Literacy Planner Week 7 Term 3

Reading
Session 1 Monday
Meaning

Focus

LI

SC

Activity

Session 2 Tuesday
Concepts about print

Session 3 Thursday
Strategy- Get your mouth ready

Big Book: Heads, Shoulders, Knees

and Toes!
Bananas in Pyjamas (p. ), When I
get up in the morning (p.1)
Meaning
What do you think the story is about?
What can you relate to?
Why do you think they rhyme? What is a
rhyme?
What is the message?
To understand the message in the book.
Everyone needs to put in and do their job.

Big Book: Heads, Shoulders, Knees

and Toes!
The Robot (p.18)

If you can write a few sentences about

what you do in your morning routine.

If you can identify using the rules, where a

coma belongs in a sentence.

If you can sound out an unknown word using the

picture and beginning sound.

After read, discuss meaning, message, and

rhyme.
Think about the rhyme and write 2-3
sentences explaining what you do in the
morning to get ready.

After reading the book, discuss possible

locations of a comma in sentences, provide
examples to rules and ask for more
examples.
Have a go at filling out the worksheet with a
group it has the commas missing.
Extension: Have a go at writing a sentence
with use of coma/s.

After read of the big book, (page with difficult

words), Strategy Poster 3D, discuss beginning
sounds, and strategies.
Silent reading using that strategy for unknown
words. On a piece of paper, jot down the words
that you did not know at first, but did try predict.

Concepts about print

Commas
Why do we use them?
When do we use them?

To be able to identify comas and where and

when they belong in a sentence.

Big Book: Heads, Shoulders, Knees and

Toes!
(p. )
Reading Strategies, Stage 2, Poster 3D
- Strategy : Reading with Strategies, Getting your
mouth ready
Beginning sounds of a word.
What do you think the word might be?
Looking at the picture and starting sound to give
you clues.
For unknown words, look at the picture and
beginning sounds to predict and sound out the
word.

Reflection

Sharing work done and quality of

sentences and handwriting.

Sharing group work, discussing which rule the Share answers and unknown words and discuss if
group used.
the strategies helped in getting the correct
answer.

Writing
Focus

Session 1-Tuesday
Entertaining Text-Adjectives
Secretarial: writing all letters the correct way

Session 2- Thursday
Editing
Secretarial
Correct spelling of words
Authorial: Write an interesting or entertaining Authorial
sentence.
Writing a sentence that makes sense, and
edit: spelling, sense of sentence, capital
letters.

Session 3- Friday
Commas
Secretarial
Correct use of commas.
Authorial
Write a short story with us of comas that is
entertaining.

L.I

To understand the need for an entertaining

sentence.

To be able to write a sentence and identify

where to edit and why.

To be able to write a short story and use comas

instead of long sentences.

S.C

You are successful if you can write an

interesting sentence.

You are successful if you can write a

sentence and edit mistakes.

You are successful if you can write a story and use

comas instead of long sentence.

Write a short story or couple of sentences

and edit: spelling, punctuation, makes
sense, capital letters.
Strategies: underlining words you think you
did not spell correctly.
Low group: Sheet with mistakes they have
to correct on floor.
Liam to have one on one and individual plan
set up for his writing.

Look at when commas are used and attempt to

write a couple of sentences with the use of
commas.

Activity

Think about the book and pick out interesting

sentences and what makes them interesting.
Have a go at writing a sentence making it
interesting using an adjective to describe a
noun.
Book: Ten wriggly fingers (p. ), The old grey cat
(p.)
Those who need extra assistance: get an
Focus
example boring sentence and make it
Group
interesting.
Reflection Share your sentence.

Handwriting: e

Liam, Zach, Hanna L. Scribe a sentence but leave

out commas and have them have a go at where
they would be.

What was difficult?

Word Work
No session 1
Phonic communicators oe, ph
Spelling words: came, just, over, wen

Session 2
Phonic communicators ee,
Practice spelling words again

Session 3
Phonic communicators oa,

Numeracy Planner: Week 1, Term 4

2014

Dimension: Number and Locations and Transformation

Number and Place Value: Level Two, Explore the connection between addition and subtraction (ACMNA029)
Elaborations - Becoming fluent with partitioning numbers to understand the connection between addition and subtraction
Using counting on to identify the missing element in an additive problem. Turn around facts.

Language

Warm Up
Activities
Whole Class
Learning

Whole Class
Activity

FocusedTeaching
Group
Reflection Time

Resources

Digit, number, counting, before, after, next, adding, starting number, counting on, turn around facts, base 10
facts, adding 10 to base 10 facts, doubles, take away, less than, subtraction.
Money, coin, note, cents, dollar, cost, price, change
Session 1 Number Monday
Session 2 Number Wednesday
Session 3 Number Thursday
L.I-Revise subtraction
L.I-To continue understanding of
L.I-To show the relationship
S.C- If you can vertically subtract
subtraction.
between subtraction and addition
single, double digit numbers using
S.C- If you can vertically subtract S.C- If you can show and
number line as an aid
single, double digit numbers using
understand the relationship between
number line as aid.
subtraction and addition.

Session 4 Number Friday

L.I- Consolidate and test subtraction
understanding
S.C- If you can show you can subtract
using bundles, single and double digit
equations

Number chart, counting by 2s & 5s.

Calendar

Number chart, counting by 2s & 5s.

Calendar

Number chart, counting by 2s & 5s.

Calendar

Number chart, counting by 2s & 5s.

Calendar

Revising what we know about

subtraction. Whole class vertically
subtracting, send off each group after
single, double and borrowing
modelling.
Modelled first on board, first single,
than double digit subtraction and then
with group on floor work with
borrowing.
Three separate worksheets.
Early finishers go on to next worksheet
than come up with own.

Revising what we know about

subtraction. Whole class vertically
subtracting, send off each group
after single, double and borrowing
modelling.
Modelled first on board, first
single, than double digit subtraction
and then with group on floor work
with borrowing.
Three separate worksheets.
Early finishers go on to next
worksheet than come up with own.

Revising what we know about

subtraction and then figuring out
together the relationship between
subtraction and addition.

Revise subtraction rules. Explain test

conditions.

After modelling on board, complete

sheets.
1. Match up equations
2. Fill in missing

Revise quickly and work through

examples of subtraction with bundles,
single digit subtraction and double digit
subtraction. Than testing.

Borrowing group to work on floor with

Miss C.
Share successes and demonstrate on
the board.
Vertical subtraction sheets

Share successes and demonstrate on

the board.
Verticle subtraction sheets

Share successes and demonstrate on

the board.
Subtraction/Addition relationship

Share successes and demonstrate on the

board.
Post-test sheet

Assessment

Teacher to check off on student

checklist if they have demonstrated
understanding.

Teacher to check off on student

checklist if they have demonstrated
understanding.

sheet
Teacher to check off on student
checklist if they have demonstrated
understanding.

Teacher to check off on student checklist

if they have demonstrated understanding.