Weekly

Timetable
Monday

08-13 June 2015

Tuesday

Wednesday

Thursday

9am

Roll, Bible in
Schools. Karakia

Roll Call, Assembly Monday Mornings, Karakia Whanau Rua

9.30-10.30am
PANGARAU
10.30-10.50
10.50-11.05
11.05
PANUI

Friday

Group work
Karakia mo te kai: 10.25
M O R N I N G

T E A

Tuhi p - Literacy books, focus activity

Reading groups, reading contracts

TUHITUHI

KiwiCan - Values
Programme

Whole Class
Karakia mo te kai: 12.25

12.30-1.30

1.30-1.40

Sustained Silent Reading - Silent Reading/Milk and Fruit Break

1.45-2.50
KUAPAPA

Celebrations
Chinese new year, calendar signs
2.30 Wednesday is
Waiata in Rm 5

2.55-3.00

Maths

Clean up, Karakia Whakamutunga

Term 2

Rm4

Crawshaw

Term 2 Maths Weekly Plan

Starting: Week 7 02/06/2015

Curriculum AO: GM2-1: Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.
Key Competencies: Using language, symbols and text. Participating and contributing. Thinking

Group

Monday

L.I:

Wednesday

Thursday

To estimate and measure how many popcorn kernals it

would take to fill 1/2 a cup using a variety of tools.

Students will estimate and

measure 1 cup in mls

Students will develop an understanding that 1 cup = 200 ml and

1000 ml = 1L

S.C:

Students can tell me in their own words and understand

that we need to use an acutal unit of measure to confirm
our findings.

Students observe each other

and discuss the reason why
we have different
measurements.

Students able to articulate the full measure of a cup and half a cup.
How many cups fill 1000 ml and that 1000 ml = 1L

Blue L4-5
Te Arahia, Jayda,
Fanga, Kahlijah,
Wairere, Taylah

Use cup as a benchmark. Use teaspoon, wooden

spoon, dessert spoon and 1L container to estimate,
count and fill cup measures, 1L containers. Record
findings Popcorn Measurement

Show students a cup with

mls. Show students a cup
with out ml but same size.
Estimate how many to fill 1L.
Fill cups, count and record.

Introduce students to measurements. Show capacity page in

modelling book. Students will recognise that 1 cup = 200 mls

Reflections

This lesson went extremely well, as I was learning how

to deliver and prior knowledge. Successful lesson in
finding out where to go to from here. I will start revisit our
previous lessons by introducing 1 litre as a benchmark
to measure against. How many 200ml cups fill a 1 litre
container. We will find that 1 cup = 200 mls. That 2 cups
= 400 mls 4 cups = ? we will estimate and count that 5
cups = ? that = 1 litre.

The need to have a specific

measure was found, will
move to comparison of the
same measure.

Time is always a contributing factor. Students are need assistance

recording and explaining their answers. Have focussed on this.
Students are now capable. They remember 200ml = 1 cup and that
200 x 5 = 1000 mls which = 1L

Weekly
Reflections

Initially this unit didn't seem to difficult. Just had to teach the students, about capacity and then volume. This was not a correct
assumption. As I had to find out what capacity was. Then find a way for tamariki to explore and make judgements for
themselves through investigation and observation. There were many plans scribbled on pieces of paper describing how I could
be less confusing to the tamariki. Originally I wanted to do the popcorn unit http://nzmaths.co.nz/resource/popcorn But I found
that in order for the tamariki to have an appreciation for capacity and volume that I had to teach and show them what each
concept was separately.
Vocabulary: This was decided when I thought about my big plan. What I wanted to achieve at the end of the unit and working
backwards.

Term 2 Maths Weekly Plan

Tuesday

Starting: Week 8 09/06/2015

Friday

Will do addition and subtraction. Find a measure and empty 1 cup,

how many mls left.

Group

Monday

Tuesday

Wednesday

L.I:

Read measuring jugs

reading jugs

Compare and order the capacity of a variety of containers

Compare capacity using

symbols

S.C:

Able to read ml on a vessel

Read in 50 ml increments,

When we can successfully order the containers based on the

capacity it holds

Use <,>,= successfully to

compare capacity

Blue L4-5
Te Arahia, Jayda,
Fanga, Kahlijah,
Wairere, Taylah

Model with 1 L container

first, then model first
measurement on
worksheets. Read ml

Continue with worksheets

Show 1L containers of varying shapes, heights, add other sizes

as well.

Variety of worksheets with

vessels to compare

Reflections

Great lesson. Good

timeframe

Addition and subtraction

in this as well. Halving
quantities.

Term 2 Maths Weekly Plan

Group

Monday

Thursday

Friday

Which is bigger, why, order, measure, record

Considering the time factors, this went really well. Good to have
two days. Absenteeism plays a factor. Used these students to
do demonstrations

Recording their findings using

<,>,= needs more work. Studens
need to take the time to read the
questions.

Wednesday

Friday

Starting: Week 9 16/06/2015

Tuesday

Thursday

L.I:

Read measuring jugs and

record the correct measure
on the jugs in mls/L

learn addition and

subtraction of part and
whole

Compare and order the capacity of a variety of containers

Compare capacity using

symbols

S.C:

Able to read and write ml

on a vessel
Able to add and subtract

Read, write, record and

explain addition and
subtraction problems.

When we can successfully order the containers based on the

capacity it holds

Use <,>,= successfully to

compare capacity

Blue L4-5
Te Arahia, Jayda,
Fanga, Kahlijah,
Wairere, Taylah

Model with 1 L container

first, then model first
measurement on
worksheets. How to read
the ml

Continue with worksheets

Show 1L containers of varying shapes, heights, add other sizes

as well.

Variety of worksheets with

vessels to compare

Reflections

Great lesson. Good

timeframe

Addition and subtraction

in this as well. Halving
quantities.

Term 2 Maths Weekly Plan

Group

Monday

Which is bigger, why, order, measure, record

Considering the time factors, this went really well. Good to have
two days. Absenteeism plays a factor. Used these students to
do demonstrations

Recording their findings using

<,>,= needs more work. Studens
need to take the time to read the
questions.

Starting: Week 10 23/06/2015

Tuesday

Wednesday

Thursday

Friday

L.I:

Estimate and measure capacity using

marked containers
Compare the capacity using <,>,+=
Adding and subtracting
measurements
Know the basic units of capacity.

WHOLE CLASS
LI:Strategies for multiplication, addition, subration, fractions

S.C:

Unit Assessment

Student will confidently answer problems and explain their findings

Blue L4-5
Te Arahia, Jayda,
Fanga, Kahlijah,
Wairere, Taylah

Complete the assessment activity.

Chrome

Reflections

Worked out on Thursday prior.

Unit Reflection

Found some worksheets for students to do these tasks. Students worked really well through them. They were able to explain
addition of mls, and write these answers. Then when it came to comparing the volume in jugs by inserting symbols like > < =
this was a little tricky to understand as a unit of measure. They could tell me the answer just using numbers, but adding them as
a unit of measure they found difficult. We will reiterate this learning by reading, adding and subtracting units in the next lesson.
Then we will move on to temperature. Throughout this time, I had thought amount using a rain guage and during our maths time
we could measure and graph the rainfall. I will consider this as I first have to find something to catch the rain with. Figure out
how to teach mapping the mls overnight and at what time of day we would measure this. Have mentioned this to Vicky, she
thought it would be a great idea. On my way home this evening, I also considered turning this into decimal. We have only
covered up to 1000 ml and that it is equivalent to 1 Litre. The same as. Link for temperature units;
http://nzmaths.co.nz/temperature-units-work

Reading
Term 2 Reading Weekly Plan: Week 7

Term 2

Supported Associate Teacher and students.

Rm4

Starting: 06/06/2015

Curriculum AO: Acquire and begin to use sources of information, processes and strategies to identify, form and express ideas.

Crawshaw

Key Competencies: Using language, symbols and text. Participating and contributing. Thinking
Group

Monday

Tuesday

Wednesday

Thursday

L.I:

Discuss book characters

Read selectively for

pleasure and information

Independantly share my
personal response of a text with
others

Discuss book characters

S.C:

I can say who is in the story

and what happened in
squence.

Answer qu. on Reading

Eggs Programme

When I can share my idea of a

picnic

Independantly share my
personal respnse of a text with
others

Green L14
Jayda

Book- Look in the garden

Chrome Books - Reading

Eggs Programme

Book- Picnic Boat

Book- Jordans Football

Comprehension Strategy Making connections

Key Questions: Who, what
where, why?

Comprehension Strategy Making connections

Key Questions:How do you
think characters are feeling?
Problem solving ideas.

Comprehension Strategy Making connections

Key Questions: Feelings of
Character about food and
self.

Teacher workshop. Reading

for practice.

Activity: List what you would

like in your picnic basket

Activity: Draw and label

vegetables you like.

Reflections

Friday

Activity: Draw Me: Label

problem solving strategies

Top group are given a story to read through from a Journal, they are asked to record 4-5 questions they have about the story. They are then asked to find and
record the answers from the story in the modelling book.
Low group Green, do high frequency words, poems, reading for fluency to sustain comprehension. Will think aloud and model inferential comprehension.

Term 2 Reading Weekly Plan: Week 9

Starting: 15/06/2015

Curriculum AO: - Acquire and begin to use sources of information, processes and strategies to identify, form and express ideas.
Key Competencies: Using language, symbols and text. Participating and contributing. Thinking

L.I:

Increase skill in reasoning and

predictions

S.C:

Make predictions using verbs

Gold 1
Karlijah
Te Arahia

Chrome Books - Reading

Eggs Programme
Teacher workshop.
Reading for practice.

Kaupapa
Term 2 Weekly Plan: Week 7-10

Directed to dictionaries
for meaning. Assisted.

Increase skill in reasoning and

predictions
Make predictions using verbs

Book- Owls in the Garden

Book-Owls in the Garden

Comprehension Strategy Making Predictions

Comprehension Strategy - Retell

Activity: Retell Owl ghost story,
use setting and describe charaters
feelings

Activity: Predictions,
Rhyming words

Reflections:

Discuss book characters

Excellent lesson, engaged

students. Support each other

Term 2

Schoolwide assemebly not done

Rm4

Starting: 22//06/2015

Curriculum AO SWP: gains increasing control of text conventions , including some grammatical conventions.
Key Competencies: Using language, symbols and text. Participating and contributing. Thinking

Book- Owls in the Garden

Comprehension Strategy Making Predictions
Activity: List of powerful
verbs, look through the story
and tick the ones mentioned.

Discussion, great fluency and

comprehension

Crawshaw

Group

Monday

Tuesday

Wednesday

Thursday

Resources used
for writing

Fireman saves cat

Chinese New Year Zodiac

L.I:

Take notes

Order sequence of events

and structure

Different sentence types.

Compound and complex

Use powerful verbs and

adjectives

S.C:

Students have noted

characters, setting and
theme

Have a beginning, middle

and end using characters
and setting.

Students will use FANBOYS

and complex sentences.
Paragraphs

Write story, edit punctuation.

Emphasise language. Publish
story

Whole class:

Read story:
Map plan discussion,
setting characters, plot,
conclusion

Discuss the order of events

and attributes of the
characters and setting

Use FANBOYS

Friday

Publishing

Reiterate compound and

complex sentences

review powerful verbs

List weak and powerful
laugh - chuckle, giggle,
howl
Weak - Powerful verbs

review FANBOYS and

complex sentences

Paragraphs emphasise main

idea.
Add detail to writing, use check
cards.

Narrative Plan

Reflections

Modelling is important. Warm ups and introduction of the topic with background knowledge will lead to a successful lesson. Reiteration is needed for
independant learners and those that need extra support. Worked with individual class members while panning the room.