Session 1 Session 2 Recess Session 3 Session 4 Lunch Session 5

Thursday Chris - LLI Chris Reading: Specialist: Maths:

Roll, Maths: Writing: Focus: Inferring - Fiction Italian Focus: Volume, Mass
Timetable Focus: Volume, Mass and Focus: Information Report and Capacity
and Capacity Learning Intention:
Calendar Learning Intention: To infer the theme or Learning Intention:
(LSSCWC) Learning Intention: To film our information meaning of a fiction text To learn how to find
To learn how to convert the reports. by using context clues and record the
Guided reading: mass of objects. and prior knowledge. volume of objects.
Group 1 Success Criteria:
Focus: Success Criteria: I can remember my Success Criteria: Success Criteria:
Decoding/Cross I can record our lines I can infer make I can use MAB
checking finding using an I know when it is assumptions blocks to help
Level: M appropriate unit of my turn to speak about a text find the
Text: Bats measurement I can use I can read volume of an
I can use a table to expression between the lines object.
Previous Text: record our findings I can use body I can infer the I can learn the
Rivers, Streams I can convert the mass language to fulfil main ideas of a rule when
of object to other my role text finding
and Lakes
units of measurement I can include I can identify the volume.
different camera authors message Volume =
Conferencing:
Warm up: Alien Cookbook angles by using clues, length x width
Ieni
activating prior x height.
Explicit teaching: Instructional teaching: knowledge and I can record
Video: Monumental Discuss what is the best making my findings.
measurement mess ups way for students to be connections
Model the different units of able to get clear sounds in Warm up: Circus
measurement used in their filming. We dont Instructional teaching: Towers Square Stacks
Australia and in the United want background noise. Text: The Buffalo Hunt
States stated in the video. What locations might be Explicit teaching:
Model how to record the good for filming? Turn and talk - what is Explain the formula
data on a table. Model to the inferring? What do we to the students.
students a unit converter. Student activity: infer? How do we infer? Volume = Length x
Width x Height.
Student activity:
Students are to record the
weights of a variety of items
in the classroom. They are to
note the mass of each item in
a table. They are to use this
webpage to convert the mass
into another unit of
measurement.
Differentiation**
Intervention: Simpler objects
to measure - lighter. Students
are to convert to other known
units of measurement.
Extension: Multiple items,
heavier. Convert without
calculator.
Share/Reflection:
Students upload their
heaviest item onto Google
Classroom and the different
unit measurements found,
students see who has the
largest mass
Students are to continue Looking for answers/ Use visual and
filming their information figuring out what the physical examples on
reports. Students are to author is saying by using the board and with
consider the best possible clues from the text or MAB blocks.
location for their filming reading between the Model the student
so sounds can be heard lines. activity for them.
clearly and background Model how to record
noise doesnt get in the What is inferring? their findings.
way
Focus** As a think aloud, teacher Student activity:
Ieni, Willy & Riley is to model inferring the Students are to work
theme/ meaning / main with a partner in their
Share/Reflection:
idea of the text. Model maths group. One
What success did you partner is to create a
how to use context clues
have today? prism using MAB
and prior knowledge to
blocks and record the
make assumptions about
volume of each.
a text.
Differentiation**
Intervention: Smaller
Student activity:
prisms created.
With their just right
Extension: Linda has
reading books, students
constructed a shape
are to infer the meaning
that has a volume of
/ main ideas of their text
24cm cubed. Construct
by recording context
a shape of your own
clues and prior that has the same
knowledge. volume then sketch it
in the box
Guided Reading Group 1
30 minutes Independent Share/Reflection:
reading Students share the
smallest and largest
Share/Reflection: volume they created
in pairs.
Students are to find a
buddy and record their
assumptions using the
camera application on
their netbooks, ensuring
they discuss context
clues.