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SWS SSP Technology Initiative 2011 Holroyd School Mary Brooksbank School Chalmers Road School

SWS SSP Technology Initiative 2011 Holroyd School Mary Brooksbank School Chalmers Road School. Morning Circle Template Activities : Smart Notebook Teaching Guide.

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SWS SSP Technology Initiative 2011 Holroyd School Mary Brooksbank School Chalmers Road School

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  1. SWS SSP Technology Initiative 2011Holroyd SchoolMary Brooksbank SchoolChalmers Road School Morning Circle Template Activities: Smart Notebook Teaching Guide The following document is a guide for teachers who use the morning circle template. It provides information about teaching strategies, questions for assessment and links to curriculum to focus the activity on the learning outcomes for students. This document contains samples of outcomes taken from the K-6 Syllabus and the Stages 4-5 and Stage 6 Life Skills Syllabuses. Included are samples of appropriate outcomes, however in most cases there may be more than those listed. Outcomes have been selected from random stages, either K-6, 7-10, or 11-12.

  2. Template Activities: Notebook Opening Page: From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement and turn taking. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Emphasise turn taking. • Assessment: • Can the students recognise the PCS of activities? • Are they able to wait their turn? • Are they able to recognise when it is their turn? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: INS2.3 Makes positive contributions in group activities. Life Skills 7-12 ENGLISH (Stg 4/5): LS.7 Reads and responds to short written texts. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations.

  3. Template Activities: Notebook Hello: From Morning Circle Template 2011 • Teaching Strategies • Model appropriate greetings in different contexts. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Emphasise turn taking. • Assessment: • Can the students choose and demonstrate appropriate forms of greetings? • Can they choose a movie or song to watch or listen to? • Can they sit, attend and respond when watching a movie or listening to a song? Links to Curriculum K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. MUSIC: MUES1.4 Listens to and responds to music. Life Skills 7-12 ENGLISH (Stg 4/5): LS.1 Responds to auditory cues in a range of contexts. PDHPE (Stg 6): 3.3 Demonstrates communication skills when relating to others.

  4. Template Activities: Notebook Who is at School Today?: From Morning Circle Template 2011 • Teaching Strategies • Model selection of appropriate environment and movement of student photos. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Assessment: • Can the students select between photographs of different environments? • Can they recognise whether their peers are at home or at school? Links to Curriculum K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. Life Skills 7-12 ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request. GEOGRAPHY (Stg 4/5): LS.3 Recognises the features of a range of environments.

  5. Template Activities: Notebook How Many People at School?: From Morning Circle Template 2011 • Teaching Strategies • Model counting with 1:1 correspondence. • Model counting-on to combine two groups in addition. • Highlight the similarities and differences between boys and girls. • Assessment: • Can the students count using 1:1 correspondence? • Can they combine two groups to get a total? • Can they differentiate between boys and girls? Links to Curriculum K-6 MATHEMATICS: NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods. PDHPE: GDS1.9 Describes the characteristics that make them both similar to others and unique. Life Skills 7-12 MATHEMATICS (Stg 4/5): PALS.3 Calculates missing values by completing simple number sentences. PDHPE (Stg 4/5): LS.1 Recognises the personal characteristics and needs that make them similar to others yet unique.

  6. Template Activities: Notebook Turn-taking to Write Name : From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement and turn taking. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Emphasise turn taking. • Assessment: • Are the students able to wait their turn? • Are they able to recognise when it is their turn? Links to Curriculum K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. PDHPE: INS2.3 Makes positive contributions in group activities. Life Skills 7-12 ENGLISH (Stg 4/5): LS.17 Uses individual and collaborative skills in the learning process. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations.

  7. Template Activities: Notebook Recognising Names: From Morning Circle Template 2011 • Teaching Strategies • Model selection and movement. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Assessment: • Can the students select their first name from four options? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: RES1.6 Demonstrates developing reading skills and strategies when reading books, dealing with print and comprehending texts. Life Skills 7-12 ENGLISH (Stg 4/5): LS.6 Uses visual texts in a range of contexts. ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request.

  8. Template Activities: Notebook Sequencing Letters of Name: From Morning Circle Template 2011 • Teaching Strategies • Model selection and movement of letters to appropriate spaces. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Assessment: • Can the students spell their name? • Can they sequence the letters in their name? • Do they recognise that their name starts with a capital letter? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: WES1.11 Begins to use letters to represent known words when spelling. Life Skills 7-12 ENGLISH (Stg 4/5): LS.5 Recognises visual texts in a range of contexts. ENGLISH (Stg 6): 5.1Copies symbols, pictures, letters or words.

  9. Template Activities: Notebook Sequencing Letters of Name and Creating Sentences: From Morning Circle Template 2011 • Teaching Strategies • Model selection and movement of words and letters to appropriate spaces. • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Model 1:1 correspondence. • Assessment: • Can the students spell their full name? • Can they select the correct letters from a large group of letters ? • Can they sequence the letters in their name and order words to make a sentence? • Do they recognise their name starts with a capital letter? Links to Curriculum K-6 ENGLISH: RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. PDHPE: DMS2.2 Makes decisions as an individual and as a group member. Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. ENGLISH (Stg 6): 6.2 Views images and interprets their meaning, information and content.

  10. Template Activities: Notebook Tracing Name: From Morning Circle Template 2011 • Teaching Strategies • Model handwriting, correct pen grip and posture. • Model writing from left to right. • Support with physical prompts and guidance as needed. Reduce prompting as skills develop. • Assessment: • Can the students hold a pen or stylus in the correct way? • Can they trace within the lines? • Do they start writing from the left to the right of the word? • Do they shape the letters correctly? Links to Curriculum K-6 ENGLISH:WES1.9 Engages in writing texts with the intention of conveying an idea or message. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short texts for everyday purposes. ENGLISH (Stg 6): 5.3 Writes and transfers specific information using standard formats.

  11. Template Activities: Notebook Tracing and Writing Name: From Morning Circle Template 2011 • Teaching Strategies • Model handwriting and correct pen grip. • Model writing from left to right. • Model matching tall letters to tall boxes/ short letters to short boxes. • Support with physical prompts and guidance as needed. Reduce prompting as skills develop. • Assessment: • Can the students hold a pen or stylus in the correct way? • Can they trace within the lines? • Do they start writing from the left of the word? • Do they shape the letters correctly? • Do they match the letter shape to the correct box size Links to Curriculum K-6 MATHEMATICS:SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language. ENGLISH: WES1.12Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Life Skills 7-12 MATHEMATICS (Stg 4/5): SGLS.2 Matches and sorts two-dimensional shapes. ENGLISH (Stg 6): 5.1 Copies symbols, pictures, letters or words.

  12. Template Activities: Notebook Tracing and Writing Name and Day of the Week: From Morning Circle Template 2011 • Teaching Strategies • Model handwriting and correct pen grip. • Model writing from left to right. • Support with physical prompts and guidance as needed. Reduce prompting as skills develop. • Teach the days of the week and their order. • Assessment: • Can the students hold a pen or stylus in the correct way? • Can they trace within the lines? • Do they start writing from the left of the word? • Do they shape the letters correctly? • Can they identify the days of the week? Links to Curriculum K-6 PDHPE:DMES1.2 Identifies some options available when making simple decisions. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. MATHEMATICS (Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years.

  13. Template Activities: Notebook My Address Is (1): From Morning Circle Template 2011 • Teaching Strategies • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach that the address is where they live (home). • Teach students the read and recognise their own address. • Assessment: • Can the students recognise or read the PCS of activities? • Can they identify their own address? Links to Curriculum K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. HSIE: CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. Life Skills 7-12 ENGLISH (Stg 4/5): LS.11 Views and responds to a range of visual texts, media and multimedia. HSIE(Stg 4/5):LS.11 Uses a variety of strategies to locate and select information.

  14. Template Activities: Notebook My Address is (2): From Morning Circle Template 2011 • Teaching Strategies • Model correct pen grip and tracing of text. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach that the address is where they live (home). • Assessment: • Can the students recognise or read the PCS of activities? • Can they correctly hold the stylus or pen? • Can they trace text? • Can they follow the protocols of writing an address? Links to Curriculum K-6 HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. PDHPE: COS2.1 Uses a variety of ways to communicate with and within groups. Life Skills 7-12 ENGLISH (Stg 6): 1.3 Makes a request to satisfy needs and wants and to obtain services or assistance. LANGUAGE(Stg 4/5): LS.MLC.4Explores ways in which meaning is conveyed by written language.

  15. Template Activities: Notebook What Day is it?: From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement of text to correct locations. • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach skills in sequencing and reading days of the week. • Assessment: • Can the students recognise the PCS of activities? • Can they read and/or understand the days of the week? • Are they able to select and sequence days of the week? Links to Curriculum K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Life Skills 7-12 TAS (Stg 6): 1.2 Uses a range of both customised and widely available technology to facilitate learning and enhance daily living. PDHPE (Stg 4/5): LS.26 Uses problem solving strategies in a variety of contexts.

  16. Template Activities: Notebook What Month is it?: From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement of text to correct locations. • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach skills in sequencing and reading months of the year . • Assessment: • Can the students recognise the PCS of activities? • Can they read and/or understand the months of the year? • Are they able to select and sequence months of the year? Links to Curriculum K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. Life Skills 7-12 ENGLISH (Stg 6): 4.5 Comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS(Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years.

  17. Template Activities: Notebook Months of the Year: From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement of text to correct locations. • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach skills in sequencing and reading months of the year . • Assessment: • Can the students recognise the PCS of activities? • Can they read and/or understand the months of the year? • Are they able to select and sequence months of the year? Links to Curriculum K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. Life Skills 7-12 ENGLISH (Stg 6): 4.5 A student comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS(Stg 6): 3.4 A student demonstrates knowledge and understanding of days of the week, months, seasons and years.

  18. Template Activities: Notebook Today’s Date: From Morning Circle Template 2011 • Teaching Strategies • Model correct pen grip and tracing of text. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Make a connection to a calendar. • Assessment: • Can the students recognise or read the PCS of activities? • Can they correctly hold the stylus or pen? • Can they trace text? • Can they read and/or understand the concept of time passing and being recorded? Links to Curriculum K-6 ENGLISH: WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. MATHEMATICS: WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas. Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short text for everyday purposes. MATHEMATICS (Stg 4/5): MLS.6 Uses the language of measurement in everyday contexts.

  19. Template Activities: Notebook The Weather Today is?: From Morning Circle Template 2011 • Teaching Strategies • Model selection, movement of text/PCS to correct locations. • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach skills in identifying correct weather conditions. • Assessment: • Can the students recognise the PCS for the weather? • Can they read and/or understand the text? • Are they able to select to correct PCS/text that corresponds with the weather? Links to Curriculum K-6 SCIENCE: INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting. ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. Life Skills 7-12 ENGLISH (Stg 4/5): LS.3 Uses technology and aides to communicate with a range of audiences MATHEMATICS (Stg 4/5): WMLS.5 Links their mathematical experiences to everyday life.

  20. Template Activities: Notebook Today the Temperature is?: From Morning Circle Template 2011 • Teaching Strategies • Model correct transfer of information to thermometer . • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach concepts of temperature using concrete materials e.g. ice pack. • Assessment: • Can the students recognise or read the PCS or text? • Can they transfer information from weather page to the thermometer? • Can they read and/or understand the concept of temperature? Links to Curriculum K-6 MATHEMATICS: NS1.1 Counts, orders, reads and represents two- and three-digit numbers. SCIENCE: UTES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.7 Estimates and measures temperature. TAS(Stg 6): 1.2Uses a range of both customised and widely available technology to facilitate learning and enhance daily living.

  21. Template Activities: Notebook What are we Wearing Today?: From Morning Circle Template 2011 • Teaching Strategies • Support with physical , verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Teach how the weather affects our daily lives. • Teach students the. relationship between weather and clothing. • Assessment: • Can the students recognise or read the PCS for gender and weather? • Can they read and/or relate to concepts? • Can they identify their own gender? • Can they select appropriate clothes for the current weather. Links to Curriculum K-6 SCIENCE: ESES1.6 Explores and identifies ways the environment influences their daily lives. PDHPE: PHES1.2 Displays basic positive health practices. Life Skills 7-12 PDHPE(Stg 6): 1.3 Selects appropriate clothing for specific occasions. TAS (Stg 4/5):LS2.1 Evaluates the design of clothing and household items in terms of function and aesthetics.

  22. Template Activities: Notebook Turn-taking to Describe Feelings: From Morning Circle Template 2011 • Teaching Strategies • Model selecting the correct photo. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Make a connection to ordinal numbers. • Assessment: • Can the students select their own photo to place on the turn grid? • Can the students recognise when it is their turn by looking at the grid? • Can the students wait their turn? Links to Curriculum K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. ENGLISH: TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. Life Skills 7-12 MATHEMATICS (Stg 4/5): NLS.3 Recognises and responds to ordinal terms. PDHPE (Stg 6): 1.8Recognises inappropriate behaviour and responds assertively.

  23. Template Activities: Notebook Today I Feel?: From Morning Circle Template 2011 • Teaching Strategies • Model selecting the correct an appropriate feeling. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Make a connection to facial expression and body language. • Assessment: • Can the students select an appropriate feeling that represents themselves? • Can they select the appropriate PCS? • Can they read the words for each feeling? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: COES1.1 Expresses feelings, needs and wants in appropriate ways. Life Skills 7-12 PDHPE (Stg 4/5): LS.3 Recognises the feelings and emotions associated with adolescence. PDHPE (Stg 6): 3.6 Demonstrates awareness and understanding of, and respect for, the feelings of others.

  24. Template Activities: Notebook What are we Doing Today?: From Morning Circle Template 2011 • Teaching Strategies • Model selecting the correct day. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Make a connection to a calendar. • Assessment: • Can the students identify the correct day of the week? • Can they recognise the correct order of the days of the week? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.4 Organises personal time and manages scheduled activities. MATHEMATICS (Stg 6): 3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments.

  25. Template Activities: Notebook Todays Is: From Morning Circle Template 2011 • Teaching Strategies • Model selecting the correct day. • Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. • Make a connection to a calendar. • Assessment: • Can the students identify the activities that occur on a specific day? • Can the students match the activities to the correct time frame? Links to Curriculum K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.1 Matches familiar activities with time frames. MATHEMATICS (Stg 6): 3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon.

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