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Term 3
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Reading
Just like at school, try to read for approximately 30-40 minutes. Reading could be a book, comic, newpaper article, magazine, audio book, episode of BTN, recepie, anything at all! There are some links below to help you.
Recording your reading
Keep track of your reading in your diary (Grade 5’s) or your take-home reading journal (Grade 4’s). Please remember to record how long you read for, and the pages you read.
Before reading
Think about what it is you're about to read. Use all of these clues to make a prediction about some of the things that may be included. If it is a traditional book, flip through it, look at the pictures and some of the words before you read. I want you thinking carefully about the text before you read it.
During reading
Record interesting vocabulary that you find as you read. Don’t forget to record the book you found the word in, and whether the word was used as a noun, verb, adjective or adjerb. If you need to refresh your memory on these parts of speech you can visit one of the useful links below.
After reading
Now is time to repond to the text. There are lots of different ways you can do this.
Drawing: Recreate the front cover of the book you have read. Make sure you can explain your drawing clearly. Recreate the front cover of the book you have read. Make sure you can explain your drawing clearly.Draw a character from a book you are reading. Make sure you include as much detail as you can from the story
Writing: Re-write the ending of your story. Make sure you can explain why you made the changes that you made. Write a detailed review of your book. Include a broad overview of the plot, a recommendation of whether or not somebody else would enjoy it and a rating of of 5 stars. List 3 connections that you have made with the book. This must include one Text-To-Text, one Text-To-Self and one Text-To-World connection
Talking: Act out a particular part of the story with a family member or friend. Try to use the tone of your voice to match the feelings of the character you’re playing. Share your thoughts and feelings about the book with someone. Did you enjoy reading it? Why? Why not? Explain you thinking in detail. Share your thoughts and feelings about the book with someone. Did you enjoy reading it? Why? Why not? Explain you thinking in detail
Keep track of your reading in your diary (Grade 5’s) or your take-home reading journal (Grade 4’s). Please remember to record how long you read for, and the pages you read.
Before reading
Think about what it is you're about to read. Use all of these clues to make a prediction about some of the things that may be included. If it is a traditional book, flip through it, look at the pictures and some of the words before you read. I want you thinking carefully about the text before you read it.
During reading
Record interesting vocabulary that you find as you read. Don’t forget to record the book you found the word in, and whether the word was used as a noun, verb, adjective or adjerb. If you need to refresh your memory on these parts of speech you can visit one of the useful links below.
After reading
Now is time to repond to the text. There are lots of different ways you can do this.
Drawing: Recreate the front cover of the book you have read. Make sure you can explain your drawing clearly. Recreate the front cover of the book you have read. Make sure you can explain your drawing clearly.Draw a character from a book you are reading. Make sure you include as much detail as you can from the story
Writing: Re-write the ending of your story. Make sure you can explain why you made the changes that you made. Write a detailed review of your book. Include a broad overview of the plot, a recommendation of whether or not somebody else would enjoy it and a rating of of 5 stars. List 3 connections that you have made with the book. This must include one Text-To-Text, one Text-To-Self and one Text-To-World connection
Talking: Act out a particular part of the story with a family member or friend. Try to use the tone of your voice to match the feelings of the character you’re playing. Share your thoughts and feelings about the book with someone. Did you enjoy reading it? Why? Why not? Explain you thinking in detail. Share your thoughts and feelings about the book with someone. Did you enjoy reading it? Why? Why not? Explain you thinking in detail
Writing
The PGPS Writing Process
Keep writing! Continue to follow the Pender’s Grove Writing Process. I have summarised it below for you. There are also some button links to our writing process posters
Keep writing! Continue to follow the Pender’s Grove Writing Process. I have summarised it below for you. There are also some button links to our writing process posters
Plan > Compose > Revise > Edit > Publish
I will be setting specific lessons for you each day, sometimes they will involve creating a piece of writing, sometimes they wont. It is important that you continue to write stories for fun, even if I haven't set it as a task. Some different types of writing you could try.
I will always give you feedback on any stories you send me, whether I have set that task or not. You can type your story in a work doc, or write it on paper, take a photo and send to me.
- Narrative
- Persuasive
- Poetry
- Information report
- Daily journal
- Just email Alan whatever you're thinking
I will always give you feedback on any stories you send me, whether I have set that task or not. You can type your story in a work doc, or write it on paper, take a photo and send to me.
Maths
Maths at home
I suggest you begin by warming up (like our number fluency) for 5-10 minutes, this could be skip counting or playing a card game with a family member.
For 20-30 minutes, complete an activity that supports the place value learning that has been taking place in 45A
Some ideas are below:
Date Maths instructions
Record the numerals (digits) in the date and use different operations to create number sentences (equations/sums) that equal 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
So, today (Friday 17th), the code date digits are 1, 7, 4, 2, 0. I want you to create a number sentence (equation/sum) using those digits that equals 1.
It will look like this. I used 7 4 and 2, my problem equals one. Now do one for 2, then 3, all the way up to 10. So when you're finished, you will have used the code date digits to create 10 sums that equal the numbers 1-10.
Aim to use multiple operations and all of the digits in each number sentence. If you have been exploring order of operations (BIDMAS/BODMAS) then show me!!
I suggest you begin by warming up (like our number fluency) for 5-10 minutes, this could be skip counting or playing a card game with a family member.
For 20-30 minutes, complete an activity that supports the place value learning that has been taking place in 45A
Some ideas are below:
- Complete your weekly assigned Mathletics tasks
- Practice your times tables each and every day
- Record 10 pairs of numbers written using expanded notation. You can choose numbers that are the same difficulty as what you use in the classroom. This might be 3-digit (1,354), 4-digit (14,839) or as high as you like. Use the dice roller below as a dice to generate numbers. Record your number in
- Play date maths
- Complete some maths in a box questions
Date Maths instructions
Record the numerals (digits) in the date and use different operations to create number sentences (equations/sums) that equal 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
So, today (Friday 17th), the code date digits are 1, 7, 4, 2, 0. I want you to create a number sentence (equation/sum) using those digits that equals 1.
It will look like this. I used 7 4 and 2, my problem equals one. Now do one for 2, then 3, all the way up to 10. So when you're finished, you will have used the code date digits to create 10 sums that equal the numbers 1-10.
Aim to use multiple operations and all of the digits in each number sentence. If you have been exploring order of operations (BIDMAS/BODMAS) then show me!!