Timetable

1/2 Learning Community

Term 3 Week 2 (B)
Monday

Tuesday

Wednesday

Thursday

Friday

8:50-9:00

Homegroup

Reading Circles
Song Room

Reading Circles

Reading Circles

Reading Circles

9:00-10:00

Assembly/ Independent
Reading

Reading
Song Room (A&B)

Reading
1/2C out
1/2A&B Japanese

Reading

Reading

10:00-11:00

Writing

Writing
Song Room (C&D)

Writing
1/2D out

Writing

Writing

Science (B&D)
1/2C out
Kate out

11:00-11:45
11:45-12:15

LUNCH
Number- Addition

12:15-12:45
12:45-1:45

Maths Topic

PLT

Spelling Investigation

Spelling Investigation

PLT

Math Topic - Time

Math Topic - Time

PLT

Numeracy - Addition

Numeracy - Addition

Inquiry (A&C
Science)
1/2D out
Morgan out

Inquiry

Goal Reflection

1:45-2:15
2:15-3:15

RECESS
Inquiry

Number- Addition

Inquiry

Questioning
Reading

Session 1

Learning
Intention

Success Criteria

Introduction
(10-15MINS)

Group 1
Good readers
can understand
and identify a
simple sequence
of events in a
Mem Fox story
with support.

I know who Mem

Fox is.

Teacher read aloud (read

2-3 pages) model
thinking when
summarising the main
ideas while reading.

I can identify the

main ideas in the
beginning middle
and end of the
story
I can draw or write
the main ideas.

Groups 2-4
Good readers
can understand
and identify a
simple sequence
of events in a
Mem Fox story.

I know who Mem

Fox is.
I can summaries
the main ideas of
the text
independently.

Ten minutes of
independent reading teachers to conference.

Main Activity
(20-30-MINS)

Group 1
Introduce mem Fox as a famous
Australian author and that we will be
comparing summaries of her books to
identify differences and similarities
between the texts.
Students take photo of given QR code
and listen to the text independently.
Students are to draw the main idea at
the beginning, middle, and end of
Possum Magic.

Group 2-4
Introduce mem Fox as a famous
Australian author and that we will be
comparing summaries of her books to
identify differences and similarities
between the tex Student are to be
introduced to a new way to summarise
(as on Keynote)Somebody, wanted,
but, so, then. Students are to use the
given QR code and listen to the text
independently before completing task.
Students are to scan QR code and listen
to the read aloud independently.

Teacher Group/
Conferencing

Share/Reflect
(10MINS)

Resources Required

Group 1
As a group,
discuss answers
and write the
main ideas at
the beginning,
middle and end
of the story on
the Mem Fox
Summary
Display.

iPads, reading text

book, indeprendant
reader, Keynote
presentation, QR
codes, mem Fox
summary poster.

Group 2-4
As a group,
discuss answers
and add
students
summaries (pick
the most
accurate) to put
on the Mem Fox
Summary
Display.

Students are to complete the task

either on keynote or in their reading
books.

Session 2

Good readers can

summarise and
compare texts
written by the
same author.

Group 1
I can recall and
summarise the
important
information in or
events from the
text with support.

Group 2 -4
I can recall and
summarise the
important
information in or
events from the
text.

Ten minutes of
independent reading teachers to conference.

Group 1 -repeat activity from Session 1

using a different mem Fox Book
(Wombat Divine. beginning, middle,
end

Group 2 -repeat activity from Session 1

using a different mem Fox Book
(Wombat Divine - Somebody, wanted,
but, so, then sheet.

Group 1
As a group,
discuss answers
and write the
main ideas at
the beginning,
middle and end
of the story on
the Mem Fox
Summary
Display.
Group 2-4
As a group,
discuss answers
and add
students
summaries (pick
the most
accurate) to put
on the Mem Fox
Summary
Display.

Session 3

Good readers can

summarise and
compare texts
written by the
same author.

Group 1
I can recall and
summarise the
important
information in or
events from the
text with support.

Group 2 -4
I can recall and
summarise the
important
information in or
events from the
text

Session 4

I can remember
details while
reading.

Teachers to do a read
aloud of any text (not
to be a Mem Fox) -Just
I can
read the first few pages
identify
and make comparisons
the main
between the text and
ideas
I can retell the Mem Fox text we
have been looking at.
the main
events in
Students are to
my own
complete 10 minutes of
words
independent reading

Group 1 -repeat activity from Session 1

and 2 using a different mem Fox Book
(Hattie and the Fox). beginning,
middle, end

Group 2 -repeat activity from Session 1

using a different mem Fox Book (Hattie
and the Fox - Somebody, wanted, but,
so, then sheet.

Students are to complete a summary of

their chosen independent reader using
the technique they have been using
during the 3 previous lessons.
Students are then to list the differences
and similarities between their text and
the Mem Fox texts using a T-chart.This
is to be completed in their reading
book.

Group 1
As a group,
discuss answers
and write the
main ideas at
the beginning,
middle and end
of the story on
the Mem Fox
Summary
Display.
Group 2-4
As a group,
discuss answers
and add
students
summaries (pick
the most
accurate) to put
on the Mem Fox
Summary
Display.
Students are to
go through
their
proficiency
scales and tick
off areas they
have achieved

(make sure its a book

they are interested in)

Session 5

Writing

Session 1

Learning
Intention

Success Criteria

Introduction

Good writers
know what a
setting is

I can identify a
setting.

Brainstorming what is a
setting? create an anchor
chart.
Video story elements
https://www.youtube.com/wat
ch?v=hqEqT7wG9zA (stop at
1:24)

I could explain
what a setting is
I could give
examples of a
setting

Main Activity

Students will draw a picture of a setting.

Students will then make a list of describing
words about their setting.
Extension:
Students will then make a list of describing
words about their setting.
Group will be shown the online thesaurus
and they will be told how to use the online
thesaurus.
http://www.thesaurus.com/

Teacher
Group/
Conferencing

Share/Reflect

Show the people

on your table your
picture and tell
them about your
new describing
words.

Resources Required

Session 2

Good writers
know what a
setting is

I can use
adjectives to
describe a setting
I can use the five
senses to
describe a setting
I could use an
adjective that I
havent used
before to
describe a
setting.

Brainstorming as a group
what words might you use to
describe a setting using the
five senses?

Support:
Model worksheet activity.
Group will go outside (weather permitting)
and make a list of words to describe the
playground, the oval, the prep area, etc.
At:
Group will go outside (weather permitting)
students will take pictures of the
playground, the oval, the prep area, etc
make a piccollage with a list of words to
describe the photos
Extension:
Group will look up pictures of a setting.
They will make a list of words to describe
adding the picture and list to a piccollage.
Using the thesaurus to investigate new
words.

Class will come

back together as a
whole, they will
turn and talk to
their shoulder
buddy about the
descriptive words
they came up with
for the activity.

Support group:
worksheet for
activity to give them
guidance.
Ipad
Writing book
Pencil case

Session 3

Good writers
understand
what a setting
is

I can use my
senses to help
the reader
imagine the
setting
I could use
describing words
that are new to
my vocabulary.

Session 4

Good writers
can explain
what a setting
is

I can write a
setting that
makes the reader
feel like they are
actually there.
I can give
examples of a
setting.

Group discussion.
Close your eyes and
imagine a place the
beach hands up, eyes
closed, what do you
see, what do you feel,
what can you smell,
what can you hear, can
you taste anything?

Write the beginning of a story that takes

place in the setting you pull out of a hat.
Support: settings are familiar places, eg, the
park, school, your house
Teacher to model at beginning of activity.
At: settings are broader places for example,
a farm, a zoo, at the snow, on the beach
Teacher to model at beginning of activity.
Extension: places will be more obscure
places, such as the moon, the sun, on a
rocket ship, inside your tummy.
Teacher to model at beginning of activity.
Students will create their own settings,
describing the setting in detail, attempting
to add some new adjectives to their work.
Support: give students the setting. Students
use simple sentences to describe the
setting. Once they have done this they will
illustrate a picture of their setting
At/extension: describe a setting of their
choice. Once they have completed they will
swap with a partner and get their partner to
draw the setting.
Students must be very descriptive so their
partner knows what they need to draw.

Session 5

Tell your partner

what your
beginning was and
how you engaged
the reader

Pick three of four

students to
summarise their
setting within their
story.

Ipad
Writing book
Pencil case

Work sheet

Ipad
Writing book
Pencil case

Number

Learning Intention

Success Criteria

Introduction

Main Activity

Teacher Group/
Conferencing

Share/Reflect

Resources Required

Session
1

Thinking
Mathematicians
can recognise
objects as groups
and
multiplication
equations

I can
recognise a
group of
objects

Support/AT:
https://docs.google.com/pre
sentation/d/1788XAvTLKzL
oNvMwU0ilJWEblmFlevnOV_t-

I can use
repeated
addition to
count
groups of
objects

1lZwzo/edit#slide=id.g15da8
3e331_0_24

Extension:

S: Working together(in large

circle), students will create groups
of items.. Teacher to take a photo
of these groups and keep for next
lesson.
Create: 4 groups of 2 shoes
6 groups of 2 glue sticks
4 groups of 4 pencil cases
Etc
Teacher to count the groups, One
group of three, two groups of three
etc.

https://docs.google.com/pre

I can show the

connection
between the
repeated
addition
strategy and
multiplicatio
n

sentation/d/1ZrXWwIPXqG
pNIakk9uKhEUSpzXvPV_xqr
UspL3FBzn0/edit#slide=id.g
1548414976_0_6

A: Students will explore the

connection between the
multiplication equation and how to
create equal groups and repeated
addition problems to match.
In math books, students will need to
record the multiplication equation
and then create a picture to match.
E: Students will be given a
multiplication equation, to create
different images - representing the
equations. Students will create the
multiplication sentence and
repeated addition sentence.
EE: Students are to create an
iMovie explaining how they can
solve multiplication problems.
Concentrating on their ability to
explain their thinking.

Please encourage
students to use
proficiency scale

T & T: what are

the 2 things
that you can
remember about
Multiplication?

Ipads
Icy-pole sticks
Worksheets

Session
2

Thinking
Mathematicians
use their
knowledge of
groups to
recognise
multiplication
problems.

I can

Teachers to complete read

aloud of Amelia Bean.
Have students give vocab
used for multiplication
from the book- teacher to
record words on anchor
chart.

S: Students will use the repeated

addition game board. They will
need to place a counted on the
board when they can recognise
the multiplication equation.

iPads
Bingo Boards

http://www.snappymaths.com/m
ultiplication/earlymult/interactiv
https://drive.google.com/ e/repaddbingo/repaddbingo.htm
file/d/0B41PpqsyvRrS1hGN3hQNHNSc00/vie
w?usp=sharing

A: Students will use the

repeated addition game board.
They will need to place a
counted on the board when they
can recognise the multiplication
equation.
E: Students to play game and
identify the multiplication
sentence using images.
https://au.ixl.com/math/year2/multiplication-sentences

Session
3

Thinking
Mathematicians
can track their
learning to create
goals.

I can use the

proficiency
scale as a tool
for my learning
I can create
goals using the
proficiency
scale

Teachers to introduce the

proficiency scale.

S: Teacher and class to discuss

goals and create a shared goal.
(This should be one they can
work towards for the
proficiency scale)
Teacher to type and print out this will be given to students to
glue into their goal books.

Teachers to
begin
conferencing
with students
- Record
students
goal and
give
them

Once this is
done, students
can upload a
video onto
SeeSaw
explaining their
goal and how
they plan to
achieve it.

In small groups, students will

then explain how they will work
towards their goals.

ideas to
reach
their
goal.

A:Students will read the

proficiency scale and record in
their goal books what they will
be working towards.
- How will you achieve
your goal?
- When would you like
to achieve your goal
by?
E: Students will read the
proficiency scale and record in
their goal books what they will
be working towards.
- How will you achieve
your goal?
- When would you like
to achieve your goal
by?

Session
4

Thinking
Mathematicians
practice using
place value and
number
knowledge in
different ways

I can work both

independently
and in small
groups

Split students into 3

S: Guess my number and draw
different groups - based on 3
teacher knowledge of
student abilities.
A: Seaside shuffle game

I can explain to
Teachers to introduce the
others how to
activities in the area
solve place value
questions
I can use my
counting

E: QR code activity.

Teachers to be
looking out for
any students
who are needing
to move groups

Shared
Reflection:
Meet as a LC
and talk
about what
was learnt in
each group.

iPads
QR codes
Game boards
Dice
Counters

knowledge to
complete
activities

Session
5

Length
Numeracy Topic

Learning
Intention

Session 1

Thinking
Mathematicians
can track their
own learning

Success Criteria

I know what a
proficiency
scale is.
I know how to
prove I have
achieved
something.

Introduction

Show students the

proficiency scale explain
each score.
Explain to students how
they are going to use this
to monitor their own
learning and achieve
goals.

Main Activity

Students are to gather

evidence for which score they
think they have achieved and
conference with teacher to
prove they have achieved it.

Teacher Group/
Conferencing

Share/Reflect

Write a reflection on
Seesaw about what
they learnt about
proficiency scales
and how they are
going to achieve
their next goal.

Resources
Required

Proficiency scale
iPad
Maths book
Pencil case

Session 2

Thinking
mathematicians
can use
informal units of
measurement

Thinking
mathematicians
can compare
and order the
length of
objects

I can be
Model how to prove that
responsible with they have achieved
my belongings
something and a
conference with a student.

Students who are waiting to

conference need to show
another student their evidence.

I know what
informal means
I can use
different ways
to measure
objects
I can compare
and order
objects

Students are to measure

objects in the classroom using
informal units and record in
their maths books. Once they
have measured 5 or more
objects they are to re-write
them in order of length.
Students are to then write a
sentence comparing 2 or more
objects. E.g. the table is
longer than my pencil case

I know what
formal and
informal units of
measurement
means.
I know how to
use formal units
of measurement
I can use the
terms longer
and shorter

Have students T&T about

what they know about
length.
Recap what informal
means.
Model using think aloud
how to measure objects
using informal units.
Compare objects and
order them. Relate back to
dot point in Proficiency
scale.

Model to students
measuring 2 objects using
a ruler and cms.
Write a sentence
comparing the 2 objects.
E.g the tv is 25cm longer
than the table.

Students are to measure 5

objects using cms then write
sentences in their workbooks
comparing lengths.
Students are to work out the
difference between lengths
using number knowledge.
Order and compare all objects
for evidence with proficiency
scale

Teachers are
to conference
with students
using
proficiency
scales

Scan QR code Ipad

explain what
Maths book
they learnt
Pencil case
today using
padlet. This is
to be used as a
piece of
evidence for
proficiency
scale. Stress to
students that it
needs to be
detailed so
teachers can
see their
understanding.

Inquiry

Learning
Intention

Session 1

Curious kids
can
research a
country that
is competing
in the
olympics

Success Criteria

I know
how to
type
keywords
into
google
I can pick
out
important
informatio
n
I can
summaris
e

Introduction

Demonstrate
using a think
aloud choosing
a country from
last lesson and
researching
information on
this country.
Populati
on
Flag
Where it
is in the
world

Main Activity

Scan QR code to take

them to a helpful
website.
Students are to
research in their PLTs
and record information
they find. Each member
is to be responsible for
finding one piece of
information.

Teacher Group/
Conferencing

Share/Reflect

Resources
Required

Teachers are to
roam and assist
students

Circle time,
sharing with
another group
what
information
they found.

Ipad
Discovery
book
Pencil case

Session 2

Session 3

Curious kids
can show
their
understandi
ng of a
country

Curious kids
can explain
their

I can display my
information in a
creative way
I can include lots
of facts to teach
others
I can use imovie

I can teach
someone else
important
information about

How
many
athletes
it has in
the
olympics
Food
they eat
Mascots

Recap last
Students are to begin
lesson with
publishing their work on
imovie. (M)
students.
Model creating
an imovie
presentation
with key
information from
last lesson.
Explain that
students will
make a QR
code once they
are finished to
put on poster in
the performance
room. (R)
Teacher is to
model how to
turn an imovie
presentation

Students are to work in

their PLTs to turn their
imovie presentation
into a QR code.

Teachers are to
roam and help
any students
that need it.

PLTs are to go
over their work
and give each
other feedback
to make it even
better.

Teachers are to
assist students

Scan another
QR code and
give PLTs
feedback on

understandin
g

Session 4
Session 5

my chosen
country
I can present my
information in a
simple way

into a QR
Code.
Explain what
needs to be
included and
that it will be
displayed in
the
performance
room.

their
presentation