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Manor Lakes P-12 CollegeTerm 1 - Grade 4: Home Learning Grid Week 9

Reading:Students are beginning to research key cultures and their religions, celebrations traditions and how they inform identity.

Students are researching:● Eid Al Adha● Australia Day● Chinese New Year● Diwali● Plus any other significant cultural

celebration of their choice.

We have attached a range of articles to assist with student research. When reading students discuss and recording their thinking:

● What did you learn from this text?● What connections have you made

between the texts, the world or your own experiences?

● What is your prior knowledge about this topic?

● Did the article confirm what you already knew?

● What information was new, surprising or confusing?

● Do you have further questions that were not answered? How can you find out this information?

Students can also continue to read at home for 15minutes a day, you can support the comprehension of their text by asking them about:Predicting - What do you think will happen in the story? What will happen next? Why do you think that? What are the clues you are using to help you?Connections - Does this story remind you of anything? Does it remind you of a book you have already read?Inferring - How does the character feel? What clues tell you that? Why do you think the character did that? Summarising - What happened in the story? Can you tell me the story in sequence? What are the most important parts?Critiquing - Did you like the story? What parts did you like the most?

Writing:Students are beginning the research and planning phase for writing an information text (A Feature Article)

A feature article is a non-fiction writing piece that is similar to a newspaper or magazine article. Example:

The article will include:● Heading, ● Lead/Intro● Body (Subheadings, paragraphs,

images and captions)● Conclusion

When researching students highlight and record important information to create a fact file or plan for their writing of a feature article on a cultural celebration of their choice. Students can use the attached graphic organiser to begin to plan what they will include in their feature article.

Other writing activities:- Quick Write: Students use the

following image to stimulate ideas for writing - they can write in any text type.

- Writer’s Notebook: A writer’s notebook is used by students to record ideas for writing some activities could be:

- Writing from an observation

- Making lists - things I’m grateful for,

Maths:Mass UnitWe will be beginning to look at mass and measuring weight using Kilos and Grams as the units of measurement.

Learning Ideas:● Involve your child in cooking at home using

measuring tools, converting recipes, doubling or halving quantities and using home scales.

● Have students estimate and measure objects at home and record them in a table. (using non digital scales if possible). Eg.

They can also round their object to the nearest kilo.

Fluency Goals - Patterns and Algebra UnitLearning ideas:Students to practice their Maths counting and fluency which have been posted on Compass.

● We have attached the Fluency Continuum to show the progression of skills to practise at home. The Fluency Continuum is attached below.

● Students may practice by skip counting, playing games or being tested on their instant recall.

things I like- Writing from a seed:

Find a meaningful item and create a brainstorm.

Handwriting / Spelling:SMART Spelling:Week 8 - /wr/ as in ‘r’Week 9 - /que/ and /k/ making ‘k’ sound

Spelling activities

● Choose 8-10 words from the attached list and learn them using L,S,N,C,W,C● Find the dictionary meanings of the 8-10 words● Find words in books and magazines that have the sounds ● Write the words in a fancy way (curly, bold, colourful)● Put the words in a sentence

Handwriting In their handwriting books, students are to practice spelling their eight words 10 times ensuring they are writing on the line and within the lines.

Integrated: Diversity and Identity UnitKey Questions

- What are the different cultural, religious and/or social groups to which people in the community may belong and how do people participate in these groups?

- What is the role of cultural traditions in the development of personal, group and national identities? - How can we encourage and achieve understanding between culturally diverse groups?Learning ideas:● Venn diagram comparing two cultures● Interview someone at home about what cultural practices they have as a family or any cultural celebration they know

of/ celebrate. ● Create a mind map about themselves and their culture

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