Framework for teaching online ES! sample



Early Stage 1 Framework for Teaching – Term 2 Week 3The following timetable can be used by students in Kindergarten to support learning at home. It has been linked to the Early Stage One outcomes. If technology is available at home, please use attached links to support learning.Please Note: From Week 3, students will be attending school one day a week and learning from home the remaining four days, however, if you choose to continue with the learning from home program, all five days will be planned for you. If your child is attending one day per week, please follow the plan from M-F and leave out activities as needed to accommodate the day on site.MondayTuesdayWednesdayThursdayFridayDaily TasksSweep the floors in your house.Pull out the weeds in a garden.Clean the windows in one area of your house.Dry and put away the dishes.Clean out a toy/clothing/book cupboard and collect a few things to donate. MorningEnglishVisit the online PM collection () and read at least one PM reader at your level. PhonicsDigraph soundsListen to Youtube video Jolly Phonics ‘th’ song (at 9min30sec)Learn th. Individually, we can hear ‘t’ and ‘h’ but together they make the ‘th’ sound (like the, thumb, they).Discuss and list words with the same beginning sound.Look up th words on Google and make a colourful “th word booklet”.WritingChoose a th word and write a sentence including it. Use your butterfly card to help you spell unfamiliar words by listening to the sounds.Sight WordsRevisit previous list and begin next list. Complete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.ReadingChoose a new PM reader at your level from the website. Read it with a family member. After reading it, tell the person you were reading with what happened in the story. Draw a picture that shows the main idea of the story. Publish this on Seesaw. Work through lessons on Reading EggsEnglishVisit the online PM collection and read at least one PM reader at your level.PhonicsDigraph soundsListen to Youtube video Jolly PhonicsRevise single names and sounds using the butterfly cardth sound words- th words eg. this, that, themPlease use known sounds to practise. Focus is on hearing individual sounds.Example:“What is the first sound in ‘this’ (th)? What is the middle sound in this (i)? What is the end sound in this (s)?” Focus on the fact that there are three sounds, but four letters (th /i / s)Extend – repeat the above activity using words with th at the of words. Example: bath, Earth, with, moth, tooth. ReadingRead or view a text from home, online at Storyline Online or the online PM website.Discuss the text with a family member. Questions can be found on an attached page.WritingCollaboratively create a simple sentence about an aspect of the story. Use the butterfly card words and relate to single sounds where possible (eg. “what are the sounds in went?”)With a family member, choose a page you like from the story and write a sentence about it.Sight WordsComplete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.EnglishVisit the online PM collection and read at least one PM reader at your level.PhonicsDigraph soundsListen to Youtube video Jolly Phonics ‘th’ song. (at 9min30sec)Practise writing ‘th’ sound. Discuss and list words with the same beginning sound (thirsty, three, thief) and the same final sound (moth, froth, cloth).Look up th words on Google and make a th poster with drawings that match the word.WritingPractice writing CVC (consonant, vowel, consonant) words. Focus is on letter formation and three-finger pencil grip. Eg. cat, mum, car etc. Sight WordsComplete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.ReadingChoose a new PM reader at your level from the website. Read it with a family member. After reading it, see how many words you can find that have ‘th’ in them. Create a list of these words and count how many you found. Work through lessons on Reading EggsEnglishVisit the online PM collection and read at least one PM reader at your level. PhonicsDigraph soundsListen to Youtube video Jolly PhonicsRevise single names and sounds using the butterfly cardTh sound words- th words eg. this, that, themPlease use known sounds to practice. Focus is on hearing individual sounds.Example:“What is the first sound in that (th)? What is the middle sound in that (a)? What is the end sound in that (t)?” Focus on the fact that there are three sounds, but four letters (th /a/ t)Extend – repeat the above activity using words with th at the of words. Example: bath, Earth, with, moth, tooth. ReadingRead or view a text from home, online at Storyline Online or the online PM website.Discuss the text with a family member. Questions can be found on an attached page.WritingCollaboratively create a simple sentence about an aspect of the story. Use the butterfly card words and relate to single sounds where possible (eg. “what are the sounds in can?”)With a family member,choose your favourite character from the story and write a simple sentence about them.Sight WordsComplete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.EnglishVisit the online PM collection and read at least one PM reader at your level. PhonicsDigraph soundsListen to Youtube video Jolly Phonics ‘th’ song. (at 9min30sec)Practise writing ‘th’ sound. Discuss and list words with the same beginning sound (thirsty, three, thief) and the same final sound (moth, froth, cloth).Practise writing the th words you’ve been learning over the week. WritingChoose a th word and write a sentence including it. Use your butterfly card to help you spell unfamiliar words by listening to the sounds.Sight WordsComplete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.ReadingChoose a new PM reader at your level from the website. Read it with a family member. After reading it, choose your favourite picture from the book and go back and look at it. Write a sentence that explains why it is your favourite. Publish your sentence on Seesaw. Work through lessons on Reading EggsBreak 1 – Eat, play, have fun. Self-directed outside activities where possible.Mathematics – We Are Learning To:Counts to 30, and orders, reads and represents numbers in the range 0 to 20Read and use the ordinal names to at least ‘tenth’MiddleMathematics Watch the video about Ordinal Numbers. (numbers showing place/position eg. 1st, 2nd, 3rd, 4th etc) When do you think we would use ordinal numbers? On paper or cardboard, write down the first 10 ordinal numbers and cut them out individually.Using 10 different toys/figurines/teddies or household objects place the 10 things in a line and then place the ordinal numbers you created above the correct object. Discuss how you know which object is in first place/tenth (last) place etc. Count forwards to 30 (or beyond!) and backwards from 20. Write down your numbers 1-10, focusing on pencil grip and number formation.Mathseeds (available through Reading Eggs website/app).MathematicsLook at a calendar (in your home or on a device) and find these ordinal numbers: 1st, 5th, 10th. See if you can find your birthday on the calendar with the help of a family member. Complete the Cut and Stick Ordinal Numbers worksheet to 5.Watch the episode of Numberjacks ‘Out of Order’ (S1 E12)Discuss: what happened in the episode? What problem did the Numberjacks have to solve? How did they solve it?Mathseeds (available through Reading Eggs website/app).MathematicsWatch, dance and sing along to the Jack Hartmann video “Let’s Get Fit Count to 100” Have someone in your family mix up the ordinal number cards you made on Monday. Organise them back into the correct order. Practice writing the ordinal numbers: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th. Complete the Colouring Ordinal Numbers worksheetMathseeds (available through Reading Eggs website/app).MathematicsComplete the Cut and Stick Ordinal Numbers worksheet to 10.If you have a few people in your house, have a running race and award each person with their ordinal number place. Have each person stand in the correct order that they came in the race.Count forwards to 30 (or beyond!) and backwards from 20. Write down your numbers 1-10, focusing on pencil grip and number formation.Watch, dance and sing along to the “Counting Down from Twenty” songMathseeds (available through Reading Eggs website/app). MathematicsComplete the Ordinal Number Ice Creams worksheetWith the help of a parent or family member, write the ordinal number words to ten on flash cards: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.Using the cards you made earlier in the week, match the ordinal number and word cards together. For eg. 1st = first.Mathseeds (available through Reading Eggs website/app).Break 2 – Eat, play, have fun. Self-directed outside activities where possible.AfternoonAfternoon lessons integrate Creative Arts, Science and Technology and PD/H/PE components. ImagineImagine you are going to Disneyland for a holiday with your family. Talk about what you might see, what rides you might go on and which Disney characters you are most excited to meet. Take a look at the map of Disneyland here and start thinking about which attractions you’d like to visit most (map attached as image if no internet access).Write a list of your top 5 places to visit. PDHPEDo some yoga or stretching outside. Some yoga poses are in the picture below. INCLUDEPICTURE "" \* MERGEFORMATINET PlanUsing the map of Disneyland, plan your day at Disneyland with a family member. You can list the attractions you’d like to visit. Go on your favourite Disneyland rides virtually here. Choose your favourite ride and write a sentence about why it was your favourite (some pictures of rides attached if no internet access).PDHPEPractice kicking or throwing a ball at a target. See how many times in a row you can hit it!CreateCreate your own Disneyland attraction. It could be a Ferris Wheel, sideshow game, rollercoaster etc. Be creative and use recycled materials, leaves, sticks, paper and pencils. PDHPECreate a ‘bootcamp’ for you and your family. This could include push ups, squats, star jumps and sit ups!CreateContinue with creating your own Disneyland attraction. Be creative and use recycled materials, leaves, sticks, paper and pencils. If you are feeling extra creative, you can follow this Mickey Mouse Directed Draw and share your drawings on Seesaw (some colouring in images attached if no internet access).PDHPEDo some sprints around your backyard and have a family member time you. Using what you’ve learnt about ordinal numbers, work out who came first, second and third.Present & ReviewAsk a family member to help film yourself explaining your Disneyland attraction. Tell us what you created and what materials you used. Send this to your teacher on Seesaw for some feedback. Using the feedback you received on Seesaw, think about any changes you could make to your attraction. Think about who your ride is for, how long it would go for, what materials you would need to build it etc. PDHPECreate a hopscotch with chalk outside and play a few games. 7715253937000 ................
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