Weekly Planner

Term...1
School Notes
Whole School Assembly Monday

Week...8
Mrs Benc & Mrs. Moore ( Monday pm and Friday)

Absent
Time

9.00-10.00
10.00-11.00

Monday

Tuesday

Wednesday

Thursday

Friday

Labour Day Holiday

Mrs Benc/Kimberley Pimlott

Mrs Benc/Kimberley Pimlott

Whole School
Assembly
Show and Share

Show and Share

Show and Share

Crossing Duty
Mrs Benc/Kimberley
Pimlott
Show and Share

English

English

English

Handwriting long vowel/fluency

passage

Handwriting long vowel/fluency

passage

Handwriting long vowel/fluency

passage

English

English

English

Punctuation- Sentence Buddy

Editing recount from Tuesday

Writing a recount for absent on
Tuesday

Verbs

English
English

Mrs Moore/Kimberley Pimlott

Show and Share

English
Handwriting long vowel/fluency
passage

English

Recount of long weekend

11-11:25am

1st Recess Duty

1st Recess Duty

Recess

Recess

Recess

11:30-1pm

Religion

Sport

MATHEMATICS

Indonesian

MATHEMATICS

Religion

Religion

1st Lunch
Quiet reading and 4 students
read to teacher

Quiet reading and 4 students

read to teacher

Quiet reading and 5

students read to teacher

LIBRARY

Mathematics

MATHEMATICS

Groups of 3

Oclock and half past

Religion

1-1:10pm Eating
time
1:10-1:45pm

1:50pm-3:15pm

INTEGRATED
STUDIES

Quiet reading and 4

students read to
teacher

INTEGRATED
STUDIES
Crossing Duty

Mathematics
Groups of 2

Bus Duty Staff Meeting

BOUNCE BACKRespectful

Groups of 5 and 10- focusing on

10

Quiet reading and 5 students

read to teacher

INTEGRATED
STUDIES

English Term 1
Week 8

Reading and
Viewing

Writing

Speaking and
Listening

Monday
Intended Outcomes
Explicit/Guided teaching
Activity
groups/ pairs/
independent

Success
criteria

Resources

Tuesday
Intended Outcomes

Students practice and

explore using fluency and
expression in their reading.

Students write a recount

that reflects on their
weekend, providing a
sequence of events, and
their feelings about the
weekend.

Students to explore the long

vowel concept in a piece of
writing, and the different
spelling arrangements that
allow for the long vowel
sound.

Spelling

Explicit/Guided teaching

Hand out passage and read

through to allow students to
listen. Then ask students to
read the passage
collectively.
Ask selected students for
the day to read passage to
me individually.

Discuss the essential

elements of a recount, and
decide on a collective title.

Literacy
Interpreting, Analysing,
Evaluating- Level 2:
VCELY221
Level 3: VCELY256
I can read a piece of writing
with fluency and expression.
Photocopied long
vowel/fluency passage

Literacy
Creating Texts- Level 2:
VCELY230
Level 3: VCELY266
I can plan and write a
recount, showing a correct
sequence of events.
Writing book

Students practice and

explore using fluency and
expression in their reading.

Students look at the

punctuation required for a
sentence. The focus will be
on capital letters, and end of
sentence punctuation.

Explicit/Guided teaching

Hand out passage and read

through to allow students to
listen. Then ask students to
read the passage
collectively.

Discuss the elements of a

sentence.
Edit two or three sentences,
as a class.

Activity
groups/ pairs/
independent

Ask selected students for

the day to read passage to
me individually.

Students construct a
sentence buddy, and write a
sentence in the sentence
buddy.

Students will underline

words they believe use the
long vowel sound, and
answer questions provided
on the sheet.

Success

Literacy

Literacy

Language

Activity
groups/ pairs/
independent

Success
criteria

resource

Wednesday
Intended Outcomes

Students write a recount of

their long weekend.

Discuss the long vowel

sound introduced last week,
and discuss how the sound
can be produced with other
letter combinations.
Students will underline
words they believe use the
long vowel sound, and
answer questions provided
on the sheet.
Language
Phonics and Word
Knowledge- Level 2:
VCELA239
I can identify words using
the long vowel concept in a
piece of writing.
Photocopied long
vowel/fluency passage

Students to explore the long

vowel concept in a piece of
writing, and the different
spelling arrangements that
allow for the long vowel
sound.
Discuss the long vowel
sound introduced last week,
and discuss how the sound
can be produced with other
letter combinations.

Criteria

Interpreting, Analysing,
Evaluating- Level 2:
VCELY221
Level 3: VCELY256
I can read a piece of writing
with fluency and expression.

Resources

Photocopied long
vowel/fluency passage

Thursday

Creating Texts- Level 2:

VCELY231
I can identify the correct
instances and locations of
punctuation, including
capital letters, and end of
sentence punctuation.
Photocopied elements of
sentence buddy
Smartboard for editing
sentences

Phonics and Word

Knowledge- Level 2:
VCELA239
I can identify words using
the long vowel concept in a
piece of writing.

Students practice and

explore using fluency and
expression in their reading.

Students will reflect on their

recount writing, and edit the
writing to improve and
extend the piece.

Explicit/Guided teaching

Hand out passage and read

through to allow students to
listen. Then ask students to
read the passage
collectively.

Activity
groups/ pairs/
independent

Ask selected students for

the day to read passage to
me individually.

Discuss editing techniques

used the day before, and
build to include recount
specific editing techniques.
Introduce the recount
checklist for students, and
model how to use it.
Students edit their writing,
and tick off the recount
checklist. Students should
revise and add text to
include all elements of the
recount checklist.

Students to explore the long

vowel concept in a piece of
writing, and the different
spelling arrangements that
allow for the long vowel
sound.
Discuss the long vowel
sound introduced last week,
and discuss how the sound
can be produced with other
letter combinations.

Success
criteria

Literacy
Interpreting, Analysing,
Evaluating- Level 2:
VCELY221
Level 3: VCELY256
I can read a piece of writing
with fluency and expression.

Intended Outcomes

Literacy
Creating Texts- Level 2:
VCELY231
Level 3: VCELY267
I can correctly edit my
writing, including adding
and deleting words,

Photocopied long
vowel/fluency passage

Students will underline

words they believe use the
long vowel sound, and
answer questions provided
on the sheet.

Language
Phonics and Word
Knowledge- Level 2:
VCELA239
I can identify words using
the long vowel concept in a
piece of writing.

checking spelling and

punctuation.

Resources

Photocopied long
vowel/fluency passage

Friday

Students practice and

explore using fluency and
expression in their reading.

Intended Outcomes

Students will identify and

explore the use of verbs in
sentences.
Explicit/Guided teaching

Activity
groups/ pairs/
independent

Hand out passage and read

through to allow students to
listen. Then ask students to
read the passage
collectively.
Discuss what a verb does,
and brainstorm a list of
examples.
Discuss the verbs in 2-3
sentences.
Ask selected students for
the day to read passage to
me individually.
Students complete the Vivid
Verb sheet.
Students then add the noun
and verb arms to their
sentence buddy, and circle
the nouns and verbs in their
sentences on their sentence
buddy. Challenge students
to use the Vivid Verb charts

Photocopied version of
recount written on Tuesday
Photocopied recount
checklist

Photocopied long
vowel/fluency passage

Students to explore the long

vowel concept in a piece of
writing, and the different
spelling arrangements that
allow for the long vowel
sound.

Discuss the long vowel

sound introduced last week,
and discuss how the sound
can be produced with other
letter combinations.

Students will underline

words they believe use the
long vowel sound, and
answer questions provided
on the sheet.

to add to their sentence

buddy sentence.
Brainstorm a list of verbs in
their scrapbooks.
Literacy
Interpreting, Analysing,
Evaluating- Level 2:
VCELY221
Level 3: VCELY256
I can read a piece of writing
with fluency and expression.

Success
criteria

Language
Phonics and Word
Knowledge- Level 2:
VCELA239
I can identify words using
the long vowel concept in a
piece of writing.

Language
Expressing and Developing
Ideas
Level 2: VCELA216
Literacy
Interpreting, Analysing,
Evaluating
Level 3: VCELY258

resources

Mathematics Term 1
Week 8
Intended Outcomes

Photocopied long
vowel/fluency passage
Sentence Buddy Verb and
noun element
Verb City worksheet

Monday

Tuesday

Students explore groups of 2

finding examples that occur in
everyday life.

Photocopied long
vowel/fluency passage

Wednesday

Thursday

Students are introduced to

groups of 3, and look for
them in the story of the
Goldilocks and the Three
Bears.

Students explore groups of

5 and 10, and examine the
connection between them.

Friday

Students practice and

continue to develop
awareness of oclock and
half past.

Warm up

Making arrays of groups of 2 with Cover up- use two dice,

counters.
students have to add
digits, and then find
number on board.

Dice Games- More and

Less
2 dice- tens and ones

Filling in the missing

number cards from the
hundred grid.

Explicit / Guided
teaching

Look at groups of 2, and ask

students to display several
groups of 2.

Display groups of 3, adding

one group of three at a
time, and asking students
to tell me how many on
each array.

Use MAB blocks and

explore the groups of 5
and 10, and draw students
attention to the
connection between these
two groupings.

Model oclock and half past

with students, and ask
them to tell me the time.
Talk about the position of
the hands.

Vocabulary

Groups of
Arrays
pairs

Groups of
Arrays

Groups of
Arrays
bundles

Analog clock
Oclock
Half past

Activity
groups/ pairs/
independent

Students look through magazines

and newspapers to find images
of groups of 2.

Students watch a video

clip of Goldilocks and the
Three Bears. Then identify
groups of 3 within the
story.

Students are split into

pairs.
Students will receive a
multiple of 10.
Students need to create an
array of their number,
show how many groups of
ten and five are in their
number.
Show a MAB
representation of their
number.
Collect and bundle icy pole
sticks for their number.

Students make a clock with

moving hands.
Ask students to show me a
number of times.
Students then in pairs,
match the pumpkin
matching cards.
Students then complete cut
and paste activity with
oclock, both analogue and
digital.

Success
criteria

Number and Algebra

Number and Place Value
Level 2: VCMNA108
Level 3: VCMNA134
I can identify groups of 2 in my
everyday life, along with
displaying groups of two as an
array.

Number and Algebra

Number and Place Value
Level 2: VCMNA108
Level 3: VCMNA134
I can identify groups of
three, and display them in
arrays.

Number and Algebra

Number and Place Value
Level 2: VCMNA108
Level 3: VCMNA134
I can identify groups of ten
and display this knowledge
with the use of arrays, and
groups of.

Measurement and
Geometry
Using units of
measurement
Level 2: VCMMG117
Level 3: VCMMG142
I can tell the time to oclock
and half past. I can
correctly identify when to
use past and to when
telling the time.

resources

Large hundred grid

Counters
Magazines
scrapbook

Photocopied cover up
sheets
Dice
counters
Smartboard with video clip
Three Little Bears
sequencing booklet

Photocopied more and less

sheets
Dice
MAB blocks
Skip counting flash cards
scrapbook

IntegratedMulticultural Australia

Friday

Intended Outcomes

Students will explore the difference in values, lifestyles, and culture. This comparison will
occur between students and Anh Do, in The Littlest Refugee.

Explicit/ Guided Teaching

Discuss the values, lifestyles choices, and culture that we all share in the classroom. Then
move onto the values, lifestyle choices, and culture that Anh Do has both in Vietnam and
through his journey as a refugee.
Discuss how to use a Venn Diagram, and complete an example on the board as a class.
Students complete a Venn Diagram, about the similarities and differences between their lives
and that of Anh Do.

Activity
Group/pairs/independent
Success Criteria

Resources

History
Foundation- Level 2
Historical Knowledge
Personal Histories- VCHHK059
The Littlest Refugee
Photocopied Venn Diagram

I can compare and contrast my family values

and lifestyles with that of another, from
alternate cultures and times.

Prop clock to model times

Photocopied elements to
make clock
Oclock matching cards
Photocopied cut and paste
oclock activity