LEARNING FROM HOME - WEEK 2, TERM 3 2021

Year 1 Weekly Overview Hello Year 1,

Welcome to Week 2! Again you will be ‘Learning from Home’ and we look forward to you all sharing your work with us. Your school work will again be broken into two parts. There will be a booklet and overview for Monday and Tuesday. The second lot of work will come out for Wednesday, Thursday and Friday.

This week you will notice we have added a ‘Daily Brain Break’ to your day. You may like to have a break after doing a few hours of your booklet – you choose the time that will suit you.

Again this week you will have a Zoom session with your class on Tuesday and Thursday at 12pm.

On Tuesday morning you will submit the first of two tasks for the week. Your first task will be sharing a memory with your class teacher. Later in the week you will share a Maths activity via Seesaw.

At the end of each day, if you have finished all your work, feel free to have a go at the ‘Project of the Week’ explained below.

Take care and lots of love, Your Year 1 Teachers

Project of the Week – Video Making

Do you like watching videos? Well, this week you will create

your own video! Videos can be entertaining or informative, or

they may teach us how to do something.

Choose one of the options below and create your own short video (approx. 1 -

2 minutes in length).

1.) Teach your class how to do something, such as play a

game, cook something delicious or play an instrument.

2.) Teach your class about something you know a lot about!

3.) Make a short video to entertain your class – you might

write a very simple short story and then act it out.

What do I need to make a video? A camera, smartphone or iPad.

Where should I make my video? Think about what the location will

look like on camera. Find a quiet place where there are no distractions.

Make sure your space has good lighting.

Remember to…Write out what you want to say first. Put

yourself in the middle of the frame and sit up straight.

Don’t talk too quickly. Don’t worry if you make a mistake,

just relax and smile.

How do I share my video? Once you are happy with your video, you can

share it with your teacher on Seesaw.

Happy filming!

LEARNING FROM HOME - WEEK 2, TERM 3 2021

Year 1 Weekly Overview

Monday

Daily Brain BreakClick this link below to make your way to FitBoost.Try out these fun moves for physical fitness andmental alertness. Click on "Let's Go!" to get started.You can take your fitBoost to the next level by printingfitBoost cards to use anytime or anywhere!

https://fit.sanfordhealth.org/resources/fitboost-activity?utm_source=blog&utm_medium=website&utm_campaign=weareteachers

9:00 -11:00

EnglishReadingChoose a fiction book to read aloud with a parent/carer. Beforereading the book, look at the front cover. Predict what you thinkthe story will be about by looking at the picture and the title.Optional Activity:Readers Theatre: Act out the story you have read with your parent /carer. Try using anexpressive voice that matches each character. Have fun!.

Phonics - ‘kn’This week in our phonics lessons we are going to be learning the digraphs ‘kn’ and ‘ph’.Remember, a digraph is two letters together in a word that make one sound.

In today’s lesson we will focus on the digraph ‘kn’. Watch the videolink below:- https://youtu.be/4vrufCxiDo0

When ‘k’ and ‘n’ are together in a word, the k is silent and the twoletters together make the sound ‘n’.For example, in the word ‘knee’, the letters ‘k’ and ’n’ together say ‘n’and we pronounce the word like ‘nee’.

Can you think of any other words that start with the digraph ‘kn’?Find and complete the ‘kn’ page in your workbook.

SpellingFind the ‘Spelling List’ page in your workbook. The main Year One spelling list is at the topof the page. The extension spelling list is at the bottom of the page. Select the list that youusually do for homework each week. (If you are not sure, check with your teacher). Readthrough each word with an adult. Our spelling words this week are practising the ‘kn’ and ‘ph’digraphs.Practice your spelling words in the ‘Monday’ column using LOOK,SAY, COVER, WRITE and CHECK. Make sure you only practice one ofthe lists.

Writing - Personal RecountsIn our writing lessons we have been learning to write personalrecounts. A recount is a type of text that retells something that hashappened in the past.

Watch the video in the link below:- https://youtu.be/wsS8S7CmMwM

Discuss the following questions with an adult:-1. What type of text is this?2. What did the author do at the birthday party?3. How did the author feel about the party?

In our last lesson, we learned about the structure of a recount. Welearned that there are 3 sections - the orientation, the sequence of events and the concludingsentence.

Over the next few lessons, we are going to be learning about some of the language featuresof a recount. Today, we will be focusing on using ‘time connectives’.Time connectives are time words. They tell us when somethinghappened.

Watch the video using the link below:- https://youtu.be/seaeluxIsqw

What time words did you hear in this video? Can you think of any other time words ?

We use time words or connectives when we are writing the middle in the middle section of arecount-the sequence of events. The time words help us tounderstand the order that things happened.Find and read through the ‘Time Connectives’ page in yourwork book.

Imagine that you and your family went on a trip to the zoo.On the ‘My trip to the Zoo’ page in your work book, write alist of five things you might have done at the zoo (Forexample, ‘We saw the monkeys’, ‘We fed the giraffes’).

Now write some sentences using time connectives to show the order that you did each thingat the zoo (For example: First we went to see the monkeys. Next, we watched the seal show.Finally we watched the baby elephant being fed.). Make sure that you use capital letters andfull stops, and that you choose a different time connective to begin each sentence.

HandwritingFind and complete the lowercase ‘r’ handwriting page inyour workbook.Circle your best ‘r’ in a coloured pencil. Tell your parentwhy you chose that one as your best. Now ask your parentto choose their favourite ‘r’ you wrote and ask them toexplain why.

RECESS

11:30-1:10

MathsAddition Strategies: ‘Counting On’This week in Mathematics we are going to be learning about Addition.Addition is when we have 2 or more groups of something and we jointhe groups together to find out how many there are in total.

For example, if I have 4 balloons and I get 3 more balloons, how many balloons would I have

altogether? We can write this as a number sentence: 4 + 3 =How can we find the answer to this question?We could start from 1 and count the 4 balloons and then continue to count the extra 3balloons (1,2,3,4……….5,6,7). This would give us the correct answer, but there is an easierway!

Watch the video links below to revise how to ‘count on’ from the highest number:-https://youtu.be/luw31Y66eyU https://youtu.be/NyYkNdZsPGsh

Visit the website below.https://nrich.maths.org/6717Click on the purple cog in the top right corner. Change the range ofnumbers on the dice to 0- 9 and change the number of dice to 2, so thatyou will be rolling two 9-sided dice.

Roll the two virtual dice and practice starting at the larger number and ‘counting on’ to findthe total. Record your answers in number sentences on the ‘Dice Addition’ page in yourworkbook. For example, if I rolled a 7 and a 5, I would write 7+5=12.If you cannot access the virtual dice, you can play the same game by rolling two physical dice.

Challenge: Try rolling 3 or more virtual dice and see if you can use your knowledge of numberfacts such as ‘friends of ten’ or ‘doubles’ to help you find the total.

Find and complete the ‘Addition to 20’ page in your workbook.

LUNCH TIME

2:00 -3:00

MusicIndigenous Australian InstrumentsWarm up videos:

1.) https://www.youtube.com/watch?v=M0UUXpYXEpE2.) https://www.youtube.com/watch?v=D3jlIzkcr0s

3.) https://www.youtube.com/watch?v=hyWI17GVO_s

Today you will explore Indigenous Australian musicalinstruments and learn an Indigenous Australian song:https://youtu.be/XxFJSpgQeD0

You will need two objects from around the house/classroom that canbe used as tapping sticks. Some ideas are pencils, chopsticks, rulers etc.If you can’t find any suitable objects, you can use body percussion likeclapping, stomping feet or patting on the lap.

Once you have watched the video above you can colour and drawIndigenous Australian music instruments by completing the worksheetin the booklet.

LEARNING FROM HOME - WEEK 2, TERM 3 2021

Year 1 Weekly Overview

Tuesday

Daily Brain BreakChoose one of the following when you need a brain break today:● Play a game with a sibling● Feed your pet● Make a snack/lunch for someone else in your household

9:00 -11:00

EnglishReading Wilfred Gordon McDonald

Setting the scene: Prior to reading/viewing

Discuss what you think a memory is. Why do we have memories andwhat sorts of things do we like to remember? (birthdays, holidays andother special occasions).

The front cover of this book shows a little boy and an elderly woman. Predict how you thinkthey might know each other. Link to the theme friendship, how can two people of suchdifferent ages be friends?

Watch the video below:Wilfred Gordon MacDonald Partridge

Reading the text:

How is Wilfred being a good friend?

Why do you think Wilfred likes to visit the old people next door? Discuss.

After viewing the online version of ‘Wilfred Gordon McDonaldPartridge’ by Mem Fox, share favourite memories with yourfamily.

Parents and carers and grandparents could share a memory oftheir own.

Find and complete My Memories-worksheet in yourworkbook.

SpellingPractice your spelling words in the ‘Tuesday’ column using LOOK, SAY, COVER, Write andCHECK. Make sure you only practice one of the lists.

HandwritingFind and complete the lowercase ‘s’ handwriting page in your workbook.Circle your best ‘s’ in a coloured pencil. Tell your parent why you chose that oneas your best. Now ask your parent to choose their favourite ‘s’ you wrote andask them to explain why.

RECESS

11:30-1:10

MathsAddition - Friends of Ten and the Making Ten StrategyYesterday in Maths we revised the ‘counting on’ strategy foraddition, where we start at the highest number and count onto find the total. Today we are going to learn a new strategy tomake addition faster, by using our knowledge of the ‘Friendsof Ten’.

‘Friends of Ten’ are the numbers that add together to make10, such as 5 and 5, 8 and 2, 7 and 3.It is important to know the ‘Friends of Ten’ automatically sothat you do not have to count them.

Watch the video link below to practice your ‘Friends of Ten’https://youtu.be/73av5oijolUFind and complete the ‘What makes ten?’ page in your workbook.

If we know our ‘Friends of Ten’ automatically, we can use these number facts to makeaddition faster.

Watch the video link below on making 10 for addition https://youtu.be/LSeL6tPBjug

Find and complete the ‘Making 10 for Addition’ pages in your workbook.See the example below.

In this example, we need to add 7+4.

We know that 7+3=10.

We put the 3 with the 7 to make 10and add 1 more.

10+1=11

Challenge: If you are very fast at your ‘Friends of Ten’, see if you can write down all the‘Friends of 20’ (For example 19 and 1, 7 and 13).

Optional Extension: See if you can work out the numbers that combine with each of thetwo-digit numbers below to add up to 100. For example, if you were given 64, you would add36 to make 100.

27 and _________, 58 and _________, 14 and ___________, 29 and __________

Make up some more ‘Friends of 100’ combinations of your own.

Don’t forget your Zoom session at 12!

Olympic ActivityThere is only one week to go until the Olympics begin. Watch the following video about thehistory of the Olympics.https://www.abc.net.au/btn/classroom/olympic-history/10524328?jwsource=cl

Discuss the following questions.● Who was allowed to compete in the Olympics?● Whe set up the IOC (International Olympic Committee)?● What sports did you see in the video?● How were they similar or different to sports today?

LUNCH TIME

2:00 -3:00

Resilience

We are learning to demonstrate how emotions can becommunicated through our body language.

Warm up:

Without making a sound, ask your child to look - angry, happy, shy, sad, scared, excited, tired

Ask your child: “Do you know what ‘miming’ is?”

Explain that ‘miming’ is when a person uses onlymovements to act out an idea or emotions.

Watch the video below: A mime and race car driving

https://www.youtube.com/watch?v=QRiAY_889YM

Discuss the following question: “How are emotions communicatedthrough body language and face expressions?

Activity 1: Make up your own mime acts that show differentemotions. Perform in front of your family and see if they can readyour emotions through your body language and facial expressions.

Activity 2: Find and complete Lesson 18 - Emotional performancesworksheet.