JPPS Home Learning Plan Year 1 Term 2 Week 1 Remember to check stage1fun.weebly.com for helpful resources and fun surprises!

Times are a suggestion based on regular school days

Monday

Tuesday

Welcome back!

Wednesday Thursday Friday

Wellbeing Task Ask for help when you need it.

Call a friend or family member you haven’t spoken to in a while.

Teach a family member something you have been learning about.

Morning Session

8:55am - 10:55am

(5 minute Crunch and Sip break around

10:00am)

Staff Development Day/Pupil Free Day

Staff Development Day/Pupil Free Day

English

Reading

WALT: read for fun

Read a book on ‘Sunshine Classic’ of choice for 10 minutes and record this on your reading log.

Optional: Listen to Mrs Salazar’s reading of ‘Coronavirus: A book for children written by Elizabeth Jenner, Kate Wilson & Nia Rober:

English

Reading

WALT: read for fun

Read a book on ‘Sunshine Classic’ of choice for 10 minutes and record this on your reading log.

Optional: Listen to Miss Nelson’s reading of ‘Super Nova’ written by Krys Saclier. She has a special guest! https://youtu.be/Lo6uG

English

Reading

WALT: read for fun

Read a book on ‘Sunshine Classic’ of choice for 10 minutes and record this on your reading log.

Word Work

WALT: use the Look, Cover, Write Check strategy to help me

https://www.loom.com/share/e445d62edadc463093e00977f3f191a1

Word Work

WALT: use the Look, Cover, Write Check strategy to help me understand how to spell words

Watch Mrs Black’s video on how to use the ‘Look, Cover, Write’ strategy: https://drive.google.com/a/education.nsw.gov.au/file/d/1VYK84n5uVjT48fVLlnACDFc1AnP4YH6P/view?usp=sharing

Look, Cover, Write, Check using your list words

Grammar

WALT: use action verbs

Success Criteria

mhz6uE While listening to the read aloud, think about: What makes this story engaging to you? Tell a parent, carer or sibling your ideas.

Word Work

WALT: use the Look, Cover, Write Check strategy to help me understand how to spell words

Look, Cover, Write, Check using your list words

Reading Comprehension

WALT: retell a story

Success Criteria

I can name the: ❏ Title ❏ Characters ❏ Setting ❏ Problem ❏ Solution ❏ Ending ❏ My favourite

part

understand how to spell words

Look, Cover, Write, Check using your list words

Writing/Reading

WALT: name different types of stories

Success Criteria:

I can find an example of a: ❏ cultural/tradition

al story ❏ fairytale ❏ myths and

legend ❏ other fictional

stories ❏ biography ❏ personal story

Watch Mrs Salazar’s lesson: https://youtu.be/uQusDSrMspM. Have a look at other types of stories on our Stage 1 website: https://stage1fun.weebly.com/wow-writing-wall Optional: Find different

I can write or draw the action verbs I see in the video and at home.

Task 

Watch Miss Brooks’ lesson: https://drive.google.com/a/education.nsw.gov.au/file/d/1EBj6hdzpZuP8p-sAe3U662AgmKsqVAUd/view?usp=sharing On a piece of paper, write or draw all the actions you see happening. For e.g. sip, yawn, read. For this week and next week, add to your list when you do or see actions at home. For e.g. cook, read, sleep, laugh. Share your list with your family. Discuss who did what action and when. Can they think of any more? Optional: Write a letter to your class about what you did in the

Task

Use the story to create a retell. Use Chrome to watch the story of Grumpy Feet. Click on the title to view the video.

After viewing the story, use the story map to create a map of your favourite story from this term. You can use words, pictures or both to show the ideas of your story

Please upload your story map to Seesaw.

types of stories in your house, label them using the success criteria and take a photo. WALT: identify the purpose and audience of stories Success Criteria:

I can explain:

❏ Why a story was written

❏ Who a story is written for (e.g. toddlers, children, teenagers, adults, etc.)

Task

Watch Mrs Salazar’s lesson: https://www.loom.com/share/ac97285e93d64a14bd0dd2f06440d685

Use the note tool in Seesaw. In your note, explain the audience and purpose of the book shown to you in the video.

holidays using action verbs, e.g. I ate…, I played…, I read…, etc. You can use the template provided. Please let your teacher know if you are happy for your letter to be shared with your class. Please upload your list of action verbs or your letter to Seesaw.

Please upload your note to Seesaw.

Break Have something to eat and get outside to do some physical activity.

Suggestions: 1. Throw a ball in the air, clap once, throw the ball a little higher, clap twice, etc. See how many times you can clap your hands without

dropping the ball! 2. Follow Miss Child’s health hustle and try Mrs Barr’s Tik Tok dance: https://youtu.be/FlVScDNPu_E

Middle Session

11:15am - 12:35pm

Mathletics activities may also be completed at your own pace.

Mathematics

WALT: gather data using tally marks Success Criteria I can use tally marks. Task:

Warm up Watch this video and practice counting by 5!

Mathematics

WALT: read picture graphs to get information Success Criteria I can use a graph to answer questions. Warm up Practise counting by 5’s to help with tally marks! Watch:

Mathematics

WALT: make your own picture graphs Warm up: Practise counting tally marks by watching this video: https://www.youtube.com/watch?v=P_UZiA_oxaY

https://www.youtube.com/watch?v=EemjeA2Djjw

Tally Marks What is a tally mark? Watch: https://www.youtube.com/watch?v=-pEA3w8SQws What do you think the benefit of using a tally mark is? Why would we use them instead of numbers? Look at the picture below of the zoo animals:

https://www.youtube.com/watch?v=ZvincYg0pHo Task:

Watch Miss Moore’s video where she explains important information about picture graphs: https://www.loom.com/share/3ad3dd225fa940509e36f6632991fdfa Answer the questions on the worksheet to practice interpreting (looking at graphs to work out information) graphs!

Please upload your worksheet to Seesaw.

Optional: Studyladder activities may be completed.

Task:

Watch the video to learn about picture graphs:

https://www.youtube.com/watch?v=GWoya4T37PU What is a key on a graph? Watch Miss Moore’s video explain what a ‘key’ is on a graph! https://www.loom.com/share/d552efece19e4793a6967f2de260fd4f

Complete the truck graph worksheet. Remember to use the key to help you! How do you make your own picture graph?

Use tally marks to record how many of each animal you see in the zoo *Hint: There are 8 animals! Example with crocodiles: IIII You can use the worksheet to do this or on a piece of paper! Answer the questions: Once you have written tally marks for all 8 animals it is time to analyse our data! ‘Analyse’ means to look at it and see what information we have learnt from using tally marks!

Watch Miss Moore’s video to teach you how to make your own picture graph: https://www.loom.com/share/d40f753c7c2845e687f3c949d7cb9127 Complete the worksheet ‘Create Your Own Picture Graph- Birthdays’ Please upload your worksheets Seesaw. Extension activity Complete the worksheet ‘Create Your Own Picture Graph using Dice.’ Optional: Studyladder activities may be completed.

Answer the questions on your worksheet. Please upload your worksheet onto Seesaw.

Optional: Studyladder activities may be completed.

Break Have something to eat and get outside to do some physical activity

Suggestions: 1. Learn how to juggle! Start with two balls and once you get that down move on to three or more. 2. Place cans or a few items in a line and attempt to knock them over with a tennis ball. This is a great game for target practice.

Afternoon Session

1:25pm to 2:50pm

History

WALT: define and use time words

Success Criteria I can explain what the following words mean: ❏ past ❏ present ❏ future ❏ a long time ago ❏ 'then and now'

'now and then' ❏ 'old and new' ❏ tomorrow ❏ celebrations

Task:

History

WALT: sequence my family’s life events in order

Success Criteria I can: ❏ learn about life

events that are important to my family

❏ put objects (e.g. drawings, birthday cards) and photos in order from the earliest time to now

❏ use time words

PDH

Drug Education

WALT: recognise who can help me in an emergency

Task:

Read Mario’s story which is about a younger sibling drinking an unknown substance. Answer these questions: 1. What could Mario

Watch Mrs Barr’s and Mrs Salazar’s lesson to learn what these words mean:

https://youtu.be/lUr6ZP8qZFU

Enjoy playing the Passcode game with your parents, carers or siblings!

PE

WALT: throw under arm at a target

Success Criteria I can: ❏ Put my opposite

foot forward ❏ Aim for the

target ❏ Swing arm back ❏ Take a step as

my throwing arm moves forward and releases the ball

Task:

Watch and follow Miss Nelson’s video:

‘Events’ are important things that happen, for e.g. celebrations. Task: Ask your parents these questions and listen to their answers:

1. What are some important events that have happened in our family? When did your family move to Sydney/ Cherrybrook/Australia? Have you been on special holidays to different places? Did your family get a pet when you were my age? Did you play sport when you were my age? When was the first time you went to the movies? 2. Do you have any photos or objects that

do? 2. What are the consequences that could happen? 3. What could Mario do if there was no adult in the house? 4. Who else could he ask for help? Emergency Services Go to the Stage 1 website to listen to Miss Nelson’s audio recording, where she does a role play of ringing 000.. While listening, think about: 1. When would you ring 000? 2. Who would answer your 000 call? 3. What would you say? Have a go at role playing a phone call to 000: Success Criteria (for your call to 000: I can: ❏ Look at my

surroundings and signs to tell

https://youtu.be/Q-uNtW1Fbyw.

You will need a few balls, for e.g tennis ball, soft ball, soccer ball, basketball, socks, a pillow, etc. Snakes Game Instructions (under arm tossing)

1. Select 5 soft objects that is safe to throw 2. Create or find a playing area for you to safely throw your objects. 3. Choose a ‘starting point’ where you will throw the object from. 4. Underarm throw one object at a time, aiming to place each object behind the previous one. This will form a ‘snake’ 5. Underarm throw the first object and mark where it lands. This creates the ‘head’ of the snake. 6. Underarm throw the next object so it lands before the ‘head’ 7. Repeat the underarm throws with

show that these events happened? For e.g. photos, birthday cards, trophies/medals, special items made, souvenirs, etc. Order the items from what happened earliest to now. Here is an example:

 

Go to our Stage 1 website to see this example close up.

Prepare a news presentation for next Friday (Week 2), explaining your family’s story and using what you have prepared for this lesson.

the person on the phone.

❏ Tell them my location or address. (You can make up a fake address for this role play!)

❏ Tell them who is sick and what is happening

❏ Tell them the age of the person who is sick

❏ Listen carefully to the person’s instructions.

Please upload the role play of your phone call to Seesaw.

your remaining throwing objects. 8. Repeat this game using an overarm throw.

Cool down: (2 mins) jog on the spot, stretch arms and legs, do gentle arm swings.

Options: 1. Either take a photo of your items in sequence and record your voice explaining your family’s story, or 2. Ask someone to record you as you hold up each object in order and explain your family’s story.

LOOK, SAY, COVER, WRITE AND CHECK Term 2 Week 1

Year 1

Wednesday Thursday Friday

how

could

saw

really

our

gave

laugh

these

kind

wild

find triangle

cry

by

child

quiet

behind

First

next

then

last

Fiction Stories *using ordinal words

Name ________________________________

©  JD’s  Rockin’  Readers  

Tally the animals seen at the zoo

Analyse the information

1. Which animal was found at the zoo the most?

2. Which animal was seen the least?

3. Were any animals seen the same amount of times? If so, which animals?

4. How many elephants were seen at the zoo?

5. How many more flamingos were seen than giraffes?

6. How many more lions were seen than bears?

7. How many more zebras were seen than crocodiles?

1. What is the title of the graph?

2. What is the least popular way children get to school?

3. How many children walk to school?

4. How many more children take the bus instead of riding their bike?

5. How many more children walk instead of driving?

6. How many children are in this class?

The picture graph below shows the birthdays of Grade 3

students from May to August. Complete the picture graph by

using the given data. Write down the key in the box provided.

May

June

July

August

Key: = birthdays

Data: May – 16 birthdays July – 12 birthdays June – 8 birthdays August – 4 birthdays

Heading:

Three boys collect toy trucks. The picture graph below shows how many toy trucks each boy has. Study the picture graph and

answer the questions that follow.

Toy Trucks Owned

Matthew

Peter

James

1. How many toy trucks does Matthew have? …………………. .

2. How many toy trucks does Peter have? ……………………. .

3. How many toy trucks does James have? ……………………. .

4. Who has the most number of toy trucks? …………………

5. Who has the least number of toy trucks? ……………………

6. How many toy trucks are there in all? ……………………. .

Key:

=

4 toy trucks

Roll a die 20 times and find out how many times the numbers 1 to 6 will appear. Use tally marks to record the data you will collect in the table below. Use the data to draw your own

picture graph in the given space. Remember you have to pick an image or symbol to represent

your data. Make sure your key explains how much each image or symbol is worth. Give a heading to

your picture graph as well.

Australian Curriculum Year 1 History

Exploring family life: My past, present and future. Assessment resource

Omar’s family story

Sequencing objects

Image source: See image sources for individual images in this document.

Omar’s family story — recorded on audio file

Omar: “This is my mum and dad before they got married. A long time ago they moved to Australia. That was before my sister was born. These are the booties my Nana made for me when I was a baby. Nana lives in another country. Mum and Dad used to live there too. This is a birthday card my sister made for me when I was two. My sister was in Year 1 and she was very good at writing and drawing pictures. This is a drawing I did last year when I was at Prep. I was not very good at writing my sister’s name but now I can write the names of all the people in my family. My Mum took this picture of me playing soccer last week. My sister plays soccer too. Mum and Dad take us to soccer every Saturday morning. Mum has a job now so she said that I can have a birthday party at McDonalds next year. I went to my friend’s party at McDonald’s last week and it was fun. I keep this drawing on my wall so that I remember where I want to go for my party next year. The objects I have chosen for my history box are drawings and photos that are special to me. They show that I have got better at drawing and that my family is always with me.