To join my webex click on the link https://eduvic.webex.com/meet/lipoma.stefania.s
| 3/4E’s Monday Small Groups (Focus: Wellbeing) |
| 9:00 to 9:30 |
Webex whole class meeting |
| 9:30 to 10:00 |
Laila, Emma, Josie, Eliza, Harley, Alana |
| 10:00 to 10:30 |
Rosie, Rhiannon, Alex, William, Chris, Lachlan |
| 10:30 to 11:00 |
Corvin, Georgia, Phoebe, Eli, Gus, Lucy |
| 11:30 to 12:00 |
Maya, Ella, Ben, Reuben, Zane, |
| 12:00 to 12:30 |
Webex open for student/s who want support or to connect |
| 3/4E’s Tuesday Small Groups (Focus: Writing) |
| 9:00 to 9: 30 |
Webex whole class meeting |
| 9:30 to 10:00 |
Laila, Emma, Josie, Eliza, Harley, Alana |
| 10:00 to 10:30 |
Rosie, Rhiannon, Alex, William, Chris, Lachlan |
| 10:30 to 11:00 |
Corvin, Georgia, Phoebe, Eli, Gus, Lucy |
| 11:30 to 12:00 |
Maya, Ella, Ben, Reuben, Zane, |
| 12:00 to 12:30 |
Webex open for student/s who want support or to connect |
| 3/4E’s Wednesday (Planning Day: no small groups) |
| 9:00 to 9: 30 |
Webex whole class meeting |
| 3/4E’s Thursday Small Groups (Focus: Reading) |
| 9:00 to 9: 30 |
Webex whole class meeting |
| 9:30 to 10:00 |
Laila, Emma, Josie, Eliza, Harley, Alana |
| 10:00 to 10:30 |
Rosie, Rhiannon, Alex, William, Chris, Lachlan |
| 10:30 to 11:00 |
Corvin, Georgia, Phoebe, Eli, Gus, Lucy |
| 11:30 to 12:00 |
Maya, Ella, Ben, Reuben, Zane, |
| 12:00 to 12:30 |
Webex open for student/s who want support or to connect |
| 3/4E’s Friday (Last day of term: no small groups) |
| 9:00 to 10:00 |
All 3/4 classes meeting together in Lee Pregnell’s Webex classroom: https://eduvic.webex.com/meet/pregnell.lee.l |
| 10:00 to 11:00 |
Classroom teacher’s Webex open for student/s who want support or to connect |
| 11:30 to 12:00 |
Classroom teacher’s Webex open for student/s who want support or to connect |
| 12:00 to 12:30 |
Webex open for student/s to catch up, play some games, share stories and eat lunch together. |
Learning goal: I can recognise rhymes.
First, read the nursery rhyme below:
Next, tell me what you liked or disliked about this rhyme and justify your answers.
Finally, find your own nursery rhyme 10and share it with me, tell me why it is your favourite.
Learning goal: I can recognise rhyming words.
First, watch “Down by the bay”
Next, see if you can find all the rhyming words
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bee
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Rhymes with
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fish
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Rhymes with
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snail
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Rhymes with
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dog
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Rhymes with
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cow
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Rhymes with
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Sloth
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Rhymes with
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Finally, write any other words that you might know that rhyme with the words from the story.
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Bee
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fish
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snail
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dog
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cow
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sloth
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Learning goal: I know my skip counting patterns.
First, watch the counting by 4s video.
The Counting by Fours Song | Counting Songs | Scratch Garden
Next, write down the 4s skip counting pattern in your exercise book.
Then, see if you can create a skip counting song to help you practise your skip counting facts.
Finally, upload your song to the OneNote page.
Learning goal: I understand the texts I read.
First, read the story ‘Hey Water’
Microsoft Stream
After you have read the book, list all the places we can find water.
Finally, tell me all the places that you think water may come from.
Learning goal: I can write a short story.
First, imagine you have discovered a magical bowl that automatically refills with whatever you choose. It must be something you can eat.
Next, answer the following questions about your food/drink:
What will it be?
Why have you chosen this food/drink?
What could you do with your magical bowl once you have fulfilled your appetite/thirst?
Then, write a short story about finding a magical bowl.
Ex.
magic bowl
Learning goal: I can use strategies from the mathematician’s toolbox to solve problems.
First, think of a time when you have had to solve a problem.
As Mathematicians, we can draw on different strategies to help us with solving these problems.
No, I’m not referring to the strategies we use to solve +,-,x,÷ problems.
Tools from the Mathematician’s toolbox help us sort problems involving reasoning and logic.
We explored some of these earlier in the year.
Next, write the worded problem below in your exercise book:
A chocolate machine makes 120 chocolates in a day. They are sold in equal packs. How could they be packed?
Finally, pick one strategy from the toolbox to help you solve the following worded problem.
Here is an example;
Learning goal: I can write descriptive sentences using adjectives.
First, think of your favourite zoo animal.
Ex. My favourite zoo animal is an elephant.
Next, write 3 fun facts about this animal in your exercise book and include adjectives in these facts.
Ex.
- They have tough skin
- Their long tusks are actually teeth
- They can talk to each other through deep vibrations.
Then, imagine you could have any zoo animal by turning it into the size of a puppy and keep it as a pet.
What animal would you choose and why?
Ex. If I could have a puppy-sized zoo animal, I would choose an elephant, so we could spend our day doing yoga together.
Finally, draw a picture of you and your pet together.
Learning goal: I can use strategies from the mathematician’s toolbox to solve problems.
First, think of a time when you have had to solve a problem.
As Mathematicians, we can draw on different strategies to help us with solving these problems.
No, I’m not referring to the strategies we use to solve +,-,x,÷ problems.
Tools from the Mathematician’s toolbox help us sort problems involving reasoning and logic.
We explored some of these earlier in the year.
Next, write the worded problem below in your exercise book:
I went to a pet store and saw some rabbits, puppies and kittens. There were 36 legs altogether.
How many rabbits, puppies and kittens did I see?
Finally, pick one strategy from the tool box to help you solve the following worded problem.
Here is an example;
maths open onded
Learning goal: I can share my thinking as I read.
First, listen to the story “how to catch a star”
Microsoft Stream
Next, record any questions/wondering you might have as you are reading the story.
Then, think about a time you have tried to catch something.
Finally, write a paragraph telling me what you were trying to catch and how you tried catching it.
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