Monday Learning Plan - Week 3 Term 3
Engage in spelling practice by recording and checking words, complete spelling activities, and take a fruit break for refreshment. Followed by reading comprehension tasks to enhance your skills. Access learning support if required.
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Stage 3 Term 3-Week 3 Monday 26th of July 2021
Week 3 Spelling Lists Look Cover Write check your spelling words in your book. Record your list words using red for the consonants and blue for the vowels. Then complete an activity from the spelling choice board.
Starfish Seahorses Turtles Dolphins Stingrays Sharks 1 joy glow boarder cauliflower partnership audience Week 3 Words 2 enjoy owner aboard somersault championship auditorium 3 oyster marrow uproar Australia penmanship audible 4 royal hollow cupboard Austria companionship auditory OLD words 5 soy rainbow hoarding because fellowship audiometer 6 shadow soaring auctioneer friendship audio-visual 7 boars laundry worship audiology 8 laureate guardianship audiologist sc (as in scissors) or silent c abscess -ian (meaning: one who) Forms a noun musician Concept: centum (meaning: hundred) cenentary ea (as in leaf) oor (as in door) New Sound oi (as in coin) -(in the middle of words) 9 oil feast poor 10 foil wheat floor scissors comedian century 11 hoist squeal moor fascinate vegetarian centurion 12 coil preach door fluorescent civilian centenarian New Words 13 spoil leash indoor crescent politician bi-centenary 14 beast outdoor descendent technician percent 15 poorest scenery pedestrian centigrade 16 scented physician centimetre
Spelling (20 minutes) - Look Cover Say Write Check your words. Complete an activity from the Spelling Choice Board.
Fruit Break/ Brain Break: Grab a piece of fruit or have a 10 minute break to go outside reset, refresh and restart.
Read works and Read Theory Complete the reading passage and comprehension questions that have been provided by your class teacher in the google classroom. This should take you 40-45 minutes to complete. www.readtheory.org
Learning Support If you are working with Ms Carrington, Mrs Waggie or Mrs McCormick in Term 3, you will find your work in the Learning Support Google Classroom. Everyone else, please go to the next slide.
What is a Fronted Adverbial? KS2 Grammar Teaching Videos Find animated learning videos and other great animations for teachers on Twinkl Go! https://www.twinkl.co.uk/l/1ke0ki Teach about fronted adverbials in your KS2 Spelling, Punctuation and Grammar lessons using this colourful animated teaching video. Using the ISPACE acronym, Iggy will help your class to memorise the different fronted adverbial examples by adding words or clauses at the start of a sentence. The video uses colours to identify different parts of a sentence and can be paused and replayed as needed, making it a very useful resource. Find more in this series of animated teaching videos on Twinkl Go!
Writing -Editing Rewrite the passage making the corrections listed at the bottom of the slide.
Writing: Descriptive Continue the story using the prompt and picture. You can use the adjectives on slide 14. You can use the questions on the next slide to help you get started.
Use the questions to help you get started on writing a story.
PUBLIC SPEAKING NEWS PUBLIC SPEAKING NEWS Notes were handed out at the end of TERM 2. THE Notes were handed out at the end of TERM 2. THE MAIN POINTS WERE MAIN POINTS WERE In STAGE 3 In STAGE 3 Prepared speeches should go for 4 mins Prepared speeches should go for 4 mins Stage Three students should state their point of Stage Three students should state their point of view and then be encouraged to link their ideas to view and then be encouraged to link their ideas to an issue or problem in society. an issue or problem in society. They should be linking ideas to other people and They should be linking ideas to other people and the world in general for their entire speech. the world in general for their entire speech. Give the audience a reason to care Give the audience a reason to care Practice good eye contact and voice projection Practice good eye contact and voice projection Make sure your speech has a clear beginning, Make sure your speech has a clear beginning, middle and end. middle and end. You can choose on of the topics below or YOUR You can choose on of the topics below or YOUR OWN FREE CHOICE OWN FREE CHOICE THE TOPICS ARE THE TOPICS ARE * My future career *I m inspired by ....... because *If I could have a superpower, it would be . Keep working on your speech for the Public Speaking Keep working on your speech for the Public Speaking Competition. When we do return to school we plan to Competition. When we do return to school we plan to go ahead with the speeches. go ahead with the speeches. The finals may happen in the live stream format just The finals may happen in the live stream format just like last year. like last year. So keep working on your speech as it is part of your So keep working on your speech as it is part of your speaking and listening program for Term 3 and it will speaking and listening program for Term 3 and it will be assessed when we go back to school. be assessed when we go back to school.
Handwriting/ Typing : As part of the curriculum we need to learn how to effectively type and use digital technologies. Google Typing Club and take their placement test then complete one or more of the lessons. This should take 20 -30 minutes. Click on the pic, it is a link to the website.
Lunch break-Break 1 Enjoy the 30 minute lunch break with your family. Try to eat something healthy and drink some water.
Middle session Numeracy: Numeracy Ninjas Week 3 : Session 1
Numeracy Ninjas: Complete the questions you have 5 -10 minutes Numeracy Ninjas Week 13 Session 1
NUMERACY NINJAS ANSWERS NUMERACY NINJAS ANSWERS Check your answers. Check your answers.
Maths -Fractions I am learning to: Understand Fractional Language Compare Fractions Convert Fractions Revision from last week A fraction is a part of a whole number.
Maths -Fractions I am learning to: Understand Fractional Language Compare Fractions Convert Fractions
Maths -Fractions 6 18 19
Maths -Fractions Question 2 Question 3 Question 4 Write a numerator to make each of these a proper fraction: Write the improper fraction as a mixed numeral: a) b) c) 3 7 11
Maths -Fractions Question 3 (answers may vary) Question 2 Question 4 Write a numerator to make each of these a proper fraction: Write the improper fraction as a mixed numeral: 3 2 6 10 a) b) c) 3 7 11
Matific Extension and Fast Finisher 1. Go to https://www.matific.com/au/ en-au/login-page/ 1. Complete tasks on matific
Grab a text and read for 10 minutes. If you don t have one, here are some great websites with a variety of fiction and non- fiction texts: - Get Epic https://www.getepic.com - Storyline Online https://storylineonline.net - School Magazine - Touchdown https://theschoolmagazine.com.au/expl ore?magazine=touchdown - Kids News https://www.kidsnews.com.au
PDHPE - Safety Lesson 1 Key Inquiry Question: Key Inquiry Question: What actions positively influence the health, safety and wellbeing of my community? Think about the decisions we make everyday that keep us safe: What helps us to make the safest decision? Write down 3-5 things that help you help you make safe decisions.
PDHPE - Safety Lesson 1 Here s what helps us to make the safest decision: The options available to us Our knowledge of these options (experience, rules, equipment etc) The consequences of our decision How our decision could impact ourselves or others
PDHPE - Safety Lesson 1 Imagine that you go to the beach with your friends for a swim. You are not the strongest swimmer. Imagine that you go to the beach with your friends for a swim. You are not the strongest swimmer. When you arrive, the waves are large, there is a red flag and there is no lifeguard on duty. When you arrive, the waves are large, there is a red flag and there is no lifeguard on duty. Think about the following questions that will help you make a safe decision and write down your answers for each. What are the options available to me? What previous knowledge do I have? What are the possible consequences of my decision? How might this decision impact upon myself and others?
PDHPE - Safety Lesson 1 Now imagine that you go to the beach for a swim with your parents. You have been swimming for many years and Now imagine that you go to the beach for a swim with your parents. You have been swimming for many years and have a fantastic knowledge of water safety. The sea is nice and calm and there is a lifeguard on duty. have a fantastic knowledge of water safety. The sea is nice and calm and there is a lifeguard on duty. Will your decision making process be different this time? Explain why/why not (the decision that you make will depend on the different factors of the situation).
PDHPE - Safety Lesson 1 Tell me about a time you had to make a safe decision. Tell me about a time you had to make a safe decision. This might ve been on the playground, at the beach, in a shopping centre, while crossing the road, on public This might ve been on the playground, at the beach, in a shopping centre, while crossing the road, on public transport, etc. transport, etc. What steps did you take? What steps did you take? What helped you make the safest decision? What helped you make the safest decision?
