Framework for teaching – Year 5 Term 4 Week 1 Online and offline activities to support student learning at home.

The framework does not mention break times; however, we recommend regular breaks for all students such as a ‘Fruit & Reboot’ break, morning tea break, lunch break and some movement and mindfulness breaks. Most activities should take 30-45 minutes

to complete.

Submitting work: Monday – Compulsory Reading Eggspress Assignment. Tuesday and Friday – Compulsory MathsOnline Task. All other days there will be an assignment set up in your Google Classroom. Please “Turn in” the highlighted piece of work daily. Your teachers will provide feedback on your work. If you are proud of something else you completed that day, you can add that for your teacher to see.

Please remember:

• We expect you to engage with and demonstrate your learning through our Google Classroom. • You must “Turn In” the highlighted work sample each day. These are specific pieces of work. • If we do not see reasonable evidence by “Turning In” work, you will be marked as “absent”

Zoom Meetings: 3 per week – Monday, Wednesday and Friday at 10.45 (unless your teacher is teaching at school)

Must Do vs Can Do and Turn it in Tasks

“Must do” “Can do” “Turn In” tasks are those that the grade teachers deem as core learning for that day/week and are most important to be completed.

tasks fit with the teaching/learning themes of the week and are offered for those families/students who are looking for more experiences, but it is not essential that these are completed.

tasks are the examples of your child’s learning and achievements that the teachers would like “turned in” uploaded or sent to them. These are indicated on the framework with the wording “Turn in” highlighted in yellow.

**Please note that we are catering for a wide variety of students and Learning From Home circumstances. Children work at different paces and families have different “Learning From Home” routines. Distinguishing between the work in the way described above attempts to cater for these differences.

Monday Tuesday Wednesday Thursday Friday

TURN IN TASKS

Labour Day Public Holiday

English: Comprehension Lesson Focus: Reading Eggspress Mathematics: Addition Lesson Focus: MathsOnline

English: Writing Lesson focus: What is Character?

Leadership: Workshop 1 Lesson Focus: Defining leadership and role models

Mathematics: Time Lesson Focus: MathsOnline

Holes Chapters: You can listen to these daily or in one session. This is a MUST DO Task.

We will be using the book to complete comprehension tasks and activities during LFH and when we return to school. We hope you enjoy the chapters.

Chapter 1 Chapter 2 Chapter 3 Chapter 4

MUST DO TASKS

English: Reading Eggs

“Turn In” Task

INDEPENDENT and COMPULSORY TASK ** Complete the Reading Eggspress assignment set by your classroom teacher. You are NOT required to turn in any other tasks today but feel free to share anything you are proud of in tomorrow’s assignment.

Login: Reading Eggs

** This task will be compulsory each week because your teachers would like to collect and review data on your reading and comprehension. We would like this task to be completed independently (like a test in class), so we can

English: Comprehension Topic: The Lost Thing by Shaun Tan Watch and listen carefully to the following video:

The Lost Thing (without pictures)

Now, draw an image of The Lost Thing from your imagination. Here’s what we know about it:

• It's lost • It has a weird, sad, lost sort

of look • Nobody notices it • It doesn’t do much • It looks out of place • It doesn’t fit in • It moves

English: Comprehension Topic: The Lost Thing by Shaun Tan Watch this video and answer the following questions using full sentences.

The Lost Thing (with pictures) 1. Describe the image of the

Lost Thing in Shaun Tan’s book.

2. Is Shaun Tan’s drawing of the Lost Thing what you expected?

3. Compare your drawing of the Lost Thing to Shaun's drawing. List 5 differences between the two images.

4. What did you notice about a) the colours used in the text? b) the background images?

English: Comprehension Topic: Holes by Louis Sachar

Activity: Watch the videos of Chapters 1-4 (see links at the top of this page) and write a summary of each chapter.

Watch the following video to help you write a summary:

continue to monitor your amazing progress in reading.

5. Why do you think it is written in first person narration?

6. What is the mood of the story? How does the book make you feel?

7. Is this text a narrative with an orientation, complication and resolution? Does it work as a narrative?

8. Do you think it has a sizzling start? Why/why not?

9. Who is Shaun Tan’s intended audience for this book? (e.g. teenagers, toddlers, students, parents, grandparents).

10. Why do you think Shaun Tan wrote this book?

How to write a summary

Follow these steps: 1. Watch Chapter 1. 2. Write a title – Holes Chapter

1. 3. Write 1-2 sentences to

summarise it – who, what, when, where, how.

4. Watch Chapter 2. 5. Write a title – Holes Chapter

2. 6. Write 1-2 sentences to

summarise it. 7. Continue on until you have

completed Chapters 3 & 4.

MUST DO TASKS

English: Narrative Writing

Lesson focus: Revision – What is a Narrative?

Watch: Narrative Stimulus Video

Think about: What is a narrative? Why are narratives useful? How can knowing about this help me?

Task 1 – Narrative Definition Complete the Narrative Cloze passage in the worksheet below. Write your own definition for a narrative in your workbook.

Task 2 – Narrative Structure Using April Fool by Katherine Battersby from The School Magazine as the stimulus (scroll down in your workbook):

• Highlight the characters, time and setting in one colour

English: Narrative Writing “Turn In” Task Lesson focus: What is Character?

Task 1 – Warm up Find an object and come up with a list of as many unconventional (unusual) uses for it as you can.

E.g., Shoe = house for a pet mouse, hat for a doll, earring for a giant, fly swat, etc

List them on the worksheet in the framework and explain the unconventional uses to an adult.

Task 2 – Character video Watch: Character video

Answer the following questions in your student workbook:

• What is a character?

English: Spelling – Onset and rime Watch: Onsets and Rimes Song Breaking down syllables into onset (the part of the syllable before the vowel e.g. ‘c’ in cat) and rimes (the part of the syllable including the vowel onwards e.g. ‘at’ in cat) can help to improve our spelling.

Use the ‘Onset and Rime Chart’ to write 30 words. (Nearly 500 words can be derived from the 37 rimes in the chart).

Use different colours for the onset and the rime. Try to create words with a variety of syllables.

Watch: Long and Short Vowel Sounds

English: Handwriting

Copy the descriptive passage from the handwriting page in neat, legible, cursive handwriting. Gregory is my beautiful grey Persian cat. He prances with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his time indoors watching television and growing enormous. He may snuggle up against your ankle, begging to be petted, or he may ignore your every move. But we adore Gregory for obnoxious, but endearing, habits.

• Highlight the problems faced by the character in a different colour

• Highlight the resolution in a third colour

Task 3 – Orientation The beginning of a story usually introduces main characters, the setting, and a possible problem.

This ‘hooks’ the reader and they want to read on. However, the start of this story hooks the reader by asking direct questions, then describes a sensation caused by something crawling over the main character’s ankle.

This makes the reader sit up and take notice!

Can you think of a text that has hooked you from the start?

How did the author hook you? Record your thoughts on the Task 3 – Orientation worksheet below.

• Are characters essential to texts?

• What traits does a character need in order to drive or influence the actions in a narrative?

Complete Character Video activity below in the workbook.

Task 3 – Connection to Character Think of a character you have connected with in a visual or written text (movie, book, TV show, song, poem etc.).

Identify your character’s goals, strengths and weaknesses, what problem they are trying to solve and what made them relatable.

Describe the appearance, behaviour, personality of the character you connect with.

Complete Connection to Character worksheet in student workbook.

Post to Google Classroom under the link ‘Wednesday Literacy Work Sample’

Long vowel sounds sound like you are saying the letter itself e.g. Kate. Short vowel sounds occur when the letter is not pronounced the way it sounds e.g. cat.

Sort your spelling list into the table below (scroll down).

English: Vocabulary This term we are learning to write narratives. Rich vocabulary and descriptive language are important to engage the reader.

Word cline: Brainstorm words on the vocabulary steps. Use a thesaurus to write words on a word cline from boring to exciting.

https://kidthesaurus.com/

MUST DO TASKS

Mathematics: ADDITION Warm Up: Ninja Maths Addition

“Turn In” Task MathsOnline Turn in Task today has been posted on MathsOnline. After watching the video and practising the worksheets posted for today, please log on between 7am and 8pm to complete this task. 1. Please watch the following

video on Mathsonline:

MathsOnline Lesson 2. After watching the video,

please complete the attached worksheets -Addition Word Problem Challenge Cards

3. Finally, log on to

MathsOnline and complete the Turn In Task for today.

If anything is unclear, please make sure you write down any questions you have, so we can discuss these during our Wednesday Zoom session.

Mathematics: ADDITION Warm Up: Ninja Maths Addition

To be able to effectively solve problems in Mathematics, we can use a variety of strategies. Over the next couple of weeks, we will go over each of these strategies in turn.

1. Please go to:

www.imathskids.com.au Access code: uncle308 Click on “Strategies” and then click on “1 Guess and Check” to watch the first Belle and Poppy video which explains the strategy. PLEASE do NOT skip the video.

2. After watching the video, please complete the Wednesday Maths Worksheets (below).

Make sure you clearly show your working out for your teacher to see.

Mathematics: Addition Warm Up: Ninja Maths Addition

We are still practising our Problem Solving skills. Use ‘5 steps to solve word problems’ or ‘Thinking Through Maths Problems’ in Tuesday’s worksheets to solve the problems in Thursday’s Maths Worksheets (below). Make sure you clearly show ALL your working out. If anything is unclear, please make sure you write down any questions you have, so we can discuss these during our Zoom session.

Mathematics: TIME “Turn In” Task MathsOnline Warm Up: Ninja Maths Time Turn in Task today has been posted on MathsOnline. After practising the worksheets posted for today, please log on between 7am and 8pm to complete this task. 1. Watch this video TWICE on

how to Calculate Elapsed Time

2. After watching the video, please read the slides about Elapsed Time in Friday’s Maths Worksheets (below).

3. Then, using either a number line or a T-chart, complete the attached worksheets Timed Events Problems. Make sure you clearly show your working out. Complete the worksheet AFTER reading all the information very carefully.

4. Then complete the MathsOnline Task set for you today by yourself, without assistance.

If anything is unclear, please make sure you write down any questions you have, so we can discuss these during our Friday Zoom session.

MUST DO TASKS Science: It’s Electric!

LI: To introduce the physical science of electricity

Think about

• What is electricity?

• Where does the electricity come from?

• How does it get here?

Watch: What is Electricity? Write notes or questions from the video in the note section below in Tuesday Science worksheet.

View: It's Electric! PowerPoint

Write notes or questions from the video in the note section below in Tuesday Science worksheet.

Complete: Introduction to Electricity Worksheet (below).

Use the It's Electric! Digital Word Wall to write definitions for the following words:

‘electricity', 'atom', 'proton', 'neutron' and 'electron'

If you don’t know the meaning of any other words from today, add them to your Google Classroom, so we can add them to our word wall.

Leadership Workshop: Lesson 1 “Turn In” Task Lesson focus: Defining Leadership and Role Models - Who are You? IMPORTANT: Leadership Workbook - Hardcopies of the Leadership Workbook can be collected from school. Alternatively, digital copies are saved in your GC, in the Classwork section: Leadership Program.

In your Leadership Workbook complete the “Who are you? Worksheet. Each week you will need to “Turn In” 2 parts of the leadership program. Turn in activities for Week 1: 1. Leadership workbook page/s

from your workshop activity

2. Project Progress Report

Post to Google Classroom under the link ‘Thursday Leadership Work Sample’

Leadership Project: “Turn In” Task

There are two parts to your Leadership project:

1. Public Speaking: Leadership Speech

2. Leadership Vision Board

You will need to use this session every week to help you write your speech and prepare your vision board.

IMPORTANT: Leadership Project Hardcopies are in the back of your Leadership Workbook. Alternatively, digital copies are saved in your GC in the Classwork section: Leadership Program.

Each week you will need to “Turn In” 2 parts of the leadership program.

Turn in activities for Week 1:

1. Leadership workbook page/s from your workshop activity

2. Project Progress Report

Post to Google Classroom under the link ‘Thursday Leadership Work Sample’

Catch-up Time: Use this time to catch up on learning tasks for the week. You should focus on completing all 5 “Turn-in” Tasks for the week.

CAN DO TASKS Renewable Energy Grid:

Complete one activity on the Blooms Renewable Energy Grid. You may need to do some research to complete the task. Don’t forget to mark the date that you completed each item.

Wellbeing Wednesday: Complete one or more activities from the Social Emotional and Mindfulness Activity Grid (scroll down).

School Assembly: School Assembly, including Mr Moran’s talent quest items – 30 minutes.

See the video in the stream of our Google Classroom uploaded today.

For more information about the talent quest join Mr Moran’s Google Classroom - 2q4ynb

BTN: Watch: BTN Episode 27 Complete the BTN Quiz: Episode 27 Quiz

Dance/Movement: Electricity Dance

Use the warm-up card to create a fun movement sequence. You could include your siblings and make a game with the movements.

Use the task cards to create a dance sequence. Try using a range of movement patterns and combinations.

You could find music to match your dance and film it for your peers.

Learning Problem Solving - Critical Thinking and Creativity Skills: Over the next few weeks, we will post a series of activities linked to critical and creative thinking. Task 1: Complete the Critical Thinking and Creativity Skills Pre-assessment in Wednesday’s worksheets below. This is not an actual test - just an activity to see how critical and creative you are right now.

Learning Communication, Teamwork and Leadership: Over the next few weeks, we will post a series of activities linked to communication, teamwork and leadership.

Task 1: Complete the Leadership Pre-assessment in Thursday’s worksheets below. This is not an actual test - just an activity to see what you know and understand about leadership.

PE: Complete the attached Flip a Coin workout. Feel free to increase or decrease the repetitions to suit your fitness level. Outdoor Activity: While we are in lockdown we need to look after our physical health. Go outside and enjoy your favourite activity. Possible ideas:

Bike ride Swim Walk your dog Skate

MONDAY ~ PUBLIC HOLIDAY:

TUESDAY WORKSHEETS:

Daily Timetable: ** TURN IN TASK

HOLES Chapter 1

MUST DO

English – Reading Reading Eggs English – Writing Maths MathsOnline

Science – It’s Electric!

CAN DO Renewable Energy Grid Dance/Movement

OPTIONAL Lesson Breaks / Mindfulness Go Noodle Kids Glow Workouts Mindfulness Videos

TUESDAY Narrative Writing Worksheet:

Task 1 - Narrative Definition

Think about what you know about narrative. What questions do you have? Write them here.

____________________________________________________________________________________________________________________________________________________________________________________________________________________

Some of the words are missing from this definition of ‘narrative’. Can you use the words in the box below to complete this passage? Once you have filled in the missing words read the passage out loud to make sure it makes sense. Check to make sure you have spelt all the words correctly.

Narrative is the way we ____________ our thoughts and

________ sense of things that happen to us or to other ________.

Narrative is a part of ____________ life and also helps us to

create texts by using a recognisable ____________. Narratives

usually have a meaning or a _________.

When we use the word ‘_____________’ we can be talking about

a ______ itself or the conventions used to create it. These

______________ conventions are adapted for different text forms

such as a novel, _______ or advertisement.

What is a narrative? Write a definition here:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Task 2 – Narrative Structure Read the information below.

Structure of a narrative Purpose A narrative’s purpose is to entertain, stimulate, motivate, guide or teach. Structure Orientation – Introduce the characters and describe the setting (time and place). Complication – Introduce a situation that changes the events and causes a problem for one or more of the characters. Resolution – Resolve the problem so things are back to normal even though changes have occurred. Optional – show how the character has changed and what has been learnt.

What could be included? • Hook – to capture the reader’s attention • Descriptive language - Show, don’t tell • Conversation • Variety of sentence beginnings • Figurative language, could include similes, metaphors, alliteration,

onomatopoeia, personification

narrative, people, organise, recognisable, moral, everyday, make, comic, structure, story

Task 2 – Narrative Structure Using ‘April Fool’ by Katherine Battersby from The School Magazine, as the stimulus:

• Highlight the characters, time and setting in one colour • Highlight the problems faced by the character in a different

colour • Highlight the resolution in a third colour

Task 3 – Orientation

The beginning of a story usually introduces main characters, the setting, and a possible problem. This ‘hooks’ the reader and they want to read on. However, the start of this story hooks the reader by asking direct questions, then describes a sensation caused by something crawling over the main character’s ankle. This makes the reader sit up and take notice! Can you think of a text that has hooked you from the start? How did the author hook you? Discuss with someone else and record your thoughts below. _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Check your work

Tick each activity that you have completed Watched the ‘Narrative video’ Task 1 – narrative definition Task 2 – structure of a narrative Task 3 – orientation

Reflection

Think about what you have learnt in this activity. Use this structure to guide your reflection.

3 things I learnt

today

2 things I want to

know more about

1 question I still

have

Extension activity If you would like to continue learning you can read a story of your own choice. Think about how what you have learn about narrative might connect to the text you are reading. Discuss your connections with someone else, giving them examples from your reading

TUESDAY Maths Warm Up: Maths Worksheets:

You can cut out this bookmark and keep it for future reference.

TUESDAY Science

It's Electric! Digital Word Wall Vocabulary Word Definition Diagram

electricity

atom

proton

neutron

electron

Renewable Energy Grid

Electricity Dance Cards

WEDNESDAY WORKSHEETS:

Daily Timetable: ** TURN IN TASK

HOLES Chapter 2

MUST DO

English – Reading English – Writing Writing - Characters Maths

Leadership Program Workbook - Workshop 1 (Thursday)

CAN DO Wellbeing Wednesday: Learning Problem Solving – Critical and Creative Thinking Skills:

OPTIONAL Lesson Breaks / Mindfulness Go Noodle Kids Glow Workouts Mindfulness Videos

Wednesday Writing Worksheet:

Task 1 - Warm Up

Find an object and come up with a list of as many unconventional uses for it as they can.

Explain the unconventional uses to an adult or you can write them below

For example: a ruler. Unconventional used could include a back scratcher, book-marks, paint stirrer, garden sticks, puppet.

Object: ______________________________________________

Uses:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Task 2 - Character video After watching the video on character, answer the following questions: What is character? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Are characters essential to texts? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

What traits does a character need in order to drive or influence the actions in a narrative? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Task 3 - Connection to character Think of a character you have connected with in a visual or written text (movie, book, TV show, song, poem etc.). Explain why you connected with that character by identifying the following:

Character’s goals ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Strengths and weaknesses ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

What problem are they trying to solve? ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

What made them relatable? ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Thinking of the character you have connected with, describe the following: Appearance of the character ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Behaviour of the character ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Personality of the character ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Draw the character:

Check your work Tick each activity that you have completed

Task 1 – warm-up Watched the Character video’ Task 2 – character questions Task 3 – connection to character

Reflection

How has my understanding of character changed?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

How will knowing this help me to understand and develop texts?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Extension activity If you would like to continue learning you can read a story of your own choice. Think about your favourite character and write a detailed descriptive paragraph about them.

WEDNESDAY Maths Warm Up: Maths Worksheets:

Wellbeing Wednesday Social Emotional and Mindfulness Activity Grid

Mindful Posing

Have the kids go somewhere quiet and familiar, a place they feel safe. Next, tell them to try one of the following poses:

1. The Superman: this pose is practiced by standing with the feet just wider than the hips, fists clenched, and arms reached out to the sky, stretching the body as tall as possible.

2. The Wonder Woman: this pose is struck by standing tall with legs wider than hip-width apart and hands or fists placed on the hips

Ask the kids how they feel after a few rounds of trying either of these poses. You may be surprised.

Spidey-Senses

Instruct your kids to turn-on their “Spidey senses,” or the super-focused senses of smell, sight, hearing, taste, and touch that Spiderman uses to keep tabs on the world around him. This will encourage them to pause and focus their attention on the present, opening their awareness to the information their senses bring in

Balloons

Playing with balloons. Tell your kids that the aim of this game is to keep the balloon off the ground, but have them move slowly and gently. You can tell them to pretend the balloon is very fragile if that helps.

Body Scan

Have your kids lie down on their back on a comfortable surface and close their eyes;

Then tell them to squeeze every muscle in their body as tight as they can. Tell them to squish their toes and feet, squeeze their hands into fists, and make their legs and arms as hard as stone;

After a few seconds, have them release all their muscles and relax for a few minutes;

Encourage them to think about how their body is feeling throughout the activity

Still Quiet Place

If you’d like to use a video to help your kids learn how to practice mindfulness, the “Mindfulness Exercises for Kids: Still Quiet Place Video” is a great resource. This animated video can help students learn how to go to a “still quiet place.”

Check out the video here, and scroll down to the link below the video to see more activities from GoZen.com.

Mindfulness Exercises for Kids: Still Quiet Place (GoZen!)

Blowing Bubbles

Blowing bubbles. Have your kids focus on taking in a deep, slow breath, and exhaling steadily to fill the bubble. Encourage them to pay close attention to the bubbles as they form, detach, and pop or float away.

Pinwheels

Pinwheels. Use the same tactics from blowing bubbles to encourage mindful attention on the pinwheels.

Heartbeat Exercise

Paying attention to one’s heartbeat ha a role in many mindfulness exercises and activities. To begin, tell your kids to jump up and down in place or do jumping jacks for one minute.

When they have finished, have them sit down and put a hand over their heart. Instruct them to close their eyes and pay attention only to their heartbeat and, perhaps, their breath as well

Taste Test

Blindfolded taste tests. Use a blindfold for each child and have them experience eating a small food, like a raisin or a cranberry, as if it was their first time eating it.

Smiling Minds Videos

Check out the video selection of Smiling Minds meditation videos uploaded on Connect (we have already begun these in class)

Safari

Tell your kids that you will be going on a safari: their goal is to notice as many birds, bugs, creepy-crawlies, and any other animals as they can. Anything that walks, crawls, swims, or flies is of interest, and they’ll need to focus all of their senses to find them, especially the little ones.

Texture Bag

Texture bag. Place several small, interestingly shaped or textured objects in a bag. Have each child reach in and touch an object, one at a time, and describe what they are touching. Make sure they don’t take the object out of the bag, forcing them to use only their sense of touch to explore the object.

Mindful Breathing

😊😊 🌺🌺 Breath Meditation for Kids 😊😊 ❤ Mindfulness for Kids

This video guides children through a breathing meditation by instructing them to imagine a sailboat that rises and falls as they breathe; with each inhale and exhale, the boat moves gently on top of the water.

Wellbeing Wednesday Cyber Safety Activity Grid

Watch the video

E safety

Discuss your online presence with an adult and things they

can do to be safe online

Watch the video

Be Safe on the Internet

Make a mind map poster that shows different ways you can

be safe on the internet

Watch the video

Cybersmart Hero

Draw your own Cybersmart Hero and describe their cyber

super powers

POSTER

Create an E-safety poster educating younger children

how to be safe online.

Read through the slides from the file

Respect Matters - slides

and write down 3 ways you could be respectful online

Read through the slides

Keep it Sweet Online - Strategies for dealing with

online risks

and write down 3 ways you would deal with online risks in

your own words

Read through the slides

Keep it Sweet Online - Identifying and reporting

cyberbullying

and write down how you can identify cyberbullying and who

you should report it to

Read through the slides

Keep it Sweet Online - Dealing with unwanted contact

and write down three things you could do if someone you

don’t know is trying to contact you

Be A Safe E-Kid

ESafety Kids Website

Read through Be Safe Section and write down 3 ways you

could be safe online

Be A Safe E-Kid

ESafety Kids Website

Read through Be Kind Section and write down 3 ways you

could be kind online

Be A Safe E-Kid

ESafety Kids Website

Read through Be Curious Section and write down 3 ways

you can be curious but safe online

Be A Safe E-Kid

ESafety Kids Website

Read through Be Secure Section and write down 3 ways

you can be secure online

WEDNESDAY Learning Problem Solving – Critical and Creative Thinking Skills:

THURSDAY WORKSHEETS:

Daily Timetable: ** TURN IN TASK

HOLES Chapter 3

MUST DO

English – Reading English – Vocabulary and Spelling Maths

Leadership Project Leadership Speech and Vision Board – Weekly Progress Report

CAN DO Virtual Assembly Learning Communication, Teamwork & Leadership

OPTIONAL Lesson Breaks / Mindfulness Go Noodle Kids Glow Workouts Mindfulness Videos

THURSDAY Spelling:

Onset and Rime Chart:

Onset and Rime Word List:

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

11. 12.

13. 14.

15. 16.

17. 18.

19. 20.

21. 22.

23. 24.

25. 26.

27. 28.

29. 30.

Sort your Onset and Rime spelling list into the table below:

CVC CVCe CVVC Multisyllable

Short Vowel

Long Vowel

Write the ODDBALLS that don’t fit in any column

THURSDAY Vocabulary:

Word Cline (boring to exciting):

SMALL

WALK

LIKE

GOOD

SAID BIG SAD

THURSDAY Maths Warm Up: Maths Worksheets:

THURSDAY Learning Communication, Teamwork & Leadership:

Qualities of a Good Leader:

Create a Leadership Qualities Mind map, like the one below, with the leadership qualities you have:

FRIDAY WORKSHEETS:

Daily Timetable: ** TURN IN TASK

HOLES Chapter 4

MUST DO

English – Reading English – Handwriting Maths

Catch-up on “Turn In” Tasks

CAN DO BTN episode and quiz OUTDOOR Activity

OPTIONAL Lesson Breaks / Mindfulness Go Noodle Kids Glow Workouts Mindfulness Videos

HANDWRITING TEXT:

Gregory is my beautiful grey Persian cat. He prances with pride and grace, performing a dance of disdain as he slowly lifts and

lowers each paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his

time indoors watching television and growing enormous. He may snuggle up against your ankle, begging to be petted, or he may

ignore your every move. But we adore Gregory for obnoxious, but endearing, habits.

FRIDAY Maths Warm Up: Maths Worksheets:

PE – Mr Moran’s Lesson

MINDFULNESS TASK CARDS: