Daily Work Pad: Tuesday

Date

16.6.15

Week 9

Events of interest
Kindergarten students at
school today

Time/Session

Term 2

Important resources

Lesson Structure What to teach/How to teach

8.50 9.10am

Morning Circle

9.10 9.40am

Literacy Block

Assessment.
Things to check,
children to support

Resources

1. Run through the alphabet cards with the students

prior to engaging in small group work.
2. Split the class into small group work and free play:
PP - Group 1
Students engage in an onset-rime word recognition
activity at the table with me using the Diana Rigg
resources.
PP - Group 2
Students will begin with a short onset-rime
segmentation activity and then complete the set of
CVC spelling sheets as per the Diana Rigg spelling
sequence.
K Writing your name
To increase fine motor strength and practice
recognising and writing their names, Kindergarten
students will finger-paint their names out on the deck
with E-.
Free Play:
- Drawing/craft/letter writing at the craft table
- Dinosaur play add some paper bark to the dinosaur
play for an extra element.
- Babies
10.10-10.15am

Transition and tidy up: Discuss rhyme

10.3210.50am

Morning tea

10.50-12.10pm

Numeracy Block
During the numeracy block students will engage in
small group work with myself and E-, while K- will be
the aid assigned to support Aidan.

Emphasis will be
increasingly on
scaffolding lower
achieving students to
successfully recognise
words when they have
been segmented into
individual phonemes.

Students who are

beginning to show
consistent confidence in
writing their name will
copy letters from an
example card, while
those that are still
developing this skill may
be provided with a
drawn template to copy
over.

Watch the students in

group 1 and 2 for correct
counting procedures,
emphasising one-to-one

1. Gathered on the mat, students are asked to think of

an everyday object shaped like the geometric shapes
explored yesterday. First the Pre-primary students and
then the Kindergarten students are asked to find a
circle, triangle, rectangle or square in the classroom
and bring it to the circle.
2. Students that have a circle/square/triangle ect are
asked to hold up their shape and then put it in the
centre of the mat, repeat this with each shape.

correspondence.

To help struggling
students identify the
shape names, the
educator may verbalise
the initial sound of the
shape name to aid their
memory. If the student

- Shape cut-outs
- Think-board
templates
- Shape template
- Number mats

3. Ask the students to replace the items back to where

they found them beginning with the Kindy and then the
Pre-primary students.
4. The class are then divided for small group work with
a teacher and educator:

still shows signs of

misunderstanding it may
be useful to go over the
shapes features.

PP - Group 1/2
Continuing their work on numeral recognition, students
will use play dough and counters to complete 2 -3
number mats in an activity in which they create the
numeral and then place the correct amount of counters
to match the numeral.
PP - Group 3
Students will arrange number names from one to ten
and then complete a think board based on an allocated
number name.
K - Drawing and colouring 2D shapes
Students are asked to remember the whole class
discussion about shapes in our environment and draw
something that is the same shape as a circle, square,
rectangle and triangle. After completing their drawing
they will label each object as the shape it is closest to
and the educator will scribe.
Free play:
- Craft
- Dinosaur play
- Babies and the light table

12.10-12.15pm

Transition

12.32-1.10pm

Lunch

1.10-1.40pm

Quiet Time

1.40-2.30pm

Art block
E- to work with A, C, J, N and Z individually during the
afternoon.
Using paint, dish washing liquid and water, students
will blow through a straw into a paint pot to create
bubbles, which they will then imprint on their paper.
Following the completion of this art activity students
may use the straws to blow ink over paper to create art
pieces.
Pack up.
Transition 2-3 songs of the childrens choice.
Home

Make sure students

know NOT to suck
on their straws just
blow! In the case of
Z, C, A and J prop
up the bubbles
yourself using a
straw you keep on
you.

- Paint
- Ink
- Paper
- Straws