Framework for teaching -Year 4 Term 3 Week 7

Framework for teaching -Year 4 Term 3

Week 7

Online and offline activities to support student learning at home.

Monday

Tuesday

Wednesday

Thursday

Friday

Home Task

Prepare for your Zoom

lesson this morning by

having a good look at the

framework and if there is

anything

you

don¡¯t

understand, be ready to ask

your teacher.

Assess your in house recycling

situation....can you organise

this better so that everything

that can be recycled is being

recycled?

Label your in-house recycling

bins to make it easier for

everyone to do the right thing!

You might need to make a

poster for your fridge to

explain it to everyone.

Thinking about your waste

again, can you compost more

of your food waste so that it

doesn¡¯t go to landfill? Hint:

compost or worm farm??? If

so, how could you go about

making that happen?

Look up how and where you

can recycle batteries.....it¡¯s not

as hard as you may think. Can

you organise a spot in your

house to collect dead

batteries for recycling?

Morning

English: Reading

English:

Reading

Comprehension

English: Reading

English: Reading

English: Reading

Turn In task

We have been learning about

tracking pronoun links to help

us understand the fine details

of what is happening in a text.

Birrung: Chapter 8

Please follow the link on your

Google Classroom to a read

aloud (by Mrs Parker) of the

text The Small Blue Dot by

Zeno Sworder.

Task: Complete the activities

attached at the bottom of

the framework.

&

Turn In task

Birrung: Chapter 7

Your teacher has assigned a

Reading Eggspress lesson for

you to complete.

This week, our comprehension

focus is: self-monitoring.

Self-monitoring is the skill of

actively thinking about what

you are reading as you go and

checking your understanding

afterwards. You will often

notice when you are selfmonitoring because when you

get a little stuck with the

Remember that pronouns are

words that replace nouns so

that these don¡¯t become too

competitive. Words like: my,

me, I, she, he, they are

pronouns.

Look at the sentence below:

Elsie was angry because

Barney said that Birrung was

This week, our comprehension

focus is: self-monitoring. This

is where we check our

understanding during and

after reading.

We can ask ourselves:

?

?

Does this make sense?

Does this sound right?

meaning, your reading speed

slows down.

This tends to happen when we

read unknown words (or new

vocabulary). Today you will

choose ONE of the words from

this chapter, and complete a

word mat to help you

understand that word. Scroll

down to the bottom of the

framework to find the word

mat. Here are the words you

may choose from:

?

?

?

?

?

?

?

?

Dissuasion

Lean-to

Sea chest

Supper

Colony

Slate

Governor

Surgeon

prettier than she was. She was

taller and she was a little girl.

She heard Barney¡¯s words and

she stomped away angrily.

Who was Jackie French

referring to when she said

¡®she¡¯?

Use two different coloured

highlighters and highlight each

of the characters¡¯ pronouns in

different colours.

A larger version of this activity

is on the worksheet at the

bottom of the framework.

We can ask or answer

questions to check our

understanding.

Answer these questions to

check your understanding of

Chapter 8. You may need to

listen to the chapter more

than once to answer.

1. Sally kept pushing

Birrung away and

telling Birrung she did

not need her help.

Why do you think she

did this?

2. Why

were

the

Johnsons

so

frightened about the

birth of their baby?

3. What do you think

Birrung was doing

with the smoke in Mrs

Johnson¡¯s room?

Optional extension: Find out

some other ways that

Aboriginal people use smoke,

for example, for ceremonies.

English: Spelling

English: Spelling

English: Spelling

English: Grammar

English: Spelling

Digging in the dictionary

This week¡¯s rule

Word Search Wednesday

Dictation!!!

Choose five spelling words

you are not familiar with.

The rule this week is about

silent letters. For example,

the letter ¡°g¡± in words starting

Using the template below (or

rule up a table of 10 x 10

squares), use 10 list words in a

We have been focusing on

choosing powerful verbs this

week in Writing. A simple way

to give your verbs even

Ask your parents or carer to

read

out

these

three

sentences slowly because you

Use the attached sheet and a

dictionary to find the

meaning of each of these

words and then use the word

in a sentence to demonstrate

your understanding.

with ¡°gn¡± and the letter ¡±k¡± in

words starting with ¡°kn¡± are

silent.

Write out those words from

the list and find five more to

add to the list. Make sure you

spell them correctly.

word search for a family

member to solve. It is super

important that each word is

spelled correctly...if not, the

word search will be a bit of a

fizzer!

greater impact is to use them

with an adverb.

The adverbs that we will

practise using today are

adverbs of manner. This

simply means adverbs that

tell HOW the verb is done. Eg.

Hop happily, run quickly, sit

quietly, and so on.

Today, you are going to set up

an activity workstation for

the people in your home. Set

up four activity stations and

choose a verb for each one,

eg. jump, hop, crawl, dance.

You may like to create a simple

sign showing what the verb for

each station is, to make it

easier. Cut up some small

cards using spare paper at

home, and write down an

adverb on each card. Try to

write as many as you can! At

each station, place a small pile

of your adverb cards. Each

person needs to do the verb

and the adverb at each

station. For example, jump

quietly, dance madly, hop

happily, and so on. Give your

family members 1 minute at

each station and then get

them to move to the next verb

station. You may even like to

do your activity stations in the

sunshine, and play some loud,

are doing dictation! The aim is

to spell every word correctly!

1. I notice that the noise

from the naughty kids

has stopped.

2. The

bridge

was

spanning the country

of the nocturnal

people.

3. The healthy knee

ceremony

included

tying

knots

and

kneading bread.

Ask your parent or carer to

mark your work. If you make a

mistake, write out that word

correctly five times!!

happy music. Your teacher

would love to see photos or

videos of this... Have fun!

Movement

break

Do a movement break

Do a movement break

Do a movement break

Do a movement break

Chicken Dance - Maximo |

GoNoodle

Meow Moo Moo ¨C Blazer

Fresh | GoNoodle

Never eat soggy waffles ¨C The

Best Tees | GoNoodle

A-moose-ta-cha ¨C

tube | GoNoodle

Moose

I like to move it ¨C Zumba Kids

| GoNoodle



m/activities/chicken-dance



/activities/meow-moo-moo



/activities/never-eat-soggywaffles



/activities/a-moose-ta-cha



/activities/i-like-to-move-it

English: Writing

English: Writing

English: Writing

English: Writing

English: Touch typing

What is a procedure?



watch?v=xvGeBcfysDo

Remember to:

1. Write in the present

tense.

2. Use imperative verbs

like 'do' or 'go'.

3. Structure your points

in order, so the

instructions are easier

to follow.

4. Use words relating to

the topic.

Turn In task

Follow the link below to a

touch-typing

website

to

practise your typing skills.

Action Verbs

In procedural texts, we use:

?

?

?

?

Simple

present

tense.

Action verbs (e.g.:

turn, put, mix, cut,

stir, spread, whisk)

Connectives (first,

then, finally)

Adverbial phrases

(e.g. for five minutes,

2 centimetres from

the top, chop finely)

Purpose of a procedural text

?

?

A procedure is made

up of tasks that you

want someone to

follow. A procedure is

a specific, step-bystep description of

what to do.

A procedural text

describes

how

something is achieved

through a sequence of

actions or steps. It

explains how people

Do a movement break

We will focus on procedures in

our feedback Zoom this week.





tch?v=dDIZM9Ky_aM

Scroll down and select one of

the typing lessons.

Using the procedural plan at

the end of the framework, you

are going to write a procedural

text with instructions for

making fruit salad and

Please use Google Chrome as a

browser for this link. If you do

not have Google Chrome, see

instructions at the bottom of

our earlier frameworks to

Powerful Verbs!

Verbs are the most powerful

words in the English

language. A verb is the only

word required in a sentence.

Stop. Think. Go. Look. Wait.

You can use a verb to make a

one-word sentence.

Play the following Verb card

game:

perform

different

processes.

? A procedural text uses

simple present tense

with action verbs and

conjunctions such as

first, second, then,

next, finally, etc.

? They can be a set of

instructions

or

directions.

The structure of a procedural

text is:

? Goal/aim (or title) e.g.

How to make a kite

? Materials, ingredients

and/or utensils used

in the process. E.g.

Eggs, oil, milk, onions

and a frying pan are

required to cook an

omelette.

? Steps (the actions that

must be taken) (e.g :

first,

wash

the

tomatoes,

onion,

secondly cut the

onions into slices.)

Example of Procedure:

How to make a sandwich

(aim/goal)

You need (materials)

* 2 slices of bread

* Peanut butter

* a banana

5. Use

time

conjunctions. (Firstly,

then, lastly)

6. Finally, be explicit.

Task:

Underline the action verbs

(red),

adverbs

(blue),

adverbial phrases telling

where, when or how (green).

A full size copy of the

worksheet is at the end of the

framework.

yoghurt. You may like to make

this tonight for dessert.

navigate through the student

portal.

Remember to:

? Plan your writing on

the planning sheet.

? List all of your

ingredients and the

utensils you require.

? Number your steps

and

order

them

clearly.

? Use action verbs.

? Read your work and

edit it thoroughly.

Optional: Use the tracking

sheet from last week to record

your progress.

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