will happen). You can use the following sentence starters:

• I can see...

• I can hear...

• I can smell...

• I can taste...

• I can touch...

Example:

Activity: Use the picture below to create 5 descriptive sentences using the five senses.

Break


Sally has 5 marbles and Tom has 6 more marbles than Sally. How many marbles does

Tom have?

Learning Intention:

We are learning to describe what time is.

Success Criteria:

• I can describe what time is

• I can sequence events in order of when they happen

What is time?

Time is the ongoing sequence of events taking place. The past, present and future. The basic unit of time is the second. There are also minutes, hours, days, weeks, months

and years. We can measure time using clocks.


Year 1

Draw a picture or take a photo of something you do in the morning, afternoon and evening.

Morning

(when you wake up)

Afternoon

(after lunchtime)

Evening

(when the sun goes down)

Year 2:

Complete above activity and underneath each picture write an estimate of what time you

do each of these activities, e.g. 7 o’clock. Write a sentence or record yourself explaining

what you are doing.

Challenge

Can you think of 2 things that must be done in order?

For example

turn tap on – wet hands – squirt soap – rub hands together- rinse soapy hands under

water – dry hands with a towel

Break

Afternoon Creative Arts Today we are learning about another important element in art-Shape. There are shapes

everywhere in art, some are geometric shapes, like triangles, squares and circles, others

are organic shapes.

Learning Intention:

We are learning to recognise geometric and organic shapes, using them in my artwork

Success Criteria:

• I can identify the artwork that uses geometric shapes and the one that uses organic

shapes.

• I can turn 3 geometric shapes into pictures of birds.

Can you identify the artist that has used geometric shapes in their artwork and the one that

had used organic shapes?

Now you are going to make a picture using 3 geometric shapes as the main focus of your

work, a circle, a square and a triangle. You can either draw this as a picture and colour it


in or cut out shapes and glue them on a piece of paper. Cut and paste might be more fun if

you have all the materials.

Drawing Steps:

Draw 3 big shapes on your page.

Give the shapes legs and wings.

Draw eyes on the shapes. Now they look like birds!

Draw a line at the bottom to make it look like they are all standing on a wire.

Colour in your work, and don’t forget to colour the background as well.

Collage Steps:

Cut out 3 different shapes and stick them on a piece of paper.

Using a piece of wool or a pencil, paste or draw a line under the shapes.

Add legs to the shapes so they are standing on the wire.

Using pencils, texta or more paper, add wings, beaks and eyes and maybe even hair.

Appendix 1



grandparents


grandparents, destroy, poison, royal, oyster, toilet



time, grandparents




Appendix 2





Thursday

Task Creativity

Make a paper aeroplane or choose to make something creative using one piece of paper.


Learning Intention:

We are learning to practice our spelling words by calling out each word loud.

Success Criteria:

• I can learn to spell my words out loud.

This week try to practise your words by spelling each one out loud. You can practise your

words and presentation skills together!

(Eg. dog – Spell it out loud D- O – G)


Learning Intention:

We are learning the long vowel i so that we are able to read words that have these

sounds.

Success Criteria:

• I can listen to and say words that have the long vowel i sounds.

• I can read and write words with these sounds.

Create a table in your workbook using the example below to write as many long vowel i

words as you can think of. You can also use a dictionary to help you. Use a different

colour to show the vowel sound. E.g. tiger.

Now, create some sentences using long i vowel words and read them to a member of

your family.

Writing

Learning Intention:

We are learning to describe when and where a story takes place

Success Criteria:

• I can describe when a story takes place

• I can describe where a story takes place

• I can write simple and compound sentences

What is setting?

Remember the setting is the time and place a story happens. It often answers the

questions When? and Where?


Today you are going to write a short introduction to a story. Using the sentence starters

below, choose a time and place where a story will happen and finish your sentence.

For example

Once upon a time in an old library, there was a secret book called A Magical Book of

Spells.

On a bright, summer morning my family decided to go to Luna Park for my sister's

birthday.

Challenge

Draw a picture of your setting to go with your story opener and continue writing more of

the action in your story.

Break


How many smiley faces are there? Skip count to find your answer.

Learning Intention:

We are learning to create equal groups and skip count to find the total amount of objects.

Success Criteria:

• I can identify the 'number of groups'

• I can identify the 'number in each group'

• I can skip count to find the total collection of objects in each group.

What is skip counting? In math, skip counting can be defined as the method of

counting forward by numbers other than 1. To skip count, we keep adding the same

number each time to the previous number. Skip counting is a fast way of counting many

objects.


Year 1

1. Draw 2 circles onto a piece of paper. 2. Get 10 small objects. Sort these objects into 2 equal groups.

3. How many groups are there? 4. How many objects per group? 5. Skip count to find the total number of objects altogether. 6. Repeat this activity with a different group number and number of objects.

E.g 3 groups of 3 = 9

Year 2

1. Complete the activity above.

2. Organise these groups into arrays.

3. Write a number sentence.

3 groups of 3

3 + 3 + 3 =

3 x 3 =

Challenge

An octopus has 2 counters in each tentacle (look at the picture below). If there were 4

octopuses and each had 2 counters in each tentacle, how many counters will there be

altogether? Draw a picture to help you.

Take a photo of your work and upload it into Class Dojo.


Break

Afternoon Health (See Appendix 3) How can we be safe outside?

Learning Intention:

We are learning how to be sun safe. Success Criteria:

• I can describe strategies to be sun safe.

• I can be sun safe when I am outside.

The sun can cause damage to your skin because of the UV rays in the sun’s rays. We can

use many strategies to protect ourselves from the sun and block the UV rays from

damaging our skin.

Read the poster below about the 5 S’s for staying sun safe. Describe how doing these 5

things help you be sun safe.

Think about when you are playing outdoors in the sun at school during recess and lunch.

Make a list of things you do to stay sun safe. Why do you think we need to be sun safe at

school?

Now think about the school playground. What is in the school playground that helps you

be sun safe? Could we add other things to help the school have a sun safe playground?

Why does the school playground need to be sun safe? Create a mind map with your

answers.

For example

Challenge

Think about who is responsible for promoting sun safe behaviour at school and at home.

What do these people do or what can these people do to increase awareness of making

the playground sun safe and promote sun safe behaviours? Present your ideas in a

creative way.


Week 4 Term 3 Topic: Introduce someone

Activity 1）Vocabulary Revision:

她

tā

： she/her 他

tā

: he/him

姓

xìng

: surname 姓

xìng

名

míng

: surname 王

wáng

: king or a common

surname in China

我

wǒ

: I/me 你

nǐ

: you 几

j ǐ

米

mǐ

: Jimmy

叫

jiào

: call/to be called 名

míng

字

zì

: name

• Please practise saying each phase ten times a week. You are required to know how to write them.

• Can you ask your family member to give you a “Chinese spelling test”? I know you are a hard worker

and will get most words correct! Keep up the best job!

Activity 2)

• Please write the above Hanzi five time each. If you can not remember them by heart, please write

more times!

Activity 3）

1. Read the below dialogue:

老

lǎo

师

shī

：你

nǐ

姓

xìng

什

shén

么

me

？(What is your surname?)

老

lǎo

师

shī

：我

wǒ

姓

xìng

王

wáng

。(My surname is Wang.)

（Stage 1 Chinese) CLOTE – Offline lessons


王

wáng

天

tiān

一

yī

：你

nǐ

叫

jiào

什

shén

么

me

名

míng

字

zì

？(What is your name?)

王

wáng

天

tiān

一

yī

：我

wǒ

叫

jiào

天

tiān

一

yī

。(My name is Tianyi.)

2. Listen and clap:

你

nǐ

叫

jiào

什

shén

么

me

？我

wǒ

叫

jiào

天

tiān

一

yī

。

他

tā

叫

jiào

什

shén

么

me

？他

tā

叫

jiào

几

j ǐ

米

mǐ

。

我

wǒ

的

de

名

míng

字

zì

叫

jiào

天

tiān

一

yī

。

他

tā

的

de

名

míng

字

zì

叫

jiào

几

j ǐ

米

mǐ

。

• Please practise saying the sentences ten times a week. You are required to know how to write them;

also apply them in the situation without checking the pinyin. Can you write them without looking at

these Hanzi please?

Activity 4) Extension activity for students from Chinese community background.

Interview activities

Ask your siblings, parents, or grandparents below questions

你姓什么？

你叫什么名字？

她姓什么？

她叫什么名字？


他叫什么名字？

Can you create more questions please?

Appendix 1



Grandparents




Blue Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents

Purple Group Street, stripe, strike, stretch, straw, boil, voice, hoist, foil, coil, hour, knight, Prince, time,

Grandparents, sources, poison, royal, oyster, interview

Appendix 2

Fill in the table below with long i words.

i as in tiger ie as in pie i-e as in bike y as in fly igh as in knight

https://www.youtube.com/watch?v=U60sOQxbO4I%0dFill


Appendix 3





Friday

Task Cleaning

Find 10 objects that are your favourite colour and put them away in the right spot.


Learning Intention:

We are learning to practice our spelling words by writing them in a big flower.

Success Criteria:

• I can learn all my words by writing them on each petal.

• I can Identify the words in a big flower which can help me to know about the petals

in a flower.

Practise your spelling words with a family member.

Afterwards, draw a Big Flower and write one of your spelling words on each petal.


Learning Intention:

We are learning the long vowel o so that we are able to read words that have these

sounds.

Success Criteria:

• I can listen to and say words that have the long vowel o sounds.

• I can read and write words with these sounds.

Create a table in your workbook using the example below to write as many long vowel o

words as you can think of. You can also you a dictionary to help you. Use a different

colour to show the vowel sound. E.g. goat

Now, create some sentences using long o vowel words and read them to a member of

your family.

Writing

Learning Intention:

We are learning to give details about an event

Success Criteria

• I can give my opinion

• I can write descriptive simple and compound

sentences

Have you watched the athletes competing at the Olympics in Japan?


There are many different types of sports where the best athletes in the world can compete.

Some of the sports you can watch at the Olympics are shown in the picture below such as

swimming, gymnastics, basketball, diving, skateboarding, rock climbing and many more.

Watch one of the races at the Olympics on television and answer the following

questions:

1. What sport did you watch?

2. What did the athletes have to do to compete in that event? 3. What did you like most about watching the Olympics?

(If you are unable to watch the Olympics, tell us about a sport that you enjoy playing and

why it is your favourite sport)

Break


Using the number 20:

- Write the number in words

- How many tens?

- Find a quarter

Learning Intention:

We are learning to read an analogue clock to tell the time.

Success Criteria:

• I can tell the time on an analogue clock by looking at the hour hand and the minute

hand.

• I can fill out the analogue clock correctly.

Today, we are going to learn how to tell the time using an analogue clock.

We will be looking at the hour and minute hand to tell the time. You use o'clock after

numbers from one to twelve to say what time it is. For example, if you say that it is 9

o'clock, you mean that it is nine hours after midnight or nine hours after midday.

When the minute hand points to the 12, we say o’clock.

The clock below reads 3 o’clock.

https://www.collinsdictionary.com/dictionary/english/numbers

https://www.collinsdictionary.com/dictionary/english/say

https://www.collinsdictionary.com/dictionary/english/example

https://www.collinsdictionary.com/dictionary/english/nine

https://www.collinsdictionary.com/dictionary/english/midnight

https://www.collinsdictionary.com/dictionary/english/midday


Here

are some

examples:

Year 1

Complete the activity below by writing in the number to match the time on the clock. The

first one has been done for you.

When the time is o’clock, which number does the big hand point to?

Year 2

Complete the above activity and the one below:

Draw in the hands to show the correct time. The first one has been done for you.


Challenge

List 3 activities that take about an hour to complete. Now challenge yourself by trying to

complete one of these activities in less than an hour. What is your fastest time?

Break

Afternoon Fitness Throwing accuracy

Learning Intention:

We are learning to throw for accuracy (which means careful and precise).

Success Criteria:

• I can throw underarm and overarm.

• I can make predictions and identify ways to perform throws more successfully.

1. Select ball or a soft object that is safe to throw.

2. Create a target that you can throw towards. If possible, create two larger circles around

the centre target to create a ‘bullseye’. The centre is worth 10 points, the inner circle –

5 points, the outermost circle – 2 points. Your target might look like this:


3. Choose a ‘starting point’ to throw the object from. 4. Before you throw, make a prediction. Which throwing style (underarm, overarm, your

own style) do you think will score the most points. Why?

5. Throw the object and try to score the most points. Have 5 attempts for each throwing

style.

6. Which throwing style scored the most points? Was your prediction correct? 7. Choose one throwing style and try again starting from a further ‘starting point’. Can you

change your throwing style so that it is more accurate? 8. Challenge someone at home and see if they can score more points than you!

How did you go? Were you able to score the most points?

Term 3, Week 4

Topic: Different countries in the world -1 (세계의 다양한 나라들 -1)

Read aloud the words below and write them three times. (아래에 있는 한글을 소리내어 읽고 밑줄친 곳에

세 번 쓰세요.)

Read aloud the words below and write them three times. (아래에 있는 한글을 소리내어 읽고 밑줄친

곳에 세 번 쓰세요.)

한국 롯데월드 호주 오페라하우스

영국 빅벤 미국 디즈니랜드

Read and match the correct words by drawing a line. (뜻이 맞는 말끼리 선으로 이으세요.)

• 롯데월드에 가고 싶어서 * 호주에 가요.

Korean CLOTE Stage 1 – Offline lessons


• 빅벤 시계탑을 보고 싶어서 * 미국에 가요.

• 오페라하우스에 가고 싶어서 * 한국에 가요.

• 디즈니랜드에 가고 싶어서 * 영국에 가요.

Write the sentences like an example below about the four countries above.

(위에서 배운 4개국에 무엇이 각각 있는지 보기와 같이 문장을 써 보세요.)

(보기) 한국에 남산터워가 있어요.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

4. _____________________________________________________________

Tell your parent which country you want to visit from the 4 countries above.

(위에서 배운 4개국 중에 어느 나라에 가 보고 싶은지 부모님께 말하세요.)

Choose one country that you want to visit from the 4 countries learnt and write 2 or more sentences

about it in Korean in your book.

(위에서 배운 4개국 중에 가 보고 싶은 나라 하나를 선택하세요. 그 나라에 왜 가 보고 싶은지 2 문장

이상의 글을 한글로 공책에 써 보세요.)


Appendix 1



grandparents


grandparents, destroy, poison, royal, oyster, toilet



time, grandparents



Appendix 2

Fill in the table below with long o words.

o as in pony o-e as in nose oa as in goat ow as in window

harcourt public school stage one (years 1 & 2)...harcourt public school stage 1 offline learning...

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