KM

Guided Reading/Literacy Group Organisation

Week 7, Term 3, 2016
Monday
Turtles
Starfish
Dolphins
Jellyfish
Seahorses
Whales
Student name
Student name
Student name
Student name
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Student name
Student name
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Student name Student

name Student

name Student name Student

name
Blue Activity: sl activity
Orange Activity: writing
White Activity: iPads
Red Activity: CVC Bingo
Guided Reading with Teacher Green Activity: concentration
centre
sight words
White Activity: iPads

Blue Activity: sl activity

Orange Activity: writing centre

Green Activity: concentration

sight words

Red Activity: CVC Bingo

Guided Reading with Teacher

Orange Activity: writing

centre

White Activity: iPads

Blue Activity: sl activity

Guided Reading with Teacher

Green Activity: Concentration

sight words

Red Activity: CVC Bingo

Turtles
Red Activity: CVC Bingo

Starfish
Guided Reading with Teacher

Dolphins
Green Activity: Concentration
sight words

Jellyfish
Blue Activity: sl activity

Whales
Orange Activity: Writing
centre

Seahorses
White Activity: iPads

Green Activity: concentration

sight words

Red Activity: CVC Bingo

Guided Reading with Teacher

White Activity: iPads

Blue Activity: sl activity

Orange Activity: Writing

centre

Guided Reading with Teacher

Green Activity:
Concentraiton sight words

Red Activity: CVC Bingo

Orange Activity: Writing

centre

White Activity: iPads

Blue Activity: sl activity

Turtles
Blue Activity: st activity

Starfish
Orange Activity: Write a
sentence using sight words

Dolphins
White Activity: iPads

Jellyfish
Red Activity: Sounds bingo

Whales
Seahorses
Guided Reading with Teacher Green Activity: Playdough:
creating Halves

White Activity: iPads

Blue Activity: st activity

Orange Activity: Write a

sentence using sight words

Green Activity: Playdough:

creating Halves

Red Activity: Sounds bingo

Orange Activity: Write a

sentence using sight words

White Activity: iPads

Blue Activity: st activity

Guided Reading with Teacher Green Activity: Playdough:

creating Halves

Turtles
Red Activity: Sounds bingo

Starfish
Guided Reading with Teacher

Dolphins
Green Activity: Playdough:
creating Halves

Jellyfish
Blue Activity: st activity

Whales
Orange Activity: Read with a
parent

Seahorses
White Activity: iPads

Green Activity: Playdough:

creating Halves

Red Activity: Sounds bingo

Guided Reading with Teacher

White Activity: iPads

Blue Activity: st activity

Orange Activity: Read with a

parent

Guided Reading with Teacher

Green Activity: Playdough:

creating Halves

Red Activity: Sound bingo

Orange Activity: Read with a

parent

White Activity: iPads

Blue Activity: st activity

Register

Tuesday
Register

Wednesday
Register

Guided Reading with

Teacher
Red Activity: Sounds bingo

Friday

Resources - Leveled Readers. Literacy and Fine Motor Skills Activities See Above
Differentiation/Modification
Levelled Readers. Modified activities expectations adjusted according to literacy cluster.

Register


Groups

Text
PM Level

KM Guided Reading Focus and Observations Week 7, Term 3, 2016

Turtles
Starfish
Dolphins
Jellyfish
Seahorses
Whales
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name Student name Student

name Student

name



PM Level 15

PM Level 10

PM Level 8

PM Level 7

PM Level 6

PM Level 4

Before Reading:

Structure
of Guided
Session

Modelled
Strategies

Observations

Vocab

Where to
Next?

Hold and introduce the book

Discuss title & cover/make predictions
Take a picture walk
Review vocabulary/locate in the text
Discuss reading skill to be used
Model reading strategy to be used
Activate schema
Interact and share ideas about the book
Distribute individual books to students
Also see program for teaching strategies

During Reading: (Highlight Focus)

Decoding Comprehension Fluency

Predict w pictures Monitor for meaning Accuracy
Use beginning sound Reread at difficulty Expression
Chunking Retell Punctuation
Stretching
Also see program for teaching strategies

After Reading:

Discuss story check predictions, oral comprehension

Invite personal response
Return to the text for any teaching opportunities
Ask students to reread story
Assess student understanding
Also see program for teaching strategies

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KM Maths Groups Subtraction Numeral Identification Term 3, Week 7 2016

Outcomes:
Content
MAe-1WM - describes mathematical situations using everyday language,
Students:
actions, materials and informal
Represent practical situations to model addition and sharing (ACMNA004)
recordings

combine two or more groups of objects to model addition

MAe-2WM - uses objects, actions, technology and/or trial and error to

model subtraction by separating and taking away part of a group of objects

explore mathematical problems

use concrete materials or fingers to model and solve simple addition and subtraction problems
MAe-3WM - uses concrete materials and/or pictorial representations to

compare two groups of objects to determine 'how many more

support conclusions

use visual representations of numbers to assist with addition and subtraction, eg ten frames
MAe-4NA counts to 30, and orders, reads and represents numbers in the
range 0 to 20

create and recognise combinations for numbers to at least 10, eg 'How many more make 10?'
Language

Students should be able to communicate using the following language: count

forwards, count backwards, number before, number after, more than, less
than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents,
dollars.
The teen numbers are often the most difficult for students. The oral language
pattern of teen numbers is the reverse of the usual pattern of 'tens first and
then ones'. Students may use incorrect terms since these are frequently heard
in everyday language, eg 'How much did you get?' rather than 'How many did
you get?' when referring to a score in a game. To represent the equality of
groups, the terms 'is the same as' and 'is equal to' should be used. In Early
Stage 1, the term 'is the same as' is emphasised as it is more appropriate for
students'
level of conceptual understanding.
Resources
A variety of concrete materials
Notebook
Subtraction word problems notebook t-drive
Youtube clips see link on lesson plans

describe the action of combining, separating and comparing using everyday language : eg makes, joins, combines with, and, get,
take away, how many more, all together

explain or demonstrate how an answer was obtained (Communicating, Reasoning)
apply strategies that have been demonstrated by other students (Problem Solving)
investigate different methods of adding and subtracting used in various cultures, eg Aboriginal and Torres Strait Islander
methods involving spatial patterns and reasoning, Asian counting tools such as the abacus (Communicating, Problem Solving)

count forwards by ones to add and backwards by ones to subtract

record addition and subtraction informally using drawings, words and numerals

Assessment Strategies
Observations of students through group discussions, interacting within the class group, reporting back to class, in role plays/scenarios
Anecdotal records
Work samples
Questioning of topic knowledge
Group participation and cooperation. Do students interact effectively with each other? Can students cooperate in small group? Can students express
themselves within the group about the topic?

Teaching and Learning Content, Numeral SUBTRACTION, Term 3, Week 7 2016

Lesson 1
Lesson 2
INTRODUCTION
Warm up Count forwards, backwards, skip counting, activities with the
hundred chart Whats missing, What comes next? Count on bucket, etc

Whole Class Activity

http://www.abcya.com/subtraction_game.htm

Introduce differentiated game -- Tower of 10 game:
-
In pairs, students each use unifix cubes to create a tower using
unifix cubes
-
Students take turns in rolling the dice, subtracting the number
they roll from their tower
-
The first person to get rid of their tower first wins.
Differentiated activities 12 to 15 minutes
Tower of 10 Differentiating the lesson sequence:
-
Perceptual: Students create towers up to 10, using one dice (use
visible number line)
-
Figurative: Students create towers up to 20, using one dice (use
visible number line)
-
Facile: Students create towers up to 20, using 1 dice ( no number
line).
*All students write down the number sequences on whiteboards*

CONCLUSION
What strategies did you use? What did you learn?

INTRODUCTION
Warm up Count forwards, backwards, skip counting, activities with the hundred
chart Whats missing, What comes next? Count on bucket, etc
Class game Buzz off, Circle champion, quick draw

Whole Class Activity

Balloon pop subtraction interactive game:

http://www.abcya.com/subtraction_game.htm

https://www.turtlediary.com/game/count-backward-on-number-
chart.html

Differentiated activities 12 to 15 minutes

Tower of 10 Differentiating:
-
Perceptual: Students subtract from towers up to 10, using one dice
(use visible number line)
-
Figurative: Students subtract from towers up to 20, using one dice
(use visible number line)
-
Facile: Students subtract from towers up to 20, using 1 dice (no
number line).
*All students write down the number sequences on whiteboards*

CONCLUSION
Call out a range of numbers 1 to 10.
Ask student to start with 10 fingers. Then take away a number of fingers
after each numberhow many left?
Call students to stand up, then take away three studentshow many
left?

Discuss what did you learn? What strategies did you use?

Lesson 3
INTRODUCTION
Warm up Count forwards, backwards, skip counting, activities with the
hundred chart Whats missing, What comes next? Count on bucket, etc
Class game Buzz off, Circle champion, quick draw

Whole Class Activity

http://www.ictgames.com/soccer_subtraction.html

Ten pin bowling:
-
Students sit in a circle around the mat.
-
10 cups are placed in the middle of the circle in the shape of
bowling pins
-
Students take turns in rolling the ball, hitting over the cups.
-
Students then complete the sequence 10- ? = on their
worksheet. Students identify that the cups that have been
knocked over are the ones we take away leaving the answer as
the cups that are still standing.
Differentiated activities 10 minutes

-
Perceptual: Students subtract from towers up to 10, using one
dice (use visible number line)
-
Figurative: Students subtract from towers up to 20, using one dice
(use visible number line)
-
Facile: Students subtract from towers up to 20, using 1 dice (no
number line).
*All students write down the number sequences on whiteboards*

CONCLUSION

Ask student to start with 10 fingers. Then take away a number of

fingers after each numberhow many left?
Call students to stand up, then take away three studentshow many
left?
Ask students What strategies did you use? What did you learn?

Observations Term 3, Week 7 2016

Organisation
Teacher to introduce differentiated activities and work with groups that require support. Teacher to work with Emergent and Perceptual groups on Tuesday. Teacher to work with figurative and counting on groups on
Thursday. In addition to differentiated activities, familiar number games such as bingo, dominos, card games will be played whilst teacher is working with target group.
Focus: Whole Number Subtraction
Emergent - 0

Level

Student Names x 14

Student Names x 6

Students subtract from towers

up to 10, using one dice (use
visible number line)

Students subtract from

towers up to 20, using one
dice (use visible number line)

Differentiated
Activities

Observations

Figurative Level 2

Groups

Perceptual Level 1

Counting on an back Level

3

Facile Level 3

1 10000 Level 3

Student Names x2

Students subtract from

towers up to 20, using 1 dice
(no number line).