Stage 2: Week One, Term Two Wednesday Thursday Friday Morning English: Reading

School Magazine ● Read your text aloud to a sibling or adult ● Complete work from the Reading Grid

Take a break: Crunch & Sip Writing Workshop: Spelling Focus ● Compound Words

1. Watch Have you Heard About Compound Words .

2. Draw each half of these compound words in a square that has been split into two halves:

football, blackhole, bookstore, caveman, fishhook

3. Complete these four compound word flowers by putting the beginning in the middle and then the endings on each of the petals.

super-, hand-, head-, rock-

English: Reading School Magazine ● Record reading your text onto your device ● Complete work from the Reading Grid

Take a break: Crunch & Sip Writing Workshop ● Text Type Writing

Topic: Dogs are better than cats - Write 2 - 3 paragraphs about this topic - What type of text are we asking you to

create?

English: Reading School Magazine ● Read your text to yourself in a quiet space ● Complete work from the Reading Grid

Take a break: Crunch & Sip Writing Workshop ● Simple and Compound Sentences

1. Watch the simple and compound sentences video.

2. Write an example of a simple sentence and a compound sentence for each of the pictures below.

Remember that a compound word is made up of two words that make sense by themselves.

Sound Waves: Unit 11

● Complete activities 1, 2, 3, 4, and 5

Sound Waves: Unit 11

● Complete activities 6, 7, 8 and 9

Sound Waves: Unit 11

● Complete activities 10, 11, 12 and the

challenge

Break RECESS Middle Mathematics

Whole Number PLACE VALUE SYSTEM

1. Watch the Place Value revision video.

2. Roll a dice three times. Write that

number in as many different ways as you

can (eg. 354 = three hundreds, five tens

and four ones).

Mathematics Whole Number COUNTING FORWARDS AND BACKWARDS

1. Start at 10 and count forwards by 10. Use the interactive 120s chart as needed.

2. Start at 115 and count backwards by 10. 3. Watch the counting forwards and

backwards by 10 and 100 video.

Mathematics Whole Number NUMBER ROUNDING

1. Watch the number rounding video 2. Write the number rounding rhyme in an

artistic way:

3. Expand your first number.

NUMBER EXPANSION

1. Roll a ten sided dice to make a number at your level.

2. Write that number in the following forms:

a. Digit form eg. 3542 b. Worded form eg. Three

thousand, five hundred and forty-two

c. Expanded form eg. 3000 + 500 + 40 + 2

3. Repeat the activity adding or subtracting dice until you have completed it five time.

DIGIT DECISIONS

1. Choose a goal (eg. Highest total number) and a number size (eg. Four-digits).

2. On your turn, roll a ten sided dice and record your result in any of your open digit positions.

3. Continue playing until all positions are

filled. The player who gets closest to the

target number is the winner.

4. Roll a ten sided dice to make a 2- or 3-digit number. Count backwards by 10 from that number until you can’t keep going. Write where you landed after each jump.

NUMBER PARTITIONING

1. Watch the number partitioning video. 2. Roll a ten sided dice two, three or four

times to create a number at your level. 3. Write that number in regular expanded

form (eg. 345 = 300 + 40 + 5) and as many irregular forms as you can think of (eg. 345 ones OR 34 tens and 5 ones).

PLACE VALUE RIDDLES

1. Complete the place value riddles to find the mystery numbers.

Five to nine, climb up the vine Zero to four, slide down to the floor

3. Answer the question: Where do people round numbers in regular life?

4. Round these numbers to the nearest ten:

32, 64, 78, 51, 84, 96, 116

5. Round these numbers to the nearest thousand:

3452, 5223, 76748, 4570, 1613, 1

Remember that when we round, we look at the next smallest place value position.

GREATER THAN / LESS THAN

1. Watch the greater than and less than video.

2. Complete the following number sentences, putting the correct symbol (< or >) where the red triangle is.

34 65 73 59

324 542 700 892

PDHPE: Fitness Dance Put on your favourite music. Dance and shake all over! Find a dance partner and copy each other’s moves.

PDHPE: Fitness Vertical Jump Watch https://www.youtube.com/watch?v=Y-cs8F6hryw

Count how many times you can correctly

complete a vertical jump in a row. See if you can

get more than 10 in a row.

PDHPE: Fitness Side gallop Watch

https://www.youtube.com/watch?v=D812EVCdy0w Practice side galloping up and back in an open space. Don’t turn around when you change directions, this will ensure you are practising the skills using both legs. Have a side gallop race with someone at home!

Break LUNCH

Afternoon CAPA Music

1. Make a list of things that you might expect to hear outside.

2. Sit inside and actively listen to the sounds of your home for five minutes. Make a list of all the sounds you heard.

3. Sit inside and actively listen to the sounds outside your home for five minutes. Make a list of all the sounds you heard.

4. Listen to ‘Outside’ by Seaworthy. Answer the following question: Is Outside music? Why/why not?

5. Listen to the following Soundscape (0:00 - 1:30) with your eyes closed. See if you can picture what is happening in your minds eye.

6. Plan and record soundscape using sounds from in and around your home. Upload your soundscape to our Google Classroom.

HISTORY ANZAC Challenge: We will remember When we commemorate an event in history like ANZAC Day, veterans or their families wear medals that tell others of the service and sacrifice made. A medal is a type of artefact, which has historical and cultural meaning. Your task is to research a wartime artefact (e.g. the Victoria Cross, a letter or poem) and produce a slideshow or video explaining its importance. Follow the link for further information http://www.wecommemorate.nsw.edu.au/c_S2.html

SCIENCE Coding Create your own card game. See video instructions at: Create your own card game - F,1,2,3,4 (Technologies,STEM) Create your own rules (or conditionals ). Show in pictures or words what your rules are. Upload your description. OR: You can choose to upload a video of yourself explaining how your card game works. If you don’t have cards, you could make your own! Have fun!

Digit Decisions

Simple and Compound Sentences

Place Value Riddles

Stage 2 & 3Reading

Grid

School MagazineCountdown Year 3Blast Off Year 4Orbit Year 5Touchdown Year 6

Over the next two weeks, you will be working from the February issue that was delivered to you at the end of Term One.

Please read the following story / narrative then complete activities from the grid.

Year 3 White Kite Saturday by Margaret MahyYear 3 Red Storm Walk by Yvonne J NolanYear 3 Blue Kite Saturday by Margaret MahyYear 4 White Hickory Dickory Mouse by Lynelle KendallYear 4 Red Hickory Dickory Mouse by Lynelle KendallYear 4 Blue Hickory Dickory Mouse by Lynelle KendallYear 5 White Edwena the Wise by Marian McGuinnessYear 5 Red Momo and Hana by Alys JacksonYear 5 Blue Momo and Hana by Alys JacksonYear 6 Red Relics in a Time-Storm by John O’BrienYear 6 Blue Relics in a Time-Storm by John O’Brien

RememberingGet your facts right

Who is the author?Illustrator?• Setting: Where and when does

the story take place?

Who is the author?Illustrator?• List and describe the main

characters

Who is the author?Illustrator?• What was the climax of the

story?

UnderstandingWhat does it all mean?

Draw by hand or use a drawing app, to create a cartoon strip retellingthe main events of the text.

Create a timeline showing the main events of the text, from start to finish.

Hamburger Sequencing Task

ApplyingUse it or lose it

Create a diaorama of a scene from your text. Write a brief description of the scene.

Using materials of your choice, make finger puppets of the characters in your text.

Create a meal for one of the main characters in your text: plan a menu and a method of serving it.

AnalysisBreakdown

Write at least ¾ of a page detailing the main characters personality, appearance and what others think about them.

Compare the main character to either yourself or someone you know. How are they the same or different?

What is the theme of this text?Provide examples to support your choice.

CreationCreating new things

Choose a scene from your text and turn it into a script.

Create an attractive, interesting board game that incorporates parts of the novel (characters, setting, theme, plot)

Retell your text in the form of a poem.

EvaluationJudge or Jury

Which of the characters from the story/ narrative would you like to spend a day with?Why?

How would the main character of your text behave in the current self-isolation environment?

What do you like or dislike about this text?Justify / give reasons for your opinions.

Category A B C

4

What is the climax of a story?

The climax is the turning point of the story when the main character's problem begins to be solved or resolved. The climax is considered the most important and exciting moment of the entire story.

Go Back

What is setting?

Setting is the time and place (or when and where) of the story. The setting may also include the environment of the story, which can be made up of physical location, climate, weather, or social and cultural surroundings.

Settings can be real or fictional, or a combination of both real and fictional elements.

Some settings are very specific e.g. Queanbeyan in NSW Australia in 2020.Some settings are descriptive e.g. a boat out on the ocean

Go Back

6

What is a timeline?A timeline is a visual representation of events that help us understand history, a story or a process. It is arranged in chronological order – what happens first, second until the end.

Event 1 Event 5Event 2 Event 4Event 3

Event 1

Event 6

Go Back

7

Go BackGo Back

What is theme?

The theme of a piece of text is a message about people, life, and the world we live in that the author wants the reader to understand.

Examples of themes …self-sacrifice, friendship, to appreciate what you have, patience, individuality, self-confidence

Can you think of some more?

Go BackGo Back

Writing a Script

If you have read a play (refer to the one in your school magazine), you will see there is a specific way to set them out.

They have …§ A title§ A list of characters§ Scenes

- these have descriptions of the setting and stage direction and are writtenin italics.

Format of a script1. Character names are on the left-hand side of the page. Sometimes they

are written in capitals and in colour.2. The character’s dialogue is tabulated so it starts at the same place for each

character.3. Any stage direction is written in (brackets) and in italics.

Go Back

Category 1 2 3 4

Remembering: Get you facts right

Response shows little understanding of the text read. No evidence used from the text to support response.

Response demonstrates a basic understanding of the texts read. One example of evidence from the text to support response.

Responses demonstrates a sound understanding of the text read. Uses two examples of evidence from the text to support response.

Response demonstrates a high level of understanding. Two or more examples of evidence from the text to support response.

Understanding: What does it all mean?

Has difficulty summarising events and sequencing ideas logically.

Attempts to summarise events and sequence ideas logically.

Is able to summarise events and sequence ideas logically.

Is able to competently summarise events sequencing ideas logically.

Applying: Use it or lose it Text, pictures or models do not reflect the part selected from the text.

There is some evidence in the text, picture or model that attempts to show the part selected from the text.

Is able to present texts, pictures and models that reflect the part selected from the text.

Is able to construct texts, pictures or models competently that clearly reflect the part selected from the text.

Analysis: Breakdown No connection made between characters to previous texts or real life.

A few connections made between characters to previous texts or real life using Venn diagrams or other charts.

Several connections made between characters to previous texts or real life using Venn diagrams or other charts.

A wide variety of connections made between characters to previous texts or real life using Venn diagrams or other charts.

Creation: Creating new things Unable to present ideas in a creative way.

Some effort made to present ideas in a creative way.

Has displayed the ability to think creatively to present ideas.

Ideas presented creatively using a variety of methods.

Evaluation: Judge or Jury No thoughts or opinions shared regarding issues within the text.

Attempts to discuss thoughts and opinions.

Is able to discuss issues, formulate arguments and justify opinions.

Is able to discuss issues, formulate arguments and justify opinions clearly.

Spelling, grammar and punctuation

Several errors made in spelling, grammar and punctuation.

A few errors made in spelling, grammar and punctuation.

Some errors made in spelling, grammar and punctuation.

100% accuracy.