Stage 1 Home Learning Grid – WEEK 3 - Term 2 2020

Dear Parents and Carers of Stage 1 students, the work below covers Week 2 of term 2 in a grid-like structure. It covers all

key learning areas (KLA) and reflects the work that students will be working on at school within their classrooms. It is a

continuation of the current programs that teachers have been using, although adapted for student directed learning.

Please work through it at your own pace. We advise that you use a lined A4 workbook should you not have access to a

digital device with access to the internet.

As you will see there are a selection of activities that we encourage you to engage in daily to allow for practise and

consolidation of sound knowledge and reading skills.

We love seeing our students’ achievements at home and we encourage you daily to upload 1 task that they have

completed. It can be in the form of a photo, video recording or even a document they have been working on, on their

device computer. It makes our day that extra special, knowing they are enjoying your learning.

Just remember, it is so important to get up, move about and keep your mind and body healthy too! Take advantage of

the fitness links and brain break links throughout the day. Most importantly take time out to enjoy each other’s

company, the sunshine and your backyard.

Student check-ins – Students should check in with their teacher each day on Seesaw. If students do not check-in within a

few days, school staff will call you at home to check on their ongoing learning.

Week 3 of Term 2 2020 Have a great one everybody!

English Daily

Must DO’s

Grapheme of the Week: Year 1 and Year 2:

From this week on you will be given a list of words to help you practise and identify your grapheme of the

week. Your lists are:

Year 1 Year 1 Ext. Year 2 Year 2 Ext. day

say

may

play

take

make

cake

made

name

game

same

place

rain

they

eight

today

afraid

baby

break

danger

eighteen

great

holiday

ladies

paper

plate

snake

space

strange

table

train

yesterday

pay

day

way

away

stay

ate

take

came

gave

place

rain

mail main

paint

train

baby

later

awake

eighty

holiday

afraid

Australian

babies

bacon

ballet

break

celebrate

danger

explain

favourite

great

grey

later

paper

station

straight

table

waste

weight

yesterday

Using the lists, choose one activity daily to do in your workbook:

• Write your list words out and circle the grapheme/s of the week in your favourite coloured

pencil.

• Choose 8 of the words in your list and use a dictionary to look up their meaning and write the

meaning into your workbook.

• Choose 6 of your words and write them into sentences into your workbook.

• Have someone at home test you on 10 of your list words.

• Write your list words out onto pieces of paper. Sort your words into your grapheme groups for

the week. Place the words onto the floor to make a path. Jump on each word and say the

grapheme out loud. Now jump back saying the word out loud.

• Follow the soundwaves link to complete some online activities,

Year 1 Students enter this code: Door508 at www.soundwaveskids.com.au

Year 2 Students enter this code: much816 at www.soundwaveskids.com.au

High frequency words of the week: kind, left, man, mother, own Practise reading and writing your words of the week by:

• writing them in your workbook, use different colours and/or different pens/pencils.

• writing them in some sand or dirt, with a paint brush and water on the concrete and/or using

chalk on your driveway or footpath. Take a photo to show your teacher on Seesaw.

• using each of your words in a sentence and record your sentences into your workbook.

• Have someone at home test you on your words for the week.

• Telling someone your words. You could even ring a special person in your life and tell them

your words for the week. Can you put them into a sentence for your special person?

Reading Text

Practise reading by,

• Accessing Reading Eggs or Reading Express using your log in details.

• Follow the links provided and read your text, A visit to the fair https://www.speld-

sa.org.au/images/iPadPDF/A_Visit_to_the_Fair.pdf (see below grid for text version)

• Choose a book from your bookshelf and ask someone at home helping you to read it to you or

read it to yourself.

• You could read your text daily to a parent, sibling, teddy bear, pet or even yourself in the

mirror. You might even like to ring a family member on the telephone and read it to them as a

special surprise.

• After reading each day, write what happened in your story in your workbook. Year 1 – 2

sentences. Year 2 – 3 sentences.

Daily Fitness

• Superhero workout https://www.youtube.com/watch?v=cvMbkw2572k

• Alphabet Exercise https://www.youtube.com/watch?v=rvEVmnI5fn4

• Fitness with a stuffed animal https://www.youtube.com/watch?v=eUUW3BKg0vo

• Make a set of number cards 1 to 20 and place them in order in a line on the floor. Now jump on the numbers

and yell them out as you go. No jump backwards and do the same. Can you jump only by 2’s? 2, 4, 6, 8, 10, 12,

14, 16, 18, 20.

• Use the set of cards you made and mix them up and place them in a pile. Using the following pattern of

exercise flip a card over and see how many you must do. The pattern of exercises is jumping jacks, leg kicks,

touching your toes, punching your arms forward and squats. It might look like this, 7 jumping jacks, 6 leg kicks,

12 touching your toes, 2 punching your arms forward and 9 squats. Repeat the pattern twice.

English

Where necessary, choose a digital or non-digital task per lesson depending on what you have access to

MONDAY

It is time for you to share something you have done over the weekend. Think about something that

you did or saw over the weekend that you would like to share with the class and your teacher.

Remember your journal entry should have an orientation: telling the reader, when, where, who, what

and why you did your activity. A sequence of events (at least 2 in year 1 and 3 in year 2) how it

happened and an evaluation sharing your feelings about your weekend and why you felt that way.

Remember when we write our sentence, we use capital letters, finger spaces between our words and

full stops.

When you have finished your writing remember to read through it to make sure it makes sense and

draw a picture to match your writing.

TUESDAY

Watch the https://youtu.be/hD9arWXIddM video on YouTube. After watching, ask yourself:

o What is persuasive writing? o Why do people write persuasive texts? o What different types of persuasive texts are there?

Let’s think about our brainstorming/mind mapping from last week when you were asked which was better, the city or the country. Watch Miss Adam-Smith's video on the structure of a persuasive text https://www.youtube.com/watch?v=G-6LXMIpgJo

Use this structure to begin the writing process for your persuasive writing text in your books.

Fill in the ideas from your mind map to help you. Here is the plan to help you.

WEDNESDAY

Can you sequence these sentences to make this persuasive text sound right?

You might like to copy your sentences onto strips of paper and cut them out. Once you have

cut them out the strips can easily be ordered. When you think you have ordered them

correctly ask someone at home to help you check that it makes sense.

After you have done this, in your workbook, write the date and glue your sentence strips in

the correct order into your workbook.

• Also, dogs are extremely affectionate animals.

• For these reasons, dogs make the best pets.

• Firstly, dogs are incredibly loyal companions.

• Dogs Make the Best Pets.

• Thirdly, dogs are very active and playful.

• When it comes to pets, dogs are the best choice.

THURSDAY We can find persuasive texts in many places. In debates, newspapers, on the television in

advertisements, speeches and letters.

An example of a persuasive text,

The country is better than the city. Firstly, there is so much open space for families and children to play. You can play football, soccer, frisbee and many more games. Secondly, you can learn to grow your own food and crops. There are many farmers in the country areas to help. Thirdly, the country is very peaceful. There is little traffic that travels through country towns, making it safer for children. For these reasons, the country is better than the city.

Today we are going to use our plan from Tuesday and write our persuasive text. Watch Miss

Adam Smith write her persuasive text here-

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

In your workbook, write your persuasive text, remembering your date, title, paragraphs and

punctuation. Always re-read your work when you are writing to check these writing features.

Once you're finished make sure you take a photo and share it on SeeSaw with your class teacher.

FRIDAY Using the below as a model, copy your letters into your workbook and circle your best letter R and r.

Monday 11th May 2020

R R R R R R R R R R

r r r r r r r r r r r

Rr Rr Rr Rr Rr Rr Rr

Red roses wrapped in bright red ribbon.

ENGLISH - Learning help

Persuasive Writing for Kids https://www.youtube.com/playlist?list=PLTCzXKdxBpDD2Pap27TZUudIHGE5rgwSi

Opinion Writing for Kids https://www.youtube.com/playlist?list=PLTCzXKdxBpDDl1fp2gAv7lVjAJXvq9stk

Here are some ideas if you are stuck with reading any words.

Here are some hints for good writers.

Here are some helpful Persuasive writing ideas

Mathematics

Daily MUST

DO’s

Let’s practise!

Mathematics

Choose a digital or non-digital task per lesson depending on what you have access to

MONDAY

Using a Number Line to Add When you're adding, you may already have a strategy in mind, such as counting up or drawing a picture. Another way to add is to use a number line, or a straight line made up of evenly spaced parts. When using a number line to add, find the first number in your addition sentence on the line (the biggest number). Then, move as many spaces to the right as shown in the second number in your number sentence. For example, if you have 7 crayons in your box, and then find 2 more on the floor, your addition sentence is 7 + 2 = _____. Find the number 7 on the number line, and then move to the right two times to find the answer: 7 + 2 = 9.

Now using 2 dice let’s practise recording addition sums using a number line.

Once you roll 2 dice write the sum for example, 6 + 5 =

Draw a number line (you will need a ruler for this to make it nice and straight) and show your counting

on starting at 6 and adding 5 more. What was you answer? Was it 11?

Do this 3 times practising starting at the larger number and counting on, using a number line.

Draw these into your book.

As a challenge try these numbers sums on number lines and find the answers,

12 + 7 = 14 + 9 = 13 + 5 =

11 + 9 = 9 + 8 = 14 + 6 =

Digital - Can you record yourself using a number line to solve an addition sum, explaining to your class teacher how you count on? Non-Digital- Can you share with someone at home how you use a number line to solve an addition sum?

TUESDAY We will continue practising using a number line to solve addition problems today.

Can you complete the following in your workbook by drawing number lines to find your answer that

look like this.

Will you remember to start with the biggest number first? If you need to, go back and have a look at

the example from yesterday

6 + 7 =

4 + 8 =

15 + 9 =

11 + 9 =

13 + 6 =

18 + 9 =

15 + 7 =

19 + 6 =

33 + 7 =

25 + 8 =

Here are some online links to practise your number line adding,

https://www.funbrain.com/games/line-jumper https://www.turtlediary.com/game/count-up-and-

down-by-1-on-number-line.html http://www.hbschool.com/activity/numberline1_5_04/

WEDNESDAY

Today you are going to create some addition combinations with a number of your choice. Choose a

number between 10 and 20. Think of some addition sums that equal your number. For example, 7 3+4 2+5 1+6 If it helps you, find a collection of objects that matches your chosen number so you can use these to

help you in making your addition sums. Write your addition sums into your workbook. Using the picture below to help you, make an addition

flower using bright coloured paper and the sums you have written into your workbook.

Glue your flower into your workbook and if you like, take a photo of your flower and share it with your

class teacher.

If you are up for a challenge, create another addition flower with a different

number

THURSDAY

Watch ‘Where’s the monkey?’ https://youtu.be/idJYhjGyWTU

Using the picture to help you, make some positional language cards for you to play with at home.

Once you have made the cards it is now time for you to find some things around your home or outside that

match the words on the cards. You might find a stuffed toy high up on a cupboard or a cat under a tree.

When you find your match try and draw your match into your workbook (non-digital) and write the word

you used under your picture. If you prefer, you can take photos (digital) instead and share them on SeeSaw

using the positional card in the photo. Aim to find/draw or take a photo of 6 cards.

FRIDAY

You are going to use your positional cards today to create a set of 8 instructions to direct someone at

home through a homemade obstacle course or scavenger hunt. If you are going to create an obstacle

course, try and do it outside where there is space and little risk of getting hurt. If you are going to choose

to make a scavenger hunt you will need to make sure the things your person finds can be touched and

are not fragile.

Take some time to write your instructions, make sure they make sense, are clear and can be understood.

Here are some examples of some instructions you could write using your positional words,

• Crawl under the chair.

• Jump over the logs.

• Slide down the slippery dip.

• Look behind the lounge cushion.

• Look inside the toy box.

Let’s have a brain break. Click on one of the follow links and enjoy!

• Penguin Dance https://www.youtube.com/watch?v=uf0uKmKwnKs

• Finger fitness https://youtu.be/r2tBH_XyeJc

• Breathe and move: Stand and add a movement to each breath. You might raise one leg to a bent-

knee position, for example, while inhaling (lift) and exhaling (lower). Do several different moves to

challenge your balance and regulate your breathing.

• Facial gymnastics- get your silly on for 30 seconds. Wiggle your eyebrows up and down as fast as you can.

Then try to raise one eyebrow at a time. Then switch back and forth between a smile and frown. Throw a sneer

or two in for good measure.

• Draw a hopscotch on a path or driveway and play!

KLA

Choose a digital or non-digital task per lesson depending on what you have access to

MONDAY

2nd Step - You will need some parent help with your Second Step today

Emotional Management

Read together

When you have strong feelings, it’s hard for your brain to think. The feeling part of the brain can

take over! When this happens, it’s like you “flip your lid” or lose control of the thinking part of

your brain. Try to focus your attention on your body for clues about how you’re feeling. This gets

your brain thinking again, so it can start to take back control.

Practice together: Don’t flip your lid!

1. Read “How to make a Hand-Brain” (below) and practice together.

2. Pick a feeling (angry, embarrassed, worried, excited, disappointed) and think of a time you

felt it strongly.

3. Make a hand-brain that has flipped it’s lid.

4. Think and talk about where you feel that feeling in your body.

5. Fold your fingers back over your thumb as you get back in control.

6. Try another feeling!

How to Make a Hand-Brain

Description Action

Imagine your hand is your brain. Hold your hand up, palm facing away from you.

The thumb is like the feeling part of the brain. Fold thumb in on top of palm.

Your fingers are like the thinking part of the

brain.

Fold fingers over thumb.

When you feel strong feelings, it’s like you flip

your lid. Flip up fingers.

The feeling part of the brain takes over. Wiggle thumb.

Watch: https://www.youtube.com/watch?v=2xeDcPBD5Fk

TUESDAY Speaking and Listening.

News this term will follow specific topics that will be mapped out for each week in the term. Students

ARE expected to follow these topics of news.

When you are practising your speaking remember to have,

• Clear voice.

• Eye contact.

• Hands by side (unless showing object).

• Posture

• Expression of voice.

Week 3 Should all children play for 1 hour a day? Agree or

disagree

(Introduce your news by stating which you think is better. Share 3 reasons why you think your

preference is better and finish your news by re-stating which you think is better and thanking

your audience).

Digitial: You might like to practise in front of a mirror or even speaking in front of your own ‘toy’

audience with your favourite toys. Once you are happy with your speaking using Seesaw, record your

news and share it with your class and/or class teacher.

Non-Digital: Share your news with at least 2 people you live with.

WEDNESDAY

Take a journey to Uluru Kata-Tjuta National park. Click on the link and follow

https://parksaustralia.gov.au/uluru/discover/virtual-tour/ choose a story sphere and engage in the

sights and sounds of the national park and the stories of the traditional owners of the land. Choose

something you saw and heard and create a collage of this using natural objects from your gardens, for

example rocks, leaves, dirt, sand.

Take a photo of your collage (digital) or even better a video of your collage and you describing what

you created and which story sphere it connects with from the tour you went on. Share it with your

class and teacher on SeeSaw.

If you are unable to follow the link (non-digital), find some natural objects in your garden and create a

collage of a natural environment you have been to (beach, forest, national park) using only what you

find in the garden, sticks, rocks, leaves, flowers, dirt.

THURSDAY

Science & Technology

How do you access water in your house? Watch https://www.youtube.com/watch?v=MliC4gS_rIE and

https://www.youtube.com/watch?v=KDqAtw0iiP0 With the help of an adult, find the water meter at

your house.

Take a walk around your house and locate all the places you use water, for example, the bathroom tap,

the toilet, the hose outside and so on. Do we use water efficiently in these places or do we waste

water?

In your workbook, list 5 ways we waste water and try and come up with a way to solve this problem.

For example: when we brush our teeth, we leave the tap on. A way to solve this, is to turn the tap off

when we are brushing our teeth.

Choose 1 of your ideas and make a poster to hang up in that part of the house as reminders to others

that live with you to help solve the problem of wasting water. If I was going to draw a poster of

someone brushing their teeth, I would show a picture of the tap turned off and stick this poster near

the bathroom sink.

FRIDAY Creative & Practical Arts (CAPA)

Today you are going to make a rhythm using a steady 4/4 beat. Clap your hands and count to 4 like

this, 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4

Now instead of clapping stomp your feet. 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4

Try alternating between clapping and stomping using a 4/4 beat like above.

Keeping a steady 4/4 beat, perform a variety of movements (click click clap clap/Egyptian walks left

left right right, etc) Try and compose your own rhythmic pattern and perform it in front of 2 people at

home.

Here’s some other body percussion patterns you could try,

https://www.youtube.com/watch?v=sW2DY1OpgrI

https://www.youtube.com/watch?v=QOh1P1ZcTaU

FRIDAY Personal Development Health & Physical Education (PDHPE)

Side Galloping

Galloping is a forward slide movement: front foot steps forward with a little spring

followed by the transfer of body weight to the back foot. As the back foot receives the

body weight, the front foot repeats the forward step movement. The same lead foot always

stays in front throughout the gallop. https://www.youtube.com/watch?v=D812EVCdy0w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&inde

x=6

1. Smooth rhythmical movement. 2. Brief period where both feet are off the ground. 3.

Weight on the balls of the feet. 4. Hips and shoulders point to the front. 5. Head stable,

eyes focused forward or in the direction of travel. (Introductory components marked in

bold)

Obstacle courses ( • ) – Set up things to climb over, under, through or along, side gallop to each

station – use your imagination. Here is one to get you started – Action Hero Challenge: 1. Laser

Beam – Lay a broom across the backs of two chairs and limbo underneath, 2. Shot in leg Agent

Injured – hop to next station 2. Agent Injured – Hop on the spot for 10 hops. 3. Cave Slither –

Make a tunnel by putting a blanket across the back of two chairs and crawl through on stomach 4.

Stealth Move – Pretend to be a Ninja. Side gallop to next station 5. Log Balance – Set up a plank of

wood or bench to walk the length of 6. Undercover – On the same plank of wood or bench, hover

low and balanced, look left, look right twice 7. Crocodile Leap – Mark a suitable space to leap over

(use hose, sticks, shoes, whatever) 8. Under Attack – Lay out 4 tin cans or similar about half a

metre apart and run a zig zag pattern through the obstacles as fast as you can. Beat your best

time or challenge a friend or adult.

A Visit to the Fair Set 11 (322 words)

Text written by Angela Weeks and illustrated by Dick

Weigall

Special words there, where, were, outstretched, alley, could, what,

when, because, obviously, ahead, meant Words where the vowel says its

name: finally, coconut, go, we, me, be, he

Phil and I are mates.

Last Saturday, the pair of us decided to go to the fair.

When we got there, Phil dared me to go on a ride that

went high into the air. I was scared but I tried not to

show it. Up the stairs I went. I got into the chair and did

up the belt. A hooter blared and we were off. I was so

scared my hair stood on end. I could hardly bear it. I

gripped the bar and stared ahead, trying to be brave.

At last the ride came to an end and I got off smiling, my

hand outstretched waiting for my dare money from Phil.

Next, we went to sideshow alley.

Phil was attracted to the Wild West Archery Stall where

a man, wearing a cowboy outfit, was tearing tickets from

a big roll and handing them out to contestants. Phil paid

for a ticket and was handed a bow and three arrows.

With the third arrow, he hit the bull’s eye, which meant

he could choose a prize. There were large cuddly bears

and pandas, fancy dress hats and a square wooden box

with tennis balls inside. But what attracted Phil was a

funny wig made with purple hair displayed on a life-sized

foam model. He put on the wig and I glared at him

because he looked so silly. But Phil just grinned.

Off we went, Phil in his purple wig and me still glaring

angrily and pretending I didn’t know him. However, I

couldn’t resist a photograph!

Finally, we went to the coconut shy to try to win a

coconut. I went first and missed every time. Then it was

Phil’s turn. He obviously had a flair for it because he

knocked a coconut onto the ground with his first ball.

When we got home, we cracked open the coconut and

shared it.