Melissa Day Grade 3/4D TERM 3 WEEK 7 Swimming week

9.00 9:50 9:55 10:50 11:20 12:20 12:20 1:20 2:20 3:20 Notes
M
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Reading

ART

MM


Swimming
Swimmin
g
Ryan Week
Block
T
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D
A
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MLC

Reading

Numeracy

Swimming



W
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ICT

PLANNING

Writing

Swimming

T
H
U
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S
D
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Reading

Writing

Numeracy

Swimming

3/4 Sport

F
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A
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Reading

Writing

Numeracy

Swimming








Session 1 Session 2 Session 3 Session 4


Text: Australian Animals

LI: We are learning to identify
the imporatant parts in text.

SC: We can explain the main
idea

ET: Anchor chart on
determining importance.
Focusing on important
features on non-fiction texts.

Explicit teach the process of
thinking:
1.What is the topic?
2. What is the smaller topics?
3. Summarize what you have
read,

ST: Hand students different
mentor texts dependent on
reading comprehension
level.

Short texts for students to
practice determining
importance,

AS: Use the guided reading
texts to determine the
differentiation of learning.

Text: Animal Extinction

LI: We are learning to identify
the important parts in text.

SC: We can explain the main
idea

ET: Anchor chart on
determining importance.
Focusing on important features
on non-fiction texts.

Explicit teach the process of
thinking:
1.What is the topic?
2. What is the smaller topics?
3. Summarize what you have
read,

ST: Hand students different
mentor texts dependent on
reading comprehension level.


Short texts for students to
practice determining
importance,

AS: Use the guided reading
texts to determine the
differentiation of learning.

Text:

LI: We are learning how to
find relevant information

SC: We are able to:
I can skim through the text
I can scan to locate
relevant information for
me.

ET: Skim and Scan strategy,
model to students first.
Read aloud with short text
and model to students.
Create Anchor Chart.

Eliminate text by skimming.

ST: Children receive a short
article in which they skim to
locate specific information.
Highlight the section in
which they located the
information.

AS

Vocab Word:

LI: We are learning to identify
new vocabulary and its
meaning
SC: We can use the new
words in our speaking and
writing.

ET: Discuss the term
together.

ST: Children complete a
vocab task draw, define,
synonym and then write a
story about immigration

AS: Generate synonyms and
definition tgether
Theop, Ngoc Chau, Adut













G
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Manmeet, Selam, Zam,
Jordan, Immanuel
Text: The Boy who went North
Focus: Reading fluently
using punctuation to
improve fluency and
expression
Mafi, Ngoc Chau, Sebit
Text: My Grandma
Focus: Using context clues to
decode
Afifa, Amanda, Gunveet,
Lin, David, Fadhili
Text: Australia Day
Focus: Reciprocal
Teaching

Akut, Adut, Theop,
Johnathan, Tiana
Text: Bushfires
Focus: Clarifying read on
and read back
C
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Complete reading
conference and set reading
goals

Complete reading conference
and set reading goals

Complete reading
conference and set
reading goals

Complete reading
conference and set reading
goals

I
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T

R
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Focus:
Children read independently
for 30 minutes working on
class focus and reading
goals
Focus:
Children read independently
for 30 minutes working on class
focus and reading goals
Focus:
Children read
independently for 30
minutes working on class
focus and reading goals
Focus:
Children read independently
for 30 minutes working on
class focus and reading
goals
Writing
Session 1 Session 2 Session 3
LI: LI: We are learning to identify the
features and structure of an information
report.
ET: Use extracts from recounts and reports to
identify genre, discuss purpose and
audience.
How do we know this is non fiction report
and not a fictional story?
Read a report and reflect on purpose,
audience.
Deconstruct reports
Identify and discuss:
- structure of reports
- use of bold print, headings
- type of words that start the sentences
- linking and binding conjunctions
- types of verbs used
- whether facts or opinions included
- tense

ST: Students have individual copies of the
same text to highlight identified features.
Primary tense: - present (eg lives, eats).
Factual sentences.
Structure:
-Introduction with classification
- paragraphs dealing with specific aspects.
Verbs:
- Action (eg sleeps, eats)
- Relational (eg has, is).


LI: LI: We are learning to identify the
features and structure of an information
report.
ET: Use extracts from recounts and
reports to identify genre, discuss purpose
and audience.
How do we know this is non fiction report
and not a fictional story?
Read a report and reflect on purpose,
audience.
Deconstruct reports
Identify and discuss:
- structure of reports
- use of bold print, headings
- type of words that start the sentences
- linking and binding conjunctions
- types of verbs used
- whether facts or opinions included
- tense

ST: Students have individual copies of
the same text to highlight identified
features.
Primary tense: - present (eg lives, eats).
Factual sentences.
Structure:
-Introduction with classification
- paragraphs dealing with specific
aspects.
Verbs:
- Action (eg sleeps, eats)
- Relational (eg has, is).

LI: We are learning to bundle/sort our
facts
ET: Read through info report. Discuss
language used to help us identify
genre eg
Sharks are
Sharks have
Sharks eat

ST: Sort statements from a fiction story
about sharks and a non fiction report
on sharks based on language clues.


Share as a whole class and discuss the
language clues that helped sort into
the 2 categories.


AS: Lizards Match beginnings and
ends of sentences focus on langue
clues to make matches


















Small Group
AS: Work with small gruoup on modified text
Adut, Manmeet, Aloysius, Sebit, Jonothan
AS: Work with small gruoup on modified
text
Adut, Manmeet, Aloysius, Sebit,
Jonothan

Numeracy







Focus

Learning Intention
and Success Criteria
Explicit Teaching Student Task
Small Group
A/S and E/C
Reflection
Multiplication
stories/problem
solving
We are learning to
solve multiplication
problems.
Language of
multiplication.
Create class worded and
then students independently
create their own problem
with a given multiplication.
Complete as a
whole class.
Using
algorithms
We are learning how
to solve multiplication
problems using
numbers.
Demonstrate
multiplication using
numbers with digits.
12
x5
Completion of activities to
assist with automatic recall.
(Maths drills cater to all
students)
Whole class
correction
Post-
Assessment
Multiplication Post Test Multiplication Past Test Multiplication Past Test Whole class
correction and
self-assessment