Thursday

th
29 October 2015
Schedule
Welcome

9:05am

Literacy
Unit 6 lesson 17
Examining a narrative Home

9:30am

Spelling

AM

9:00am

PM

Middle

10:00am Reading
11:00am

PE

11:30am

Maths Year 1 Unit 7 Lesson 1

Maths Year 2 finish assessment

12:00pm
1:45pm

Readers & Sight Words

2:10pm

Geography
Unit 2 lesson 4/5
Distance

MORNING SESSION 9:00-10:30am

Key Teaching
Focus

1. How am I using positive reinforcement to engage the

students?
a. Use descriptive encouragement: be specific abut
the positive that is being recognised. E.g. That is
good use of capital letter sand full stops in your
writing
b. Be careful not to overuse.
c. Use positive reinforcement to cue parallel
acknowledgement praising students to encourage
others.
2. Focus on giving instructions.
a. Be clear that the instructions have been heard and
understood before moving on. Check for
understanding e.g. Can someone tell me what you
are meant to do now?
3. Focus on scan and wait.
a. Use the wait and scan approach to ensure there
has been understanding.

9:00am 9:05am

Morning Administration
1. Before students arrive:
a. Check resources and materials for the day; turn on
IWB if needed.
2. Students come into class:
a. Check for hats, readers and homework have been
handed in.
b. Move quietly to the mat when asked.
c. Mark the roll.
d. Discuss class rules as positive examples. (see
Skill 1: Setting Expectations)

9:05am 9:30am

Literacy Examining a Narrative

Australian
Curriculum
Links

Understand that texts can take many forms, can be very short
(for example an exit sign) or quite long (for example an
information book or a film) and that stories and informative
texts have different purposes (ACELA1430)
Identify some differences between imaginative and
informative texts(ACELY1648)
Explore the different contribution of words and images to
meaning in stories and informative texts (ACELA1786)

Lesson
Objectives

1. Understand that different texts have identifiable structures

and language features, and how language is used to
describe characters
2. Understand how to compose sentences using different
nouns groups for different purposes.

Lesson
Outcomes

Today students will be:

1. Introduced to a new text
2. Explore language in narratives.

Resources

Home by Narelle Oliver 2009.

Key learnings

Informative text; Narrative text; Noun Group; Proper nouns

Differentiation

1. Check for understanding through questioning in

discussions.

Warm up
Introduce the
text

1. What clues do the illustrations on the cover tell you about the
story?
2. Who is the author?
3. Have you read other texts by this author?
4. Where does this story take place?
5. Who is the main character?
6. What do you think happens?
7. What type of story is this?
8. How might it be structured?

Activity 1

Read the book to the students.

Stop at places and model the think-aloud strategy and ask
questions while you read:
1. Why are the falcons seeing all the things in the city for the

first time?
2. What do you think the falcon is thinking when he sees the
hot air balloon?
3. What is the main idea of the story?
4. What predictions can you make for what happens next?
Wrap up

Recap of information covered today:

what have we learnt?

Check for understanding.

Next lesson we will be

Resources

C2C Year 2 English Unit 6 lesson 17

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO SPELLING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to spelling groups: Year 2 students that move classes
can go. Preps to be at the back of the room with me; Year 1 and 2 students to
remain here with Mrs Amit.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

9:30am
10:00am

Spelling Groups Prep

Australian
Curriculum
Links

Recognise the letters of the alphabet and know there are

lower and upper case letters (ACELA1440)

Differentiation

Produce some lower case and upper case letters using

learned letter formations (ACELY1653)
1. Check for understanding through questioning in
discussions.
2. Use different methods to help students with concepts:
a. Counting the sounds on fingers
b. Keep the pace of the lesson going so not to lose
engagement
c. Use writing on the board to engage

d. Positive reinforcement that is explicit.

Resources

Prep Spelling Workbook Lesson

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO READING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to reading groups.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

10am 10:30am

Reading Groups Year 2

Australian
Curriculum
Links

Listen for specific purposes and information, including

instructions, and extend students own and others' ideas in
discussions (ACELY1666)
Read less predictable texts with phrasing and fluency by
combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies, for example
monitoring meaning, predicting, rereading and selfcorrecting (ACELY1669)
Use comprehension strategies to build literal and inferred
meaning and begin to analyse texts by drawing on growing
knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670)

Lesson
Outcomes

Read a new text and complete an activity sheet.

Teaching ideas

1.

Book walkthrough what do you think is happening here?

Why?

2.

What do you think is happening?

Differentiation

1. Check for understanding through questioning in

discussions.
2. Help students that are having any trouble to complete the
activity sheet.

Resources

Year 2 Reading books and activity sheet

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

MIDDLE SESSION 11:45am-1pm

TRANSITION BACK TO CLASS
Students to come in and be seated with hats on their head. Check for hats.
Wait for the class to settle and give instructions (Skill 2)
We are going to be doing Maths.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Students to move quietly and sit on the mat.

12:00pm
1:00pm

Maths Year 1 Fractions and decimals Identifying one

half

Australian
Curriculum
Links

Recognise and describe one-half as one of two equal parts of a

whole.(ACMNA016)

Lesson
Outcomes

In this lesson, students will:

Warm up

Recap on yesterdays activities: positional language. Test for

understanding of:

Activity 1

Identify a half.

above, below, under, on top, behind, in front, beside,

forward, backwards, sideways.

Show PPT of rainbow facts and doubles. Explain that we are

going to be looking at the doubles, and making halves.
Show video.

Activity 2

Practice sharing a collection in two equal halves.

Use halves boards to encourage students to separate the
objects properly.
Introduce the language of whole group and two equal
groups and halves.
Repeat with many examples to reinforce understanding.

Activity 3

Show PPW models with doubles problems. Explain that we

have already been doing halves.
Display grid sheet and ask students to count the squares on

the grid 11 on one side and 11 on the other side. Write the
answers as a PPW model.
Show students the strip model on the blank side and fold in
half. Show the picture side. Write as a PPW model.
Resources

C2C Year 1 Maths Unit 7 lesson 1.

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

AFTERNOON SESSION 1:45pm-3pm

TRANSITION BACK TO CLASS
Students to come in and be seated with hats on their head. Check for hats.
Wait for the class to settle and give instructions (Skill 2)
We are going to be doing readers and sight words, followed by Geogrpahy.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Students to move quietly and sit on the mat.

1:45pm-2:50pm

Geography

Australian
Curriculum
Links

The ways in which Aboriginal and Torres Strait Islander

Peoples maintain special connections to
particular Country/Place (ACHGK011)
The connections of people in Australia to other places in
Australia, the countries of the Asia region, and across the
world (ACHGK012)
Pose geographical questions about familiar and unfamiliar
places (ACHGS013)

Lesson
Outcomes

Today students will:

Understand that distance can influence a persons

connections and accessibility to a place.

Warm up

Remind students of days of the connections that we have to

local, regional, national and global places.
Ask students why we are connected to these places?
How do we look after a place that we have a connection to?
E.g., our home, our school?

Activity 1
Videos

Understand the influence of distance

Watch the video about Terry travellers connections.

Activity 2

Explain how distance influences our connections.

E.g., how do we travel to school?
Model sheet 13 on the IWB.

Activity 3

Transportation then and now.

Show Sheet 15 on the IWB and discuss the questions.

Differentiation

Check for understanding through questioning in discussions.

Resources

C2C Year 2 Geography Unit 2 lesson 5

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.