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DATE: 2/6/19 DAILY NOTES : Spelling, literacy, maths, games 

DAY: Tuesday

9:45- Understand how Check Spelling/Grammar  There, their,

10:15a different types of students Introduction they’re
m texts vary in use of work to see  Gauge what students know about the three types of PowerPoint
language choices, that they THERE/THEY’RE/THEIR and prompt prior knowledge through
depending on their could questioning  English/Spelli
purpose include  I will say a sentence and tell them to point to which they’re I ng books
and context (for each ‘there’ am using
example, tense an correctly in Main
d types of their  Use the PowerPoint to go through the different types of
sentences) (ACELA writing. “there/they’re/their”.
1478)  Send students off to write a short story into their English books
using the three types of ‘there’. They MUST use each type at
Use the three least once.
types of ‘there’,  They must underline each type in a different colour to show
‘they’re’ and ‘their’ they have used it correctly
correctly. Conclusion
 Read some students’ stories and see if they can tell me which
they’re/their/there they have used in each sentence.

10:15- Read an increasing Gauge what Literacy

10:45a range of students  Selection of
m different types of understand Introduction books for kids
texts by … through  As we only have 30 minutes for literacy, I am going to get to choose
using text processi direct students to actually put to practice the strategies they have from
ng questioning learnt with me
strategies. (ACELY1  Explain that we will read a book together and I will STOP at
679) certain parts to ask them to INFER, PREDICT or VISUALISE to
make meaning of what is happening in the text.
 Out of my library books, students can choose which book we
read together
 I will begin reading then ask students to INFER, PREDICT or
VISUALISE from the front cover and at each page.
 This will give them the opportunity to actually use the
strategies they have used when reading

 If there is time before lunch, I will get them to read their
independent books and I will tell them to specifically focus on
either inference, prediction or visualisation
 I will walk around and get them to tell me one inference they
have made, one prediction the cover helped them make, or
one description that helps them visualise.
Scsa strands:
11:20- Keep track Maths Competition Quiz  Huge Maths
12:20p - All strands we of who is Quiz/Game
m have done this able to Introduction Show
term related to: answer  Tell students that today they are participating in a BIG PowerPoint
 place value certain maths games show competition
 addition questions  We will have a whole lesson as the quiz to see what we  Lots of raffle
 subtraction from have recalled from the last term of maths tickets
 multiplication different
 time topics by a Main
 fractions tally on the  Raffle prize
 Start on the mat as a class and answer simple questions.
 graphs board. box
Kids will put their hand up to answer and each time a
 data
student gets a question right they will get a raffle ticket.
 Then send students to their desks in teams. Each time a
 Scrap paper
team gets the question right they will each get a raffle
Objective: for answers
Work as a class, a  I will tally the scores on the board.
team and  I will use a big PowerPoint of questions to go through each  Whiteboards
individually to round. and markers
answer questions  If there is time left we will have a knock out round. Students for individuals
summarising this will be individually playing against each other. They will all
term of maths have whiteboards and try to get the correct answers on
their whiteboard. If they do not get the right answer they
will be knocked out of the competition.
 ***Each group will need to come up with a ‘buzzer’ sound to
answer questions***

 To finish off we will play BUZZ with a bunch of different
multiplication facts we have been practicing.
 The group winners and individual winners will get instant raffle