5/6 Work Program

Teacher: Anthony Rigato

Week Beginning: 9th May 2016

Term 2 Week: 5

8.45 9.45

Monday

Tuesday

Wednesday

Thursday

Friday

Assembly

9.45 10.45

Spelling
(Went library and
did reciprocal
reading with
Xiomara)

RECESS

Inquiry/Integrated Topic: A Spark of Life

11.05 12.05

12.05 12:35

Spelling

Maths (lesson
1)

LUNCH

1:30 3:00

Persuasive writing(lesson 5)

Maths (lesson 1)

NAPLAN
(language
conventions)

NAPLAN
(language
conventions)

NAPLAN
(writing)

NAPLAN
(writing)

NAPLAN
(reading)

NAPLAN
(reading)

Maths
(lesson 2)

Library /
English
reading lesson
8

NAPLAN
(numeracy)

NAPLAN
(numeracy)

Maths (Lesson 3)

Maths
(lesson 4)

P.E / APT

ATHLETICS
CARNIVAL

ATHLETICS
CARNIVAL

ATHLETICS
CARNIVAL

ATHLETICS
CARNIVAL

ATHLETICS
CARNIVAL

Musical Future / APT

English
(reading
lesson 8)

Buddies
(The
importance
of trees)

Notes:
NAPLAN Tuesday, Wednesday and Thursday
FRIDAY Athletics carnival, Swap recess and lunchtime yard duty

Meetings: Tuesday (Sub-school) & Thursday (PLT)

Class Information: Pill 10am & 2pm
Assessments:
Maths: Formative
English: spelling test
Inquiry: Formative

MONDAY
Assembly

MondaySession 1

Perform word of the week: DETERMINATION

Award winners: Tommy and Mina

Notes:

Monday
Session 2

English: Focus: Spelling

Daily Focus

Tuning In

Student Learning Activity

Learning
intention
We are learning
to spell new
words and
understand
their meanings
in order to
increase our
vocabulary.

Chinese Whispers/
Broken Telephone

Whole Class Activity

Post test for each group
Remaining groups can work from their spelling menu

Success criteria
I am able to give
the correct
definitions of

Yellow group (High)

Bryson, Mattaeus, Olivia C,
Harry, Sakura, Blaize, Wesley,
Jesse, Jessica, Mina, Will,
Sophia and Brooke
Blue (Medium)
Charlotte, Romy, Corinne,
Rovin, Eden, Tommy, Hugo,
Imogen and Lily

Group 1 Pre test words

Test students on the following words in the back of their English book. Students to
swap their work with a partner to correct.
Remind students that they will be tested on these words again next week.
Have students place words in their Learning Journal.
1. thought
2. around
3. heard
4. birthday

6. another
7. until
8. new
9.couldnt

Share/Reflection/
Assessment
Collect post and pre
test scores.
Teacher to record.
Discuss pre and post
test results. Did you
study effectively? Why
or why not?
What could you do
differently next week?

these words.

Orange (Low)
Nathan, Cameron, Remy,
Olivia M, Shanah and Danilo

5. scared
10. world
Group 2 Pre test words
Test students on the following words in the back of their English book. Students to
swap their work with a partner to correct.
Remind students that they will be tested on these words again next week.
Have students place words in their Learning Journal.
Students who get 8 or more can do the extension test. **See attachment Extension
Spelling Lists
(our,ure)
1. vapour
6. clamour
2. culture
7. texture
3. armour
8. valour
4. flavour
9. furniture
5. creature
10. leisure
Group 3 Pre test words
Give students a pre test of the next five words in order to check prior knowledge.
Then give students 2 or 3 minutes to write the definitions of these words.
1. morale: confidence or enthusiasm of a group or person.
2. elaborate: fancy.
3. lucid: clear, understandable.
4. liaison: someone who carries out tasks ordered by another.
5. error: a mistake.
Once pretest is done have the students swap their work for correction. Read out the
spelling for each word twice and then go through the definitions.
Record students pre test scores on the recording sheet (spelling a definition).
Either give students a photocopy of the words and definitions to glue in their books
or project the words and definitions on the whiteboard for students to copy down.
Have students copy the words and definitions into their learning journal so they can
practice them at home during the week. Explain that they will be tested on the
words and definitions next week.

Notes: 2 consecutive weeks of perfect scores will result in a promotion.

We went to the library after assembly to have a go at reciprocal reading with 5/6P. Spelling to be pushed back after recess.

Monday
Session 3

Math: Focus: Fractions

Daily Focus

Tuning In

Student Learning Activity

Learning
Intention: to
compare and
order
common
fractions and
locate and
represent
them on a
number line

Brainstorm Fractions
Select a fraction between 0
and 1 with denominator of 2,
3, 4, 5, 6, 8, 10, 12 or 100.
Students are to brainstorm
everything that they know
about that fraction
eg. equivalent fractions,
decimal equivalent, location
on the number line,
percentage.

Key Concept: Ordering Fractions & Finding Equivalence

Success
Criteria: being
abe to order
fractions
correctly

Share/Reflection/
Assessment
Suggested Ideas:

Whole Class Activity:

Number Lines - Complete by filling in the boxes

Reflection Discussion:
How do you feel
following todays
lesson?

*Annotated notes on
students who were able
to
* Students who needed
assistance or extension
work

Scaffolding group:
Worked through examples on the board to scaffold students.
Worked in a small focus group with NB, OM and SM.
Students then worked independently and I roamed the room.

Improper Fractions

What is the Mystery Fraction?

Extension Activities:
Game -

Notes: Keep an eye on Shanah, Danilo and Nathan. Make sure they are keeping their work up to date. This lesson ran longer than anticipated, I will finish the remainder
of it on Wednesday

Monday Session 4

Math: Focus: Revision of place value

Daily Focus

Tuning In

Continue with
math lesson

Continue with maths

Student Learning Activity

Share/Reflection/
Assessment

Continued

Monday
Session 5

English Writing
Daily Focus

Tuning In

Student Learning Activity

Learning
Intention:
To write a
persuasive
argument
using the
correct
persuasive
techniques.

Persuasive argument recap.

When writing, students to
focus on:
audience get them
to write this at the
top of their work
a clear point of view
persuasive vocab
paragraphing
sentence structure
punctuation

Key concept: Practice Writing

Success
Criteria:
To produce a
logical, well
structured,
written
persuasive
argument.

*should you wish to change

any of the topics, head to
the server there are a few
documents with other
suggestions ready to go.

Notes: Danilos book is not at grade 6 level

Activity:
Pre test 30 mins (5 mins plan, 20 mins to write, 5 mins editing)
Introduce assessment task to students

Share/Reflection/
Assessment
Sharing of
writing/constructive
feedback

TUESDAY

Tuesday
Session 1

Daily Focus
NAPLAN

Tuning In

NAPLAN
Student Learning Activity

NAPLAN

NAPLAN

Share/Reflection/
Assessment
NAPLAN

NAPLAN

Share/Reflection/
Assessment
NAPLAN

NAPLAN

Share/Reflection/
Assessment
NAPLAN

Notes:

NAPLAN

Tuesday
Session 2

Daily Focus
NAPLAN

Tuning In

Student Learning Activity

NAPLAN

Notes:

NAPLAN

Tuesday
Session 3

Daily Focus

Notes:

NAPLAN

Tuning In
NAPLAN

Student Learning Activity

Tuesday
Session 4

NAPLAN
Daily Focus

Tuning In

NAPLAN

NAPLAN

Student Learning Activity

NAPLAN

Share/Reflection/
Assessment
NAPLAN

Notes:

APT

Tuesday
Session 5

Daily Focus

Notes:

APT

Tuning In

Student Learning Activity

APT

APT

Share/Reflection/
Assessment

WEDNESDAY

Wednesday
Session 1

NAPLN
Daily Focus

Tuning In

Student Learning Activity

NAPLAN TESTING

NAPLAN
TESTING

NAPLAN TESTING

Share/Reflection/
Assessment
NAPLAN TESTING

Notes:

Wednesday
Session 2

NAPLAN

Notes:

Daily Focus

Tuning In

Student Learning Activity

NAPLAN TESTING

NAPLAN
TESTING

NAPLAN TESTING

Share/Reflection/
Assessment
NAPLN TESTING

Math: Focus: Fractions

Daily Focus
Learning
Intention: to
revise simplifying
fractions

Wednesday Session 3

Success Criteria:
to simply
fractions to their
lowest possible
form to make
reading and
working with
them easier

Tuning In

Student Learning Activity

Key Concept: Simplifying Fractions

Mystery Fraction Cards

Students are presented with the
following mystery fraction card and
asked to find the solution

Whole Class Activity:

Mystery Fraction
It is an improper fraction
It is more than 1
It is less than one and a half
When written as a mixed
numeral, is part of the
number.

Share/Reflection/
Assessment
Suggested Ideas:
Written reflection
How I feel
about todays
session

*Annotated notes
on students who
were able to
* Students who
needed assistance
or extension work

Students are to then construct their

own mystery fraction card and
exchange with another student.

Scaffolding group:
Worked in a small focus group and used small whiteboards to show the group
how to draw diagrams (such as pizzas) to assist understanding of equivalent
fractions.
Once OM, SM & NB understood equivalent fractions, we looked at simplifying
using common factors.

Factors
Discuss factors Factors are numbers you can multiply together to get another number:
Example: 2 and 3 are factors of 6, because 2 3 = 6.

A number can have MANY factors!

Example: What are the factors of 12?
3 and 4 are factors of 12, because 3 4 = 12.
Also 2 6 = 12 so 2 and 6 are also factors of 12.
And 1 12 = 12 so 1 and 12 are factors of 12 as well.
So 1, 2, 3, 4, 6 and 12 are all factors of 12

The Highest Common Factor of a fraction (or HCF) is the highest number that
will divide into both the numerator and denominator of a fraction eg. 4 is the
highest common factor of 12/16

Notes:

Library: Focus: Buddy reading / reciprocal reading

Daily Focus

Wednesday Session 4

Learning
Intention: to
choose a buddy
and demonstrate
effective reading
strategies and
model reading
Success Criteria: I
am able to
demonstrate
reading strategies
and role model
reading
Learning
Intention: to
combine
strategies to help
understand our
reading
Success Criteria:
to successfully
combine the
known strategies
we have learnt to
help understand
what is being
read

Tuning In

Student Learning Activity

What would you

take?

Students are to independently select a student from F/1Q to partner up and buddy read with.
Ensure students are reading appropriate books according to their buddies capabilities.

Give students
different
scenarios/destinati
ons and ask them
for the five top
things they would
take with them
(you could start
with more and
then ask them to
prioritise the top
five)

Allow 10 minutes at the end of this session for students to borrow and return books.

- Desert island
- On a 5 person
boat across the
ocean
- On a one person
boat
- To the top of a
mountain
- To an imaginary
place maybe one
in a book being
read at the
moment.

Reciprocal Reading: Lesson 8

Key Concept: Drama/related activity- drama 15 mins then more reading
Whole Class Activity:
Recap story so far. Explain that we are going to dramatise the discussion between the baker and the
butcher: the butcher has just stabbed and killed Karamba.
What would the baker say to him?
What reasons would the butcher give for killing the bear?
What do you think they will do?
Remember, the bear is very popular: why would they not want anyone to know what has happened?
Students to work in pairs to dramatise this part of the story, showing how the characters feel, what
they might say, and what they might do next. Watch a few of the dramas, discuss what the students
think will happen and why.
Read part 12: were your predictions correct?
CLARIFY:
What did they do with Karamba?
What happened to his feet?
PREDICT:
What will happen next?
Do you think the butcher and baker got away with it?

Share/Reflection/
Assessment
What strategies
do you use when
reading to
someone younger
than you?
If you had to
make suggestions
for someone who
is struggling with
reading, what
advice would you
give them?

Read part 13:

CLARIFY:
What did Knuckles think had happened to Karamba?
Why do you think Knuckles came to that conclusion?
What does the last line mean? (handsome reward despite assumption)
What does handsome reward mean?
PREDICT: what will happen next?
Read part 14:
CLARIFY:
How had Sadie got the feet?
Do we know how she found them for definite?
Why did she take them to Knuckles?
PREDICT:
What will happen next?
What will Knuckles do?

Notes:

Wednesday Session 5

Buddies: Focus: The importance of trees

Daily Focus

Tuning In

Student Learning Activity

Learning
intention: We are
learning about
the importance of
plants, from an
indigenous
perspective.

Discuss
What do we grow in our gardens to
eat?
Fruit, vegies herbs etc.
Did aboriginal people have gardens?
What did they eat?
How did they get a balanced healthy
diet?
Share ideas.

-After watching Bush Tucker PowerPoint, give students a few handouts of the
bush Tucker symbols page.
-Explain to students that using the nine symbols on the page they need to create
a picture that tells a story about an aboriginal woman collecting bush tucker for
her family. The women would collect fruits and vegetables and take them back
to the campsite.
-Students can use the human track symbols to show where the woman has
walked to collect the fruits and vegies and then the trail she used to bring them
back to the campsite.
-Students can and should use the symbols more than once.
-If students know other relevant symbols they can also include them.

Success Criteria
I can explain the
difference
between
European
gardening and
how aboriginal

Go through
PowerPoint
Bush tucker

Share/Reflection/
Assessment
Share pictures
with the class and
explain the stories
behind them.

people got their

bush tucker.

Notes: This lesson ran really well, the students from early years paired up with middle years and all completed the task well.

Thursday Session 1

THURSDAY

Daily Focus

Tuning In

NAPLAN

NAPLAN

NAPLAN
Student Learning Activity
NAPLAN

Share/Reflection/
Assessment
NAPLAN

Notes:

Thursday Session
2

NAPLAN
Daily Focus

Tuning In

Student Learning Activity

NAPLAN

NAPLAN

NAPLAN

Share/Reflection/
Assessment
NAPLAN

Notes:

Thursday Session 3

Math: Focus: Fractions

Daily Focus

Tuning In

Learning
Intention:
to revise
addition and
subtraction
fractions with
like
denominators

Whats the Question?

Pose the question The answer to
the question is
1 , what might the question be?
Students are to record a variety of
questions, include word problems,
number sentences and questions
that involve more than one

Student Learning Activity

Share/Reflection/
Assessment
Suggested Ideas:

Key Concept: Adding and Subtracting Fractions

Whole Class Activity

17 words
describe todays session
in 17 words exactly

Success
Criteria: to
solve real life
problems
involving
fractions

operation. Encourage them to

include a variety of questions that
cover all four operations,
combinations of operations,
involve proper and improper
fractions
eg. + + = 3/2
or 2 = 3/2

*Annotated notes on
students who were able
to
* Students who needed
assistance or extension
work

Scaffolding group:
Used their knowledge from the small group last session to help assist them with
this lesson. Students were capable working in a whole class environment.

Notes: I will have to do the last two activites with the students next week. Olivia, Cameron, Remy and Nathan need extra attention with this.

Math: Focus: Fractions

Daily Focus
Learning Intention: to
calculate simple fractions of
a quantity

Thursday Session 4

Success Criteria: to solve

real life problems involving
fractions

Tuning In

Student Learning Activity

Key Concept: Fractional Amounts
Whole Class Activity:

Share/Reflection/
Assessment
Suggested Ideas:
Secrets to your
success:
Note students who
have worked
effectively during
this activity and
were able to
complete the tasks
easily. Ask if they
will share their
strategies.

*Annotated notes
on students who
were able to
* Students who
needed assistance
or extension work

Scaffolding group:
Used counters and gave simplified questions to help OM, SM and NB understand the
context. Once they felt confident, the students role played explaining the concept to
me.
Extension:

Notes:

Thursday Session
5

APT
Daily Focus
APT

Tuning In

Student Learning Activity

APT

APT

Share/Reflection/
Assessment
APT

Notes:

FRIDAY

Friday All day

Daily Focus
Athletics carnival

Notes:

Tuning In

Athletics Carnival
Student Learning Activity

Athletics carnival

Athletics carnival

Share/Reflection/
Assessment
Athletics carnival