Warrington School/Curriculum/Room 3 Planning

= Mrs Russell's Planning  =

Term 4 - 2012 (Wendy Russell)
Big Picture Learning for the Term

The theme for week 1 - 6 of term 4 will be "Seedlings" - There are many different kinds of plant, flowers and trees. During this topic, students will learn about the life cycle of a sunflower seed. They will plant a seed and monitor/record it's growth. Week 7 - 10 "Christmas" theme - Student will participate in a christmas nativity play at a local church (St Barnabas Church) where parents and friends will be invited to watch and sing along to Christmas Carols.

English Planning Reading – Close

GOAL Develop a love of reading and respect for books

Level One Respond to language and meaning in text

KEY COMPETENCIES


 *  thinking 
 * using language, symbols, and texts
 * managing self
 * relating to others
 * participating and contributing

Procedure


 * Holds the book the right way, reads from front to back, L to R
 * Can indicate the beginning and ends of sentences
 * Can match l:1
 * Can distinguish between words and letters
 * Knows all letter names and sounds including blends
 * Able to recall large bank of high-frequency words
 * Uses alphabet knowledge effectively as one strategy for working out unknown words
 * Uses prior knowledge of context and personal experience to make meaning
 * Uses prior knowledge of language structure to make sense of the text
 * Focuses on meaning as well as on reading words accurately
 * Self monitors and self-corrects by cross-checking cue systems
 * Retells with appropriate sequence and recall of key words/ideas
 * Independently select books from the class library and picture book section of library and read for enjoyment
 * Read aloud familiar texts independently

INDEPENDENT LEARNING ACTIVITIES


 * Browse boxes
 * Library corner
 * Poems
 * Big Books
 * Independent writing activities
 * Alphabet books
 * puzzles
 * Listening Activities
 * Worksheet activities
 * Reading around the room
 * Sequence stories
 * Guided text activity and library visits etc ...

ASSESSMENT Observation recorded during Running Records and Guided Reading sessions (in addition through reading activities and worksheets.) Routine Teaching Plan

Printing
Language Features: Use language features, showing some recognition of their effects. Indicators: Writes most letters and number forms legibly when creating texts.

Sequence


 * Children on the mat.
 * Teacher introduce letter – lower case.
 * Name letter – think of words containing that letter (beginning, middle &amp; end) list on board e.g. eat, feet, late.
 * Teacher demonstrate starting position and form on board, articulating.
 * Children copy in the air.
 * Teacher model a line of the letter on the board.
 * Encourage individual children to come up and. demonstrate.
 * Repeat for upper case.
 * Introduce numeral.
 * Demonstrate formations.
 * Teacher write a line of the numeral.
 * Teacher hand out exercise books individually, discussing. yesterday's work (try to point out improvements and where more improvement needed) and goals for today e.g. beginning new line closer to the margin.
 * Teacher roam, assisting and moitoring.

Key Competencies Capabilities for living and lifelong learning  Thinking  Using language, symbols, and texts Managing self Relating to others Participating and contributing

Poem of the Week
Children are given a poem for the the week, in which they glue into their poetry book. Poems range in style and topic.

Regular opportunities are given for the children to read the poem in a variety of ways Children will:


 * Read a range of poetry
 * Gain meaning from their poem
 * Respond to the meaning of the text
 * Present ideas using a simple layout (illustrating their poem)

Key Competencies Thinking  Using language, symbols, and texts Managing self Relating to others Participating and contributing

Assessment: Children are formatively assessed during class activities.

Fitness Plan Personal Health and Physical Development
Student will: Regular physical activity experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

Skills to be learnt: Participate in daily fitness with the class show enthusiasm and motivation to maintain their fitness levels take part in running a fitness session Context and Management Daily Fitness children meet in area described by classroom teacher Begin daily session with short warm up and conclude with stretch

Key Competencies Capabilities for living and lifelong learning  thinking  Using language, symbols, and texts Managing self Relating to others Participating and contributing

Fitness Programme

Option One: Dance:  Explain what the theme is going to be as well as explaining the benefit of session two ard their health and fitness. Children will find a pace on mat area to dance. Generally dance will be to one song only. Option Two: Aerobics: Warm up, Nominated individual child or a pair of children make aerobics routine to selected music and either – individual or group of two children demonstrate in front of class and run aerobics session. Option Three: Active Games: Relay races-in teams following various instructions Octopus/colour lot Number games Rob the nest Freeze Links Duck-duck-goose-goose

Option Four: Endurance running – around the field/tennis court 5 times. Team relay relays

= Maori =

Focus for week 1 - 10

Students will be able to:


 * Understand and acknowledge basic Tikanga Maori

Indicators:


 * Use and respond to simple greetings and phrases
 * Count to Ten in Maori
 * Sing and learn basic Waiata
 * Respond to simple instuctions

= =

= Big Picture Theme- The Rocky Shore =

Sub Themes:


 * Art -Kowhai- kowhai (Designing a kowhai-kowhai in the sand at our local beach
 * Music -Waiata (Warrington School Waiata)
 * P.E - Swimming

Warrington Beach is 5 minutes away from our school and this term we will be learning about rock pools and what living things we can identify in our local rock pools.

Science - Level One and Two
Living World

Students will:

Life processes


 * Recognise that all living things have certain requirements so they can stay alive.

Ecology


 * Recognise that living things are suited to their particular habitat.

English - Level One and Two

Writing - Recount (Surface Features) continuing on from last year.

level 1

Recounts personal events in order


 * Sounds out and represents all substantial sounds in a word
 * Uses some interesting words to show personal voice
 * Uses capital letters and fullstpstops

Level 2

Records personal experience with supporting detail and comment


 * Personal voice is apparent
 * Using word pictures
 * Starting to use similies, alliteration and onomatopaiea
 * Uses adjectives
 * Uses more correct words than approximated
 * Uses vowels in in every syllable when approximating
 * Uses punctuation (full stops, capital letters, question marks, exclamation marks)
 * Uses constant tense
 * Varied sentence beginnings and lengths.

Maths - Level One and Two

Numeracy - Week 1 - 10 (Focus this term will be on Basic Facts and Problem Solving)


 * Stage 0: Emergent
 * Stage 1;1-1 Matching
 * Stage 2:Counting from One on Materials
 * Stage 3:Counting from One by Imaging
 * Stage 4: Advanced Counting
 * Stage 5: Early Part-Whole

= Theme - Rugby World Cup 2011  =

Social Sciences - Level One

Using The Rugby World Cup 2011 Booklet


 * Understand that people have different roles and responsibilities as part of their participation in groups.

Year 2 and 3 students will research one current All Black. They Will research the following:


 * 1) Where they were born?
 * 2) Where they went to school?
 * 3) When did they first start playing rugby?
 * 4) What provinsional team do they play for?
 * 5) When did they first become an All Black?
 * 6) Any other relevant information?

Plan and present their information onto a A3 size paper and share this with the whole class.

Health and Physical Education - Level One

Movement Concepts and motor Skills:Focus on Rugby

Positive attitudes; Challenges and social and cultural factors


 * Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.
 * Students will effectively work together while developing ball skills through teams sports such as rugby.
 * Students will take part in daily fitness activities working through the levels at their individual skill capabilities.

English - Level One and Two

Writing - Recount (Surface Features)

level 1


 * Recounts personal events in order
 * Sounds out and represents all substantial sounds in a word
 * Can spell most high frequency words (essential list 1-2
 * Uses some interesting words to show personal voice
 * Uses capital letters and fullstpstops

Level 2


 * Records personal experience with supportingdetail and comment
 * Personal voice is apparent
 * Using word pictures
 * Starting to use similies, alliteration and onomatopaiea
 * Uses adjectives
 * Uses more correct words than approximated
 * Uses vowels in in every syllable when approximating
 * Uses punctuation (full stops, capital letters, question marks, exclamation marks)
 * Uses constant tense
 * varied sentence beginnings and lengths.

Viewing

1. Locate, select and interpret visual information from a wide range e.g. videos, pictures, charts etc 2. Read, analyse, understand and critically think about messages and purposes of information presented

Numeracy:

Week 1 - 4   Addition and Subtraction, basic facts, number knowledge and place valueactions

Week 5 - 8   ''Multiplication and Division, basic facts. ''

Week 9 - 10 Fractions - Know simple factions in everyday use.

Term 4 Planning - Mrs Russell
 

Theme -Christmas Fun
Activity Week:

Tour of the new stadium


 * 1) Lunch at the Dinosaur Park at St Kilda
 * 2) Swimming at Moana Pool
 * 3) Nativity Play at St Barnabas Church ( Junior Room yearly activity)
 * 4) Visit to St Paul's Cathedral (Junior Room yearly activity)

English Context - Writing

Focus:


 * Start my sentence with a capital
 * Finish my sentence with a full stop
 * Attempts unknown words
 * Uses descriptive words
 * Beginning to use similes and onomatopoeias
 * Does my story make sense/spell check

Transactional Writing

Level One:

Write instructions and recount events in authentic context

Level Two:

Able to write freely on a range of topics

Viewing


 * Read, analyse, understand and critically think about mesages and purposes of information presented

Speaking


 * Express ideas clearly and with confidence
 * Ask and answer questions
 * Recognise, appreciate, understand and respond to greetings used by other cultures
 * Continue to developskills of conversation

Writing


 * Enjoy writing
 * Convey ideas and information clearly, coherently and logically in writing
 * Use conventions of punctuation, grammar and spelling with growing accuracy
 * Proof read, edit and self correct written statements with growing skillfulness
 * Spell frequently used words accurately

Presenting


 * Continue to learn skills which develop legible and efficient handwriting

Assessment


 * Whole school moderation