Foundation C Weekly Work Program WEEK 9 TERM 4

Assembly

Reading

Reading

Writing

Music

See planner.

See planner.

Library

Reading
See planner.

Reading

Writing

See planner.

See planner.

14

to

12.30 1.30

05/

12/

Integrated

14

2.30 3.30
Maths

Read Big Book on Reading Eggs:

Pirate Treasure. Discuss the 5
senses.
Go outside and pretend to be
The Five Senses Detectives.
Students have a paper and pencil
to record things outside that
relate to each of the senses.
Taste Treasure Box.

See planner.

Maths

P.E

Writing
See planner.

Integrated/Developmenta
l Play

Maths

Maths

RG
Whole
day

See planner.

Art

RG
Whole
day

Developmental Play

KG
Whole
day

See planner.

See planner.
See
planner.

S.R.I

Maths

Maths

See planner.

See
planner.

Mandarin
12.50pm

Reading Groups
Weekly Focus: Letter blends: tw and sw, questions. Big Books/Online resources: Sunshine Online My Swing, Clicker 5.

KG
Whole
day

CB & SC
Away for
Kinder
visits

Set up stations where

each table is a sense. Eg.
Touch: playdough, rocks.
Writing

NOTES

Developmental Play

See planner.

Yard 11 11.15

Monday
Tuesday

Writing

11.30 12.30

See planner.

Wednesday
Thursday

See planner.

Reading

Friday

10.00 11.00

12/

Yard 1.40 2.05

9.00 10.00

01/

Tuesday

Monday

Day

Shared
Reading/Whole
class focus

Group 4: Green Group

Introduce letter blend tw and the

sound it makes. Tell the students we
are going to play a game of Twister
using the green grid mat. Students sit
in circle around it. Select two students
and ask the to put their hand on a word
with an n. As they touch a tw word,
they have to read that word. Then play
beanbag toss as beanbag lands on a
tw word, students read it and say it in
a sentence.

Word Sort wh, qu, tw, k

Have students sit in a circle.

Play tic-tac-toe with sw
words. Then as a whole class,
read out crossword clues and
complete crossword together.

iPads App: Sight Words 2

Wednesday
Thursday
Friday

Clicker 5 Question or
Statement. Selected
students and teacher reads
out phrases and then
together decide whether it is
a question (requiring an
answer) or a statement.
Have students touch
appropriate
punctuation
Play
Sentence
Monkey on
the Interactive Whiteboard.
Students have to select the
appropriate question word
(eg. Who, What, etc) .
http://www.eslgamesplus.com/
question-words-what-wherewho-why-when-which-howgrammar-activity/

Group 2: Yellow Group

Group 3: Blue Group

Students cut word sort and do sort, check and reflect.

Students then jumble their words up do a Speed Sort as fast as they can.

Students learn their high frequency words by

playing Word Tour, Find n Shoot, Unscramble,
Memory Game and Bingo.
Settings Grade 2

Sunshine Online Letter

Blends: My Swing. Read
story and identify sw
words.

Group 1: Red Group

Letter Blend: tw Activity

As a group, students play tic-tac-toe with laminated
tw cards.
Then, students independently complete tw
crossword by reading the clues. Extension:
students draw pictures next to each tw word.

Question Game Guess Who?

First, they roll the Conversation Dice and orally ask
each other questions by reading off the dice.
Then, students play Guess Who? They pick a
card from the pile. Players take turns to ask yes/no
questions to work out the person that each other
have. Students put counters on the people who it
cannot be. The winner is the person who guesses
correctly.
Guided Reading
Level: 17 and 20 (M.M, C.E)
Follow up: Dice Retell a story. Students roll the
dice and read questions. Students answer
questions about the book. They can refer back to
the book as a prompt.

Guided Reading
Level: 5 (C.K, I.E)
Level 7: (Y.J, D.J)
Level 2: (Y.I)
Follow up: Dice Retell a story. Students roll the
dice and read questions. Students answer
questions about the book. They can refer back to
the book as a prompt.

Question Game Guess Who?

First, they roll the Conversation Dice and orally ask
each other questions by reading off the dice.
Then, students play Guess Who? They pick a card
from the pile. Players take turns to ask yes/no
questions to work out the person that each other have.
Students put counters on the people who it cannot be.
The winner is the person who guesses correctly.

Letter Blend: tw Activity

As a group, students play tic-tac-toe with
laminated tw cards.

iPads App: Sight Words 2

Guided Reading
Level: 9
Follow up: Dice Retell a story. Students roll the dice
and read questions. Students answer questions about
the book. They can refer back to the book as a prompt.

Question Game Guess Who?

First, they roll the Conversation Dice and orally
ask each other questions by reading off the
dice. Then, students play Guess Who? They
pick a card from the pile. Players take turns to
ask yes/no questions to work out the person
that each other have. Students put counters on
the people who it cannot be. The winner is the
person who guesses correctly.
Guided Reading
Level: 12
Follow up: Dice Retell a story. Students roll
the dice and read questions. Students answer
questions about the book. They can refer back
to the book as a prompt.

Students learn their high frequency words by

playing Word Tour, Find n Shoot, Unscramble,
Memory Game and Bingo.
Settings Grade 1

Letter Blend: tw Activity

As a group, students play tic-tac-toe with
laminated tw cards.
Then, students independently complete tw
crossword by reading the clues. Extension:
students draw pictures next to each tw word.

Question Game Guess Who?

First, they roll the Conversation Dice and orally
ask each other questions by reading off the dice.
Then, students play Guess Who? They pick a
card from the pile. Players take turns to ask yes/no
questions to work out the person that each other
have. Students put counters on the people who it
cannot be. The winner is the person who guesses
correctly.

iPads App: Sight Words 2

Students learn their high frequency words by playing
Word Tour, Find n Shoot, Unscramble, Memory Game
and Bingo.

Then, students independently complete tw

crossword by reading the clues. Extension:
students draw pictures next to each tw word.

Settings Grade 1

Letter Blend: tw Activity

As a group, students play tic-tac-toe with laminated tw
cards.
Then, students independently complete tw crossword
by reading the clues. Extension: students draw pictures
next to each tw word.

iPads App: Sight Words 2

Students learn their high frequency words by
playing Word Tour, Find n Shoot, Unscramble,
Memory Game and Bingo.
Settings Grade 2

Maths Learning Centres

AusVELS Unit topic: Number and Algebra Addition and Subtraction

Day

Whole
Focus/Introducing the concept

Part
Independent, pair, small group activity

Whole
Share

Monday
Tuesday
Wednesday
Thursday
Friday

A Handful of Counters - Grab a handful of counters (less than 10) and count them with the students.
Then without students seeing, divide the counters into two hands. Ask What could I have in each
hand? Students come up and scribe on the board in form of a sum. When all have been written, show
them what you have in each hand. In pairs, students grab a handful of counters and count them out
with a partner (challenge high students with counters to 15). The partner then scribes the possibilities
of sums and then it is revealed which one it is. Repeat a couple of times so each has a turn.
NTO F 35 Tens Frames- Make a Number - Generate a number and students say what number it is.
Play Around the world with students in a circle. Two students sitting next to one another are chosen to
stand. Flash up a number and the first to call it out stays standing while the other sits down and the
next stands up. The game continues. Draw a bus using a tens frame on the whiteboard. Draw 6 people
in the bus. Ask How many people can you see on the bus? Say- The bus stopped and now there are
5 people on the bus. What happened? Write a number sentence or short sentence to describe it. Then
say- The bus stopped AGAIN! Now there are 2 people on the bus. What happened? write a sentence
on the board etc.
NTO F20 Six Sided Dice with two dice selected. Generate two numbers eg 3 and 6. Have students
say the numbers, and ask, If I add the two numbers together, how many will I get? If I take them away
from each other what will I get? Continue to generate and add or subtract the numbers. Highlight that
you need to subtract from the biggest number.

Whole class- NTO F7 Can you count?

Students generate a group of objects and
list all of the possible ways that the group
can be split.
Students then complete page 120 In My
Hand
Students complete After the next stop page

Pose this problem I had a bag of

8 lollies. I have 3 left. How many
did I eat?

121

I have 7 apples but I only want 5 to make

my apple pie. How many do I need to put
away? How do you know that?

Complete page 122 Number sentences

You will need two dice each to complete this
page.

Pose the problem- I needed to cross out

7 in my game. What would I need to throw
on the dice? Are there any other
possibilities?

Complete Student Assessment Page 123 .

Pairs play the Unifix game and see if your

partner can work out how many blocks are
hiding behind your back. Discuss as a
class how you worked it out.

Sunshine Online Maths L15 The Class Trip

The Class Trip Activity Pages

Self-correction using a calculator.

This book involves addition and subtraction to 10.

Students use pictures and number lines to

complete addition and subtraction problems.

Play this game with a partner using 2 dice (to challenge you can use 10 sided dice). Students say the
addition and number sentences with answers. Placemats for number lines maybe needed for lower
students.
Behind my Back - Use Unifix blocks to present a bar of 8 blocks. Have students count the blocks joined
together. Snap some blocks off and put them behind their back. How many blocks are left? How many
blocks did we start with? So how many are behind my back? Invite students to answer the question,
explaining how they were able to work out their answers. Invite other students to explain a different way
that they may have worked out the problem. Reveal the blocks and continue to do this with bars of
blocks of different sizes.

Then play Activity 2: Hot Shot. Students try to hit the moving targets and make number
sentences as a result.

Writing Program

Monday

Share

Independent Writing Task

Modelling/Whole Class Focus

Journal Writing Weekend

Oral language and Revising/editing:
orally talk about what I did on the
weekend: eg going to the movies.
Learning Intention: To use interesting
words and correct punctuation to make
my writing interesting. Teacher to have
recount pre-written with few full stops.
Read to the grade and then ask students
to assist in placing full stops and capital
correctly. Teacher to use our class
beautiful words and phrases poster to
assist in adding in more interesting words
to make our writing sound better. Model
any changes with a red pen and upside
down carrot method.

Wednesday

Planning: Letter to our Grade 6 Teachers

Responsibility Day Teachers to say thank
you
Re-visit the structure of a letter

Recording: Letter to our Grade 6

Teachers Responsibility Day Teachers
to say thank youLearning Intention:
Using our composer to assist with the
recording process.
Re- visit Teachers composer from
yesterday. Discuss your thoughts and
ideas.
Model the structure of a letter and the use
of a composer to assist with your thoughts
and ideas. Ensure to refer back to the
composer several times.
Model how the layout of a letter when
Students
to write
their rough draft of a
using dotted
thirds.
letter using the dotted thirds.
Students must include:
- To _____ (Grade 6 name)
- A question
- Two or more sentences
- A question for the Grade 6
- From.

Revising/ Editing and Publishing:

Letter to our Grade 6 Teachers
Responsibility Day Teachers to say
thank you-

underline words you are

unsure of the spelling
Fix capital letters/full stops
- edit/revise
Add in interesting
Students
their ownwords
work
using a red pencil and underline words,
add in more interesting words and fix
full stops. They are to then have their
work corrected by an adult. Once
corrected they may begin publishing
their letter.
*Early finishers to draw a picture of
them and their Grade 6 teacher

Then model where f sits on

the dotted thirds.

Students to read their letter to

their table partner

Authors Chair: selected

students to share their
published piece of writing.

Students circle the best

f.

Allow time for students to edit/revise

their work.

Begin with a question

Tell them 2 things about ourselves
End with a question
Highlight the importance of a letter sharing
information about ourselves and asking a
question. This information needs to
appropriate for the audience. Keep this in
mind as we brainstorm questions we could
ask the Grade 6s about Responsibility Day
* Brainstorm
and maketheir
a list
of relevant
Students
to complete
own
letter
composer by writing the two questions they
will ask their Grade 6 teacher and drawing
their two ideas about what they are going to
tell them. Students to then write keywords
for the pictures

Select 3 students to sit on the

authors chair and share their
recount.

Oral language discussion- students to

sit in a circle and explain their pictures
form their composer to the grade.

In Journal books, students will write

about their weekend and include
interesting words and punctuation.

Group 1: Green Group

Extension group
D

Tuesday

Thursday

Friday

Have an example of a letter to the

Grade 6s pre-written with errors.
Part 1:
Read over with students and revise/edit
the writing piece. Use a red pen to:

Reading Ability Groupings

Group 2: Red Group
Group 3: Yellow Group
Focus group
Consolidating A group

Handwriting letter f
Model correct formation of f
on the mini whiteboard. A
hook going down with another
line across makes f for fish and
fairy floss f..
Have students sit in a circle.
Using mini chalkboards and
mini whiteboard students
practise the formation of f.

Students
the f
Explain fcomplete
activity page
on the
activity page. Students need to
use correct formation and
sizing on the dotted thirds.

Group 4: Blue Group

Consolidating B group

Circles
Focus group

Maths Groupings
Triangles
Consolidating group

Squares
Extension group