Elijah, Venice, Edwin, Hilda, Marial, Jayden

Term 4, Week 9

1. Reading

Click on the link above to go to Ziptales:

  • Username: olsouth14
  • Password: olscps

Choose Extending Literacy 3-6, then Graphic Classics.

Read the story ‘Aladdin’ and complete the activity sheet in your Focus Group tray.


2. Inquiry

After watching the video complete the following:

  1. Define the following terms: conductors, insulators, insulation
  2. What sorts of materials act as heat conductors?
  3. What sorts of materials act as heat insulators?
  4. What might you use heat conducting materials for?
  5. What might you use heat insulating materials for?


3. Writing

Finish your Volcano Big Write draft – put your name on the board to conference with John. Then publish your Big Write.


4. Spelling

Choose your spelling words and put them in the back of your book.

Use your chosen words in a short narrative. Write a short narrative that includes all of your chosen spelling words. Write the spelling words in red so it is easy to see where they are. 


5. Book Report

Either using your focus group text or a silent reading book, complete a book report about the book. Use this template as a guide to how you should set out your book report.

Term 4, Week 8

1. Reading

Click on the link above to go to Ziptales:

  • Username: olsouth14
  • Password: olscps

Choose Extending Literacy 3-6, then Interactive Readers.

Choose a story, read it, then complete one of the activities.

2. Inquiry

Design your ultimate dream house. What would it look like? What would it be made out of?Why would you use different materials for certain parts of your house?
Draw your ultimate house, label it, and explain why you used these materials.

3. Writing

Finish your Big Write draft from last week – When you have finished your draft, revised it and edited it, put your name on the board to conference with John.

4. Spelling

Choose your spelling words and put them in the back of your book. Use a dictionary to find the meaning of each word and put each word into a sentence.


Term 4, Week 7

1. Reading

Thinking Critically: Answer the following questions after reading your Focus Text in focus group:

  • What do you think is the purpose of this book?
  • Do you think the introduction on page 2 effectively explains the  idea behind the topic? Why or why not?
  • Why do you think the pushrim is covered with rubber?
  • Do you think training and fitness routines for all athletes are similar? why or why not?
  • What questions do you have after reading the text?

2. Inquiry

Our Learning Space is full of different objects that are made of different materials. Look around the Learning Space and find 6 different objects, made of different materials.

Then, go to the Inquiry folder in your Google Drive. Use the document called ‘Objects, materials and properties’ and complete the tables.

Once you’ve done this, play the game at the bottom of this website:


3. Writing

Finish your Big Write from last week.

First, finish the draft of your explanation text.

Then revise your writing so that it makes sense,  then edit the spelling and up level VCOP.

Finally, publish your explanation text on poster paper.


4. Spelling

Choose your spelling words and put them in the back of your book.

Then, complete a Thrass explosion using one of your spelling words as the starting word.


Term 4, Week 6

1. Fact Frames

After Focus Group on Tuesday, complete a Fact Frame about the text read. John will show you how to make a Fact Frame at the end of Focus Group.


2. Remembrance Day

Answer the following questions in your book:

What does Remembrance Day commemorate?

Why is a poppy used as a symbol to remember the war?

What is the significance of wearing a sprig of rosemary?

How did this story make you feel?


3. Inquiry

Click on the picture above to read about materials and their properties.

Choose 5 properties of materials and write their meanings in your Inquiry book. List 4 things that have that property.

For example:

  • Property: Waterproof
  • Meaning: Stops water from passing through or soaking in
  • Examples: Umbrellas, gum boots, rubber, glass.


4. Writing Brainstorm

Brainstorm ideas to write about for an explanation text, like in the picture below. Remember, it should be a ‘How’ or ‘Why’ question.


Choose one and begin to research your topic.

Use sticky notes to record important information in your English book, like the picture below.


5. Spelling 

Your new Spelling lists are in your Focus Group tray on the locker tubs.

Choose your spelling words and put them in the back of your book.

Complete MASUTA for three of your words.


Term 4, Week 3

1. Poetry – Double Entry Journal.

Screenshot 2015-10-18 18.09.30

Remember, the left side is the “Facts” side.

The right side is the “My Thinking Voice” side. On this side I want you to also think about the following two questions…

  • ‘What do you think the author is trying to say in this poem?’
  • ‘What do you think the author is thinking?’



2. Writing – Cinquains, Five Senses

This week practice writing Cinquains. Write 3 cinquains. Choose your favourite and upload it onto your site.

Remember to use the example Cinquain on the back wall for help.


This week I also want you to try writing a Five Senses poem… Write 3 and choose your favourite and upload it to your site.

For a Five Senses poem, pick a topic and then write a line each for what it looks, sounds, tastes, smells and feels like… an example:

Winter smells like chimney smoke.

Winter tastes like ice.

Winter looks like heaven.

Winter feels like a deepfreeze.

Winter sounds like a howling wolf.

3. Big Write

Finish your autobiographical poem from Friday’s Big Write. Take a clear photo of your poem and upload it onto your site.


4. THRASS Explosion!

Complete 5 rows of a THRASS explosion using Poetry as your starting word.


5. Studyladder

Log onto Studyladder and complete English activities.


Term 4, Week 2

Term 4 – Week 1 

Must Do’s


1. Spelling

Highlight your spelling words on the Take-home sheet.

Copy your words into your Practice Pad in your book.

Now complete 2 of the activities from the following grid:

2. Poetry Vocabulary

Choose 5 of the Poetry Vocab words we talked about in Whole Group.

Create a PicCollage or other creative display with your 5 words, the meaning of each, and examples of each. Upload it to your English Google Site page.

The words are: alliteration; stanza; couplet; imagery; limerick; metaphor; simile; onomatopoeia. 



1. Sally’s Silly Sentences Sound Strange! – Alliteration.

In your Work Book write down the definition of ‘alliteration’.

Create at least 6 of your own alliteration sentences (like the one above).

Then, choose your favourite to publish on paper and illustrate it! We will display these in the Learning Space.

2. Poetry Analysis

Now you will practice analysing a poem like we did in Whole Group.

Go to your Google Drive > English Folder > Open the document ‘Poetry Analysis’.

Choose one of the following poems, read it and complete the analysis!

Screenshot 2015-10-05 04.34.36

Minecraft Mike by Kenn Nesbitt

My Teacher took my Ipad by Kenn Nesbitt



 Term 3, Week 2

Learning Intentions: 

1. To use strategies such as questioning to interpret ideas and information in a text.

2. To understand the structure of narratives.

Success Criteria:

1. I will complete the Discussion Director role to write deep level questions.

2. I will use a graphic organiser to plan my narrative in detail.

Must Do Activities

1. Kids Thrive

Read A NEW SCHOOL then answer the following questions in your book:

  • How do you think Peter feels?
  • How do you think Peter will be affected by the teasing?
  • What could you do to help?


2. Goal Setting

Finish working on your learning goals (that you started with Gloria last Wednesday), including thinking about how you will achieve them!

3. Writing

Using the Narrative Graphic Organiser in your ‘English’ Google Drive folder, plan your Big Write narrative for Friday.

Choose ONE of the following pictures as your stimulus for your story:


4. Reading

Read chapter 1 of the story ‘Billy Sings in the Choir’.

  1. Go to Sunshine Online.
  2. Username: olsc1      Password: olsc1
  3. Go to Learning Space 3
  4. Level 18 – ‘Billy Sings in the Choir’

After reading the chapter, complete the Discussion Director role in your ‘English’ Google Drive folder. Remember to ask DEEP LEVEL questions!



Using the MASUTA in your ‘English’ Google Drive folder, choose 4 words from the list of /ea/ words from last week to analyse using the MASUTA strategy.




 Term 3, Week 1

Learning Intentions: 

1. To use strategies such as questioning to interpret ideas and information in a text.

2. To plan, draft and publish a variety of texts.


Success Criteria:

1. I will complete the Discussion Director role to write deep level questions.

2. I will follow the writing process to publish a recount of my holidays.


 Must Do Activities

1. Cover Page:

Complete a Cover Page on the next full page in your English Book. Make sure you write ‘English’ and ‘Semester 2’ on your cover page. 


2. Spelling:

Digraphs are 2 letters making 1 sound. For example /ea/ as in beach. List in your English book as many words with the digraph /ea/ as you can. 


3. Writing:

Follow the Writing Process to plan, draft and publish a recount about your holidays! Think about the following – What did you do? Did you sleep in most mornings? Did you travel anywhere? Did you watch any new movies or TV shows?


4. Reading:

Using the book you are reading in silent reading and independent reading time, complete the Discussion Director Literature Circle role. Remember to write at least 5 interesting ‘deep’ questions.


5. Radio Plays:

Watch the following video clip about Radio Plays. In your English Book answer the following questions – 

What were radio plays?

Why did they make radio plays?

Why are radio plays no longer popular?

Term 2, Week 10

Must Do Activities


I can consolidate the use of MASUTA.

Complete the Week 10 and 11 section of the spelling booklet.



I can conduct research and present my learning in a creative way.

Complete your Inquiry presentation for our Expo.



I can write an information report.

Complete your Information Report about your Inquiry topic. You will need to complete the following:

  • A draft version on your report

  • Conference it with John

  • Produce a HANDWRITTEN good copy

  • Publish a DIGITAL copy on your Google Site


4. Double Entry Journal

I can use strategies like questioning and making connections to help me understand a text.

Complete a Double Entry Journal of the “Facts” and “My Thinking Voice” after reading the following story Never Make Fun of Rhinos.





Term 2, Week 8/9

Must Do Activities

1. Learning Goals.

I can reflect on my learning and set SMART goals.

Highlight Kids Speak in the ‘Learning Goals’ folder in Google Drive. Use the Learning Conversation pro forma (available on the shelf) to reflect on the goals you have achieved this term and to set SMART goals for Term 3.

Also, continue to update and upload work on your Google Site. Use the poster in our learning space as a checklist.


2. Spelling.

I can consolidate the use of MASUTA.

Use the Week 8/9 Spelling book to select words from your own reading, writing, maths and inquiry. Use the practise pad to practise writing your words. Choose 4 to use the MASUTA strategy.


3. The Australian Flag.

I can take notes as I read and select important information from a text. 

Read all about the history of the Australian Flag on pages 30-35 in Australia, My Country! (On John’s trolley).

Then write down 5 things you think are most important from the reading.

Finally, design your own Australian Flag, use a whole page in your English book to draw it!


4. Writing/Inquiry.

I can research a topic and plan my writing.

Continue to research your Inquiry topic and use the graphic organiser (on the shelf) to plan your writing. Remember, you will begin writing the First Draft of your Inquiry information report during Big Write on Friday.



I can recognise the phonemes on the THRASS chart. 

Complete 4 levels of the THRASS explosion using GIANT as the starting word. Remember to THRASS out the words to find the sounds and key words. 


6. Parts of a Text.

I can understand different organising features of texts.

Write in your own words definitions for: bibliography, index, contents, and chapters

Include a description of how/what each is used for.


7. Prefixes and Suffixes.

I can understand prefixes and suffixes and how they are used. 

Choose a common prefix and suffix – write down what it means as well as 10 words that include it in your book. Show the teacher.

Then, using a large piece of paper, create a poster like in the picture of your chosen prefix/suffix.


8. Thrive!

I can present my word to a high standard.

For those doing Thrive in Performing Arts, review the tasks you have been asked to complete in your Thrive workbook. Make sure all your work is updated to a high standard.


9. Reconciliation Week.

I can reflect on an issue.

Watch the following video about Reconciliation Week…

Now view this poster for Reconciliation Week – Create your own poster to advertise Reconciliation Week.

Plan and complete a draft in your English book first, then make a good poster on poster paper.

Screenshot 2015-05-31 19.58.26




Term 2, Week 6/7

Must Do Activities

I can compare own experiences with fictional characters to enrich understanding.

I can understand and use prefixes and suffixes to make meaning of new words.

I can apply basic research skills to gain information on a topic.

I can produce short informative reports about less familiar topics using subject-specific terms and concepts.


1. Spelling

Complete the Week 6/7 Spelling activity books.


2. Reading

Snowboarding: Read the following text and complete the activities in your workbook.



3. Writing

This week’s Big Write will be a report about Anzac Day. Plan your writing using a spider organiser (on John’s trolley). Use information you already know, as well as any research you can do.


4. Thrass

Play a game of Thrass ‘Who Am I’ with others in your Focus Group. Remember to try and use Thrass clues like ‘Am I a digraph?’ and ‘Am I a consonant phoneme?’ etc.


5. PenPal

Write a draft of your letter to your penpal. Show John your draft before publishing it. Don’t forget to post it in the postbox!!!

6. Prefixes/Suffixes

Watch these videos about Prefixes and Suffixes – in your workbook, write down in your own words what prefixes and suffixes are.


7. Inquiry Research.

Once you have chosen a question for your project, begin to research it. Use the Sticky Note strategy to take notes.





Term 2, Week 4

Must Do Activities

Here is the Must Do grid for Week 4 and Week 5! There are four activities for each week. Take your time to complete these activities to the best of your ability.

Screenshot 2015-05-03 09.26.29

Must Do Grid here ——> T2W4AirForceGrid





Term 2, Week 3

Must Do Activities

1. Spelling.

I can consolidate the use of MASUTA spelling model. 

Use the Spelling Book from John. Remember, you are creating your own spelling list with words from your reading, writing and other subjects.

Keep your Spelling Book in your Writing Folder.


2. Coordinates.

I can use adjectives in my writing.

Read the following text about maps and coordinates, then complete the activities below in your English Book.

Screenshot 2015-04-26 16.03.39

Screenshot 2015-04-26 16.06.43

3. Focus Text – What a Wedding!

I can compare characters in a story.

After reading your Focus Text with John on Monday, complete the activity below:

Screenshot 2015-04-26 16.39.51


4. Writing – Pen Pal Letter.

I can write an interesting letter ‘All about me’.

I remember the fun I had at school writing to my PenPal at another school! It was exciting to hear all about my pal’s school, what they were learning. We are going to connect with students in Grades 4-6 at St Mary of the Cross PS in Point Cook.

This week, you will write a letter to introduce yourself to your PenPal. John will tell you who your pal will be. Include:

  • Your interests.
  • Hobbies and sports you like.
  • Favourite subjects and things to learn about.
  • Describe our school and learning space.
  • Describe your family and pets.
  • Music and TV/Movies you like.
  • Favourite holiday.

Conference your draft letter with John before writing a good copy on special paper (ask John) to send to SMOC.



Serena, Sonny, Parjoban, Lilly, Edwin, Hilda

Term 2, Week 2

Must Do Activities

Screenshot 2015-04-19 16.43.47AirForceGridT2W2



Term 1, Weeks 8 & 9

Must Do Activities

Screenshot 2015-03-15 17.22.56



Term 1, Week 7

Must Do Activities

  1. Learning Conversations:

I can reflect on my learning and share with others.

Reflect on your SMART learning goals from Week 3. Use the pro forma to reflect on the goals you have achieved, and set new goals to share during learning conversations.



  1. Spelling:

I can consolidate the MASUTA spelling framework.

I have uploaded into your Google Drive a MASUTA Week 7 document. Use it to analyse 5 words from the spelling page on our learning group blog, or from your own reading and writing.


  1. Reading:

I can tell the main idea from a text.

Sorted! Read story 3 and complete the following Literature Circle role in your ENGLISH WORKBOOK:

Summariser role.



  1. Writing:

I can what I write in detail.

Plan your narrative writing for this Friday. Use the Ice Cream graphic organiser.

Ice CreamGraphic Organiser



Can Do:

Complete unfinished must do tasks from previous weeks.





Kelly, Serena, Sonny, Parjoban, Lilly, Aiden

Term 1, Week 6

Must Do Activities

1. Reading

I can make predictions while reading.

Sorted! Read Chapter 2 and complete the following Literature Circle role:

Clever Connector role.

Complete in your English Workbook.


2. Spelling

I can consolidate the use of MASUTA.

Use MASUTA to analyse 5 words from the spelling digital Word Wall. Write your MASUTA in your English Workbook.


3. Big Write

I can edit and publish my writing.

Choose one persuasive Big Write to edit and publish by the end of the week.

Make sure you:

  • Edit and Uplevel your writing.
  • Buddy read your writing and get 2 stars and a wish.
  • Conference with your teacher.
  • Make any changes that are needed.
  • Publish your writing any way you wish.


4. Reading Fluency.

I can read orally with increased fluency and expression.

Record yourself on the ipad reading from the focus group text. Listen back and think about the following –

  • Am I reading the text aloud smoothly?
  • Am I reading word-by-word?
  • Am I using expression to bring the words to life?


Term 1, Week 5

Must Do Activities

Focus Group Reading – choose spelling words from this text:

1. Literature Circle – I can make in-depth predictions and inferences about a text; I can justify my opinions about a text.

Sorted! Read Chapter 1 ‘Jeremy’s First Day’ and use the role descriptions on the ‘Literature Circle’ blog page to complete the following roles in your ENGLISH BOOK:

Kelly: Discussion director

Serena/Sonny: Clever connector

Parjoban: Summariser

Lilly: Character captain

Aiden: Vocab Extender


2. Spelling – I can consolidate the use of the MASUTA spelling method.

Use MASUTA to analyse 5 words from the spelling list in your ENGLISH BOOK


3. Persuasive text: Body Paragraphs – I can uplevel my writing.

Watch the following video about introduction paragraphs in persuasive writing texts, then answer the questions in your ENGLISH BOOK.

What does TEEL stand for?

What is the ‘link’?

What is the topic sentence in the sample text?

What is the example/evidence in the sample text?

What is the explanation in the sample text?


4. Big Write – I can reread and edit my writing using the student-friendly criteria.

Edit and publish your Big Write from last week.

5. Plan writing for Big Write this week.

John will give you the topic. Use a graphic organiser or write a plan ready for Big Write on Friday.




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