Framework for teaching online ES! sample



Early Stage 1 Framework for Teaching – Week 10The 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.MondayTuesdayWednesdayThursdayFridayDaily TasksSet the table for mealsMatch socks and sort washingWash the dishesMake your bedHelp an adult with an outside activityMorningEnglishPhonicsSingle soundsFind sounds on the butterfly card attached (eg. find letter name and letter sound for all single sounds)Discuss words with the same beginning sound (apple, ant, arm)Listen to Youtube video Jolly PhonicsReadingRead or view a text from home or online at Storyline OnlineDiscuss the text with a family member. Questions can be found on an attached page.Sight WordsBegin at List 2 and add new words from higher lists as needed. Complete the daily ‘Look, Cover, Write’ list. See sight word activities for further ideas.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 dad?”)With a family member, write a simple sentence about the story.EnglishPhonicsCVC words (consonant, vowel, consonant eg. cat, dog, mat etc.)Please use known sounds to practice. Focus is on hearing individual sounds. Example: c – a – tChange to b – a – t Change to r – a – t For beginning, middle, end sounds. “What is the first sounds in cat? What is the last sound in mat?”WritingPractice writing CVC words. Focus is on letter formation and three-finger pencil grip. Sight WordsComplete the daily ‘Look, Cover, Write’ list.ReadingWork through lessons on Reading EggsEnglishPhonicsSingle sounds Find sounds on the butterfly card attached (eg. find letter name and letter sound for all single sounds)Discuss words with the same beginning sound (butterfly, ball, bat)Listen to Youtube video Jolly PhonicsReadingRead or view a text from home or online at Storyline OnlineDiscuss the text with a family member. Questions can be found on an attached page.Sight WordsComplete the daily ‘Look, Cover, Write’ list. Children write sight words on card and with guidance, cut into flash cards. These can be used for sight word practice. WritingChoose an interest item from around your house. Write a sentence about why it’s your favourite. EnglishPhonicsCVC words (consonant, vowel, consonant eg. cat, dog, mat etc.)Please use known sounds to practice. Focus is on hearing individual sounds. Example: t – i – p Change to p – i – p Change to l – i – pFor beginning, middle, end sounds. “What is the first sound in tip? What is the last sound in pip?”WritingPractice writing CVC words. Focus is on letter formation and three-finger pencil grip. Sight WordsComplete the daily ‘Look, Cover, Write’ list. With a family member, play Memory with the flash cards you made yesterday. Make sure you say the word out loud when you turn it over. ReadingWork through lessons on Reading EggsEnglish PhonicsSingle sounds Find sounds on the butterfly card attached (eg. find letter name and letter sound for all single sounds)Discuss words with the same beginning sound (click, castanets)Listen to Youtube video Jolly PhonicsReadingRead or view a text from home or online at Storyline OnlineDiscuss the text with a family member. Questions can be found on an attached page.Sight WordsComplete the daily ‘Look, Cover, Write’ list. With a family member, play Snap with the flash cards you created. Make sure you say the word out loud when you turn over each card. 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 dad?”)With a family member, write a simple sentence about the story.Break 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 20Sort and classify a group of familiar objects into smaller groupsRecognise that a group of objects can be sorted and classified in different waysMiddleMathematics Ask someone at home to help you find 20 objects. Sort and classify the objects into groups based on colour/size or other. Practise counting forwards, saying one number word for each item you count. Count forwards to 20; count backwards from 20, taking one item away for each number word you say; and try counting forwards or backwards from any starting quantity (for example, you might already have 5 things and you want to start from there).Watch a counting to 30 video.Mathseeds (available through Reading Eggs website/app). MathematicsNumber hunt: what numbers can you find in your house? Can you find the numbers from zero to twenty? You might find numbers on a remote control or a clock. Can you find numbers on shoes, on food in the cupboard or in the fridge? Play a board game with a family member, for example Snakes and ladders.Collect leaves & classify into lengths (long, medium, short)Watch a counting back from 20 video.MathematicsPractise cutting a piece of paper in half. How do you know that the parts are equal?Go on a ‘half hunt’ around your house. Take photos of things that are in half. Practise counting forwards, saying one number word for each item you count. Count forwards to 30; count backwards from 20, taking one item away for each number word you say; and try counting forwards or backwards from any starting quantity (for example, you might already have 5 things and you want to start from there).Watch a counting to 30 video.Mathseeds (available through Reading Eggs website/app).MathematicsMake a repeating pattern using counters or blocks. Describe your pattern by writing a sentence about it.Happy Hunt: students find various objects that are of a specific type (soft, coloured, shapes etc).Count how many steps it takes to get from the bedroom to the bathroom and back.Watch a counting back from 20 video.MathematicsWatch a counting to 30 video.Practise counting forwards, saying one number word for each item you count. Count forwards to 20; count backwards from 20, taking one item away for each number word you say; and try counting forwards or backwards from any starting quantity (for example, you might already have 5 things and you want to start from there).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. ImagineYour task is to design and create a decorative Easter Hat. Quiz the people you live with about ideas for decorations and design plans. Dream big! Create an artwork of your ultimate Easter Hat (DO NOT make the hat yet). Use the materials you have available and whichever form or technique you would like, including collage, sculpture, painting or drawing with pencils, textas or crayons. PDHPEPractise throwing and catching a ball with a family member.PlanGo on a material hunt in your house. What can you collect to make your Easter Hat tomorrow? For example, recycled materials, old toys, patterned materials etc. Be creative. Look at your collection of materials. Ask a family member if they think you have chosen suitable materials and objects. Discuss why they may be safe or unsafe for use.Look at your artwork and the materials that you have gathered. Draw a safe work design plan of the Easter Hat that you will build tomorrow. Label your plan. PDHPEMusical Statues, Go Noodle/Just Dance (available on Youtube)CreateRevisit the safe work design plan you created yesterday. Discuss how the plan will guide your Easter Hat creation with an adult. Ask a family member to help create your Easter Hat with you. PDHPEPractise throwing and catching a ball with a family member.PresentPresent your Easter Hat to your family in a Parade. Select fun music and have a good time! Remember to take a photo to share with your class via Seesaw/Class Dojo. PDHPECreate an obstacle course in your house or backyard. If you can, time yourself racing a family member. Refine/ReviewCollaboratively write a sentence about your Easter Hat. Discuss and list two stars (strengths) of your design and a wish (something you would change if you were to do it again). PDHPEPractise throwing and catching a ball with a family member. ................
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